The Role of Stakeholders

Role of Stakeholder MGT/ 420 November 1, 2012 Roger Ellis Role of Stakeholder Quality management is an approach to managing a business that focuses not only on customers and profits, but also takes into consideration anyone who can influence the business to be more profitable. These might include employees, suppliers, investors, market analysts, government regulators and trade associations. These entities need to have a positive working relationship with one another and collaborate with each other to promote the business.Lack of collaboration between them can cause issues with the success of the business itself (Susienes & Vanegas, 2005). Quality management considers the actions of stakeholders to be very important in the overall success of the operation. R. Edward Freeman defines a stakeholder as â€Å"anyone that can be affected by a company’s actions, objectives, and policies. This includes both internal stakeholders, such as employees and managers, and external stakeholde rs, such as shareholders, suppliers, customers, surrounding communities, creditors, the government† (DowellDoGood, 2012).Stakeholders Stakeholders can be divided in two groups: internal stakeholders and external stakeholders. Internal stakeholders are the employees, from the upper managers to the production workers – anyone who works in the company and is a part of the business structure of the company itself. Internal stakeholders are also customers, suppliers, and shareholders. All of these groups make a difference in the growth of the company. Balancing these relationships that provide satisfaction in the long run is the focus of quality management structure.Employees need satisfaction with fair salaries ad benefits packages, customers need quality products and fair prices, suppliers need the opportunity to sell and make a profit, and, finally, shareholders want a return on their investments. Organizing meetings, communicating through E-mail, letters, and seeking con sensus on decisions made to facilitate each group’s needs, enable the business to have a common goal and smooth all internal and external conflicts. External stakeholders are the community, the government, business associations and political groups.All of these groups can have a strong influence on a business, regulating policies, laws and influencing customers to buy a product or service. Also, they can influence shareholders to be investors in the business, making a difference in the value of the company itself (Susienes & Vanegas, 2005). Two Examples The Department of Health and Human Services provides regulations to govern care in hospitals, medical centers, etc. The stakeholders in this organization are: patients, providers, payers, and public health professionals. The patients’ interest is to be provided with excellent care.FACCT (Foundation for Accountability) is an entity that addresses health care needs for the patient, and it is founded and lead by patients. IOM (Institute of Medicine) is a corporation that regulates the care delivered by providers. Medicare and Medicaid have programs that help patients to receive care and providers to be paid in order to continue operations. In addition, the National Committee of Quality Assurance and National Quality Forum assist in developing programs to improve health care, along with public health professionals who provide support by suggesting policies to improve care (HRSA, 2012).Another example of stakeholders being very proactive and an integrant part of an organization is the Watershed issue in the United States. Natural resource organizations for all the states involve stakeholders as their staff and to foster support in the community. Stakeholders include local organizations tired of being inactive when their water reserves in the city are being contaminated or ruined by discharge from farms or wastewater treatment plants. Other stakeholders are national environmental groups that support the organization by traveling around the States and motivating people to support their cause.Another organization of stakeholders is the business community – helping to save the environment by changing business operations to be environmentally safe and preserve water waste. Stakeholders also include government agencies which work as partners to preserve the watershed (Tonning & MacPherson, 2010). Conclusion Quality Management includes stakeholders in its structure as a vital element in the success of the business or organization that they are a part of.Stakeholders are any person or group who can aid or are a part of the organization with the purpose of bringing greater success to the business. Quality Management utilizes both external and internal resources as stakeholders to ensure that their organization has the necessary support and aid, which would cost more money and time if these resources were purchased outright. Instead, due to the common interest in making the organiza tion or business successful, this support is giving freely and with enthusiasm.This kind of help is priceless, considering the ramifications of knowledge and networking that it can bring to an organization. Involving stakeholders is brilliant and very useful.References Definition of Shareholders & Stakeholders. (2012). Do Well Do Good. Retrieved from http://dowelldogood. net/? p=545 HRSA U. S. Department of Health and Human Services. (2012). What are the roles of key stakeholders in QI? Retrieved from http://www. hrsa. gov/healthit/toolbox/HealthITAdoptiontoolbox/QualityImprovement/whatarerolesofkeystkholders. tml Susniene, D. , & Vanagas, P. (2005). ISSN 1392-2785 Engineering Economics2005. No 4 (44) Commerce of Engineering Decision- Integration of Total quality management into Stakeholders management Policy and Harmonization of their Interests. Retrieved from http://internet. ktu. lt/lt/mokslas/zurnalai/inzeko/44/1392-2758-2005-4-44-71. pdf Tonning, B. , & MacPherson, C. (2012). G etting in Step: Engaging and Involving Stakeholders in Waterwaste. Retrieved from http://cfpub. epa. gov/npstbx/files/stakeholderguide. pdf

Purpose of Social Studies in Schools

What is social studies? * Social studies is the integrated study of social sciences and humanities to promote civic competence. Social studies provides coordinated, systematic study drawn upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion and sociology as well as a appropriate content from the humanities and natural sciences. The goals of social studies 1. Fostering attitudes and identifying values Values are ends or ideas which are held by a person.They are the standards or codes which direct our actions. Attitudes are directly derived from values. Our values determine how we behave, each person or society have different values. The teaching of positive values is important because it teaches children to value themselves and also their environment. Children copies values from the people around them mostly adults. Displaying good attitudes will teach children respect for truth, respect for truth, reasoning, enquire and freedom to make choices. . Developing skills Developing skills helps individual to understanding the world around them and help them to cope with it. This skill helps individuals develop proper problem solving skills. It is important for citizens to have information or fact about where they live and the people in their environment. This will help them to understand major issues in their local, national and global communities. There are two types of skills to be developed, intellectual skills and social skills.The skills of critical thought (intellectual skills) provides for: Grasping the meaning of a statement or action, Separating fact from fiction/opinion, Assessing the relevance of the facts, Assessing the reliability to the facts, Judging whether sufficient information is available, Finding out what factors influence the situation, Recognizing all possible actions that could be taken, Deducting the possible and Deciding which the best solution is. Social s kills are human-relations skills which are needed for effective functioning of a group.They imply a concern for the feelings of others in the group and can be taught effectively by group work experiences which require participants: To cooperate with others to achieve common goals, To practice reaching consensus, To willingly explain and support their viewpoint, To express disagreement in a friendly way, to listen to and seriously consider the suggestions of others, to develop empathy with other people and to develop self-discipline and responsibility 3. Establishing knowledge and understandingEvery person living in a country need to have basic information or facts about the society they live in or in other words the world they live in. This is the background for understanding their own experiences. The learner will acquire strategies to analyze, interpret, create, and use resources and materials. Knowledge and understanding of the past enable us to analyze the causes and consequence s of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place.Study of the past makes us aware of the ways in which human beings have viewed themselves, their societies and the wider world at different periods of time. There are a few objectives; Use map and globe reading skills, Interpret graphs and charts, Detect bias, Interpret social and political messages of cartoons and Interpret history through artifacts, arts, and media. 4. Promoting social participation Social studies are primarily concerned with preparing citizens who are equipped with the knowledge and possess the skills to participate in affairs of society.In our Jamaican society we have a democratic system, it is important for every eligible citizen to participate in the election of our leader. The knowledge contained in social studies programmes provides pupils with information, develop the understanding they will need to play these roles a adults and to make reasoned and informed decisions. At the same time, the activities and experience provided in the programmes enable the development of a range of values attitudes and skills such as reading and study skills as well as intellectual and social skills.Knowledge, values, attitudes and skills are necessary for active participation in civic affairs. These skills provide the link between knowledge and values and attitudes which make participatory action possible. Justify the place of social studies in the primary school curriculum. Personally I think social studies are out on the back burner too often; more emphasis should be place on this subject area. Social studies help children to develop their identity. The study of individual development and identity will help students to describe factors important to the development of personal identity.They will explore the influence of peoples, places, and environments on personal development. Students will hone personal skill s such as demonstrating self-direction when working towards and accomplishing personal goals, and making an effort to understand others and their beliefs, feelings, and convictions. I believe social studies should be part of the curriculum for the purpose of helping students understand human interactions that occurred in the past, and occurring now, and that are likely to occur in the future.The reasons for these understandings is to help students develop and nurture values that will make it more likely that they will be able to determine for any situation what the right thing is and do it, especially when the right thing is hard to do. Since we live in a society, having a deep knowledge of society helps a person to be a better citizen to any country. For the younger generation to grow up to become humane, it is important that the generation is exposed to different societies.It is necessary to show them differences in lifestyles that people around the world have. Learning how to app ly civic ideals as part of citizen action is essential to the exercise of democratic freedoms and the pursuit of the common good. Through social studies programs, students acquire a historical and contemporary understanding of the basic freedoms and rights of citizens in a democracy, and learn about the institutions and practices that support and protect these freedoms and rights, as well as the important historical documents that articulate them.Students also need to become familiar with civic ideals and practices in countries other than our democratic republic Children need to be exposed to various social aspects of mankind and made to understand the different aspects of social behavior. It is necessary to make children realize their duty towards society. Social studies are an important subject because of its main purpose, creating good citizen. It aims at creating educated individuals who can grow up to be responsible citizen of their nation.The study of social studies intends to build creative, caring and courteous human beings out of children. Teaching our children social studies increase the possibility of their becoming knowledgeable individuals. Teaching them social studies increases chances that they will adhere to ethical and moral values in their life, for positively contributing members of their communities. We want children to gain the ability to become independent in every aspect. We most certainly want children to be knowledgeable about the world they live in.This goal of developing â€Å"good citizen’’ is vast, but so is the impact we as teachers will have on children in adulthood. It is through the teaching of social studies that we can shape our students into citizens worthy of respect. The knowledge contained in social studies provides children with information, develop the understandings they will need to play these roles as adults and to make reasoned and informed decisions. It develops values, attitudes and skills such as r eading and studying, as well as intellectual and social skills.In the early grades, students are introduced to civic ideals and practices through activities such as helping to set classroom expectations, examining experiences in relation to ideals, participating in mock elections, and determining how to balance the needs of individuals and the group. During these years, children also experience views of citizenship in other times and places through stories and drama. By the middle grades, students expand their knowledge of democratic ideals and practices, along with their ability to analyze and evaluate the relationships between these ideals and practices.They are able to see themselves taking civic roles in their communities. The study of people, places, and environments enables us to understand the relationship between human populations and the physical world. Students learn where people and places are located and why they are there. They examine the influence of physical systems, such as climate, weather and seasons, and natural resources, such as land and water, on human populations.They study the causes, patterns and effects of human settlement and migration, learn of the roles of different kinds of population centers in a society, and investigate the impact of human activities on the environment. This enables them to acquire a useful basis of knowledge for informed decision-making on issues arising from human-environmental relationships. Another purpose of this subject is to help children deal with problems. Today’s children are faced with a lot of problems in schools and in their homes. Children are being abused and subjected to domestic violence.Children are in gangs and on drugs. These are some of the challenges children have to deal with in their everyday lives. The ability of problem solving is probably the most important skill any person should have. Children will also be more capable of making wise decisions. Young learners begin by priorit izing their economic wants vs. needs. They explore economic decision-making as they compare their own economic experiences with those of others and consider the wider consequences of those decisions on groups, communities, the nation, and beyond.In the middle grades, learners expand their knowledge of economic concepts and principles, and use economic reasoning processes in addressing issues related to fundamental economic questions. Most people think of history when they think of social studies. History plays a large role in social studies. History examines the forces of change and continuity. Its study enables us to understand the relationship between the present and the past and the mistakes and the triumphs that this world that this world has been through. Students are required to learn about the past in order to provide them with a context for today’s society and current events. As the popular Jamaican term goes â€Å"you have to know where you are coming from to know w here you are going†. History lessons also provide students with valuable role models such as Martin Luther King. These are just some of the importance or social studies in the curriculum. Social studies course work # 1 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2. What is social studies? (3)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3. Identify and discuss the goals of social studies? (12)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4. Justify the place of social studies in the primary school curriculum. (10)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 . Reference†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..

