ICT Specification Essay Example for Free

ICT Specification Essay This business is a company based on renting cars that are owned by the company itself to people which are in need of transportation and are willing to pay a one-off payment most cases to hire a car that may include a chauffeur if required this will be at extra cost. This company offers a number of things: * Unlimited mileage for your whole rental (except in a few instances*) * All mandatory insurances * A guaranteed discount for booking on line! * Waiver for collision damage liability (so you dont pay for damage to the vehicle, except for a normal excess and exceptions) * Waiver for vehicle theft (so you do not pay if your rental car is stolen, except for an excess) * All other direct charges or surcharges known pre-booking (with a few exceptions*) The company also has their own web page which can be used for various things. www.carrentals.co.uk It is run by Mr F James who started this business 4 years ago independently and has successfully been the manager at their main office which is located: 16 Waterworks street Aston Birmingham B6 6TR Overall they employ 15 people not including Mr James. These people do various jobs such as: * Customer services: await phone calls from the customers that have already rented a car encase there are any problems or any issues that need solving or they need assistance with. * Answering phones calls at first stage: this is when customers might call in for information or are first giving in their details to the company, to enable them access to a car. * Availability and returns personal: these are the people that update the database with information on cars that are available, new or they make sure the cars are return in the same condition they were handed out on. * Repairs: this is a mechanic who will restore and check the cars before they are given to the next customer. * Chauffeur: these are the personal that drive the customers if they require a driver. * Admin people: these are the people that keep control of the situation and make sure that everything is going according to their specification and they are meeting their customers needs. Furthermore this type of personal is in charge of all toe new buys the company makes for example in cars and they make sure improvements are made. The customers of this business are people in need to rent a car these people could be anyone whom for example, is in need of a trip therefore renting a car or is arriving at a new city or country and needs a pickup from the airport or wants a car to roam around the city with. Also there could be customers that are tired of driving the same car every day and want to upgrade to a higher class car for a week so that they can give themselves a luxurious experience.

