Free Narrative Essays - Why Cant We All Just Get Along?

I recall an incident back in my elementary school days, when I was on the playground during an afternoon recess. My friends and I were intensely involved in a emotional game of basketball. I had been playing miserably, so after my fourth brick, I spiked the ball, super bowl touchdown style against the solid pavement. It began a long process of ricocheting off the walls of the coverd area and amidst it's air born flight it somehow managed to collide with the jawbone of a rather thuggish looking 5th grader. At this time, an ominous dark cloud of rage began spouting from the disgruntled upperclassmen's nostrils. A large crowd began chanting, "fight! fight! fight!" that was slowly forming around us like vultures circling to pick at the bones of the unfortunate loser. Realizing that the odds of me emerging alive from this mess weren't very good, I began to think of a strategy that would enable all my major organs to remain intact. I decided to use humor to defeat this barbaric beast. I must have ridiculed and made fun of myself over 200 times. I told him that even if he passed out, in a full body cast , and suffered from leprosy, he still could wipe the floor with my feeble body. I told him if he didn't disfigure me, that I would offer to be his own personal reusable toothpick for as long as he wished. Violence and nonviolence are two very effective ways to solve problems, but for people like me whose brains are stronger than their fists, nonviolence seems much more practic... ...y major origans. After the crowd began laughing at my foolish self- directed jokes, the enraged 5th grader quickly switched from steaming in anger to chuckling along with the rest of the observers. Eventually he lost interest and went along his way, just in time for me to sharpen my basketball skills before the bell rang. Much like the example of Martin Luther King and Malcolm X, I too had the choice of taking one of two roads. I knew that taking a violent stand would only lead to a dead end. I chose the road in which many of the most memorable leaders have taken, a road that has been traveled by few. The nonviolent road. There are many ways to solve a problem. As a wise man once said, "A coward strikes with his fist, a warrior strikes with his mind."

Introduction to People, Organization Andmanagement Essay

1. Key Information Module title: Introduction to People, Organisations and Management Module Leader: Hermione McIntosh Chelmsford/Michael Ashcroft Building/ Room MAB 301 Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: * the Virtual Learning Environment (VLE) * the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue * Anglia Ruskin’s module search engine facility at www. anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This 30 credit module covers four key areas. The organisational context: This module allows students to explore the organisational context and will furnish students with tools to analyse the organisational environment and the degree of dynamism and complexity in which organisations operate. Students will be encouraged to examine organisational responses to environmental turbulence. The development and impact of organisational culture will also be assessed. Organisation structures and approaches to management: Students will analyse the changes to organisational structure and architecture and the evolution from self-contained structures to boundaryless organisations. Approaches to management from scientific management to postmodern organisations will be evaluated and the way groups and teams are formed and structured. Motivation will also be examined as a motivated workforce can be a sign of a successful organisation and students will be encouraged to reflect critically on theories of motivation and apply them to real life situations and case study scenarios. Management processes: Intensified competition, technological innovation and increased knowledge intensity has resulted in a pattern of ‘repeat change’. The results of change programmes are often disappointing and students will examine the triggers for change, why change is resisted and organisations’ approaches to change management. This module will also investigate the difference between leadership and management and critically evaluate classical and contemporary approaches to leadership theory and the role power and politics play in organisational life. Individuals in the organisation: This part of the module focuses on individual differences. The ability to learn, and to continue learning, for individuals and organisations, is crucial in the 21st century. Students will be introduced to a number of learning theories which affect management practices and will have an overview of the learning organisation. Students will examine the role that personality and perception play in shaping and directing our own and other people’s behaviour. The role of communication will also be investigated as communication affects organisation performance and also individual career prospects. Students will therefore be equipped with a robust intellectual framework for analysing and understanding the past, present and future influences on their own thinking, attitudes, values and behaviours and to reflect on how these might impact their effectiveness and performance in practice. Please also refer to Sections 6a and 6b of the MDF. 3. Intended Learning Outcomes. Anglia Ruskin modules are taught on the basis of intended learning outcomes and on successful completion of this module, you will be expected to be able to demonstrate that you have met these outcomes. On successful completion you will be able to: 1. Understand and critically evaluate the underlying principles and concepts of the nature of organisations. 2. Understand and appreciate the contribution of effective people management to the success of organisations. 3. Explore a range of theories developed to aid the understanding of learning and human behaviour, reflecting on their learning experiences and career development. 4. Examine the application of theories in real world organisational settings. 5. Apply a range of theories and concepts on organisational design, structure and management in the analysis of managing employees with specific reference to leadership, power, motivation and teamwork. 6. Use simple psychometric and related instruments for self-analysis and learning tools for goal-setting, problem-solving and personal reflective practice within a framework for personal and career development. 