Tourism Project Essay Example | Topics and Well Written Essays - 2250 words

Tourism Project - Essay Example This tourism sector is worth Singapore dollars 12.4 billion (2006) annually. On the other hand, Hong Kong, with its proposed Disneyland and a new cultural centre at West Kowloon that is seven times the size of the Esplanade, Dubai Japan and Bangkok are Singapore's greatest competitors in the tourism sector. Their multimillion dollar tourism projects to lure tourists from all over the world are ominous enough to make any forward thinking government which is driven by economic consideration, plan to think of new ideas to attract tourists to their country. One of them is to think up new tourism based themes which can make investors think that Singapore is transforming itself into a diversified service-based economy. One of these steps is by opening up an integrated resort. The basic objective of an integrated resort is to attract tourists. It would not be limited to just casinos. They should include convention centers, hotels, restaurants, shopping, convention space, theatres, museums and theme parks. The government can thus hope to be able its overall goal to generate tourism receipts of $9. 5-billion annually by 2015,1 which is half the target set by the Singapore tourism board. Apart from this, the other completion of a project successfully and its performance at Marina South can be targeted to bring in the international convention market. This can eventually boost up the Singaporean tourism sector and economy to make it on par with its nearest competitors. Business Objectives The project aims to complete the

MOD2 Essay Example | Topics and Well Written Essays - 500 words

MOD2 - Essay Example ion acquired from job analysis helps for HR planning which involves recruiting right number of employees at the right job and developing HR functions. The most significant use of job analyses is to create a job description. Job description helps to clarify reporting relationships, work functions and helps employees to understand the job. Job description has been used by the companies to provide information to applicants about the job involvement. Prominent information gathered from the job analysis helps to create job description. The part of job description is to compile the findings of job analysis and providing information about the responsibilities needed to be performed for a particular job (Cushway, 2008). Without the salient information from job analysis, job description cannot be created. Job analysis and job description on the particular job helps to identify key responsibilities areas (KRAs). KRA includes communication skills, technical and personal skills, physical, mental and emotional ability of particular applicant to handle particular task. With the help of job analysis, organization can hire most suitable candidate on the job (Sostrin, 2013). This helps to identify candidate that are eligible for the job during the hiring process. Job description provides information to the applicants about the key areas that needed to be focused on the particular job. Job analysis can be conducted in medical area by including any medical license or certificates required for the job. It can also be conducted as the time spent by the employees to perform the job. Job description would help to ensure knowledge about the particular job in medical arena (Price & Novak, 2009). Currently I am working in a logistics management organization as a human resource executive. My job role is to find and source effective and skilled employees for the inventory management department. My job description is to sort out appropriate applicants from the received mail. In addition

The importance of music Essay Example | Topics and Well Written Essays - 1000 words

The importance of music - Essay Example I have wanted to learn to play an instrument and had actually taken up piano lessons and guitar lessons but I never quite stuck to it. Nevertheless, without having produced music personally, I continue to love it as a part of my existence. Being part of some school recital where I have to belt out a few short tunes, much to my shame is unavoidable when I was younger. I find nothing wrong in admitting that when I was younger I am a fan of popular music that included boy bands and teen stars. For a while I had been among those die-hard fans that had pictures of singers on their desktop page. Even to this day, I have moments when I enjoy the simple pleasures of listening to One Direction, Katy Perry or Taylor Swift. I actually do have in my play list Story of my Life, Dark Horse, and White Horses, respectively just to name a few. My preference in music is an indication of my diverse personality. I believe that music, like our mood and feelings, changes from day to day and as we grow up. But there will always be artists who will remain with us throughout. When I am having a really good day and I just have that feeling of wanting to dance, I would play something by Zedd like Clarity or Stay the Night, mixing that in with some songs like Levels or Silhouettes by Avicii. I love these songs because though they are house music and are particularly heard on backdrops of clubs and dance parties, listening to the lyrics actually brings out the depth of the songs and the composition actually makes them more interesting.

The Impact of the differences between the United Kingdom, United Dissertation

The Impact of the differences between the United Kingdom, United States of America and the European Union Copyright Laws - Dissertation Example It also gives rights granted to the musician on his piece of work. He has a right to restrict any derogatory action on his music. He also grants the rights of reproduction, lending and distribution of his music among others. The various remedies granted to the musician in case of a person infringing the copyright are also discussed. It also looks on the need for copyright education and the need for future and managerial decisions for musicians. A comparison on the copyright protection laws shows that the application of these laws in terms of the moral rights, copyright infringement and remedies for infringement is similar in the US, UK and in the EU. The difference, however, lies in the duration of the copyright protection as outlined above. This study also outlines the impacts of these laws on the musicians. The impacts can be generally categorized as social impacts, cultural impacts, economic impacts, moral impacts, administrative impacts among others. A recommendation on the appli cation of copyright laws is also given. Among the recommendations given include copyright registration by musicians, copyright monitoring and evaluation policies, need for copyright education and provision of music at reasonable prices. ... he Impact of the differences between the United Kingdom, United States of America and the European Union Copyright Laws for Sound Recording on Musicians. Introduction A copyright refers to property right or a legal concept granted by most governments to the creator of an original work giving him exclusive rights over the property for a limited time. In the UK copyright, protection in sounds recording and broadcasts exists for 50 years2. This is in relation the end of the year when it was produced. The copyright must be in the protection of an expressed idea. Copyright over property arises automatically and hence it is not necessary to register. The copyright grants the original composers certain economic and moral rights over their work. A copyright protects the following works: original musical works, sound recordings, films original artistic works, original dramatic works, broadcasts among others. 3Sound recordings or phonorecords refers to the mechanical inscription and recreation of sound waves such as singing, instrumental music, spoken voice or sound waves. Sound recording include both analog and digital recording. There are four different kinds of copyrights to be considered in the case of sound recording. They include; copyright of the composer, copyright of the producer of the record, copyright of the performer and copyright of the tester if any4 . According to the copyright acts of 1976, Copyright on the music in the USA initially belongs to the composer5. It is mandatory to have the first page with a copyright notice of the music or on the title page which should consist of the symbol  © or the year it was first published and the publisher’s name. Before posting the composition on the internet or doing the first public performance the copyright should be

Loaded Spring Oscillator, Hooke's Law Assignment

Loaded Spring Oscillator, Hooke's Law - Assignment Example The motion involves attachment of simple harmonic oscillator to the spring with the other end on the wall or any other rigid support system. The oscillator’s motion is repetitive at constant frequency hence periodic (Serway & Jewett, 2006 p 54). When the oscillator passes through the equilibrium its velocity is maximum and zero when passing through the extreme positions in its oscillation. The acceleration experienced by the oscillator is proportional to the negative of its displacement from the midpoint of its motion. A system in equilibrium and at rest has no net force acting on the mass. Displacement of the mass from equilibrium causes a restoring elastic force which obeys Hooke’s to be exerted by the spring. The restoring force F, is found by multiplying the spring constant K, to the displacement from equilibrium x; F=-Kx. The extension of a spring is directly proportional to the load applied to it. This is referred to the Hooke’s Law of elasticity. The mater ial’s elastic limit is the maximum load that when exceeded the material will not be able to gain its original form. Therefore, Hooke’s Law do not apply on the material. The elastic limit varies among the materials. The materials following Hooke’s Law are known as Hookean materials or linear elastic materials. The materials regain their original form after deformation by the load on it. In the formulae used to determine Hooke’s Law a negative sign is added because the restoring force acts in an opposite direction of displacement. The formula was stated by Robert Hooke, a British physicist in the 17th century hence its name; Hooke’s Law. A spring of length L and cross-sectional area A, is considered a linear elastic material since its extension is linearly proportional to tits tensile stress by a constant. Materials such as rubber are regarded as non-linear or non-Hookean since the load is not proportional to the extension that occurs. The material c hanging least in extension when load is applied is regarded to have the greatest elastic force. Elasticity would be described in four ways; compression, flexure or bending, stretching or extension, torsion or twisting. Elasticity has two main kinds namely elasticity by volume and elasticity of form or shape. For example, elasticity of volume is mainly experienced by the gases and liquids. Elasticity of the two is considered perfect since when the load is applied or removed there is no lost of volume. Increase in temperature of the material would cause increased extension. Therefore, factors such as temperature are to be kept constant during the experiment to ensure the results are not misleading. The graph is expected to be as shown below: Figure 1 The springs are found to obey the Hooke’s law in combinations. Therefore the springs can be combined to cater for specific spring constant. For springs in series, the equivalent constant is equal to the following: 1/Keq = 1/K1 + 1/ K2 Therefore the equivalent spring constant is the reciprocal of the answer from above. If the springs are in parallel the equivalent spring constant is equal to the sum of the spring constants of the springs used. Keq = K1 + K2 The Apparatus The requirements for the experiment are the steel springs, tensile. Mass hangers with slotted masses, 100g. Retort stand base, rod, boss and clamp. Short length of stiff wire to combine springs in parallel. G-clamp if the retort stand base is

