Child Labour in a Global Economy

200336 Business Academic Skills Autumn 2016

Overview

Essay Instructions (50%)

Writing academic essays is not only an important skill for succeeding at university; it also enables students to hone general written communication skills in any setting – academic, business or personal. A good essay does not repeat what is said in the literature. Rather, it should critically analyse the evidence and arguments presented by the authors; account for and/or refute counter arguments; and demonstrate relationships between ideas and between theory and practice. To that end, this assessment will enable students to bring together all the parts associated with the Learning Portfolio into one coherent academic essay and evaluate what has been learnt throughout the entire semester.

Details

Due Date:       Week 15 – Friday 27 May 400pm Online (Turnitin) Length:            1000 words plus the references

Required reading Workshop Reading Paine et al (2005)

Read textbook, Chapters 12-15

These chapters detail the requirements needed to write in academic style.

Read textbook, Chapter 6: Harvard documentation

This chapter details the Harvard style of referencing and in-text citations.

Five Required Assessment Resources

Hindman and Smith (1999)Park (2005) Kolk and Van Tulder (2002)

Kolk and Van Tulder (2003) Gupta, Pirsch Nad Girard (2010) Wolfe and Dickson (2002)

Presentation and format

Students are required to download and fill in the assessment template by:

  1. Typing in all required details on the coversheet.
  2. Ticking all the boxes and typing your name in the declaration space.
  3. Typing responses into the blank fields as indicated.
  4. Removing any blank spaces/lines.

Note:     All the margins, fonts and spacing are already set so there is no need to make any further adjustments.

Submission requirements

An electronic copy of the assessment is due online (Turnitin) in Week 14, Friday 27 May 400pm. Any assessments submitted after this time will be classed as late. A late penalty of 10% of the available mark per day will apply including the day of the workshop and irrespective of the assessment time of day. All assignments MUST be submitted to Turnitin.

Note:     A penalty of 10% per day will apply to any late assessment irrespective of the time of day.

Extensions and Special Consideration

If students need to apply for an extension or special consideration they should attach all supporting documentation to the relevant form available from Student Central, the UWS website or from the BAS vUWS site by going to the ‘Forms’ link.

Note:   Students should read and understand the Special Consideration policy and note that an application for extension or special consideration does not automatically mean that it will be approved so submit your assessment as soon as possible.

Assessment task

Based on the Learning Portfolio assessment, write a 1000 word academic essay addressing the question below. Students should include six (6) to ten (10) scholarly references which include at least three (3) of the Five Required Resources found on vUWS in the Assessment Tasks sub-folder called Essay – Week 14, as well as any other references that may help them support their arguments. That is, only references that have been cited in-text should be listed in the reference list.

The essay should have a clear structure which includes:

  1. An introduction that:
    1. Includes a few general statements about the topic to clarify your interpretation of the question;
    1. Includes a thesis statement that presents your position on the topic; and
    1. Outlines the main points that support your position.
  2. A body that:
    1. Includes a series of logically developed arguments that support your position and
    1. Ensures that each argument and/or sub-argument is supported by descriptive, analytical and normative ethics which is elaborated upon.
  3. A conclusion that:
    1. Summarises the main points discussed in the body of the essay;
    1. Restates the thesis statement; and
    1. Includes a final comment that does not introduce any new ideas.
  4. Cohesive text that aids with the logical flow of the arguments presented.
  5. A reference list which is alphabetical order by authors last name and includes only the resources that are used in the body of the text (i.e. in-text citations)

Note:    This assessment will evaluate what students have learnt throughout the semester.

You must use at least three (3) of the Five Required Resources and the Paine et al (2005) article.