4. Outline Delivery. Wk| Lecture A – People| Lecture B – Organisation Management| Reading (Buchanan and Huczynski, 2010)| 1| Introduction to Part A of the module. Individual behaviour and personality| Introduction to Part B of the module. What is an organisation? Introduction to organisational behaviour. Orientation to work and the work ethic.. | Chapters 1 and 6| 2| Personality theories in the workplace. | The organisation’s environment. Business ethics and corporate social responsibility. | Chapters 2, 3 and 6| 3| Perception. | Organisational culture and socialisation. | Chapters 4 and 8| 4| Attitudes and values. | Organisational structure and architecture. | Chapters 15 and 17; Brooks Chapter 3| 5| Learning as a process. The Behaviourist and Cognitive approaches. | Approaches to organisations and management. (1)| Chapters 5, 14 and16| 6| Learning in practice and the Learning Organisation| Approaches to organisations and management (2)| Chapters 5, 14 and 16,| 7| Motivation: content theories| Groups and teams at work. | Chapters 9, 10, 11, 12, 13| 8|. Motivation: process theories| Organisational change| Chapters 9 and 18| 9| Communication| Leadership (part 1)| Chapters 7 and 19| 10| Career management and choices| Leadership (part 2)| Chapter 19| 11| Reflective practice and managing self. | Power in organisations| Chapter 22| 12| Module review. | Module review| | 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutors. Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment This module will be assessed through two pieces of coursework which will allow you to evidence the demands of this module and meet the learning outcomes (see sections 7 and 9 of the MDF). Both pieces of coursework have a word limit of 3,000 words and have a 50% weighting. The assignment hand-in date is Tuesday, 8 May, 2012. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet . Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback. You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see  your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. ASSIGNMENT ONE Module Title: Introduction to People, Organisations and Management Module Code:BB130020SLevel: 1 Academic Year: 2011/12Semester: Two Module Leader:Hermione McIntosh. Instructions:See below Word Limit: 3000 words % Weighting:50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission Date:Tuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details:This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. TASK Read the two organisational case studies attached and provide a critical comparative analysis of them in academic report format. You should consider how the two organisations differ in the way they operate and in the way they are managed. In particular, you should focus on the following areas: * Organisational design and structure * Teams and teamworking * Approach to leadership and management * Organisational culture Your analysis must be supported by relevant theories and concepts that have been covered in the module and you must demonstrate that you have read widely around the subject area and used this reading to support the arguments you are making. Do not rely solely on the key text but use a range of academic texts and journal articles. Refer to the reading list in your module guide for further guidance. It is essential that you use the Harvard Referencing System and it is recommended that you download the University’s Guide to the Harvard Referencing System from the library website. Assessment weighting for written assignment The following assessment weighting is provided for guidance: Introduction| 10%| Analysis of issues including use of the literature to support arguments| 60%| Conclusion and recommendations| 20%| Presentation and structure of the report including written expression and referencing| 10%| Case Study One Case study 1: Biogenta plc. Biogenta is a world-leading business, producing crop-protection products (herbicides, fungicides and insecticides). It currently employs 15,000 employees in over 80 countries and has manufacturing facilities in 10 countries. It is organised into four major functional areas: Research and Development, Manufacturing, Sales and Marketing and, finally, Support (covering financial services, human resources and legal services). Jane Morgan, the Chief Executive Officer of Biogenta, is a strong role model for her staff and has developed a mission and a set of values based on extensive consultation with Biogenta’s stakeholders. Biogenta’s mission is to be the most trusted provider of crop-protection products in the world and their values include: Be adventurous, creative and open-minded Pursue growth and learning Be passionate and determined Build open and honest relationships Create fun These values have been embedded in the culture of the organisation. Jane is deeply respected and many of her staff have even called her inspirational. She is very motivational and communicates high expectations of all staff. Her aim has always been to empower her staff and to stimulate staff to be  creative and innovation so that they try novel approaches and develop ground-breaking new products. Biogenta is committed to innovation and sees this as a major strength. It has a strong focus on recruiting extremely able and highly motivated employees. It is also committed to investing heavily in their development. As well as recruiting highly educated staff, many of whom are educated to doctorate level, the company offers numerous in-house training courses covering both technical and personal development issues. As a global organisation Biogenta wants to recruit the brightest and the best from all over the world. In Cambridge, alone, one of its four research and development ‘hubs’, it employs people of 20 different nationalities. It offers generous support to employees who want to further their education and training by paying fees and giving time off to attend courses. It also offers generous perks, such as opportunities for sabbaticals or gap years and subsidising gym membership. Office environments and even factories are designed to be light, pleasant places to work, with the company sponsoring a large amount of art work and landscaping to enhance the environment. It is also a major sponsor of a number of exhibitions and museums around the world with a ‘biological science’ theme. Staff are encouraged to contribute to community work, and the company sponsors a number of projects working with schools in a number of countries on biological science projects. Although Biogenta has a traditional structure, as would be expected of an organisation of this size, Jane believes that structures, job titles and power can put barriers up between people and inhibit innovation and performance. She believes it is far more effective to put her faith in people and in teamwork and there is minimal hierarchy. Although almost all employees work in one of the four functional areas mentioned above, the organisation also promotes cross-functional working in project teams, some of which are virtual teams. Project working is seen as essential to achieving constant product improvement and innovation. These teams can be large or small, short term or fairly long in duration. It recognizes that getting people from different functions to work effectively together can be a challenge and it has a number of ways of trying to minimise these, including the use of technology. Many of the support staff have at least undergraduate degrees in science subjects. For example Jacqueline Baryomunsi works in the marketing team but she has a degree in Biology, although she was later sponsored by Biogenta to do an MBA. Although originally based in Cambridge, she was recently posted