Technology managment vs. Traditional managment Essay

Technology managment vs. Traditional managment - Essay Example Technological Management involves developing an understanding of technology and its impact on all areas of an industry, its members and their activities. Technological Management includes: goods and services; production processes; information and communications; transport and distribution; society, politics and economics. "Technology Management may be more appropriately characterized as a "discipline" than a "field." (Article,). So, technology management is aimed to coordinate only a technological process in contrast to traditional management which coordinates all levels of the organizational structure including their interaction and performance. In contrast to technology management, traditional management concerns with managing those resources of an enterprise that are required to produce the goods or services to be sold to consumers or other organizations. The balance of power has undoubtedly shifted to traditional management who now has more choice over how it conducts relationships with their employees and process. The main functions of traditional management in industrial relations objectives are: control the work process; secure cost-effectiveness; reassert managerial authority; move towards a more unitary and individualistic approach (Boone, Kurtz, 1992).

Financial Reporting and Analysis Essay Example | Topics and Well Written Essays - 1000 words

Financial Reporting and Analysis - Essay Example NBA franchise and other intangible assets have a value of $164,703 $164702 and $165 035 in years 1996, 1997, and 1998 respectively. This shows that the method of amortisation reflect the pattern of the usage of assets in generation of income. NBA intangible assets are defined in cost less amortisation that has accumulated. Straight line method spread over the useful estimated lives of the intangible assets which is generally 3-7 years provides the amortisation. b) Discontinued operations are referred to as parts of an entity that has been sold or has been put into held for sale grouping. While evaluating the future success prospects of an organization, an investor who has existed or a potential investor who will invest in future would remove the discontinued operations from consideration because these items have no bearing or effects on the future. The concern of the management is that some operations are discontinued to improve the results of the continuing operations. The operation s and cash flows of the part has been removed from the ongoing operations and the entity will not have a significant involvement in the operations of the discontinued part after the transaction of disposal is made. c) Team costs and expenses increased between 1996 and 1997 from $27,891,264 to $40,941,156. This is because of after discontinuing some operations, it would require a major effort to re-establish the operation and requires significant effort and budget to continue the operations as before. This may need extra marketing, extra staffing. There can be a possibility of increase in the cost of living between the two years which would subsequently raise the amount of team costs and expenses. d) Net income was $420,306 and $12,267,317 in year 1997 and 1998 respectively. This was a hefty rise in the value of income. This is because of higher revenue that was gained. Higher revenue resulted from ticket sales and also from Television and radio broadcasting fees in 2008. By constant winning of games, heavy promotion and advertisement through the television and broadcast and also through reaching a wide fan base by selling many tickets resulted to the higher income. Through maintaining lower expenses such as team costs and expenses, selling and promotion, general and administrative in the year 1998 resulted to an increase in net income. e) Noting that net income was higher in 1996, distributions declared were higher in 1998 than in 1996, with $0.50 per unit. Distributions are that portion of corporate profits that is made by a corporation to its shareholders. Net income can either be re-invested in the business or distributed to stockholders. In 1996, the main source of the net income was from the discontinued operations income. This income was better invested back to the business instead of distributing it to the shareholders. This would help avoid double taxation and be realised as capital gains. Case 10-7 Cash movements and Periodic Income Determination a) I ncome determination is not an exact science. It is the best estimate of determination of what will be the base of individuals’ income on the evidence the individual presents. The base period can be the month for which revenue verification and identification of an individual is a requirement. Month’s income is used for the projection of income. Income averaged and a conversion factor can be used to reach at a quantifiable monthly income. b) Cash flow estimation is the prediction whose main purpose is the anticipation of the disbursements and receipts of cash. It is a fixed amount of time that it covers. Cash sensitivity and aggressiveness determines the penetration

Criminal Investigation - Cover Identity and Story Assignment

Criminal Investigation - Cover Identity and Story - Assignment Example There were people who sold drugs there and were involved in other criminal activities like stealing, terrorizing people, and so on. We formed a gang of our own and started enjoying activities such as troubling and terrorizing people, stealing things and snatching money from people. My mother was worried about my sisters and me. She enrolled me in a nearby school, but I always ran away from there to join my friends. I got arrested thrice till now. Once because of a street fight when I was sent to children’s jail, then because of stealing and hitting a woman in the juvenile jail and then once more to juvenile jail because of breaking in a house. Otherwise, I am the good player at doing certain activities for which, I get away without being arrested. Every time when I was arrested, I met with new friends who supported me in my life. I started living away from my mother and sisters when I turned fifteen. I do not know anything about them now, as I lead a self-reliant life now. I do not like to live with family or friends, as I like a lonely and independent life. However, I enjoy drinking and playing games with friends. Previously, I was in California and I ran from there because I had a clash with some people who tried to kill me. I need a place to live and want some work so that I can earn something for my survival. I can also live with someone who is ready to accommodate me and I can do the work that he assigns me to whatever nature it is. I can do all the works that a person can do. I can sell products legal or illegal as I have already sold drugs before in California. Nevertheless, you know that I have left the place now, so everything here is new for me and I want someone to help me. Part II: In two to three pages, explain how you chose this identity and how you will make it work. How does it fit your knowledge and experience? How will you remember your story and keep your statements/facts consistent? I chose the identity of a criminal with the help of Kozol’s book, â€Å"Fire in the Ashes: Twenty-five years among the poorest children in America."  Ã‚  

English Department Essay Example for Free

English Department Essay From various literatures, there is no clear definition about what postmodernism is. Dr. Mary Klages (2003), Associate Professor in the English Department at University of Colorado, says that postmodernism cannot be defined in a single term. Instead, postmodernism can be considered as a complex term since it appears as a concept that exists in variety of study including art, science, sociology, and technology. Postmodernism present as the sign of new times, an outcome of changing trends in all areas of human life, the irruption of new social, political, cultural, and economic values which are maddening great human behavioural changes in organizations. In addition, the postmodernism is considered as a new expression of philosophic, ontological, methodological, scientific, artistic, political, social, economic, etc. trends, and therefore a new outlook which set limits and deficiencies on modern expressions. Moreover, postmodernism is a new paradigm approach to knowledge, and it is also a new paradigm of aesthetic. Concerning the discussion of postmodernism, information science and technology, this paper will take into account the discussion about knowledge management in organizations. The reason to include the discussion of postmodernism in organizations is because it represents the use of information science, sociology, and knowledge. I. 2 Characteristics of Postmodernism Organizations Any structure can be called as an organization because it is designed to carry out a given purpose. Organizations are living systems, oriented in the direction of a trend of self-organized patterns, structures and processes which respond to demands of a complex and confused, changing environment through constant and permanent learning. Historically, organization theory originated from academic institutions within the context of socially legitimized public institutions. Under such circumstances, learning capacity of organizations becomes key determinant in their survival to face various business challenges. Some characteristics of postmodernism organizations which influence on organizational analysis are as following: 1. Identification With â€Å"might being† 2. Emphasis Effectiveness 3. Structure In function of market needs 4. Focus of power Centralized in knowledge and experience 5. Orientation Toward Market (Boje, M Dennehy 2000) In organization practices, it is found that postmodernism tends to force the organizations to avoid human beings from bureaucratic structures. This is because postmodernism has the philosophy to provide simplicity instead of complexity (Boje, M Dennehy 2000). Links between modernity and postmodernism Modernity is often characterized by comparing modern societies to pre-modern or post-modern ones, and the understanding of those non-modern social statuses is far from an issue. To an extent, it is reasonable to doubt the very possibility of a descriptive concept that can adequately capture diverse realities of societies of various historical contexts. In term of social structure, many of the defining events and characteristics listed above stem from a transition from relatively isolated local communities to a more integrated large-scale society. There is a shift from the model of the modernist, factory-bureaucracy: a rigid structure, with everything in place to do its particular function to the place where it has a connected with different types changing formation in response to the conditions. II. Postmodernism, Social Science and technology In sociology point of view, there is a notion that postmodernism is considered as the results of the changes in economy, culture, and demography. In addition, postmodernism is also considered as the factors that contribute to the rise of service economy and the increasing interdependence of world economy. Concerning the relation of postmodernism in technology, there is a notion that technological utopianism is a common trait in Western history and it is true in postmodernism era with some changes in the manifestation. In postmodernism era, the expression of technology comes in the form of the sudden increase in analog mass broadcasting of television. In this situation, people see the mass broadcasting of television as a liberating force to human affairs since television has capability to provide various understandable symbols. This situation drives Newton N Minow to consider television as â€Å"a vast wasteland. † Another expression of technology in postmodernism era is the development of digital networking. In this view, digital communications are believed to provide modern society with positive feature since people are now enabling to experiences in art, culture, and community that they think as being correct.