The Acoustic Phonetics English Language Essay

The Acoustic Phonetics English Language Essay The chapter Vowels, acoustics events with a relatively open vocal tract deals with the examination of the various acoustic properties that can result when the vocal tract is in relatively open configuration. The chapter discusses primarily the sounds produced when the narrowest point in the vocal tract is not sufficiently constricted for modes of vibration for which the average airflow is not large enough to cause a significant pressure drop at the constriction. This configuration is normally associated with vowel sounds. The author explains formant bandwidths for vowels by describing the vocal tract as a pole or a tube and when this has no branches or cross modes and the source of sound is a volume velocity source at the glottis, the transfer function to the volume velocity at the mouth opening is an all pole function. When the shape of the vocal tract is changed due to the position of the body of the tongue or any other structure the frequency at the glottis also changes. at occasi ons there are acoustic losses in the vocal tract and these are due to various reasons such as vocal tract walls, viscosity, heat conduction and radiation. The author has used a graph to explain the acoustic loss caused by these factors, and it also measures the frequency. The data in the graph was obtained from sweep-tone measurements, in which estimates of the transfer function were made by applying a transducer to the neck surface and measuring the sound pressure radiated from the mouth using a sinusoidal source. The glottis were closed when the measurements were made. From the graph it is under stood that there is a difference in frequency between male and female and radiation casuses the most of acoustic loss. The two figures also show the average values of the bandwidths of the first three formants for several vowel configurations were 54 , 65, 70 Hz respectively, with the first formant band varying from 39 to73 Hz for different vowels. In the high frequency range above about 2 000 Hz , a major contributor to the bandwidth is acoustic loss is radiation but there is also considerable variability in the format bandwidths at these frequencies depending primarily on the size of the mouth opening and the cavity affiliation of first format frequency. High vowels: A number of acoustic, physiological and auditory factors combine to define a category of vowels that are produced with a high tongue body position and a low first formant frequency. The impedance of vacal tract walls contributes to stability of first format, the tongue surface in the lateral direction can be shaped to produce a stable acoustic output (atleast tongued body positions) that is insensitive to the degree of contraction for the muscles controlling tongue height and the auditory responses to sound with a low with a low f1 appears to have distinctive properties. Front back distinction We find a common acoustic consequence of front back displacements of the tongue body independent of tongue height. Forward movement of the tongue body causes an increase of the second formant-frequency to maximum value consistent to the types of constrictions that are possible for the different tongue heights. This maximum value is higher for the high vowels than for the low vowels. For the highest tongue body position, and, to some extent for the intermediate position, the third and fourth formants combine with the second to produce a center of gravity of the higher frequency spectral prominence that is higher than F2. front vowels then are always characterized by a broad minimum or empty space in the spectrum in the mid frequency between F1 and F2. For a back tongued body, on the other hand ,F2 is displaced to value that is maximally low and close to F1 for a proper selection of the tongue body position. In the case of the non low vowels, a value of F2 that is lowest and closest to F1 and can be reached by rounding the lips. An acoustic consequence of an F2 value that is low is low and close to F1 is that the amplitudes of higher frequency peaks in the spectrum are low relative to the amplitudes of F1 and F2 peaks and probably do not play a significant role in determining vowel quality. Electeomyographic data show a sharp distinction in the muscle activity involved in producing front and back vowels. Data reported by Baer et al. show that all back vowels exhibit activity of the stylogloccus muscle, which is oriented to displace the tongue body backward and upward. This muscle is specially active for non low back vowels. Front vowels on the other hand, show no activity of the stylogloccus muscle. A neutral vowel is defined as a vowel produced by a vocal tract configuration that has uniform cross-sectional area along its entire length. Whilst no vowel articulation can actually meet this requirement accurately, the vowel in heard and some productions of schwa can approximate this configuration. For such vowels, and only for such vowels, the vocal tract can be treated mathematically as a single uniform tube closed at one end (the glottis) and open at the other (the lips) for the purposes of calculating the resonances of the vocal tract. The acoustics of vowels are fairly well understood. The different vowel qualities are realized in acoustic analyses of vowels by the relative values of the formants, acoustic resonances of the vocal tract which show up as dark bands on a spectrogram. The vocal tract acts as a resonant cavity, and the position of the jaw, lips, and tongue affect the parameters of the resonant cavity, resulting in different formant values. The acoustics of vowels c an be visualized using spectrograms, which display the acoustic energy at each frequency, and how this changes with time. The first formant, abbreviated F1, corresponds to vowel openness (vowel height). Open vowels have high F1 frequencies while close vowels have low F1 frequencies, as can be seen at right: The [i] and [u] have similar low first formants, whereas [É‘] has a higher formant. The second formant, F2, corresponds to vowel frontness. Back vowels have low F2 frequencies while front vowels have high F2 frequencies. This is very clear at right, where the front vowel [i] has a much higher F2 frequency than the other two vowels. However, in open vowels the high F1 frequency forces a rise in the F2 frequency as well, so an alternative measure of frontness is the difference between the first and second formants. For this reason, some people prefer to plot as F1 vs. F2 F1. (This dimension is usually called backness rather than frontness, but