to a nine month international assignment in South Africa where she worked on a project to develop a new herbicide, working with a team of four others. This included Jonathan Etherington, who has a PhD in chemistry from the USA and has been working on production in one of Biogenta’s manufacturing bases in Italy until recently. The other team members included two people from Biogenta’s research and development function (both based in South Africa) and the team was led by Kathryn Tate, originally from Australia, who has a PhD in molecular biology and is based within Biogenta’s support function as an IT specialist. This project involved long working hours but Kathryn Tate also made sure the team had time for some fun: team members spent quite a lot of time together outside work, even, on one occasion managing to go shark-fishing as well as regularly sampling the night life of Durban. (This is a fictional case study.) Case Study Two OUTBACK INC. Setting Tourism is a strong contributor to Australia’s economy, with over a half million people employed in the sector, and tourism spending reaching over $85 billion a year. The country promotes its beautiful landscapes, Aboriginal art and cultures, coastal lifestyles and the outback as the main attractions for visitors. Australia’s top five international tourism markets are New Zealand, the UK, Japan, the USA and China. Visitor numbers from China and India have grown strongly, while the number of Japanese and Korean tourists has declined in the last few years. China is now Australia’s fifth largest international tourism market, brining it into second place with New Zealand, and this is set to grow over the next decade. However, Australia’s share of global tourism continues to drop, with a decrease of 14 per cent between 1995 and 2008. Since its peak in 2001, it has also declined as a proportion of Australia’s gross domestic product. The Australian tourism industry continues to struggle from the effects of a series of crises, starting with a pilot strikes in 1989 and the worldwide economic outfalls of the Iraq War and the SARS outbreak. More recently, after four strike free years at Qantas, there has been a bitter pay dispute which closed the airline down in October this year. Qantas passengers could face further delays and cancellations after one of the unions locked in a wage dispute threatened more strikes and legal action if the airline did not improve its pay offer. Skilled staff shortages are also contributing to Australia’s tourism industry troubles, with an estimated 42,000 employees needed by 2015. Outback Inc Established in the early 1990s, Outback is an adventure-based tour company located in Sydney, Australia. The company offers a variety of services, including guided tours, accommodation and meals, to those wishing to visit remote and regional areas of Australia. Outback’s comprehensive packages of services have traditionally appealed to travellers from all over the world, particularly visitors from Japan, who typically make up over 80 per cent of their client base, but its product offering has not been updated for a number of years. Profitability has now been on a downward trend for some time and there is no clear vision or detailed strategy to move the company forward. Despite increased marketing efforts aimed at the general Asian market, the company has seen a decrease in bookings from its traditionally reliable Japanese sector. The poor exchange rate has negatively affected tourist numbers from the U. K. and Outback has yet to attract new clients from China or other Asian countries experiencing more favourable economic conditions. Although Outback grew from a small, family-owned business in the early 1990s to a moderately sized company with sales of several million dollars a year, it still retains its original functional organisational structure. Its Chief Executive Officer is a son of the original founder and his autocratic style of leadership, although dressed up in paternalism, has meant that he is not prepared to listen to staff members, particularly those at the lower end of the hierarchy. Outback’s managers, typically members of the company’s founding family, head up the various departments, which are structured around traditional functions such as marketing, finance and human resources. In order to satisfy the needs of family members, there are a number of hierarchical levels within the organisation which often negatively affects the organisation. There is limited teamwork and virtually no cross-functional working with each of the functions operating in a silo. At times this has resulted in a poor service to clients where their expectations have not been met, and the company has recently received some bad press in the Asian tourist magazines and newspapers. Although this is an adventure-based tour company, it is not a fun place to work and the culture and leadership style stifle creativity. As with most organisations in the hospitality field, the Outback management uses a traditional leadership style, with decisions made at the top levels of management and communicated downwards. The majority of Outback’s employees are young, highly motivated and eager for learning opportunities, but the company struggles to regain them, facing a turnover rate higher than even what is expected in an industry with a notorious turnover culture. Although the company does have its own website, management has been hesitant to move away from using standard travel agencies for their client booking purposes, which is relatively costly. Many of the younger staff have ideas on how to improve the product range, the service offered to clients and how to target the all important Asian market, but have given up voicing their ideas as these have not been listened to in the past and they are concerned about being blamed for the rise in client complaints. (This is a fictional case study which has been adapted from Bratton et al. , 2010) Specific assessment criteria for assignment one 70% + Extensive knowledge and understanding surrounding organisations and management is evident. A deep level of critical analysis has been provided throughout with coherent and convincing arguments made. Theory and practice (case studies) have been integrated convincingly. Analysis is supported by extensive reading (academic texts and journal articles). Conclusion is convincing, relevant and holistic. Written expression and referencing are excellent resulting in a credible assignment which is well-structured, concise and demonstrates clarity of thought. 60 – 69% Good knowledge and understanding surrounding organisations and management is evident. A good level of critical analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated well. Analysis is supported by significant background reading (academic texts and journals). Conclusion summarises the key issues convincingly. Good referencing with consistent citation and listing. Written expression is good resulting in an assignment which is well-structured, clear and concise. 