Human Resource Management Essay Example | Topics and Well Written Essays - 2250 words - 2

Human Resource Management - Essay Example Logitech Solutions has its Headquarters in London. It has over 20 branches spread all over the country with 200 staff working for them. They offer hourly technical assistance to fix minor problems in organizations, work on retainer contract basis when a business requires certain regular services like system maintenance and network administration and takes up individual projects and consulting advices too like website design and preparing estimates for major hardware purchases. Logitech Solutions has a CEO, a general manager and seven line managers who work under them. Logitech's HR department has 11 members who handle, hiring, administrating and the payroll of all its workers. Logitech solutions aim in expanding through improving. The company has over 150 clients and it is in constant lookout of fresh talent. They open a new branch every year, making their manhunt process a never ending loop. Logitech Solutions has well defined Human Resource Management policies according to which th e HR department hires the best talent in the market, provide them with enough training and extract the best from them in their designation. It ensures every employee working for them grow along with the company both monetarily and intellectually. They achieve this by providing them regular assessment of their work, extra training when required, promotions and increments on a fixed interval. Task 1 a) Explain the difference between personnel and human resource management and discuss the HRM function in terms of its contribution to organisational purpose Modern day business environment gives ample importance to human resource management as people are considered as the greatest asset of any company. Personnel management and HRM both are connected with managing people. Personnel management deals with administrative tasks like payroll and dealing with contractual obligations. Personnel managers often act as mediators between the employees and the management and help in solving the employ ee grievances. HRM gained importance with the growth of modern organizations which view people as a resource. It aims in fulfilling the company’s objectives by taking of all the employees needs and motivating them to give their best. HRM manager’s duty includes increasing the return on investment or ROI by taking extra strategy oriented steps to get the best from the employees or rather select the best employees. Their work is strategy cantered rather than administration cantered (Pravin, 2010). (Sreenath, 2009) HRM is actually considered as a main organizational function which will continue to expand constantly and evolve into a main value adding area for any company. HRM education should be made widespread for this change to occur. HRM has space of extensive research. Personnel management on the other hand is considered as concept which has already started to disappear as HRM dominates many organizations. HRM can be considered as the next improved level of personnel management. b) Assess the role and responsibilities of line manager in your chosen organisation Line managers or front-line managers constitute the lower layer in the management hierarchy. Teams comprising of employees who do not have any managerial or supervising responsibilities report to the line managers. These front-line managers report to higher management, through their higher authorities or supervisors. For example, people taking direct calls from customers in