ESSAY     /100
 Clear FailNeeds WorkPassCreditDistinctionHigh Distinction
        Introduction                   /10Does NOT have an introduction.The introduction does NOT do THREE of the following: Have a thesis statement that addresses the essay question;Identify the GBSC principles AND/OR the ethical dilemmas; AND Provide reasons for taking that position.The introduction does NOT do TWO of the following: Have a thesis statement that addresses the essay question;Identify the GBSC principles AND/OR the ethical dilemmas; AND Provide reasons for taking that position.The introduction does NOT do ONE of the following: Have a thesis statement that addresses the essay question;Identify the GBSC principles AND/OR the ethical dilemmas; AND Provides reasons for taking that position.The Introduction: Has a thesis statement that addresses the essay question;Identifies the GBSC principles AND/OR the ethical dilemmas; AND Provides reasons for taking that position.The Introduction: Has a few general statements about the topic;Has a thesis statement that addresses the essay question;Identifies the GBSC principles AND/OR the ethical dilemmas; AND Provides reasons for taking that position.The Introduction: Has a few general statements about the topic;Has a clear thesis statement that MOSTLY addresses the essay question;Takes a clear position;Identifies the GBSC principles AND/OR the ethical dilemmas; AND Provides 3 reasons for taking that position.The Introduction: Has a few general statements about the topic;Has a clear thesis statement that FULLY addresses the essay question;Takes a clear position;Identifies the GBSC principles AND/OR the ethical dilemmas; AND Provides 3 reasons for taking that position in the order presented in the body.The Introduction: Has a few general statements about the topic that clarifies your interpretation of the question;Has a clear thesis statement that FULLY addresses the essay question;Takes a clear position ;Identifies the GBSC principles OR the ethical dilemmas; AND Provides 3 reasons for taking that position in the order presented in the body.The Introduction: Has a few general statements about the topic that clarifies your interpretation of the question;Has a clear thesis statement that FULLY addresses the essay question;Takes a clear position;Links the GBSC principles AND the ethical dilemmas; AND Provides 3 reasons for taking that position in the order presented in the body.
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          Argument 1                         /15Does NOT have an argument.Argument 1 Is NOT related to the essay question;Does NOT support the thesis statement;MAY or MAY NOT use descriptive, analytical and normative ethics; AND Has a concluding statement which does NOT link back to the topic sentence OR thesis statement.Argument 1 Is NOT related to the essay question;Does NOT support the thesis statement;MAY or MAY NOT use descriptive, analytical and normative ethics; OR Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 1 Is NOT related to the essay question;Supports the thesis statement;Uses descriptive ethics;MAY or MAY NOT use analytical and normative ethics; AND Has a concluding statement which links back to the topic sentence OR thesis statement.Argument 1 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to a GBSC principle; AND Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 1 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the dilemma AND links it to a GBSC principle;MAY or MAY NOT use analytical and normative ethics; AND Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 1 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists OR discusses how the stakeholders are impacted; AND Has a concluding statement which attempts to link back to the topic sentence AND the thesis statement.Argument 1 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists;Discusses how the stakeholders are impacted AND Has a concluding statement which links back to the topic sentence AND the thesis statement.Argument 1 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists;Discusses how the stakeholders are impacted;Recommends how stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence AND the thesis statement.Argument 1 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma and the correct GBSC principle AND shows their relationship;Evaluates why the ethical dilemma exists ;Discusses how the stakeholders are impacted;Recommends how specific stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence AND the thesis statement.
034.567.5910.51213.515
 Clear FailNeeds WorkPassCreditDistinctionHigh Distinction
          Argument 2                       /15Does NOT have an argument.Argument 2 Is NOT related to the essay question;Does NOT support the thesis statement;MAY or MAY NOT use descriptive, analytical and normative ethics; AND Has a concluding statement which does NOT link back to the topic sentence OR thesis statement.Argument 2 Is NOT related to the essay question;Does NOT support the thesis statement;MAY or MAY NOT use descriptive, analytical and normative ethics; OR Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 2 Is NOT related to the essay question;Supports the thesis statement;Uses descriptive ethics;MAY or MAY NOT use analytical and normative ethics; AND Has a concluding statement which links back to the topic sentence OR thesis statement.Argument 2 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to a GBSC principle; AND Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 2 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the dilemma AND links it to a GBSC principle;MAY or MAY NOT use analytical and normative ethics; AND Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 2 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists OR discusses how the stakeholders are impacted; AND Has a concluding statement which attempts to link back to the topic sentence AND the thesis statement.Argument 2 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists;Discusses how the stakeholders are impacted AND Has a concluding statement which links back to the topic sentence AND the thesis statement.Argument 2 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists;Discusses how the stakeholders are impacted;Recommends how stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence AND the thesis statement.Argument 2 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma and the correct GBSC principle AND shows their relationship;Evaluates why the ethical dilemma exists ;Discusses how the stakeholders are impacted;Recommends how specific stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence AND the thesis statement.