the term backness can be counterintuitive when discussing formants.) In the third edition of his textbook, Peter Ladefoged recommended use of plots of F1 against F2 F1 to represent vowel quality. [4] However, in the fourth edition, he changed to adopt a simple plot of F1 against F2, [5] and this simple plot of F1 against F2 was maintained for the fifth (and final) edition of the book. [6] Katrina Hayward compares the two types of plots and concludes that plotting of F1 against F2 F1 is not very satisfactory because of its effect on the placing of the central vowels, [7] so she also recommends use of a simple plot of F1 against F2. In fact, this kind of plot of F1 against F2 has been used by analysts to show the quality of the vowels in a wide range of languages, including RP British English, [8] [9] the Queens English, [10] American English, [11] Singapore English, [12] Brunei English, [13] North Frisian, [14] Turkish Kabardian, [15] and various indigenous Australian languages. [16]Rounding is generally realized by a complex relationship between F2 and F3 that tends to reinforce vowel backness. One effect of this is that back vowels are most commonly rounded while front vowels are most commonly unrounded; another is that rounded vowels tend to plot to the right of unrounded vowels in vowel charts. That is, there is a reason for plotting vowel pairs the way they are. The usual description of vowels in respect to their phonetic quality requires the linguist to locate them within a so-called vowel space, apparently articulatory in nature, and having three dimensions labeled high-low (or close-open), front-back, and unrounded-rounded. The first two are coordinates of tongue with associated jaw position, while the third specifies the posture of the lips. It is recognized that vowels can vary qualitatively in ways that this three-dimensional space does not account for. So, for example, vowels may differ in degree of nasalization, and they may be rhotacized or r-colored. Moreover, it is recognized that while this vowel space serves important functions within the community of linguists, both the two measures of tongue position and the one for the lips inadequately identify those aspects of vocal tract shapes that are primarily responsible for the distinctive phonetic qualities of vowels (Ladefoged 1971). With all this said, it remains true enough that a lmost any vowel pair of different qualities can be described as occupying different positions with the space. Someone hearing two vowels in sequence and detecting a quality difference will presumably also be able to diagnose the nature of the articulatory shift executed in going from one vowel to the other. Esophageal talkers may have reduced intelligibility due to both time domain and frequency domain variability. The unpredictable nature of esophageal speech can cause problems when automatic procedures are used in applications such as long-distance telephone messages. The current study compared a standard coding algorithm (LPC-10e) with a novel approach to determining voiced periods (vocal tract area functions) in the speech of esophageal talkers. The results of the study showed that the sentences synthesized with the vocal tract area function algorithm were more intelligible than those synthesized with the standard LPC-10e algorithm. Supplemental information, such as vocal tract area functions, may be useful in determining voiced epochs when variability in vocal parameters is high. In the last 40 years, many vocal pedagogy authors have written about the need for appropriate vowel modification. Modification involves shading vowels with respect to the location of vowel formants, so that the sung pitch or one of its harmonics receives an acoustical boost by being near a formant. The goals of such modification include a unified quality throughout the entire range, smoother transitions between registers, enhanced dynamic range and control and improved intelligibility. Elite singers, whether they consciously recognize they are modifying vowels or not, become experts at making subtle changes in vowels as they sing, or they do not have consistent careers. Modification concepts which have been widely accepted are summarized below: Although there is a strong correlation between voice classification and formant frequencies, due to subtle articulation and anatomical differences, formant frequencies are unique to each individual. The amount of modification needed varies with the size of the voice, the weight of the voice, the duration of the note being considered, the dynamic level, and how the note in question is approached. Sensitive singers report that the amount of modification they need may vary daily and also during the day, depending on how much they have warmed up. Vowel formants are frequency bands, not one specific pitch. Precise tuning of each note in a piece is not very practical nor is it acoustically beneficial. During a rapid passage, a singer may not have enough time to adjust for optimal resonance on each vowel on each note; moving on to the next note in the passage smoothly is a greater priority than exact tuning of each tone. Males and females tune differently. In general, males seek to match harmonics above the fundamental to a formant, while females, especially in the upper voice, tend to reinforce the fundamental itself by matching it to the first or lowest formant. Several general rules for modifying vowels exist (as summarized by Titze): (a) formant frequencies lower uniformly by lengthening the vocal tract (either by lowering the larynx or protruding the lips or some combination of both); (b) formant frequencies are lowered uniformly by lip rounding and raised by lip spreading; (c) fronting and arching the tongue lowers the first formant and raises the second formant, while backing and lowering the tongue raises the first formant and lowers the second formant; (d) opening the jaw raises the first formant and lowers the second formant. Vocal fold vibration for voicing is achieved by the combined efforts of muscular tension, tissue elasticity and aerodynamic forces. The vocal folds are initially drawn together by the activities of the various laryngeal adductor muscles. As the folds come together the velocity of air passing through the glottis increases which results in a pressure drop between the medial edges of the folds (Bernoulli effect) causing them to be sucked together. Pressure then builds up below the closed glottis until the folds are forced apart and the cycle repeats (Van den Berg, 1958; 1968). One necessary condition of voicing is that subglottal pressure exceeds