Differentiating Between Market Structures Essay Example for Free

Differentiating Between Market Structures Essay WP is a refrigeration case company and their goal is to create value for its customers. They are dedicated to lead the industry towards sustainability by providing energy efficiency and sustainability of their operation as well as the product they provide to their customers. WP vision is to use their knowledge and resources to improve the current economic conditions. They began in New Jersey searching for a solution to a problem. They have a mission to provide industry –leading solutions that can help their customers stay competitive in their market. WP has an amazing time-line since they opened in 1887. In 1977, WP opened up the Engineered Systems division in Georgia. Through acquisitions since 2009, they now have eight locations and plan to acquire more companies in the future. This paper will indicate what type of market structure WP competes and why the market structure was decided upon. It will also show how the market structure differentiates from any other alternatives. WP manufacturer refrigeration and specialty cases based on their customers want and needs. They also cater to the aftermarket sector in order to provide fresh ideas and parts in order to serve their customers better. WP has increased their market shares by creating innovative products that cannot be found at any other competitor. They listen to their customers and utilize their knowledge and resources to manufacturer exquisite cases for the retail grocer. It is important to WP that their customers know how they are an intricate part of their business. Maintaining the leader in the industry by providing innovative products continue to attract more grocery store owners to their business. With the increase in exposure, creates higher sales, which, will lead to overall increase in profits margins. A supply chain group (STARS) was developed to create alliance partnerships between the customers, suppliers, and various departments at WP. The STARS group has years of success in increasing the supplier and customer alliances. WP has a monopolistic competition market structure. Monopolistic competition is  sellers of a product sell similar profiles but makes it somewhat different and take less emphasis on the price. The various companies decide on their own pricing structure of the product there are selling and the output of that product. The price is based on the current market and the cost to product the product. There can be many producers of the product because no one company has total control over the market place. There are few barriers to entry. Some include capital, as there is the need to have capital order to start up the business. In addition, there is inelastic demand, which means their strategy to penetrate the market by selling at a lower price than their competitors sell. Finally, another barrier to entry is economy of scale, which is the increase in efficiency of production as the number of cases being produced increases. Advance technology can affect the cost advantages as they can reverse as quickly as technology changes. Competitive strategy is how a business competes in the market that they are in. WP competitive strategy includes product differentiation, control cost, technology, and maintain market shares. WP differentiates between their products versus their competitors because they provide outstanding quality cases built with quality-inspected parts. They also provide outstanding field service support to their customers, which enable WP to charge a higher price in order for them to maximize their profits. Another competitive strategy is controlling cost. By controlling the cost, WP is able to minimize their loss. They control their cost by creating alliance partnerships with their suppliers with agreements set into place so that cost stay consistent. Pricing is not able to increase unless if reaches an agreed upon threshold, then and only then are the suppliers allowed changing their price annually. This allows WP to maximize their cost by keeping the cost down and not passing along price increa ses to their customers as material cost increase. In a bad economy is become even hard to maintain market shares. WP motto is to â€Å"never say no to our customers†. They never let a customer go. In order to keep the customer happy, WP provides a four to six week lead-time to their customers compared to the industry standard of eight weeks. Custom color matching makes WP a specialty center in which a customer can see a color and describe it to them in order to have that same exact look in their stores. Technology changes every day. In order  to keep up with the growing technology, WP has a large marketing team and IT department. They are constantly researching trends and what drives consumers to shop in the grocery stores. Fresh foods and lighting are a few triggers to a consumers loyalty to a store so WP developed a website to market their products to be more energy efficient and provide cases that will keep the freshness in. The website show the various types of cases available and the total fan color charts to pick from. Internet is today’s way of communicating and customers do not want to take time to pick up the phone. They want to research on-line first to see if what is offered a potential product for their store. It is the only way to touch the customer interest the fastest. WP also participates in yearly shows to allow hands on changes to technology and trends in the market place. WP might want to consider branding as additional strategies in their organization in order to maximize their profits before their product hits the road; there are quality inspections and testing done. To ensure that they stay number one in market position as well as staying in a competitive market, WP should put their name on all cases. This will put their name out in the market. Branding of their product needs to large enough for anyone to see that WP manufactured this case and that they care about moving into the future with energy efficient product. If needs to differentiate between them and their competitors so that there is no mistaken identity of the manufacturer contact information. References Merriam-Webster (2014) Monopolistic Competition. Retrieved on February 1, 2014 from http://www.merriam-webster.com/dictionary/monopolistic%20competitionConsumer