034.567.5910.51213.515
          Argument 3 (Option 1)                       /7.5Does NOT have an argument.Argument 3 Is NOT related to the essay question;Does NOT support the thesis statement;MAY or MAY NOT use descriptive, analytical and normative ethics; AND Has a concluding statement which does NOT link back to the topic sentence OR thesis statement.Argument 3 Is NOT related to the essay question;Does NOT support the thesis statement;MAY or MAY NOT use descriptive, analytical and normative ethics; OR Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 3 Is NOT related to the essay question;Supports the thesis statement;Uses descriptive ethics;MAY or MAY NOT use analytical and normative ethics; AND Has a concluding statement which links back to the topic sentence OR thesis statement.Argument 3 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to a GBSC principle; AND Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 3 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the dilemma AND links it to a GBSC principle;MAY or MAY NOT use analytical and normative ethics; AND Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.Argument 3 Has a topic sentence MOSTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists OR discusses how the stakeholders are impacted; AND Has a concluding statement which attempts to link back to the topic sentence AND the thesis statement.Argument 3 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists;Discusses how the stakeholders are impacted AND Has a concluding statement which links back to the topic sentence AND the thesis statement.Argument 3 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma AND links it to the correct GBSC principle;Evaluates why the ethical dilemma exists;Discusses how the stakeholders are impacted;Recommends how stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence AND the thesis statement.Argument 3 Has a topic sentence DIRECTLY related to the essay question;Supports the thesis statement;Describes the ethical dilemma and the correct GBSC principle AND shows their relationship;Evaluates why the ethical dilemma exists ;Discusses how the stakeholders are impacted;Recommends how specific stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence AND the thesis statement.
01.52.2533.754.55.2566.757.5
 Clear FailNeeds WorkPassCreditDistinctionHigh Distinction
        Counter argument (Option 2)                             /20Does NOT have a counter argument.The counter argument: Is NOT related to the essay question;Does NOT oppose the thesis statement;MAY or MAY NOT use descriptive, analytical and normative ethics; AND Has a concluding statement which does not link back to the topic sentence or thesis statement.The counter argument: Is NOT related to the essay question;Does NOT oppose the thesis statement;MAY or MAY NOT use descriptive, analytical and normative ethics; OR Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.The counter argument: Is NOT related to the essay question;Opposes the thesis statement;Uses descriptive ethics;MAY or MAY NOT use analytical and normative ethics; AND Has a concluding statement which links back to the topic sentence or the thesis statement.The counter argument: Has a topic sentence MOSTLY related to the essay question;Opposes the thesis statement;Describes the  opposing ethical dilemma AND links it to a GBSC principle; AND Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.The counter argument: Has a topic sentence MOSTLY related to the essay question;Opposes the thesis statement;Describes the opposing ethical dilemma and links it to a GBSC principle;Evaluates why the opposing ethical dilemma exists; AND Has a concluding statement which MAY or MAY NOT link back to the topic sentence OR thesis statement.The counter argument: Has a topic sentence MOSTLY related to the essay question;Opposes the thesis statement;Describes the  opposing ethical dilemma AND links it to the correct GBSC principle;Evaluates why the opposing ethical dilemma exists OR discusses how the stakeholders are impacted; AND Has a concluding statement which links back to the topic sentence and the thesis statement.The counter argument: Has a topic sentence DIRECTLY related to the essay question;Opposes the thesis statement;Describes the opposing ethical dilemma and links it to the correct GBSC principle;Evaluates why the opposing ethical dilemma exists;Discusses how the stakeholders are impacted;ATTEMPTS to refute the counter argument;Recommends how specific stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence and the thesis statement.The counter argument: Has a topic sentence DIRECTLY related to the essay question;Opposes the thesis statement;Describes the opposing ethical dilemma and links it to the correct GBSC principle;Evaluates why the opposing ethical dilemma exists;Discusses how the stakeholders are impacted;Refutes the counter argument;Recommends how specific stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence and the thesis statement.The counter argument: Has a topic sentence DIRECTLY related to the essay question;Opposes the thesis statement;Describes the opposing ethical dilemma and the correct GBSC principle AND shows their relationship;Evaluates why the opposing ethical dilemma exists;Discusses how the stakeholders are impacted;Refutes the counter argument;Recommends how specific stakeholders can improve the ethical dilemma; AND Has a concluding statement which links back to the topic sentence and the thesis statement.