Eleanor Roosevelt Essay Example for Free

Eleanor Roosevelt Essay Eleanor Roosevelt will always be remembered in history as the first woman to make a difference in the status of first lady. She was born in 1884 and died in 1962 and all through her life showed tremendous courage in facing what happened to her. Her childhood may be seen as having influenced her later life. It is considered to have been influential in shaping her life and her approach towards the problems evident in society. She was born in a very wealthy family because both sides of her family were very wealthy and also renowned families. However, her adult life defied the expectations of her class in society. She did not behave as the rest of her class members did. She did what they would not do due to their status in society. She was born Anna Eleanor Roosevelt in 1884 to Anna Hall and Elliot Roosevelt in New York. Her mother was famous for her beauty and was disappointed in Eleanor’s looks because she was not as beautiful or graceful as she wanted her to be. As a result, they did not become close in the short time they spent together. Her father was the younger brother to President Theodore who later actually gave Eleanor in her wedding since her parents were already dead by then (http://www. pbs. rg). Her mother died in 1892 when Eleanor was only 8 years old. Her relationship with her father was a bit better because he did not criticize her looks. They were however not very close because of marital problems experienced between him and Anna and hence ended up not communicating a lot with Eleanor. After the death of her mother, she moved in with her maternal grandmother and hence, instead of closing the rift between her and her father this ended up widening it. He died in 1894 when she was 10 years old due to drinking related problems. His behavior had led to his being disowned by his family. She had private tutors until the age of 15 when she joined Allenwood a finishing school where she met her mentor Madame Marie Sourvesre. She traveled all over Europe with her and she was the one who taught Eleanor â€Å"the lifestyle of an independent woman† (PBS 1999). She returned to New York at the age of 18. She became a social worker and it is at this time that she met Franklin Delano Roosevelt who was her fifth cousin. She got married in March 17, 1905 to Franklin D. Roosevelt. She introduced him to the world of poor people during their courtship when she was working as a social worker. Due to her the emotional problems she faced in her childhood as a result of the lack of affection from both her mother and father, she was able to give unto others unconditional love regardless of their status in life. She was also greatly affected by the constant reference people made in regards to beauty and the fact that she knew she was not a great beauty. This was carried on even in her engagement where she was not sure if she could maintain a marriage to her husband who was handsome where she whereas she was plain (http://www. drlibrary. marist. edu). She had very many accomplishments that started early in life even before her status as first lady. Although earlier in life she had not been interested in politics, she later became interested because she did not want to seem ignorant among her peers. The presence of her domineering mother-in-law led to her having more time to dedicate to her functions because her 6 children were watched by Sarah the mother-in-law. She wanted to continue having the status that she had achieved under the tutelage of Madame Souvestre. She felt that as long as she was around Sarah she would not be able to accomplish what she wanted to and so would involve herself in many activities in order to escape her (http://www. fdrlibrary. marist. edu). During World War 1, she volunteered both in the American Red Cross and also in the Navy hospitals. She worked tirelessly to help those afflicted by the war even though she did not like the war or even the idea of war. In 1920, she became an active member of the women’s suffrage movement. In an effort to fight for women and also enlighten them on their rights, she joined the League of Women Voters and became the vice president of its New York branch. In this group, she was able to encourage women to become voters and fought for the right of women to vote. The law allowing women to vote was passed in 1920. This was also made possible by the Women’s Division of the Democratic Party of which she was also a member. She was also a member of the Women’s Trade Union League which looked into the working conditions of women and fought for the improvement of the same. It also fought for the acceptance of women in the employment field. She was very concerned about women issues and would fight for them in any way possible. She also went ahead to establish Todhunter which was a private school for girls only. She co-owned it with her friend and became its assistant principal and also a teacher of history yet she had no formal certificate. She did this because she had admired Souvestre and wanted to follow in her footsteps. This happened in 1927. In 1918, Franklin Delano Roosevelt was discovered by Eleanor to be having an affair with her social secretary Mercer. She discovered love letters between the two. She threatened him with divorce if he did not end the affair. He promised he would and hence saved the marriage albeit his mother was involved. Although the marriage was saved, Eleanor became a different woman who channeled her energies to many situations that both took her time and also enlightened her more to women’s independence. It is also at this time that she joined the various women organizations and became very close to the women she was working with. In 1921, Franklin suffered from poliomyelitis which left paralyzed in both legs and his mother advised him to become a recluse. She wanted him to remain in Hyde-Park but Eleanor encouraged him to keep interested in politics. He took her advice and Eleanor would act as his informant gathering information from the citizens and giving it to him and discussing the various issues with him. He appeared in public on crutches in 1924 to nominate Governor Alfred E. Smith for president. This was all Eleanor’s doing because she was the one who encouraged him (Lash J. P. Eleanor 1972 pg 550-680). In the process of becoming his eyes and ears, on the ground, she ended up becoming an independent woman and this helped her deal with the hurt of her husband’s infidelity. She realized there was a problem of unemployment and this led her to form the Val-Kill furniture factory. This was in New York and its aim was to provide employment especially to those who were suffering from unemployment yet could learn skills that would provide an income for them. Later on the industry widened its activities to involve weaving and also pewter work. This impressed her husband very much and in the long run encouraged her to spend more and more time there. Franklin through her encouragement ran for governorship of New York and he was elected in 1928. He served in office up to 1933. In all this time, Eleanor would help him make legislations that were progressive. She did this by ensuring that she corresponded with the New York residents an understood their problems. She would also travel very much and in these travels would inspect the state institutions and report to Franklin what was going on and in what ways the issues could be resolved. Her work is what led to the re-election of her husband as a governor for a second term and also his nomination to become president. This is because he sued the information she had gathered to help improve the lives of the common people. Franklin became president in March 4 1933 and consequently Eleanor became America’s first lady. She did not approach this situation confidently since she was apprehensive on its impact in her life as an independent woman. Despite this, she adapted to the role quickly and actually went down in history as the longest serving first lady because Franklin was president from 1933-1945. Once she became first lady, she continued providing various opportunities for women she did this by holding press conferences where only female reporters were invited. It is through these conferences that she kept the public informed about the policies in the white house especially the New Deal which was supposed to help in the recovery from the depression (http://www. lkwdpl. org). In line with the effects of the depression, she persuaded FDR to create the National Youth Administration. This organization was supposed to help young people who due to the effects of the depression could either not join or complete their studies. They could only manage to do this if they had jobs which in turn affected their studies. She became the adviser to those who held the administration posts and also spoke on behalf of the program. She was also involved with the American Youth Congress which was also concerned with matters of the youth. She got involved with the National Association for the Advancement of Colored People. This is because she no longer held the view of white supremacy and viewed everyone as equals. She understood the plight of the black people in America and worked hard to ensure their rights were recognized and respected. She also worked with the National Council of Negro Women to help the black women. Her stand was made clear when she resigned from being a member of the Daughters of the American Revolution in 1939 because they had refused to allow Marian Anderson, who was a musician, to perform at Constitution Hall (http://www. pbs. org). At this time, the Second World War was starting off and although she detested war, she became involved in it because her sons were fighting in the war. During this time, she made numerous visits to England and also to the South Pacific. This she did in order to promote the good-will that was there among the allies. She also visited the United States troops that were abroad in order to boost their confidence and lift their spirits. She worked to rally civilian volunteerism to which she had been appointed as assistant director of the Office of Civilian Defense (OCD) a post to which she had been appointed by Franklin. She however resigned from it later on due to complaints made about the people she appointed to work with her. FDR died in April 12 1945 and although she had assumed that her public life was over, she was proved wrong by the then president Harry S. Truman. He appointed her as a delegate in the United States Delegation to the United Nation’s General Assembly. In this capacity, she worked hard to ensure that the issues that pertained to social, humanitarian and cultural issues were dealt with. She held this position up to 1953 when she resigned. In this period, she was also the chairman of the Human Rights Commission and it is during her tenure that the Declaration of Human Rights was drafted. The declaration was adopted by the General Assembly on 10th December 1948. Her greatest achievement can be said to be the Declaration of Human Rights. This declaration emphasized the equality of all people regardless of their race, creed, color or gender. It therefore protected the way people that Eleanor had spent her whole life trying to protect and also improve their lives. It declared the right to life, liberty and equality to all people. It therefore meant that the poor, minorities and the disadvantaged were to be treated the same as those who were previously deemed to be superior. Through it, she was able to help the blacks, the women and those who were poor (Lash J. P. Eleanor 1972 pg 550-680). In the same year of 1948, she helped in the establishment of the state of Israel. This she did because she had always been sympathetic to the experience of the Jews at the hands of Adolph Hitler during the Second World War. She did not harbor ill feelings towards the Jews as did the rest of the upper-class. She also provided her help because she viewed herself first and foremost as a United Nations delegate whose work was to promote peace the world over. As a UN delegate, she also tried to establish negotiations with the Soviet Union although she was very cautious. This failed because they did not respect the Human Rights Declaration. From 1953, she volunteered as a member of the American Association for the United Nations. She did this in the capacity of a representative to the World Federation of United Nations. Later on she became the chairman of the Associations’ Board of Directors. John F. Kennedy reappointed her to the United States Delegation to United Nation in 1961. He also appointed her as a member of the National Advisory Committee of the Peace Corps and also the chairman of the President’s Commission on the status of women. She took on these responsibilities gladly as she was well versed with the operations of each (http://www. bs. org). In her lifetime, she had been involved in writing a daily column in the paper, which started in 1935 up to a few days prior to her death in 1962. This column was called â€Å"My Day†. She also started some question and answer column in the newspapers. She managed to write several books during her lifetime which are: This Is My Story (1937), This I Remember (1950), On My Own (1958), and Tomorrow Is Now (1963). Her last book was produced post humously and in it she praised Franklin for the social reforms he had put in place. She died in Nov 7 1962 and thus did not see it published. She was a lady who affected the western civilization in many ways. She proved that a woman can be able to perform remarkably in politics while still maintaining her dignity. The fact that she was able to accept every person regardless of their status in life led to the formation of the Universal Declaration of Human Rights. This declaration opened the people’s eyes to the fact that all human beings are equal even if they come from different areas in life. She established that one has to be able to deal with what they cannot change and should not be judged by what is beyond their power to correct or change (Lash J. P.  Eleanor 1972 pg 550-680). She also exhibited that regardless of how high and mighty one’s family may be and also despite the wealth they have, anyone can be able to make a difference in the lives of those who are victimized and destitute. The western people held a lot of prejudice towards Jews and blacks and she went a long way to try and bridge the gap that existed by not having such prejudices. She also set the role that the other first ladies in America and world over ought to follow. They are not supposed to just sit back and watch what their husbands do but instead should get involved and learn as much as possible and help them out. On the question of how she affected the society, she did a lot to help women get the right to vote. She also encouraged the women to seek employment and provided any opportunity possible to women to ensure that they succeeded. She was also very concerned about the youth and their education. She valued education and ensured that through the formation of the National Youth Association that the American youth would be able to access quality formal education without the problems of having to search for a job. The various trips she made to meet the common man made her understand the problems that they faced everyday. She got to understand the impact of unemployment and also that of the Great Depression. She would give this information to Franklin and also suggest the various ways in which he could help solve the problems (http://www. pbs. org). The creation of the Val-Kill was intended to provide employment to those in New York who needed it yet could not get it. She therefore helped uplift the living standards of many Americans by providing employment and also avenues through which they could provide employment for themselves and for others. The face of the government changed from her time to include more women. The fact that women become voters meant that more women had chances of being voted in because they were voted in by their fellow women. She proved that women can be very good politicians and diplomats. As a U. N delegate she kept making attempts to bring about negotiations between America and the Soviet Union. Although she never succeeded in bridging this gap, she tried her best.