Watcher Essay -- essays research papers

The Watcher   Ã‚  Ã‚  Ã‚  Ã‚  This incredible short story is about a little boy named Charlie Bradley, who isn't like all the other kids his age. He was a very sick boy. Charlie had a loving mother who cared for him when he was sick. They seemed to have both one terrible thing in common, a bad chest. The Bradleys did not own a television set, so Charlie had to find different means of entertainment on his long sick days at home. He learned that if he kept quiet and still, the adults would have labeled him to be part of the furniture. On his days home, Charlie received glimpses into the adult world of common topics like misery and scandals. These relations and encounters with the adults had drastically matured Charlie before his time. Later on that year, Mabel Bradley, his mother, was sent to the hospital because the condition of her chest had worsened.   Ã‚  Ã‚  Ã‚  Ã‚   When Charlie's mother got sick, his father took charge of the chores in the house. Charlie did not like his father very much, he described him as '…a desolate, lanky, drooping weed of a man who married late in his life but nevertheless had been easily domesticated.';(3) His mother's sickness and departure seriously afflicted his father. In spite of the fact that Charlie portrays of his father, he was a soft and sentimental man who loved his wife. Once he had the chance to dispose of Charlie, he went to visit his wife in the hospital. Although they are father and son, Charlie does not seem to appreciate the time he spends with him. At the end of the school year, Charlie was shipped off to his grandmother's, Grandma Bradley.   Ã‚  Ã‚  Ã‚  Ã‚  Grandma Bradley was a striking woman. She was six feet tall, strong, hefty and in terrific shape for he age. Charlie's grandmother loved to spend her free time in town playing bridge, canasta or whist. She did not care much for her health and smoked sixty, thin individually rolled cigarettes a day. Grandma Bradley lived on a farm in a two-story house, with two mountainous piles of manure in the abandoned barn out back. She took care of all the families problems. Charlie's cousin Criselda was sent there when she became pregnant and his uncles Ernie and Ed stayed at their mother's to hide from people. His grandmother is not very open-minded and says what's on her mind at any time. For example as soon as Char... ...ft and returned with the police and asked Charlie to tell them what he saw, and replied ' I don't know what he's talking about… I didn't see anybody.'; Charlie was finally in the game and was good at it. No longer a watcher he was a player but Robert Thompson could not appreciate that.   Ã‚  Ã‚  Ã‚  Ã‚   This was an exciting and moving story, which shows us the different characteristics of a young boy. I found Charlie to be dramatic and inspiring in many ways. All the characters played a specific role in the development of the surprise ending. It was a great short story that got me thinking about everyday life and the dilemmas that we would face in the future. 33 s…l belt you. Is that understood?'; (6). She acted like a military officer from the Second World War. Charlie did not like staying on the farm there was never anything fun to do. The one thing Charlie enjoyed doing was, hiding in the corn patches spying on people and eating corn on the hottest days. On her farm she did not have any animals except for chickens. Grandma Bradley openly admitted she enjoyed slaughtering them when the time came. Charlie was fascinated by Stanley the rooster.22

macbeth :: essays research papers

Shakespeare draws an amazing psychological portrait of a man who became a villain by means of ambition, desire and an imbalance of good and evil. â€Å"Macbeth† is a play composed of the disintegration of a noble man’s world. The play begins by offering the audience Macbeth, a war hero, with a high regard from Duncan, the king of Scotland. By the end of the play Macbeth transforms into a universally despised man without a place in the social community. Shakespeare draws an amazing face of a man made to be a villain by ambition, desire and an imbalance of good and evil.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth, unhappy and unsatisfied with his social position, caused his feelings to snowball into the ambition that led him to the murder of Duncan.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I have no spur To prick the sides of my intent, but only Vaulting ambition, which O’erleaps itself And falls on th’other† (Act 1 sc. 7 pg 41) By using an aside, Shakespeare allows Macbeth to reveal his ambitions. And uses Macbeth’s ambition to create irony, in that his ambition was what brought him to power, yet it also leads him to his tragic downfall. Ambition is what allowed Macbeth to become more powerful, and helps him to overcome obstacles and come closer to his final goals. It is this ambition that is the direct cause of the tragic incident of Duncan’s death.   Ã‚  Ã‚  Ã‚  Ã‚  The encounter with the three witches summons Macbeth’s innermost imaginative desires, eventually pointing him in the direction of Duncan’s murder.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Art thou not fatal vision, sensible To feeling as to sight? Or art thou but A dagger of the mind, a false creation Proceeding from the heat-oppressed brain?† (Act 2 sc. 1 pg 53)  Ã‚  Ã‚  Ã‚  Ã‚   Here Macbeth’s imagination precedes his rational thought, he is stolen in the grip of his fantastical imagination. It is as if the dagger is actually pulling him towards his desires to murder Duncan, rather than being persuaded by an actual inner passion for that motive. Shakespeare uses this scene to demonstrate to the audience that Macbeth’s conscious act of knowing that his desires are immoral and still acting upon them proves him quite the villain. This symbolism brings the audience to savor the play’s hidden meanings and also allows for leeway in the interpretation of the plot.   Ã‚  Ã‚  Ã‚  Ã‚  Macbeth’s inability to balance the forces of good and evil cause him to reach an insecure state of mind, causing him to make many malicious decisions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"But let the fame of things disjoint, both the worlds suffer,