0468101214161820
          Conclusion             /10Does NOT have a conclusion.Does NOT do THREE of the following: Summarise SOME of the main arguments presented in the body of the essay;Restate the thesis;Introduce new ideas.Does NOT do TWO of the following: Summarise SOME of the main arguments presented in the body of the essay;Restate the thesis;Introduce new ideas.Does NOT do ONE of the following: Summarise SOME of the main arguments presented in the body of the essay;Restate the thesis;Introduce new ideas.The conclusion: Summarises SOME of the main arguments presented in the body of the essay;Restates the thesis; AND Does not introduce new ideas.The conclusion: Summarises MOST of the main arguments presented in the body of the essay;Restates the thesis; AND Does not introduce new ideas.The conclusion: Summarises ALL of the main arguments presented in the body of the essay;Restates the thesis; AND Does not introduce new ideas.The conclusion: Summarises MOST of the main arguments presented in the body of the essay;Restates the thesis; Does not introduce new ideas. AND Makes a final statement that makes an evaluation; recommendation; OR indicate implications (prediction, warning, future research) of the findingsThe conclusion: Summarises ALL of the main arguments presented in the body of the essay;Restates the thesis; AND Makes a final statement that makes an evaluation; recommendation; OR indicate implications (prediction, warning, future research) of the findingsThe conclusion: Summarises ALL of the main arguments presented in the body of the essay;Restates the thesis;Does NOT introduce new ideas. AND Makes a final statement that makes an evaluation; recommendation; OR indicate implications (prediction, warning, future research) of the findings
02345678910
 Clear FailNeeds WorkPassCreditDistinctionHigh Distinction
    Use of evidence / in-text citations           /10Does NOT include any in-text citations OR Engages in Academic Misconduct AN AUTOMATIC PENALTY MAY BE APPLIEDDoes NOT do three of the following: Cite at least 3 of the required readingsCite the Paine et al. (2005) article.Use the Harvard UWS system.Uses too many direct quotes. (ACADEMIC MISCONDUCT). AN AUTOMATIC PENALTY MAY BE APPLIEDDoes NOT do TWO of the following: Cite at least 3 of the required readingsCite the Paine et al. (2005) article.Use the Harvard UWS system.Uses too many direct quotes. (ACADEMIC MISCONDUCT). AN AUTOMATIC PENALTY MAY BE APPLIEDDoes NOT do ONE of the following: Cite at least 3 of the required readingsCite the Paine et al. (2005) article.Use the Harvard UWS system.Uses too many direct quotes. (ACADEMIC MISCONDUCT). AN AUTOMATIC PENALTY MAY BE APPLIEDThe Evidence: Cites at least 3 of the required readings;Cites the Paine et al. (2005) article;Cites SOME resources in the reference list; AND Does NOT accurately follow the Harvard UWS system.The Evidence: Cites at least 3 of the required readings;Cites the Paine et al. (2005) article;Cites SOME resources in the reference list; AND Accurately follows the Harvard UWS system.The Evidence: Paraphrases and/or summaries resources;Cites at least 3 of the required readingsCites the Paine et al. (2005) article.Cites ALL other resources appropriately.Cites MOST resources in the reference list; AND Does NOT accurately follow the Harvard UWS system.The Evidence: Paraphrases and/or summaries resources;Cites at least 3 of the required readingsCites the Paine et al. (2005) article.Cites ALL other resources appropriately.Cites MOST resources in the reference list; AND Accurately follows the Harvard UWS system.The Evidence: Paraphrases and/or summaries resources WELL;Cites at least 3 of the required readingsCites the Paine et al. (2005) article.Cites ALL other resources appropriately.Cites ALL resources in the reference list; AND Does NOT accurately follow the Harvard UWS system.The Evidence: Paraphrases and/or summaries resources WELL;Cites at least 3 of the required readingsCites the Paine et al. (2005) article.Cites ALL other resources appropriately.Cites ALL resources in the reference list; AND Accurately follows the Harvard UWS system.
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  Structure and Cohesion                     /5The arguments are NOT the same outlined in the introduction.Uses mostly single sentence paragraphs OR Uses bullet pointsThe paragraphs are long with TOO MANY ideas in each. AND The sentences in each paragraph are NOT in a logical sequence.The paragraphs are long with LOTS of ideas in each. AND The sentences in each paragraph MAY or MAY NOT be in a logical sequence.The arguments are NOT be in the same sequence as outlined in the introduction;The paragraphs MAY or MAY NOT are in a logical sequenceEach paragraph MAY or MAY NOT have ONE topic;Each paragraph is easily identifiable; AND The sentences in each paragraph MAY or MAY NOT be in a logical sequenceThe arguments MAY or MAY NOT be in the same sequence as outlined in the introduction;The paragraphs are in a logical sequenceEach paragraph MAY or MAY NOT have ONE topic;Each paragraph is easily identifiable; AND The sentences in each paragraph are in a logical sequenceThe arguments are in the same sequence as outlined in the introduction;The paragraphs are in a logical sequence;Each paragraph MAY or MAY NOT have ONE topic;Each paragraph is easily identifiable; AND The sentences in each paragraph are in a logical sequence.The arguments are in the same sequence as outlined in the introduction;The paragraphs are in a logical sequence;Each paragraph MAY or MAY NOT have ONE topic;Each paragraph is easily identifiable;The sentences in each paragraph are in a logical sequence; AND The ideas within each paragraph are linked.The arguments are in the same sequence as outlined in the introduction.The paragraphs are in a logical sequence;Each paragraph has ONE topic; Each paragraph is easily identifiable;The sentences in each paragraph are in a logical sequence; AND The ideas within each paragraph are linked.The arguments are in the same sequence as outlined in the introduction;The paragraphs are in a logical sequence;Each paragraph has ONE topic; Each paragraph is easily identifiable;The sentences in each paragraph are in a logical sequence; AND The ideas within each paragraph are EFFECTIVELY linked,