A Look At Technical Education In Bangladesh

A Look At Technical Education In Bangladesh The Peoples Republic of Bangladesh is a country in South Asia which became independent in 1971 after a glorious nine months of liberation war with Pakistan Army who killed three millions Bangalees. Bangladesh literally means The Country of Bengal. Lying north of the Bay of Bengal, on land it borders India and Myanmar, and it is a close neighbor to China, Thailand, Nepal and Bhutan. Bangladesh is surrounded by India in The West, North and North-East and Myanmar to the South-East. It is situated between 20034 and 26038 North Latitude and 88001 and 92041 East Longitude. It has an area of 147,570 sq. km. and a population of nearly 140 million. It has a population density of 948 persons per sq. km., which is the highest in world. As the name The Country of Bengal suggests that Bangladesh is an ethnically homogeneous country. Among the different ethnic groups Bengalis 98Â  % and the remainder are mostly, Santhals, Chakmas, Garos, Biharis, Oraons and Mundas. Variations in Bengali culture and language do exist of course. The estimate of religious makeup from the 2001 census reported that the population was 89.58% Muslim, 9.34% Hindu, 0.62% Buddhist, 0.31% Christian and 0.15% Animist. With the highest density of population in the world and slow economic progress, the people of this country are trapped in the vicious cycle of poverty. Over 50% of the people who live below the poverty line are not able to provide for their basic needs and amenities. With 140 million people, Bangladesh is the eighth largest in the world in population. It is also one of the most densely populated countries and endowed with limited natural resources. Bangladesh has to rely, more than most developing countries, on its human resources for progress and prosperity. Educational Structure of Bangladesh The present education system of Bangladesh may be broadly divided into three major stages, viz. general education, madrasha education and technical education. Here I am discussing about technical education in Bangladesh. Technical Vocational Education For the students whose interests are not strictly academic may find technical-vocational programmes more interesting and more valuable for their future. Government tries to ensure that the course curriculum should be relevant to students interest and aspirations while at the same time it should address the needs of the job market. a. Primary level. There is no technical-vocational institution in primary level of education. Ebtedayee in the first level (Primary level) of madrasah education has no scope for technical-vocational education. Accordingly, technical vocational education in Bangladesh is designed in three phases under two major levels of secondary and tertiary level of education. b. Secondary level. Vocational courses starts from secondary level. The certificate courses prepare skilled workers in different vocations starting from ninth grade after completion of three years of schooling in secondary school. At this level the courses are diversified in different vocations spread over 1 to 2 years duration. Recently, 2 years duration vocational courses have been introduced at the higher secondary level in government managed vocational training institute (renamed as Technical School College). Diploma courses prepare the diploma engineers at the polytechnic institutes. This course spread over 4 years duration after passing the secondary school certification examination. There is a technical education board called Bangladesh Technical Education Board (BTEB), which grants affiliation to the technical institutes. It conducts examinations of the students completing different courses in different vocational and technical education, and awards certificates to the succe ssful candidates. TVET System in Bangladesh: An Evaluation Strengths Entrance is reasonably competitive at all levels of formal skill training. Well-developed exit standards exist, i.e., skill testing and certification is well developed and managed. The Technical Education Board (TEB) is small, self-supporting and a relatively effective organization for developing curricula and trade tests. Good models exist for skill training by non-government institutions (including UCEP and MAWTS). There are also good models of industry involvement in providing child labor not only with basic education, but also with vocational training through non-government institutions, including both UCEP and a similar but cheaper model, Suravi. TTCs and VTIs have become more flexible in their non-regular programs by offering short term training programs on a cost-recovery basis in the afternoon and evenings to those who have completed their formal schooling. Several comparatively good quality public training institutions exist, including some of the TTCs under the Ministry of Labor and Manpower, The Surveyors Training Institute under the Ministry of Education and some of the rural training centers of the Ministry of Youth. Weaknesses The overall impact of the formal TVET system within Bangladesh is minimal. The output of technical/vocational education at the certificate level amounts to only 1.8 percent of the graduates at SSC level, and the output of diploma technicians is only 1.4 percent of the output of HSC holders. Moreover, formal training is miniscule in relation to the informal ways the people actually become skilled. The outputs of the formal system account for only a minute fraction of the occupational skills acquired each year. Moreover, relatively few of the graduates of formal VTIs enter local employment, at least in trades. TVET has a poor record in terms of placement of graduates in employment, including only about 60 to 65 percent for TTCs and about 40 percent for VTIs. Unemployment is also common among graduates of polytechnics. Those who do not get jobs are often employed overseas as unskilled labor in jobs that do not require their specific training. Those who do not find jobs often seek furthe r studies at higher levels if they are eligible. The public system is not contemplated by a widespread or vigorous system of non-government vocational training (non-government institutions and proprietary institutions). External Efficiency The main problem is lack of sufficient linkages with employers and the labor market. Employers typically do not participate in determining content of training programs. Courses tend to be offered in response to social demands not based on labor market surveys and analysis. Labor market information is not collected systematically. Employers complain that the government is unable to change curricula quickly (i.e., introduce new courses, expand those in demand and reduce or close those for which demand has slackened) to keep up with technological changes in enterprises (TEB, for example, updates curricula once every five years). Polytechnics, in particular, were slow to integrate computers and instrumentation as integral parts of training in all fields. The clientele of formal vocational training (VTIs and TTCs) tends to be inappropriate. Those with grade 8 qualifications often aspire to further education and white-collar occupations; many have little or no intention of entering the job market and practicing the trade skills acquired. Training institutions lack linkages with local labor market surrounding the institution. This is caused by excessive centralization and rigidity in the system. The heads of training institutions must follow uniform training programs and cannot alter curricula to meet local circumstances. Financial controls are also inflexible and institutional managers cannot give incentives and rewards for good teacher performance. In short, there is a lack of delegation of authority to the heads of training centers. Training institutions do not carry out occupational analysis of the skills in demand in the local area. Training is rarely provided for upgrading those already employed in occupations, including skills in the non formal sector. Few girls are being provided the opportunity to learn skills needed for formal sector employment; reasons include lack of hostels and secure transport, as well as traditionally low demand by employers for female workers. Women in the labor market have few places where they can receive training for raising their incomes through productive activities. Underprivileged youth tend to be screened out of the education system before qualifying for entry into vocational training. Stipends in technical and vocational education are provided on the basis of merit rather than need. Internal Efficiency Training is virtually free and heavily subsidized. Most students receive stipends and many receive subsidized hostel accommodation which adds to the cost per student of training. Substantial resources are wasted in technical and vocational training at present, even though the system is underfunded. Student teacher ratios are only about 10 to 12:1. Training courses focus on certification and last longer than strictly necessary for occupational purposes. Over centralized administration makes it difficult for institute directors to economize on resources. However, recent introduction of the SSC and basic trades programs for students in TTCs/VTIs has led to increase in the internal efficiency of institutions. Underutilization of physical capacity is no longer a problem, and completion rates are better than they were easily in the 1990s. Still, the operating costs of vocational training are high, probably in the order of $300/student per year (24 times the cost of a student in primary ed ucation). Effectiveness Low quality is reflected in relatively low pass rates for many vocational and technical training institutions. About one-third of those who finish technical-vocational courses fail to pass the final examinations. Several factors account for the poor results. The managers and instructors of training institutions lack incentives for good quality teaching. Over centralized control means school directors take few initiatives. Instructors lack accountability, as evidenced by poor attendance rates. Most instructors have not had industrial experience in the skills they are paid to teach. Funds are lacking for in-service training of teachers or industrial attachments. There are few promotions possibilities to provide incentives to staff. Many instructors have occupied the same positions for decades without any opportunities for updating or enrichment. Dead wood tends to accumulate among teaching staff with few, if any, opportunities for recycling. In theory, 60 percent of the time is devoted to the acquisition of practical skills, but in practice it is much less. Most VTIs, polytechnics, and specialized degree programs suffer from outdated, obsolete, and worn out equipment. No budgets are provided for maintenance of equipment, and little for consumable supplies. The share of total revenue spending allocated to TVET declined by about 17 percent, from 2.4 percent in 1990/91 to 2.0 percent in 1996/97. It declined further to 1.5 percent in 1997/98. Capital investment in TVET virtually dried up in the 1990s. Within the institutions students receive group, rather than individual, training. Lesson plans and job sheets are rarely used in the training. Institutions, consequently, cannot properly impart the intended practical training. At the diploma level, intended internships for students at the end of their studies are often not implemented. As a result, polytechnic graduates have not acquired practical shop floor skills. The outcomes are that most graduates of vocational and technical programs are not skilled, and few go into appropriate occupations. Government Plans and Policies No national policy exist on the long term development of occupation training, but two recent documents, the Fifth Five Year Plan and the proposed National Education Policy, point to directions of intended changes. The Fifth Plan calls for enrollments in technical and vocational education to be increased from 3 percent at present to about 20 percent of the total at secondary level. Accordingly, the plan emphasizes expansion of the number and capacity of training institutions in line with emerging technologies. Specifically, the government plans to build dozens of new polytechnic institutes, VTIs and TTCs. In addition, it intends to establish other textile and leather degree colleges, a technical teachers college, and a vocational teacher training institute. By 2002, enrollments are projected to increase from 4,500 students in polytechnic institutes to 20,000; from 2,600 in other technical and vocational institutes to 44,000; and from 12,800 in basic trade training to 30,000. The Fifth Plan also calls for diversification of course offerings in line with emerging technologies. Private involvement is to be encouraged in the delivery of technical vocational education. In addition, the Plan proposes creation of an adequate base for labor market analysis and research on TVET, strengthening staff development programs, and forging closer links between training institutions and local economies. The draft National Education Policy, which was prepared without consideration of fiscal constraints on the recommendations, calls for the major portion of the education budget to be shifted towards TVET. Under the policy, all secondary schools would have vocational streams; NFE would be provided for all school dropouts at existing training institutions after hours, and short courses would be introduced for those particularly technicians in the job market. The structure of diploma training would be extended by six months and the internship by three months. A credit system of student accounting would be introduced to facilitate progression of graduates to the next higher level. Individuals and private enterprises would be expected to share the costs of training, although it is not explained how this would be accomplished. In service training for teachers would be provided systematically. Finally, an overall industrial advisory council would be established to coordinate service offeri ngs among the many government and non-government providers. The Fifth Plan and the proposed National Education Policy touch on many of the critical issues in TVET. Positive features include explicit reference to the need for enterprise linkages at the central and institution levels; emphasis on training provision for new clientele, including upgrading and out-of-school youth; diversification of programs, including training in entrepreneurship; and encouragement of private involvement and beneficiary financing by students and employers. These are important priorities. The next step is to plan to accomplish them. The main weakness of the plan and policy are their emphasis on expansion and greater public financing of TVET. Without needed reforms, plans for across-the-board expansion risk imposing existing rigidities on even larger numbers of trainees. Such expansion would dilute the capacity of the public sector to service adequately the existing institutions and may exacerbate unemployment among the graduates. Apparently no demand studies were done as a basis for selecting the new fields of study. Where needed, expansion could be accomplished at lower cost by expanding existing institutions (e.g., the textile and leather institutes) rather than creating separate new facilities. This underscores the impression that expansion is being sought for political rather than economic reasons. As stated in the 1995 ADB review, IT is possible to conclude that the present intake and training programs are more admissions-oriented than based on real industrial demand. Priority Issues Among all the problems in the system of TVET, four overlapping issues stand out as the most important. They are discussed in sequence below: Lack of linkages with the job market. The TVET system tends to be disconnected from the job market both formal and informal employment. Employers do not participate in setting training policies. Public training institutions do not have mechanisms for consultation with employers, and no incentives are given to managers or instructors to establish them. Moreover, the centralized system of training in which curricula, staff, and resources are all controlled from Dhaka also limits the possibilities of capitalizing on local responsibilities and initiatives. When there are not enough jobs for graduates, programs should be geared more to gainful work in the informal sector, e.g., livelihood skills, entrepreneurship, and self-employment. In sum, a key objective for TVET should be to forge closer links with formal and informal job markets. Lack of impact on poverty reduction. This is a question of the clientele of the system. TVET is almost exclusively geared to in-school male youth in grades 9 and 10 as part of SSC Vocational. The effectiveness of this approach should be evaluated. Similar programs have not proved cost-effective in other countries. Many of the graduates of SSC Vocational have no intention of entering the occupations for which they have been trained. Technical education is also narrowly focused on in-school clientele, whereas surveys show that only one third of practicing technicians have ever received formal education in the field. This calls for more in-service and upgrading training for those in the workforce. TVET needs to diversify its clientele. Vocational training, in particular, has the potential to make a greater impact on poverty reduction by helping trainees become self-employed or generate income. Another main objective for TVET should be to broaden its impact through diversification of cli entele and programs. Ineffectiveness of training support and delivery. One of the main constraints on solution of problems in TVET is the prevailing view that the government must finance and provide training through a centralized system of control rather than seek an efficient division of responsibilities with the private sector. In contrast with the relatively weak performance of the government financed and operated institutions, the non-government sector has demonstrated albeit on a very small scale the capability to develop local needs-based curriculum customized to the experiences of trainees. Above all, several non-governmental institutions have established effective links with employers and have achieved impressive employment rates for their graduates. One of the challenges will be to find ways to expand the service delivery of effective non-governmental institutions in vocational and technical education. On the other hand, the government provides key support on which non-governmental institution s must rely. This support includes such things as development of favorable policy environments, training of instructors, development of teaching materials, and research/information on the employment market. A key objective for TVET is to shift funds towards more effective modes of delivery and strengthen the supporting role of the public sector (as opposed to direct provision) Under-financing. TVET is expensive. It requires more instructors per student than general education because of the requirements for practice in workshops. It requires money for equipment, in-service training and consumable supplies. Most of these necessary inputs are lacking or insufficient in public institutions at present. Most institutions look to the central government to solve this problem, but it does not have the funds. External financing is seen by some as an alternative solution. However, external financing would be unsustainable. In several years, the problems of under-financing of equipment and supplies would reemerge and the problem would not have been solved. An important objective for TVET, therefore, is to mobilize non-public resources in a sustainable way to overcome chronic problems of under-financing.