50 – 59% Sound knowledge and understanding surrounding organisations and management is evident. Generally good analysis is demonstrated and arguments are clear and structured. Theory and practice (case studies) have been integrated. Analysis is supported by background reading (academic texts). A satisfactory conclusion is included. An appropriate structure is used and style of writing is satisfactory. Referencing is to satisfactory standard. 40 – 49% Some knowledge and understanding surrounding organisations and management is evident. The assignment is more descriptive than analytical, but arguments are sufficiently identifiable and free of obvious contradiction. Limited integration of theory and practice (case studies). Limited background reading from academic sources to support the work. Conclusion is drawn, but not all key issues are included. The assignment is adequately referenced with an appropriate structure. Written expression is satisfactory, but there are weaknesses in the presentation. Fail – 39% and below Very limited knowledge and understanding surrounding organisations and management is evident. The assignment is very descriptive with poor application of relevant theories, concepts and models. Minimal evidence of further reading. No or limited conclusion. The report is weakly referenced and the structure is inadequate. Written expression is poor resulting in an assignment which lacks clarity. Overall the task is poorly presented and argued and does not achieve an adequate standard. ASSIGNMENT TWO Module Title: Introduction to People, Organisations and Management Module Code:BB130020SLevel: 1 Academic Year: 2011/12Semester: Two Module Leader:Hermione McIntosh Instructions:Answer all four questions Word Limit: 3000 words % Weighting:50% Written assignments must not exceed the specified maximum number of words. Assignments will not be accepted without a word count on the cover sheet. Submission Date:Tuesday, May 8, 2012 Work submitted after this date will receive a mark of 0 unless an extension has been approved in advance of this deadline. Requests for short-term extensions will only be considered in the case of illness or other cause considered valid by the Student Adviser. These must normally be received and agreed by Student Adviser in writing at least twenty four hours prior to the deadline. Please refer to the Academic Regulations or your Student Handbook for full details. Further details:This assignment must be completed individually. This assignment must be attached to a completed University Assignment Cover Sheet and accompanied by a completed University Assignment Receipt before submission. Any attachments (such as computer discs) must be marked with your SID number(s) and securely attached to your assignment before submission. Do not submit your work in a plastic sleeve. Complete ALL four of the following tasks. 1. What is personality? And what relevance has this concept to understanding behaviour in the workplace? 2. â€Å"Learning is the process of acquiring knowledge through experience which leads to an enduring change in behaviour. † (Huczynski & Buchanan, 2010, p. 732) Explain this statement, showing how it relates to a learning theory that you have studied on this module and to your own approach to learning. 3. One way to understand different motivation theories is to interview your peers on what is important to them when choosing a job. Form a diverse study group, and discuss the following: How important is pay in choosing a job when you graduate? Is personal autonomy important in your work motivation? Explain your findings and discuss them in relation to appropriate motivation theory. 4. Choose FOUR barriers to communication and suggest, as a manager, how you might overcome such barriers. Within the 3,000 overall word limit, you should allocate words equally to each of the 4 tasks above. You should also illustrate your answer by referring to relevant literature, theory and experience. Each question is equally weighted in terms of the assessment marking. Specific Assessment Criteria for these written tasks: 70% + Extensive knowledge and understanding of the literature is evident. A considerable depth of application has been achieved with the literature and examples of practice. A high level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by extensive reading. Written expression and referencing are excellent; ideas are well structured, balanced, and succinct and demonstrate clarity of thought. 60-69% A good grasp of knowledge and understanding of the literature is evident. A very good depth of application has been achieved with the literature and examples of practice. A significant level of insight and thought is evident throughout the arguments made and the findings presented. Analysis is supported by good background reading. Written expression is of a very good standard and referencing is strong with consistent citation and listing. The ideas are well structured, balanced, and clear and concise 50-59% Sound knowledge and understanding of the literature is evident. Generally good application has been achieved with the literature and examples of practice. There is evidence of insight and thought throughout the arguments made and the findings presented. Analysis is supported by background reading. Written expression and referencing is of a satisfactory standard. The ideas are fairly well structured, and clear and concise. 40-49% Some knowledge and understanding of the literature is evident. Generally the work is more descriptive than applied. Limited evidence of insight and thought throughout the arguments made and the findings presented. Analysis is limited, and not all the key issues are addressed. Written expression and referencing is of a satisfactory standard, but there are weaknesses in the presentation. Fail – 30-39% Very limited knowledge and understanding of the literature is evident. The work is very descriptive with poor application of relevant theories and concepts. Minimal evidence of insight, thought and analysis. Written expression is poor resulting in writing which lacks clarity. Poor presentation overall, and does not achieve an adequate standard. 6. Assessment Criteria and Marking Standards ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 1 GenericLearning Outcomes(Academic Regulations, Section 2)| Assessment criteria by level| Marking standards (by mark band)| | | 70%+| 60-69%| 50-59%| 40-49%| 30-39%| 1-29%|. | Characteristics of student achievement per mark band >| Achieves module outcome/s related to this GLO at this Level of Study| Achieves module outcome/s related to this GLO at this Level of Study| Achieves module outcome/s related to this GLO at this Level of Study | Achieves a marginal pass in the module outcome/s related to this GLO at this Level of Study| Fails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation | Fails to achieve module outcome/s related to this GLO and is not eligible for compensation | Knowledge and Understanding | Level 1 (FHEQ level 4) intr.

Age Discrimination At The Workplace Essay - 1574 Words