011.522.533.544.55
    Written Expression         /5Does NOT use own words (ACADEMIC MISCONDUCT). AN AUTOMATIC PENALTY MAY BE APPLIEDSo poorly written, it cannot be understood – CONTACT THE UNIT COORDINATOR IMMEDIATELY.RARELY uses: Objective and subjective language appropriatelyConcise languageFormal academic writingLogical connectors AND There are MANY spelling, grammatical and punctuation errors.RARELY uses: Objective and subjective language appropriatelyConcise languageFormal academic writingLogical connectors OR There are MANY spelling, grammatical and punctuation errors.SOMETIMES uses: Objective and subjective language appropriatelyConcise languageFormal academic writingLogical connectors AND Writes complete sentences with SOME spelling, grammatical and punctuation errors.SOMETIMES uses: Objective and subjective language appropriatelyConcise languageFormal academic writingLogical connectors AND Writes complete sentences with MINOR spelling, grammatical and punctuation errorsMOSTLY uses: Objective and subjective language appropriatelyConcise languageFormal academic writingLogical connectors AND Writes complete sentences with MINOR spelling, grammatical and punctuation errors.MOSTLY uses: Objective and subjective language appropriatelyConcise languageFormal academic writingLogical connectors AND Writes complete sentences with NO spelling, grammatical and punctuation errors.ALWAYS uses: Objective and subjective language appropriatelyConcise languageFormal academic writingLogical connectors AND Writes complete sentences with MINOR spelling, grammatical and punctuation errors.ALWAYS uses: Objective and subjective language appropriately;Concise language;Formal academic writing;Logical connectors; AND Writes complete sentences with NO spelling, grammatical and punctuation errors.
011.522.533.544.55
 Clear FailNeeds WorkPassCreditDistinctionHigh Distinction
        Presentation           /5Does NOT do ANY of the following: Use the assessment template.Type in SOME of the information on the coversheet correctlyTick the boxes AND/OR types name in the declaration.Adhere to the word limit.Does NOT do THREE of the following: Use the assessment template.Type in SOME of the information on the coversheet correctlyTick the boxes AND/OR types name in the declaration.Adhere to the word limit.Does NOT do TWO of the following: Use the assessment template.Type in SOME of the information on the coversheet correctlyTick the boxes AND/OR types name in the declaration.Adhere to the word limit.Does NOT do ONE of the following: Use the assessment template.Type in SOME of the information on the coversheet correctlyTick the boxes AND/OR types name in the declaration.Adhere to the word limit.Uses the assessment templateTypes in SOME of the information on the coversheet correctly.Ticks the boxes and types name in the declaration.Does NOT alter the template AND Adheres to the word limit.Uses the assessment templateTypes in SOME of the information on the coversheet correctly and completely.Ticks the boxes and types name in the declaration.Does NOT alter the template AND Adheres to the word limit.Uses the assessment templateTypes in MOST of the information on the coversheet correctly.Ticks the boxes and types name in the declaration.Does NOT alter the template AND Adheres to the word limit.Uses the assessment templateTypes in MOST of the information on the coversheet correctly and completely.Ticks the boxes and types name in the declaration.Does NOT alter the template AND Adheres to the word limit.Uses the assessment templateTypes in ALL of the information on the coversheet correctly.Ticks the boxes and types name in the declaration.Does NOT alter the template AND Adheres to the word limit.Uses the assessment templateTypes in ALL of the information on the coversheet correctly and completely.Ticks the boxes and types name in the declaration.Does NOT alter the template AND Adheres to the word limit.
011.522.533.544.55
    Reference list       /5Does NOT include any references (ACADEMIC MISCONDUCT). AN AUTOMATIC PENALTY MAY BE APPLIEDDoes NOT do THREE of the following: Have 6 scholarly referencesALL 6 references are cited in the body of the essay; OR Is in Harvard UWS style.Does NOT do TWO of the following: Have 6 scholarly referencesALL 6 references are cited in the body of the essay; OR Is in Harvard UWS style.Does NOT do ONE of the following: Have 6 scholarly referencesALL 6 references are cited in the body of the essay; OR Is in Harvard UWS style.There are at least 6 or 7 scholarly referencesMOST references are cited in the body of the essay AND It is in Harvard UWS style.There are at least 6 or 7 scholarly referencesALL references are cited in the body of the essay AND It is in Harvard UWS style.There are at least 8 or 9 scholarly referencesMOST references are cited in the body of the essay AND It is in Harvard UWS style.There are at least 8 or 9 scholarly referencesALL references are cited in the body of the essay AND It is in Harvard UWS style.There are 10 scholarly referencesALL references are cited in the body of the essay AND The Harvard UWS style is NEAR PERFECT.There are 10 scholarly referencesALL references are cited in the body of the essay AND The Harvard UWS style is PERFECT.
011.522.533.544.55