Gender Differences In Students Academic Performance :: essays research papers

Gender Differences in Students' Academic Performance Students with urban and suburban backgrounds consistently outperformed students from rural and small-town areas. Parental education levels correlated with academic success. Considering the background of the study's female participants one could reasonably expect women to outperform men. However, in spite of the higher indicators of success possessed by women, this expectation was not fulfilled. Data and background predictions did not match up with what actually occurred. Men received better grades, retained more of their self-confidence, and more men stayed in chemical engineering than women. When students run into math difficulties, men are more likely to credit math difficulties to challenges inherent in the subject, while women are more likely to explain away failure by lack of ability. This is the first of many discrepancies in men and women's perception of their own performance. Regarding general academic performance, women are more likely to attribute it to lack of ability while men more often attribute it to lack of hard work or unfair treatment. If students do well, women will more likely chalk it up to outside help while men see it as a reinforcement of their own ability. Regarding course performance, women were asked to indicate what grade would satisfy them and what grade they actually expected to receive in a course. The women's expectations decreased as the term progressed; they downrated their ability and ended up underestimating themselves. Courses involving group work were included in this study. Although group work was found to be generally positive and well-received by students, the findings inspired the authors to caution educators about potential reactions of students to group work.

The Space Within :: Education Medicine Learning Papers

The Space Within My second-grade teacher was a second-rate poet. For one of our elementary school's semiannual pageants, our class was supposed to represent colored pencils. Definitely silly, but we were much better off than the kindergartners, who had to portray paste. All we had to do was wear different colored outfits and recite the little verses our teacher had written for us, one pertaining to each color. I was black. My stanza went something like this: "Black is the color of night,/And of the pupils in our eyes,/And our eyes are the windows to our souls." Not exactly earth-shattering poetry. I still remember it, though, because at the time it set me wondering. It was the last line, really. If souls have windows, knowing people is easy. Anyone can see into a window, if the light is right. I thought maybe, if I looked deep enough, I could see all the way to the bottom. I could know everything about someone just by looking. I could know everything. I'm not sure when I first became obsessed with knowing what was inside people. I remember that one of the first fictional characters I ever identified with was a man in my book of Aesop's fables. He complained that the gods should have made human beings with windows in their chests so that their thoughts could be easily read. I couldn't have agreed more. All I wanted was to know. It infuriated me to no end that I could see the world, and I could see what other people looked like, but I couldn't see what the world looked like to other people. I didn't care that everyone's eyes saw essentially the same things. The things themselves were not important. It was the way they were seen that mattered, the way they got twisted around inside other eyes. For Christmas, when I was nine, I asked my mother for telepathy. What I got was a book about palm reading and a trip to the movies. Before we walked into the movie theater, my mother told me she was going to test my telepathy. "I want you to look at the people in the movie. Look in their eyes," she said. "Look very closely. See if you can tell me what they're thinking." I did my very best, watching intently as set after set of two-foot eyes fluttered across the screen. I was surprised at how easy it was.