Mrs. Jeanie Gay Lewis Age Discrimination in the Workplace Human Resource Management Dr. Melissa Mann 9-20-2016 1 Introduction An all encompassing definition for age discrimination in the workplace is the practice of excluding applicants for hire or promotion based on the age of the individual. Related to the factor of age, age discrimination is an approach that does not focus on skill levels and job competency, and places emphasis on the calendar age of the individual.(Fundamentals of Human Resource Management, 2016) In today’s workplace, employers have to be attentive in staying compliant with an immense number of laws and regulations. Reducing employment and regulatory risk can be the difference between success and failure in today’s competitive marketplace. Over the past decade there has been a rise of complaints concerning age discrimination in the workplace. There are many keys to business success, and focusing on age discrimination and how business needs to be able to differentiate between the different types of relationships within the workplace. Types of Age Discriminaton in the Workplace The different types of discrimination companies may face in the workplace, the legal considerations and finally developing and implementing a system to manage legal risk from regulatory issues. As people live and work longer, the older component of the workforce, defined by the U.S. BureauShow MoreRelatedAge Discrimination At The Workplace Essay2284 Words   |  10 Pages Christina Jones Age Discrimination in the Workplace Human Resource Management Dr. Melissa Mann â€Æ' Introduction With the rise of the fastest age group expected to be between the age of workers 55 and older from 2012-2022, Age Discrimination will likely be on the rise. 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As his sixty-fifth birthday rolled around, Harold was greeted with a staff party and a mandatory retirement notice that was effective two weeks from that date. Harold was stunned, inasmuch as he had no intentions whatsoever to leave his position with the company;Read MoreEmployment Discrimination Can Wear Many Faces In The Workplace.1703 Words   |  7 PagesEmployment discrimination can wear many faces in the workplace. Three common workplace discriminations are in the categories of age, weight, and sexual orientation. Only age discrimination has a specific law named after it. The law is called the Age Discrimination Act (ADA). Weight discrimination is linked with the Americans with Disabilities Act in order to be enforced. Sexual orientation (Gender identity) is linked with the Civil Rights Act of 1964. 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Discrimination is defined as â€Å"treat ing a person or particular group of people differently, especially in a worse way from the way in which you treat other people, because of their skin color, sex, sexuality, etc.† according to the Cambridge Dictionary (Cambridge University Press 1). Discrimination comes in manyRead MoreWorkplace Discrimination : Discrimination And Discrimination1588 Words   |  7 Pagesfeatures they possess. Unfortunately, prejudice and discrimination occur even in places which, by definition, should be free of all personal prejudices – specifically, in offices and other business surroundings. This tragedy is called workplace discrimination; not every unfair behavior at work, however, can be assessed as discrimination. Discrimination in the workplace happens when an employee experiences unfair treatment due to their race, gender, age, religion, marital status, national origin, disabilityRead MoreLiterature Review : The United States Essay1505 Words   |  7 Pageshistory in terms of d iscrimination towards women in the workplace. Such discrimination only increases when the events of childbirth are taken into account. When women give birth, they often opt to stay lengthy amounts of time with the members of the family as opposed to remaining in the workplace for the duration of their maternity leave. Thus, there is increased rates of discrimination towards these women specifically. Often mothers within the workplace receive the most discrimination as opposed to same-gendered

Heart Rate and Exercise - 1441 Words

Literature Review The human heart is a very complicated organ, with the main purpose to pump life sustaining blood throughout the human body. It also supplies oxygen and nutrients to all areas and clears harmful waste from the body. The heart is made up of cardiac muscle which beats on its own. According to the article ‘heart ‘which was written by The National Geographic the heart will slow down or speed up depending on how the body is being used. This is done by nerve signals which are being sent from the brain. This indicates that in order for the body to keep on going, the heart will need to pump more blood through the body when say doing exercise due to the muscles being used on a higher level, which will then lead to more beats†¦show more content†¦http://www.active.com/fitness/articles/how-does-exercise-affect-your-heart ), in order to keep the experiment consistent this aspect may be something considered. The limitations of this though is that it’s only focused on one age and one person, this leaves a gap in the experiment as it doesn’t involve other people of this age group and therefore will not give an overall result for the age group. The other control which is a part of the variable is the duration of the activity and the resting time between activities. As the time of the activity increases, the body must work harder to flow more oxygenated blood to muscles in order for the body to keep going, this concludes that in order for the experiments results to be consistent the duration needs to controlled, this also involves the resting time. As the body recuperates the higher the chances of the heartbeat rate to change, this is why between the activities of jogging on the spot and star jumps the resting time is 5 minutes. The main areas which could be improved in this experiment are the amount of repetitions of the activities jogging on the spot and star jumps, in order for any experiment to be reliable their needs to be a high amount of repetition for the results to be consistent. Another aspect which could have been improved is the amount of people used for the experiment and also the different types of activities to prove if the heartbeat rate is affectedShow MoreRelatedThe Effect Of Heart Rate On Exercise1178 Words   |  5 PagesThe Effect of Heart Rate on Exercise By: Danielle Dufault Biology 122 October 10, 2016 Lab Partners: Carlie Tammaro, Emily Guay, James Dawli Introduction The effects of heart rate on differing durations of exercise were studied in this experiment. For people, heart rate tends to increase as they perform physical exercises. The amountRead MoreInvestigation Into Intensity Of Exercise And Heart Rate996 Words   |  4 Pagesinto intensity of exercise and heart rate Aim – To determine the effect of intensity of exercise on heart rate. Background research – The heart belongs to the circulatory and cardiovascular systems. The circulatory system delivers oxygen and nutrients to cells, takes away wastes, uses the heart to pump oxygenated and deoxygenated blood on different sides and has different types