In today’s global economy, various multinational corporations are recruiting children to work for low wages in their organisation. A good example is Gap, located in Delhi, which is a fashion company. The accusation stated that the company forced the young ones to manufacture apparel. The above case and much more called for an urgent need for global standards of conduct known as the Global Business Standards Codex (GBSC) that contains three primary principles (Hazan & Berdugo 2002). They include the principle of dignity, fairness, and citizenship. They are essential, especially in protecting underage children from manual labour. Child labour may be beneficial to the companies, but it violates their rights appropriately and consequently, must be stopped with the help of the GBSC principles. It is detrimental since it has negative impacts on the children, shows exploitation by developed countries, and finally denies the young ones the right to live as children and not as grownups.

Companies expose the children to harsh conditions during work and their mental and physical health is at risk. The environment in which the children work is not always fit and may be filled with harmful gas and dust particles, depending on the industry in which they work. In this fast moving global economy, companies consume themselves with making profit at the lowest production cost (Gupta, et al. 2010). As such, they benefit from not bearing the cost of providing protective gear and good sleeping arrangement for the children but claim that they do. According to the GBSC principle of fairness, a child is entitled to safety and health as well as the proper development and adverse impacts reveal its violation. The ethical dilemma exists for the primary reason that if these companies let the children go; they will have to resort to expensive labour, which is aware of their rights and can fight for them (Edmonds & Pavcnik 2005). As such, they keep the issue hidden for as long as possible. The children suffer if child labour continues and the companies suffer if it stops. The community and the government can work together to ensure the implementation of the GBSC principle of fairness and arrest culprits of child labour. Concisely, despite the benefits by companies, they must cease child labour due to the adverse health impacts.