supraglottal pressure (the transglottal pressure difference) (Ohala, 1983; Sawashima and Hirose, 1983). The activity of the larynx during phonation causes the airstream flowing out of the lungs to be broken up into a rapid series of puffs due to the opening and closing of the vocal folds . Each burst of compressed air escapes through the glottis at high speed and collides with the column of air inside the vocal tract. This causes an acoustic shock wave which is propagated to the outside. The spectrum of the periodic glottal waveform is a line spectrum comprising harmonics which occur at multiples of the fundamental frequency. According to theoretical calculations (Fant, 1960; Rosenberg 1971), the glottal tone for normal phonation has a spectrum that falls off at about 12dB per octave. Other phonation types, as described by Laver (1980), display different glottal tone characteristics. Vowel sounds are most frequently described with reference to their formant characteristics which provide an indication of the resonance positions and hence the articulatory shape for the vowel production. Early speech perception studies (Delattre, Liberman, Cooper and Gerstman, 1952; Miller, 1953) showed that the frequencies of first three formants were the most important cues to vowel identification. These findings have been supported by several subsequent analyses (Fox, 1985, Kewley-Port and Atal, 1989; Klein, Plomp and Pols, 1970; Rackerd and Verbrugge, 1985; Shepard, 1972; Terbeek, 1977). The first formant has been shown to be associated with the auditory quality of height and the second formant with the auditory impression of the front/back dimension, or, more correctly, degree of constriction and point of maximal constriction . Ladefoged, De Clerk, Lindau and Papà §un (1972) remind us that degree of lip opening, or protrusion, pharyngeal width and larynx height also contribute to modifications of acoustic output. Lindblom and Sundberg (1971) found that all formants were lowered by lip rounding but that for palatal configurations, F3 was particularly affected. Hà ¶gberg (1995) also found that lip area was an important factor in the determination of F3 for the front vowels. When the first two formants are plotted on axes with certain directional and scaling characteristics, the vowel relationships closely resembles the traditional auditory vowel map . Such vowel spaces, with axes F1 and F2, rely on the concept of the vowel target which is the part of the vowel least influenced by its surrounding phonetic context. The vowel target is where the articulators, and therefore the formants, are moving the least and is referred to as the steady-state component of the vowel. The target is considered to be either a point in the time course of the vowel or else a section of time during which the vowel position remains stable. A single point is often used to provide an estimate of the target position, and for most vowels this can be assumed to be approximately mid way though the nucleus . Several authors have noted the problems inherent in the target theory for vowels citing the difficulties often encountered in establishing steady state components by eye or by automatic extraction procedures (Benguerel and McFadden, 1989; Nearey and Assmann, 1986). Van Son and Pols (1990), however, examined five different methods of identifying vowel targets and found that the use of the different methods made little difference to the results of their experiments. The conventional method of depicting the F1/F2 does not adequately represent the multi-dimensional nature of vowel quality. Delattre et al. (1952) showed that the third formant influenced listeners judgements of vowel quality and more recent experiments have determined that the higher formants have a combined influence on vowel perception. The combined upper formant is referred to as F2 prime (F2) (Bladon, 1983; Bladon and Fant, 1978; Carlson, Fant and Ganstrom, 1975; Paliwal, Lindsay and Ainsworth, 1983). Delattre et al. (1952) suggested that the ear averages formants that are close together. Carlson, Ganstrom and Fant (1970) tested this hypothesis for Swedish vowels concluding that all vowels could be effectively synthesised using two formant approximations. Chistovich and colleagues found that formant averaging or integration occurred only if two formants were situated within a critical distance of 3 to 3.5 bark (Chistovich and Lublinskaya, 1979 and Chistovich, Sheikin and Lublins kaya, 1979). More recent studies have examined global spectral features suggesting that the F3 F2 difference is a more accurate way of identifying vowel frontedness. Syrdal and Gopal (1986) have shown that the separation between back and front vowels is more closely linked to the F3 F2 difference than the F2 F1 difference. It is important to recognise, however, that F3 and F4 vary more than F1 and F2 as a result of speaker characteristics whereas they are relatively stable across vowel categories in contrast to F1 and F2 which vary greatly as a result of vowel quality. The higher formants are therefore less effective carriers of phonetic information than the lower formants (Harrington and Cassidy, 1999). Vowels can be described in terms of the centre frequencies of the first three formants at the vowel target (or targets for diphthongs). Vowel duration and other dynamic spectral information contribute to a more complete description but the extent of this contribution remains unclear. Contextual environment as well as suprasegmental factors plays an important role in the ultimate realisation of the vowel phoneme and so such characteristics must be carefully controlled in phonetic research. Physiological differences between speakers also affect vowel characteristics and such effects must be accounted for in phonetic research and minimised if necessary. One method of minimising physiological effects is to use one of the many normalisation procedures available to reduce variance but care must always be taken when manipulating data to ensure that phonetic accuracy is preserved. The question of sex specific articulations remains open as researchers have been unable to adequately model male to female vowel behaviour. Acoustic data provides an accessible means for hypothesising about articulatory behaviour and it is customary, in phonetic discussions of vowel characteristics, to use articulatory labels to refer to auditory and acoustic properties (Ladefoged and Maddieson, 1990). Articulatory discussions provide convenient global labels for describing acoustic effects, however, specific articulatory detail should not be ascribed to acoustic vowel data.