of blood vessels including arteries, capillaries and veins. (Better Health Channel, 2012) The heart is the main organRead MoreEffects of Aerobic Exercise on Heart Rate811 Words   |  4 PagesAerobic Exercise on Heart Rate Introduction: Our bodies need to be in balance in order to function properly, and there are many ways the body maintains balance, or homeostasis. Homeostasis is the maintenance of nearly constant conditions in the internal environment. Our normal heart rate is an example of our body in homeostasis and any sort of change, or stimulus, can alter it. Exercise, adrenaline in the blood, and a low blood pH are all stimuli that increase the heart rate. Exercise, for exampleRead MoreThe Relationship Between Intensity Of Exercise And Heart Rate1236 Words   |  5 PagesAIM: To determine the relationship between intensity of exercise and heart rate. BACKGROUND RESEARCH: The circulatory system comprises of five main parts. These parts are; the Heart, Arteries, Arterioles, Capillaries and Veins. Each part has a specific role to play in the functioning of the circulatory system. The circulatory system works in a type of loop or closed system (www.about.com) (Craig Weber M.D). The circulatory system is a vast network and is responsible for the flow of blood, nutrientsRead MoreHeart Health: How Does Heart Rate Change with Exercise?839 Words   |  4 PagesIntroduction The heart is an extraordinary structure that is the base of all human life. However, it similar to the uncomplicated functions of water pumps. As the heart beats, blood is distributed throughout the body using a network of blood vessels. The functions of the heart can be kept in regular and healthy conditions through exercise. Exercise has an effect on the blood that is circulating through the body. That circulating blood makes the heart desire more oxygen, causing the heart rate to increaseRead MoreEffects on Heart Rate Before and After Exercise2862 Words   |  12 PagesThe effect of exercise on heart rate Word Count THE EFFECT OF EXERCISE ON HEART RATE Abstract - Aims - This study is to ascertain, if there is an effect on heart rate after exercise. This is being done to see, if there is a difference between resting heart rate and heart rate after performing exercise. Method and results - The study was compiled of seven female students from the University of Huddersfield. For the exercise a step was used, a polar heart rate monitor was used forRead MoreExperiment to Determine How Heart Rate is Affected by Exercise1082 Words   |  5 PagesThroughout this investigation, I will be conducting a number of experiments to help solve whether or not heart rate is affected by exercise. My aim is to identify the difference of every volunteer’s heart rate and take down how old they are so I can evaluate whether or not the age of a person make a difference in their bpm (beats per minute). Many people know when you exercise for long periods of time; your breathing becomes more shallow and quick. The main human organ system used when exercisingRead MoreThe Effect Of Increased Intensity Of Exercise On Heart Rate And Blood Pressure Essay1594 Words   |  7 PagesThe heart rate increases as activity intensity in the body increases. The cause of this increase in heart rate is due to the working tissues in the body increasing their need for oxygen and nutrients. The heart needs to pump faster to supply the tissues with an adequate amount of oxygen and nutrients needed for the muscles (Tortora Derrickson, 2014, p. 716). During the increase of activity levels in the body and rise of heart rate, blood pressure is additionally effected because of the increasedRead MoreHeart and Breathing Rate M/F Before and After Exercise1533 Words   |  7 PagesScience: Abstract: This investigation is to show the raspatory and circulatory systems in deeper meaning. It also explains the reasons for why breathing and heart rate becomes higher during physical activity, and if there are any differences between female and males. This experiment shows the biological principles, and how to record and produce data of a quality standard. Introduction: Air goes into the alveoli when we breathe in. This lets the veins around the alveoli drop of their carbon dioxideRead MoreExperiment to Measure the Heart Rate and Ventilation Rate Before, During and After Moderate Exercise2122 Words   |  9 Pagesmeasure the heart rate and ventilation rate before, during and after moderate exercise. Introduction: I predict that during exercise the heart and respiratory rate (RR) will increase depending on the intensity of exercise and the resting rates will be restored soon after exercise has stopped. I believe that the changes are caused by the increased need for oxygen and energy in muscles as they have to contract faster during exercise. When the exercise is finished the heart and ventilation rates will gradually

Keeping Up with The Jones - 1235 Words

The Parks’ Family: â€Å"All American† white upper middle class, live in Bexley, Ohio. Both parents work. Paul works as an attorney for family law, mostly divorces and custody cases. Sharon works as administrator of All God’s Children, a private religious preschool-5th grade. Paul and Sharon have been married 28 years, have two children and a labradoodle. They are good people who regularly attend the local Christian church, participate in community service projects where the need is great, in the neighborhood on the other side of downtown Columbus, known as Franklinton. It is better known as ‘the bottoms’ to the residents, which include mostly low class, poverty single parent homes, drug houses, prostitutes and homeless. They love both of their children, although they are both very different. Their son Michael is following in both of their footsteps, working hard at a good education, worshiping God and giving back. Michael is a junior at Stanford Uni versity studying to be a biologists. He is an excellent student and is also active in the local church and is one of the youth group leaders. He has been dating Corry for two years at college, they are in love and things are going well but both are focused on school right now. Daughter-Elizabeth (aka Lizzy) is quite different from her older brother, she has never considered school important and although she graduated it was a very close call. She is defiant to any of the rules her parents have set, Lizzy has been that way since sheShow MoreRelatedKeeping Up with the Jones Essay1231 Words   |  5 PagesKeeping Up With the Jones’s Case Study Directions: Complete Parts 1-6 of this case study. http://www.sciencecases.org/jones/jones.asp Submit Answers to the Following Questions: Part I: 1. What two parameters are responsible for creating the movement (filtration and reabsorption) of fluid across the capillary wall? The hydrostatic pressure (or blood pressure) and osmotic pressure (water pressure) are responsible for balancing and creating the movement of fluid across the capillaryRead More Jonestown in Guyana Essay1255 Words   |  6 Pageswith a death toll of 918 people. â€Å"Founded in 1956 by Jim Jones, the Peoples Temple accepted everyone into their church and focused on helping people in need. Jones originally established the Peoples Temple in Indianapolis, Indiana, but then moved it to Redwood Valley, California in 1966. Jones had a vision of a communist community, one in which everyone lived together in harmony and worked for the common good.