Secondly, child labour denies the children the right to act and think according their age. Companies pressure them to provide the same manual work as grownups, using the same energy and periods as their seniors. As such, these children do not get the chance to be children. They do not have time to play, learn, and develop appropriately. Thus, the companies violate the GBSC principle of fairness that fights for this aspect (Hindman & Smith 1999). They also go against the principle of dignity since the children lose their self and begin to feel less human than other young ones who are not in child labour. The companies promote the dilemma by defending their actions since they benefit from a steady marginal productivity of labour if they retain the children. As such, the dilemma of the ethical issue continues to exist. The end of child labour would assist the children to live through their childhood, while impacting the companies through a massive increase in costs. To eliminate this ethical issue, the community, social workers, and government agents must educate the children about their rights (Edmonds & Pavcnik 2005). They must also deal with violating companies appropriately. Concisely, childhood is an important aspect of all human beings and the exploiting global companies are taking it away, thus, must be stopped.

Finally, child labour in the global economy today is a clear manifestation of exploitation by developed countries to developing countries. Multinational companies from developed countries prefer to create investments and additional branches in less developed countries, where labour is cheap (Hazan & Berdugo 2002). In many of these countries, the GBSC does not apply and there are no regulations on child labour. As such, the companies take advantage of the situation regardless of the fact that they are violating the rights of the children. According to the GBSC in their original countries, their actions are not taking into consideration the principle of citizenship, which involves the laws and regulation concerning children’s rights (Edmonds & Pavcnik 2005).  The dilemma is evident in trying to persuade the companies to resist from using child labour in their efforts to expand to other countries. It becomes difficult for the MNCs to stop, since starting a new branch in a new location is expensive and reducing labour costs can significantly benefit the company. Consequently, the only way to eliminate this dilemma is to get global trade unions to persuade the developing countries to adopt the GBSC to protect their children. In short, developed countries exploit developing countries for their children’s labour, which is free and cheap…

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