Essay --

Describe the role and functions of the PCI security standards council â€Å"The PCI Security Standards Council is an organization created by the major credit card companies in an effort to better protect credit card holder data.† (Rouse, 2012) The council was formed in response to the increase in data security breaches that not only affected customers but also credit card companies cost. With PCI Security Standards Council being a open global forum, The five founding credit card companies – American Express, Discover Financial Services, JCB International, MasterCard Worldwide and Visa Inc. – are responsible for carrying out the organization’s work. Functions of the council include coming up with a framework of specifications, measurements, and support resources to help organizations ensure the safe handling of cardholder information at every step. This is done by managing the Payment Card Industry Security Standard (PCI DSS) and the Payment Application Data Security Standard. Identify/describe key requirements for data security standards The key requirements for the Data Security ...

ritalin Essay -- essays research papers

Parents throughout the country are being pressured and compelled by schools to give psychiatric drugs to their children. Teachers, school psychologists, and administrators commonly make dire threats about their inability to teach children without medicating them. They sometimes suggest that only medication can stave off a bleak future of delinquency and occupational failure. They even call child protective services to investigate parents for child neglect and they sometimes testify against parents in court. Often the schools recommend particular physicians who favor the use of stimulant drugs to control behavior. These stimulant drugs include methylphenidate (Ritalin, Concerta, and Metadate) or forms of amphetamine (Dexedrine and Adderall). My purpose today is to provide to this class the scientific basis for rejecting the use of stimulants for the treatment of attention deficit hyperactivity disorder or for the control of behavior in the classroom or home. I. Escalating Rates of Stimulant Prescription Stimulant drugs, including methylphenidate and amphetamine, were first approved for the control of behavior in children during the mid-1950s. Since then, there have been periodic attempts to promote their usage, and periodic public reactions against the practice. In fact, the first Congressional hearings critical of stimulant medication were held in the early 1970s when an estimated 100,000-200,000 children were receiving these drugs. Since the early 1990s, North America has turned to psychoactive drugs in unprecedented numbers for the control of children. In November 1999, the U.S. Drug Enforcement Administration (DEA) warned about a record six-fold increase in Ritalin production between 1990 and 1995. In 1995, the International Narcotics Control Board (INCB), a agency of the World Health Organization, deplored that â€Å"10 to 12 percent of all boys between the ages 6 and 14 in the United States have been diagnosed as having ADD and are being treated with methylphenidate [Ritalin].† In March 1997, the board declared, "The therapeutic use of methylphenidate is now under scrutiny by the American medical community; the INCB welcomes this." The United States uses approximately 90% of the world's Ritalin. The number of children on these drugs has continued to escalate. A recent study in Virginia indicated that up to 20% of white... ...the treatment of children diagnosed with ADHD: Part I: Acute risks and psychological effects. Ethical Human Sciences and Services, 1 13-33. Breggin, P. (1999c). Psychostimulants in the treatment of children diagnosed with ADHD: Risks and mechanism of action. International Journal of Risk and Safety in Medicine, 12, 3-35. By special arrangement, this report was originally published in two parts by Springer Publishing Company in Ethical Human Sciences and Services (Breggin 1999a&b). Breggin, P. (2000). Reclaiming our children: A healing solution for a nation in crisis. Cambridge, Massachusetts: Perseus Books. Lambert, N. (1998). Stimulant treatment as a risk factor for nicotine use and substance abuse. Program and Abstracts, pp. 191-8. NIH Consensus Development Conference Diagnosis and Treatment of Attention Deficit Hyperactivity Disorder. November 16-18, 1998. William H. Natcher Conference Center. National Institutes of Health. Bethesda, Maryland. Zito, J.M., Safer, D .J., dosReis, S., Gardner, J.F., Boles, J., and Lynch, F. (2000). Trends in the prescribing of psychotropic medications to preschoolers. Journal of the American Medical Association, 283, 1025-1030.