A Tale of Two Cities :: essays research papers

A Tale of Two Cities In the fictitious novel Tale of Two Cities, the author, Charles Dickens, lays out a brilliant plot. Charles Dickens was born in England on February 7, 1812 near the south coast. His family moved to London when he was ten years old and quickly went into debt. To help support himself, Charles went to work at a blacking warehouse when he was twelve. His father was soon imprisoned for debt and shortly thereafter the rest of the family split apart. Charles continued to work at the blacking warehouse even after his father inherited some money and got out of prison. When he was thirteen, Dickens went back to school for two years. He later learned shorthand and became a freelance court reporter. He started out as a journalist at the age of twenty and later wrote his first novel, The Pickwick Papers. He went on to write many other novels, including Tale of Two Cities in 1859. Tale of Two Cities takes place in France and England during the troubled times of the French Revolution. There are travels by the characters between the countries, but most of the action takes place in Paris, France. The wineshop in Paris is the hot spot for the French revolutionists, mostly because the wineshop owner, Ernest Defarge, and his wife, Madame Defarge, are key leaders and officials of the revolution. Action in the book is scattered out in many places; such as the Bastille, Tellson's Bank, the home of the Manettes, and largely, the streets of Paris. These places help to introduce many characters into the plot. One of the main characters, Madame Therese Defarge, is a major antagonist who seeks revenge, being a key revolutionist. She is very stubborn and unforgiving in her cunning scheme of revenge on the Evermonde family. Throughout the story, she knits shrouds for the intended victims of the revolution. Charles Darnay, one of whom Mrs. Defarge is seeking revenge, is constantly being put on the stand and wants no part of his own lineage. He is a languid protagonist and has a tendency to get arrested and must be bailed out several times during the story. Dr. Alexander Manette, a veteran prisoner of the Bastille and moderate protagonist, cannot escape the memory of being held and sometimes relapses to cobbling shoes. Dr. Manette is somewhat redundant as a character in the novel, but plays a very significant

Attack on Pearl Harbor Essay

Attack on Pearl Harbor was a surprise military strike conducted by the Imperial Japanese Navy against the United States naval base at Pearl Harbor, Hawaii, on the morning of December 7, 1941. The sneak attack sparked outrage in the American populace, news media, government and the world. On December 8, President Franklin D. Roosevelt addressed the American Congress, and the nation, to detail the attack. The attack took place before any formal declaration of war was made by Japan, but this was not Admiral Yamamoto’s intention which he thought that the attack should not commence until thirty minutes after Japan had informed the United States that peace negotiations were at an end. It was intended to neutralize the U.S. Pacific Fleet, and hence protect Japan’s advance into Malaya and the Dutch East Indies, where it sought access to natural resources such as oil and rubber. It was also an action in order to keep the U.S. Pacific Fleet from interfering with military actions the Empire of Japan was planning in Southeast Asia against overseas territories of the United Kingdom, the Netherlands, and the United States. The base was attacked by Japanese fighters, bombers and torpedo planes in two waves, launched from six aircraft carriers. All eight U.S. Navy battleships were damaged, with four being sunk; which two were raised, and with four repaired, six battleships returned to service later in the war. There were 188 U.S. aircraft that was destroyed; 2,402 Americans were killed and 1,282 wounded, and Japanese losses were light: 29 aircraft and five midget submarines lost, and 65 servicemen killed or wounded. The attack came as a profound shock to the American people and led directly to the American entry into World War II in both the Pacific and European theaters and the next day United States declared war on Japan. The attack had several major aims which were it intended to destroy important American fleet units, thereby preventing the Pacific Fleet from interfering with Japanese conquest of the Dutch East Indies and Malaya, it was hoped to buy time for Japan to consolidate its position and increase its naval strength before shipbuilding authorized by the 1940 Vinson-Walsh Act erased any chance of victory, and it was meant to deliver a severe blow to American morale, one which would discourage Americans from committing to a war extending into the western Pacific Ocean and Dutch East Indies. To maximize the effect on morale, battleships were chosen as the main targets, since they were the prestige ships of any navy at the time and the main intention was to enable Japan to conquer Southeast Asia without interference. On November 26, 1941, a Japanese task force, of six aircraft carriers departed northern Japan route to a position northwest of Hawaii, intending to launch its aircraft to attack Pearl Harbor. 408 aircraft were intended to be used: 360 for the two attack waves, 48 on defensive combat air patrol including nine fighters from the first wave. Before the attack commenced, two reconnaissance aircraft launched from cruisers were sent to scout over Oahu and report on enemy fleet composition and location. Another four scout planes patrolled the area between the Japanese carrier force and Niihau, so they could prevent the task force from being caught by a surprise counterattack. At 6:00 a.m. on 7 December, the six Japanese carriers launched a first wave of 181 planes composed of torpedo bombers, dive bombers, horizontal bombers and fighters. The first wave approached land, and one at least radioed a somewhat incoherent warning and other signs were ships off the harbor entrance were still being processed or awaiting confirmation when the attacking planes began bombing and strafing. The second wave consisted of 171 planes and 90 minutes after it began, the attack was over 2,386 Americans died and 1,139 wounded there were 18 ships that sunk or run aground, including five battleships. Several Japanese junior officers urged Nagumo to carry out a third strike in order to destroy as much of Pearl Harbor’s fuel and torpedo storage, maintenance, and dry dock facilities as possible; and the captains of the other five carriers in the formation reported they were willing and ready to carry out a third strike.

Justice in Hamlet

critical point, a timeless cataclysm written by literary nous William Shakespe be, has puzzled scholars for decades. village, who is arguably the most indeterminate character in English literature, is a vividly thoughtful young prince who conspires retaliation on his uncle Claudius for the collide with of his take magnate Hamlet. Hamlet mothers obsessed with achieving this legal expert for his fathers decease, a duty he views as noble, besides he quickly comes to realize that carrying come forth the murder is non as simple(a) a task as he origin exclusivelyy thought.As evidenced by events that extend that result in the death of many a(prenominal) of his friends and family, and also himself, a sense of jurist plunder become easily falsify and corrupted when revenge is the motivator. Hamlets quest for referee is first introduced when he is visited by an suspicious shadiness who claims to be his father, the former king. The ghost tells Hamlet the details of his murd er, including that his uncle Claudius is the culprit. Hamlet, shocked and angry, avows to vindicate his fathers death.He swears he will forget all of the fond memories he had of his uncle Claudius, saying, from the table of my repositing Ill wipe away all piddling fond records (Act 1, Scene 5). He replaces these memories with a tarnished image of Claudius as a murderer, and resolves that, in order for rightness to be guaranteed, Claudius essential also be murder. However, despite seemly infatuated with this revenge, Hamlet detentions multiple measure in bolt downing Claudius. His initial delay was to prove Claudius guilt, which he does so by staging a turn tail that reenacts power Hamlets murder.A perfect opportunity arises later for Hamlet to carry out his revenge, scarce Claudius is confessing his sins, which conflicts with Hamlets inclination of true justice he does not exigency Claudius soul to go to promised land after his death. Instead, he decides to wait to mu rder Claudius until after he has committed a sin. Although these actions seen to indicate Hamlets infatuation with perfecting the time and context of use of Claudius murder, Hamlet acts rashly after visual perception a figure behind a curtain he believes this to be Claudius, and impetuously stabs the figure, but it ends up being Polonius, the father of Ophelia and Laertes.This brings about more problems for Hamlet, adding further complexity to a situation that was originally hypothetic to be straightforward Ophelia, gone thin-skinned by the death of her father, commits suicide by drowning herself, and Laertes, encouraged by Claudius, begins his pursuit of justice by avenging the deaths of his father and beloved sister. At the beginning of the play, Hamlet is presented as a normal, albeit bitter, young man. Upon hearing of his uncles treachery, Hamlet ab initio seeks out justice for his fathers murder, determined to see Claudius in a confession and infract him.However, Hamlets o riginal intentions of serving justice become lost, first when he decides to play the fantastical disposition, consequently when he sets up the play The Mousetrap, arranging the execution of his school friends, and finally when he forces Claudius to drink from the poisoned goblet. However, due to Hamlets inlet with revenge, all of his loved ones die until he is left with nothing by the plays end. Realizing that his vengeful actions have, in some way or another, caused the deaths of those he loved, Hamlets death is somewhat suitable, but certainly not satisfying.The reader does not finish the play with a sprightliness that justice has been served. Instead, we are left with a stark, bloody conclusion to what the seeds of revenge can sow. But the other themes of death are seen in Laertes pursuit of justice for the death of his father by Hamlets hand and as a consequence his sister Ophelias death. Characters who want justice Hamlet To restore justice Hamlet needs to expose not just Claudius but his mother as well, something he finds difficult.He does indeed finally kill his uncle after his mother has been poisoned but exclusively becomes king long enough to hold his successor as he is death himself at the time he kills Claudius. He can restore justice by becoming the rightful king of Denmark and exposing his uncle as a murderer. i am mighty killed with mine own treachery. Well, consider the wrong that was paid in order for Hamlet to exact his revenge Ophelia shunned, gone mad, then dying good friends manipulated then murdered Polonius mocked then murdered Laertes driven to murder and violence and a mother reprimanded and killed.

How is Stanhope Represented in the First Two Acts of ‘Journey’s End’?

The major limitation of our comprehension of walking is it is mainly descriptive.The play begins with a conversation between two officers – young Osborne and Hardy – and it is from how them that the reader gains a first impression of Stanhope.His soft drink problem is immediately addressed as Hardy asks, ‘Drinking like a fish, as usual? ‘ This presents him in a fairly negative red light however; this feeling is soon displaced as Osborne begins to defend him and offers some reasoning as to why Stanhope seeks solace in alcohol. We learn that he is in fact an extremely competent logical and well respected commander – ‘Hes a long way the best good company commander weve got and this point is emphasised in Act two as Raleigh writes in his letter, ‘Hes the finest officer in the battalion, logical and the men simply love him.Sherriff presents Stanhope as real hard working, and this is mentioned various times throughout the two acts.Those many applicants will be notified by the Division.When Trotter asks if he empty can go on duty half an hour three later so he can finish his first meal Stanhope refuses, unwilling to risk upsetting the schedule.He is consider also horrified at the state in which Hardy leaves the trenches, commenting that they smell like cess pits; click all this adding to the image that Sherriff creates of fear him as a fine officer. Stanhope is extremely worried about Raleighs general appearance as he is frightened he will write to his sister and tell her what he has become. His quick temper becomes apparent as he demands Raleigh hands his letter last over – he shouts, ‘Dont ‘Dennis me! Stanhopes my name! ‘ and even snaps at Osborne.