† (Rosenberg). In 1973, Jim Jones leased land in Guyana, South America for his dream communityRead MoreAthletes With A Natural Sense For A Sport1369 Words   |  6 Pagespeople see athletes with a natural sense for a sport without seeing their commitment as to their goal. 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According to the NASW CodeRead MoreMs. Jones : A Ethical Perspective1149 Words   |  5 Pagesis what is going through Ms. Jones mind when discussing Johnnie issue at school with his father. Ms. Jones, in the eyes of theorist, is seen as a consequentialist. A consequentialist is someone who does not follow the rules because they want the best outcome that there can be. However; many people can be seen as nonconsequential, which is someone who does good and follows the rules no matter how that effects the outcome of the situation. With the tactic that Ms. Jones did, there were many advantagesRead MoreJones Blair Case Essay955 Words   |  4 PagesJones Blair Case Analysis Executive Summary: Jones-Blair needs to increase their sales while keeping their margins consistent with limited resources on advertising and sales promotion. With the four different alternatives present, the chosen alternative is to hire another sales representative rather than cut prices by 20%, increase advertising to $350,000, or keeping everything the same. WIth the additional sales force, JB should set forth their focus on the non-DFW household market. ProblemRead MoreChanges Of Sales And Sales974 Words   |  4 Pagesthe changes that take place so frequently with new technology and better products steadily being introduced to consumers. Sales personnel are under intense pressure to change and learn continuously or they run the risk of becoming extinct (Chonko, Jones, Roberts Dubinsky, 2002). The consumers have a higher expectation, if they do not get what they desire, there will be another company that provides what the consumer needs and they will go with another company. Most changes to sales are due toRead MoreAssessment And Care Provision Of Mrs. Amalie Jones1350 Words   |  6 PagesAssessment and Care Provision of Mrs.Amalie Jones. This essay about 89 year old Mrs Amalie Jones will be a discussion of assessment and care provision identified through the concept map in assessment one.Concepts from Miller’s Functional Consequences Theory of healthy ageing will be used to identify the risk factors which negatively impacts on her function,safety and independence. Focus of this essay will be demonstrating how the dignity of the client/patient can be maintained through dignifiedRead MoreThe Other Witch Hunt Of 1692 By Richard Godbeer1704 Words   |  7 Pagesfrom fits-the falling sickness, or epilepsy, as some called it.† Knowing this family history, Goodwife Bates had every reason to believe the cause of Kate’s fits could be natural and she prescribed treatments common at the time. However, in a follow-up examination of Kate in a catatonic state Sarah Bates noticed that her pulse was normal. Mistress Wescot allowed Sarah Bates to bleed Kate after a brief discussion; yet, when Goodwife Bates atte mpted to draw blood, Kate came to and refused the procedureRead MoreArticle Analysis : Cell Phone Use While Walking Across Campus1075 Words   |  5 PagesAn Observation and Survey written by Tessa Jones and published by Elon Journal in 2014. It will also discuss the depth of the article by looking at key elements of the essay such as statistics, references, as well as whether or not the essay provides an in-depth analysis of the subject which has been observed. In the article, Jones (2014) aimed â€Å"to address questions related to cell phone addiction and analyse its consequent psychological effects.†(Jones, 2014). This is achieved by performing a study

Through The Tunnel Essay Research Paper CHARACTER free essay sample

Through The Tunnel Essay, Research Paper CHARACTER ANALYSIS FOR THROUGH THE TUNNEL The narrative Through the tunnel is about a male child named Jerry and is 11 old ages old. In this narrative a Jerry goes to the beach with his female parent on holiday. Jerry is a male child who would make about anything to go a friend with person. In this narrative Jerry tries to affect these foreign male childs by seeking to swim through a tunnel. Jerry? s female parent lets him make what he wants but she is cognizant of Jerry? s need as Jerry is the same to his female parent. Jerry is a composure and collected individual he is non one who would raise his voice or cry. He likes to run into new friends and to Jerry this is the perfect chance. He would be most anyone? s friend or brother. Jerry is a individual who likes to push himself to the bounds and likes the challenge. We will write a custom essay sample on Through The Tunnel Essay Research Paper CHARACTER or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With these qualities Jerry is easy to acquire along with. When Jerry sees the foreign male childs swimming and decides to inquire them if he can swim with him. But Jerry realizes that the male childs wear? t talk his linguistic communication but tries to speak to them in French. Without no communicating Jerry has to relay on organic structure linguistic communication and actions. When Jerry sees the male childs swimming in the H2O below and the dad out on top of the stones he decides to look into it out and see what down at that place. He saw a black tunnel which was ver Y dark and gloomy. As Jerry tries to swim through it, he becomes afraid and scared and decides to travel back. As he came up for air he saw the male childs sniggering at him and Jerry decided he must make this to affect the male childs and have them like him. Kraut is non one who asks people for gifts or money but to him this was really of import. So he asked his female parent to purchase him some goggles so that he could swim. After the male childs would go forth in the afternoon, Jerry would remain down at that place and work on his external respiration and concentrating on traveling through the tunnel. When its Jerry? s last twenty-four hours of holiday he says to himself that it is the last twenty-four hours to make this. To fix himself he sat in forepart of the clock to see how long he could keep his breath. As Jerry went down to the sea to travel through the tunnel. As he goes through it he has flashes of his life being threatened and himself drowing. When Jerry was traveling through he became light headed and blood was make fulling in his goggles. As he came up on his maximal external respiration clip he went over his clip bound. As Jerry comes out of the tunnel he realizes that he did non hold every bit much ego achievement as he thought he would. He realized that it was a door from childhood to manhood. So overall Jerry noticed that he does non hold to demo off to others to affect himself.