Enlightened by Toni Morrisons The Bluest Eye :: Bluest Eye Essays

Enlightened by Toni Morrison's The Bluest Eye Over the course of our study of the American novel, we have experienced a kaleidoscope of components that help define it. We traveled back in time to learn what kinds of novels were being written and how they were being written. We were introduced to the likes of Harold Frederic's Theron Ware, Henry James's Dr. Sloper and Catherine, and Nathaniel Hawthorne's Blithedale Romance. We saw, through these novels and characters, how literature of the past affects literature of today. We also read novels from various regions of North America. We had a glimpse of northern writers and their culture such as Alice Munro, and her stories of Canada. We sampled Willa Cather who gave us a taste of the early southwest through Father's Latour and Vaillant. We read about different religious ideals, from Theron's Methodism to Father Latour's Catholicism, to Hazel Mote's The Church of Christ without Christ, to Jonah's (futuristic) Bokononism; each religion, in its own way, reflecting a different aspect of American religious zeal. And we have heard from a number of southern writers like O'Connor, Faulkner, and Porter. We begin, through characters like Miranda and Anse, to glimpse a southern language and way of living. It seems only fitting now, that we be introduced to another element of the American novel: ethnic culture. The addition of Toni Morrison's The Bluest Eye is the perfect choice. Through the voices of her black characters, she reveals a broad spectrum of black culture during the 1930's and 1940's. We get a glimpse of the middle class through Claudia and her family, who maintain a sense of dignity and pride. In the first chapter, she tells us, "Being a minority in both caste and class, we moved about anyway on the hem of life, struggling to consolidate our weaknesses and hang on, or to creep singly up into the major folds of the garment" (17). We encounter the desperately poor through the Breedlove family, Cholly, Pauline, and Pecola, each choosing a different means to escape the harsh reality of their lives. For example, Pecola dreams of having blue eyes, then she would be accepted, loved, respected, and beautiful.

Religious reforms by Martin Luther and King Henry VIII Essay

The motives of Martin Luther in the German states and King Henry VIII in England could not have been much more dissimilar than they were. However, their actions of bringing about reform likened them. Martin Luther was motivated to reform the church solely for religious reasons; mostly frustration with the corruption of the Catholic Church, while King Henry VIII was motivated by both his personal life and his personal gain. The whole idea to reform the church in England essentially started when King Henry VIII realized he would be unable to divorce his wife, Catherine. He had already set his sights on Anne Boleyn, so he needed to find a quick loophole in order to divorce Catherine and marry Anne. Because the Catholic Church still headed England and even the King had to submit to Papal rule, Henry decided it would be far better if he could just be sovereign (and therefore be able to divorce Catherine). Due to this revelation, King Henry decided to reform the Catholic Church and create â€Å"The Church of England†. Theologically, he stuck to Catholic principals such as confession and clerical celibacy, but he closed monasteries in order to acquire the wealth they held. In essence, all King Henry did was change the legality of the Church but he did not bring about revolutionary religious change. Martin Luther, on the other hand, had no personal motives at hand when he decided he wanted to reform the church. Martin Luther had witnessed and quickly became frustrated with the corrupt acts of the church such as simony, nepotism, neglect of the celibacy rule, absenteeism, and pluralism. The final straw that sent Martin Luther over the edge was when Pope Leo X approved the sale of indulgences by Johan Tetzel in order to fund the building of St. Peter’s Basilica. Luther wrote the 95 Theses in response to this because he believed indulgences undermined the seriousness of penance. Luther went on to denounce the authority of the Pope and at the Diet of Worms, he did not recant so he was excommunicated. After this, he formed his basic theological tenets that differed greatly from the traditional Catholic tenets. He brought about immense religious change including: the dogma of consubstantiation, the abolishment of clerical celibacy and monasticism, the belief that the church was subordinate to the state, and the belief in only two sacraments versus seven. He also introduced new answers to theological  questions that can be summed up in these three Latin phrases: sola scriptura, sola fide, and sola gratia. The motives of Martin Luther and King Henry were different, and even though their common goal of reform was similar, their end results were even quite different. King Henry’s personal, political, social, and economic motives resulted in a temporary reform because they were based off everything but religion. His heirs altered the Church several times so that the national religion would be to their personal liking. Although the Church of England still exists today, it is not based on the beginning principles King Henry VIII set up. Martin Luther’s reformation of the church, however, proved permanent. His genuine religious motives were apparent to the people so his religious changes stuck. Proof of this is simply that Lutheranism is still a popular denomination of Christianity today that is based off of the original principles that Martin Luther set. Bibliography: A History of Western Society: 7th edition (McKay)

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. )