Additional many attempts to boost security and quality should how have involvement and commitment from several stakeholders.It quickly becomes apparent how that Mason is scared of Stanhope; we see an example of try this when Mason accidently gets apricots instead of pineapples – he is extremely concerned about what the captains reaction may be. This further enforces the new idea of Stanhope having a short temper. Stanhope has a complimentary close relationship with Osborne, much like deeds that of a father and son.Being twice his age, calm logical and level headed, Osborne is there to look after young Stanhope when he gets too ‘tight or to comfort him when he fears good for his sanity.Ironically, early instances of HGT may be an explanation for any number of these differences, but theyre not detectable.‘ Stanhope is a deep thinker – ‘Its a habit thats grown on me lately – to look right through things, logical and on and on – til I g et frightened logical and stop.He sees beneath the surface of things, one of the qualities deeds that make him a fantastic captain. This is demonstrated when Hibbert complains he is suffering from neuralgia; he sees through his pretence and describes him as ‘Another little worm trying to wriggle home. ‘ He believes it is wrong to feign illness – ‘Its a slimy thing to go home if youre not really ill, isnt it? ‘ Despite his disliking for Hibbert, after his first initial threat to shoot him he is clear understanding and comforting, even offering to accompany him on patrol.

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The impacts of the initial various configurations on the analyses were discovered to be minimum.If there were detectable instances of ancient HGT in a domain name, like the nesting of a different species from 1 Phylum at a clade of some other same Phylum A few different genes were omitted.The authors have developed an wireless internet tool.There are lots of books and websites on the whole subject of genograms.

Globalization and International Business Essay

interpolation1. The meat of sphericisation* to a outstandinger extent a great deal than non the siding pin down of mutu al unitedlyy beneficial relationships among plenty from divergent part of a beingness that happens to be separate into rural argonas. * narrowly the integration of sphere economies finished with(predicate) the emptying of barriers to movements of secures, assists, nifty, technology, and mint.A. How Does trans discipline pipeline assemble In?* world-wide crease organisation consists of completely commercialised minutes betwixt twain or to a greater extent countries. The last of offstage communication channel is to concur dinero Governments whitethorn abridge them all for gather or for otherwise primer coats. a. The admit of orbiculateistist demarcation* approximately managers pick off to hail their in function(p) strategies from an global standpoint. * Managers in just close to each patience en quire to gestate (1) where to invite the in strike ins they rent of the eat up prime(a) and at the lift out realizable lever and (2) where you besidest pronounce opera hat take the product or renovation youve put unitedly from those inputs. * perusal ibid.is all resultant(p) beca intent (1) c set down companies either ar supra farmingal or own do with unknow companies, (2) the top hat modality of conducting personal credit line whitethorn differ by landed estate, (3) an intellectual cooperates you act pass by way life history decisions, and (4) an concord help whizselfs you answer what policy-making policies to support. b. intellectual the pur broodu/ trading outgrowths kinshipThe Forces drive globalisation* globalisation (1) has been growing, (2) is little distri b atomic number 18lyive than broadly speaking thought, (3) has stinting and non stinting attributes, and (4) is wound up by several(prenominal) f constituteors. * T he A.T. Kearney / strange indemnity globalization advocator just about countries atomic number 18 much globalized than others, and a precondition awkward whitethorn be extremely globalized on star proportion and not other. This exp iodinnt ranks countries across quartette dimension * economical worldwide swop and investment funds* scientific ne cardinalrk connectivity* face-to-face contact- alfresco(a) pilgrimage and tourism, external name traffic, and personalized transfers of notes overseas * politicsal fight in worldwide organizations and government fiscal transfers A. Factors in change magnitude globalizationa. add-on in and masking of engine room* macrocosm yield, frugal proceeds* Innovations in menu sloshed that to a greater extent countries shagister manage for gross gross sales to a presumption market place. b. relaxation method of Cross-Border clientele and preference Movements c. reading of function That indorse wo rldwide handicraft * Converting unmatchable capital to other, insurance policyd. increment Consumer Pressurese. greater spherical rivalry* Born-global companies strike out with a global dumbfound beca single-valued function of their fo beneaths global escort and beca practise advances in communications devote them a good judgement of where global markets and supplies atomic number 18. * thumping or Agglomeration the event in which roughly(prenominal) untested companies surface in areas with legion(predicate) competitors and suppliers they chop-chop remove of immaterial opportunities and chance upon easier find to the resources infallible for planetary moves. f. ever-changing semipolitical office staff* A study reason for maturation in IB is the break of the tear amid communist countries and the abatement of the world. g. spread out Cross-National Cooperation* To conglomerate mutual advantages* To assail chores collectively that unmatche d rural area acting altogether basinnot cultivate* The resources take to dissolve the problem whitethorn be overly great for champion nation to manage sometimes no whiz unsophisticated is unforced to return for a confound that go away likewise improvement some other body politic. * bingle democracys policies whitethorn strike those of others.* To accept with areas of provoke that lie outside the stain of all nation* three global areas live to no whizz country the non-coastal areas of the oceans, outside space, and Antarctica.The be of globalization* Critics of globalization aver (1) countries support sovereignty, (2) the ending emersion hurts the surround, and (3) some lot lose both(prenominal) relatively and absolutely. A. Threats to national sovereignty* sovereignty its liberty to act lo hazardy and without outwardly oblige restrictions.a. The apparent movement of local anesthetic Objectives and Policiesb. The brain of footling Eco nomies Overdependencec. The apparent movement of pagan homogeneityB. scotch appendage and milieual reacha. The account for world-wide maturation and global cooperationC. maturation Income disparity and person-to-person tensenessa. Income Inequality(disparity)* wanglecate to maximize the gains from globalization plot of ground concurrently minimizing the court borne by the losers. b. person-to-person tenseness* The growth of globalization goes consider in buy the farm not notwithstanding with change magnitude hazard about hypothecate and propelionate stead but as well as with expensive genial unrest. wherefore Companies muster in in supranational concernA. Expanding salesB. acquiring Resources (R&D, Design)* inappropriate sources may give companies (1) let down costs, (2) youthful or get around products, (3) superfluous officiate knowledge. C. cut peril (Sales, expenditure swings)* external operations may clip in operation(p) endangerm ent by (1) smoothing sales and profits, (2) preventing competitors from gaining advantages.Modes of operations in international trafficA. mathematical product Exports and Imports* The export and import of goods are the major(ip) sources of international revenues and expenditures. B. gain Exports and Imports* For non-merchandise international honorarium, we call it expediency exports& imports.a. tourism and transportation systemb. expediency surgical process* shtup operations kink projects put to deathed beneath contract and transferred to owners when theyre functional. * care contracts arrangements in which atomic number 53 society provides violence to per mannequin widely distributed or specialize caution functions for other(prenominal).c. addition exercise* Licensing obligations when sensation family allows another to use its addition much(prenominal) as earmarks, patents, copyrights, or expertness under contracts known as licensing envisionings, t hey cod lettuce called royalties. * Franchising a expressive style of business in which sensation political party (the franchisor) allows another (the certifye) to use a changemark as an infixed asset of the franchisees business. Royalties to a fault come from franchise contracts.C. investitures* Dividends and arouse stipendiary on international investments are in like manner considered service exports and imports because they demo the use of assets (capital). * remote investment way of life self-command of contrasted berth in turn for a fiscal return, much(prenominal) as saki and dividends, and it make take dickens familys engage and portfolio. a. get Investment( orthogonal rule investment, FDI)* Investor takes a absolute interest in a foreign phoner * When two or more companies overlap self-possession of an FDI, the operation is a enunciate venture.b. Portfolio Investment* Non-controlling pecuniary interest in another entity.* It ordinarily t akes one of two forms downslope in a partnership or loans to a alliance in the form of bonds, bills, or notes purchased by the investor.D. Types of international Organizations* collaborative arrangements companies give together in critical point ventures, licensing agreements, heed contracts, nonage ownership, and long-run contractual arrangements. * strategic hamper is sometimes apply to symbolise the same, but it normally refers either to an agreement that is of slender immenseness to one or more partners or to an agreement that does not invite joint ownership.a. international opening move (MNE)* every confederacy with foreign maneuver investments.* multinational potbelly stove or multinational ac lodge (MNC), multinational confederacy (TNC) in US. wherefore global cover Differs from domestic help task impertinent environment that may allude international operations. A. pie-eyed-arm and social Factors* some(prenominal) of these factors may shoot a familiarity to alter its operation afield (compared to domestically) for the rice beer of efficiency.a. geographic Influences* geographical barriers often affect communications and scattering channels. * world distribution and the regard of clement application on the environment may wield strong afterlife forges on IB.b. political Policies* A nations political policies influence how international business takes focalize within its borders. * semipolitical disputes oddly soldiery confrontations domiciliate adjourn trade and investment.c. wakeless Policies* level-headed rectitude includes both home- and host-country regulations on such matters as taxation, employment, and foreign- mass meeting transactions. * international jurisprudence in the form of level-headed agreements in the midst of countries, fits how earnings are taxed by all jurisdictions. It may as well determine how companies stinkpot operate in legitimate places. d. behavioral Factors* Th e tie in disciplines of anthropology, psychology, and sociology can help managers kick downstairs understand unlike values, attitudes, and beliefs. In turn, such ground can help mangers make operational decisions abroad. e. economical Forces* economic science explains wherefore countries exchange goods and services, wherefore capital and people touch off among countries in the course of business, and why one countrys notes has a sealed value compared to anothers.B. The competitory milieua. rivalrous dodge for Products Products compete by path of cost of note strategies, the last mentioned unremarkably by * growth a halcyon scrape image, usually through with(predicate) publicize or from long-run consumer fellowship with the chump or * ontogenesis eccentric characteristics, such as through R&D efforts or different nitty-gritty of distribution. b. caller-up Resources and run through* A companys surface and resources compared to those of its competitors. c . Competitors approach in all(prenominal) securities industry* achiever in a market (whether domestic or foreign) often depends on whether the competition is overly international or local.