The Evolution of Industrialized Workers in Chicago

Before the 1930’s, industrial workers within Chicago lived in isolation. Residing in closely-knit ethnic societies, cultural and racial tension remained manifest amid these communities. The tensions deemed it quite impossible to form working class movements.Advertising We will write a custom term paper sample on The Evolution of Industrialized Workers in Chicago specifically for you for only $16.05 $11/page Learn More However, in spite of their strong ties to their diverse ethnic groups, the Great Depression established grounds by which industrial workers would unite. In her publication, ‘Making a New Deal: Industrial Workers in Chicago, 1919-1939’, Lizabeth Cohen examines the possibility of the industrial workers to form union movements during the Great Depression in the 1930s. Cohen’s purpose in writing the book Cohen endeavors at examining the possibility of industrial workers to form effectual unions. The book covers the re interpretation of the manner in which industrial workers deeply engaged in the 1930s’ union organizing coercions. She brilliantly outlines the gradual transformation of industrial workers within Chicago portraying why and how they changed. The main purpose in writing this book is to explore how these transformations allowed the industrial workers to be makers of, as well as participants in their New Deal. Hence, she portrays how the working class individuals experienced a gradual transformation in behavior and attitudes between 1920s and 1930s owing to an extensive range of cultural and social experiences. Throughout the edition, Cohen reveals that the evolution was not a simple task, but it was rather complicated. She shows how workers in Chicago had tried in vain to organize permanent unions before 1930 (Cohen 4). To portray clearly that the developments aimed at forming unions were not immediate, she addresses the resistance that the workers faced. Hence, she enables the r eaders to familiarize with the actuality that the developments helped workers unite, and thus the unions endowed them with a logical answer to their problems. Book’s thesis The chief hypothesis in Cohen’s book is evolution of industrialized workers in Chicago for the period between World War I and World War II. Cohen’s principal endeavor is to explore the possibility of the industrial workers to unite in national politics during the mid 1930s. She explicates this when she writes ‘this book is devoted to explaining how it was possible and what it meant for industrial workers to become effective as national political participants in the mid 1930s (5). Organization of material Cohen organizes the material in a sequential manner. She begins by explaining the background information leading to the transformation. She then focuses on the disappointments that workers encountered in 1919, laying her key concern on the barricades to united effort (13).Advertising Looking for term paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More She goes forth to explain the subsequent incapability of the unions to attain a foothold during the succeeding decade. Subsequently, she shows how the working class managed to unite during the Great Depression. The chapters are long enough to incorporate all the vital information. Cohen has organized the material in her book in a manner influential to the audience. To revolve effectively around the thesis, the author incorporates different topics within the chapters. This organization makes the reader explore the theme with imagination and vitality. Equally, she has arranges the chapters in an approach that intertwines the aspects of cultural and ethnic history. Even though each chapter appears independent, it offers information that readers can relate to the preceding and subsequent chapters. Therefore, the entire publication is an interrelationship of ideas and concepts. For instance, the first chapter describes the dreadful fragmentation and failure of a labor movement that emerged after World War I. Then, the subsequent chapters focus on the modifications in the labor movement’s approach and structure as well as policies of the New Deal. They deeply elaborate on the workers’ gradual transformations in behavior and attitudes due to a broad variety of cultural and social experiences. In this context, the organization of material is vital in understanding the book’s theme. It is apparent that readers cannot understand the theme without knowing how the industrial worker’s lives changed over time. Methodologies Cohen focuses on political, social, and cultural history within the twentieth century to explore how the working class people’s cultural and social characteristics and experiences formed their political points of reference. The Marxist theory guides Cohen in writing this edition. She finds ethnic ide ntities that have been subverted by patterns of class-consciousness and mass consumption. Equally, the book bases on capitalism, revolving around the working class populations. Primary sources Cohen derives information from an outstanding assortment of primary sources explicitly advertising memoranda, private papers, radio scripts, company archives, and commercial and banking documentations. Equally, she backs her points with evidence from industrial workers’ manuscripts and letters. She emphasizes that there is a prime need to consider the workers perceptions in making the historical analysis to make a full assessment of the limitations and strengths of workers’ incorporation into American politics (5). Moreover, she has explored expansively through the rich archives to endow the readers with brilliant insight into the lives of the industrial workers. She has used a broad array of sources to show the interrelationship between different episodes.Advertising We wil l write a custom term paper sample on The Evolution of Industrialized Workers in Chicago specifically for you for only $16.05 $11/page Learn More The interrelationship provides a detailed picture of the life of industrial workers in the 1930s and the preceding period. The use of diverse sources helps Cohen accomplish her chief objective in exploring the cultural and social transformation among the industrial workers that enabled their involvement in the CIO (Congress of Industrial Organizations). Similarly, the sources offer a considerable contribution to the readers’ understanding of American history during the era between World War I and World War II. Moreover, they assist the author in proving her overall point, which assets that apart from jogging around historical tides, industrial workers were mediators of their fortune during an era that opened with dismay and ended in potency. The subfield of history to which the book belongs This publication belongs to a subfield of history known as American history. The book dwells exclusively on American history. It links historical materialism to American progressivism. It bases entirely on occurrences in Chicago, a metropolitan city in America. It has managed to create a mental picture of the culture in Chicago between 1920s and 1930s and beyond. In this context, the book offers a clear view of American history for the era between World War I and World War II. How well the author’s purpose is accomplished Cohen’s work is insightful, engaging, and wide-ranging. It has provided a novel way of looking into an old era and old problems. Cohen has successfully bridged the systematic barricades between industrial workers’ community and political experiences, and the quiet 1920s. Cohen has moved flawlessly from labor history to ethnic history, and then to cultural history devoid of losing the reader. She has included illustrations such as charts and figures in her publi cation to augment readers’ understanding of the concepts. Cohen’s work is well done allowing the reader to create a mental image of all the occurrences among industrial workers in Chicago for the era between 1920s and 1930s. Cohen has realized a logical and convincing explanation for the loyalty of the working class to the New Deal and the CIO. The major strength of the book is the author’s ability to move the readers from the overall range of predicaments to the new era. Accordingly, the reader can efficiently relate how the industrial workers problems paved way to their ability to form unions. On the other hand, Cohen’s book has some limitations. To begin with, she has paid very negligible attention to the workers who were outside the CIO. Moreover, she concludes the book at an odd timing. The book ends when the splendor moment of organizing created way for the imminent ambiguous decades. Cohen’s piece of writing is a hefty and remarkable work. I t marks an enormous achievement in American history. Ultimately, I deem that the abundance in Cohen’s book makes it a valuable resource for research libraries as well as a helpful item in academic collections. Indeed, readers who are curious about the subjects on mass culture, ethnicity, and American politics ought to read this book, as they must discover something stimulating in it.Advertising Looking for term paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The book is particularly appropriate for people interested in working class affiliation to organized labor. Additionally, most chapters within Cohen’s publication could form a basis for other author’s works. For instance, authors can draw useful ideas from the chapters Encountering Mass Culture, Adrift in the Great Depression, Workers make a New Deal, and Workers Common Ground. Bibliography Cohen, Lizabeth. Making A New Deal: Industrial Workers In Chicago, 1919-1939. Cambridge: Cambridge University Press, 1990. Print. This term paper on The Evolution of Industrialized Workers in Chicago was written and submitted by user Evie M. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.