Thinking

I am thirty four years of age. I'm originally from Trinidad and Tobago W. L. Came to America twenty years ago, lived in Brooklyn New York, and attended south shore high school and graduated. I'm a very proud and active mother of five children four boys and one girl. I am truly blessed to have my kids In my life. My children play a very big part in my life they are my world. My two boys play basketball, and the other two plays football, my daughter Is a cheerleader, they also o swimming.We do a lot of traveling In the summer time; explore deferent ways of life and what life has to offer, until we ended up In the state of Pennsylvania. I have been In the medical field for over fifteen years, as a companion In homes also In hospitals now am a nurses aid, I love taking care of the elderly and the mentally challenged patients. Taking care of people I enjoy and love doing, I assist my patients with activities and dally living Including bathing, dressing, eating etc.My Job requires hours of walking, standing and heavy Lifting of patients. When I'm not working I'm cooking cleaning and spending time with my kids doing adventures things, I make sure and put that time in with my children. I am a single mother doing it on my own: I think I have the motherly part under control so far. Now I'm back in school pursing my dreams of graduating from college and getting a better paying job with my degree. My kids support my every step, and I am so excited to be back in school.

The Contrapasso in Dantes Inferno.

The Contrapasso in Dantes Inferno. The Contrapasso in Dante's InfernoCircle of the MalevolentAs we enter, I immediately felt ill from the humidity and indispictable odour of burnt flesh that fills the air. The walls and grounds are covered with big pearls, dripping with a thick substance of the colour red. With a further glance, I realize each pearl has a dark circle on its surface and these are eyeballs. An endless line of naked sinners stand close by along the circular path. There standing infront of the line is a great heinous monster, with two large horns on the crown of its head replacing the ears, huge round eyes, a lion's mouth and beasty paws with nails atleast ten inches in length.I notice something perculiar in this circle, and I ask Virgil, "Why is it that the sinners are oddly silent here?" And he does not answer my question, but replies, "Let's continue and see what Leeca does to the sinners."Porque sin miz no hay paysWe approach the line and I see the great beast stabbing the throat of a sinner with a si ngle nail from his left claw. The nail pokes through the back of the sinner's neck, then Leeca pulls it out and stabs the eyes with two nails from the right claw, leaving with only empty sockets. The sinner is grabbed by the bleeding neck, and thrown into the large pit located at the center of the circular path.I sensed the need to vomit and I watched the sinners pushing one another down to the bottom of the pit in order to dig themselves up to the surface. A numerous number of blacks crows drifts the air on top of the pit and pecks the empty eye sockets of those sinners who manage to crawl to the top. The sinner sinks...

Writing Tips How to Punctuate Brackets

Writing Tips How to Punctuate Brackets Writing Tips: How to Punctuate Brackets Brackets (or parentheses) are a useful type of punctuation. However, it can be hard to know where to put other punctuation marks when a sentence contains brackets. So how does this work? Check out our advice on how to punctuate brackets for more information. Full Stops: Inside or Outside? We’re often asked whether to place periods inside or outside closing brackets. But this depends on the situation. As a rule, you should: Place periods inside brackets when an entire sentence is parenthetical. Place periods outside closing brackets in all other cases. So when bracketed text is part of a longer sentence, the full stop goes after the closing bracket: The cake looks great (and tastes even better). âÅ"“ The cake looks great (and tastes even better.) âÅ"â€" And when a whole sentence is parenthetical, the full stop goes inside the closing bracket: I ate the whole cake. (And now I am full.) âÅ"“ I ate the whole cake. (And now I am full). âÅ"â€" Brackets and Commas When it comes to comma placement and brackets, there are two main rules: You will almost never need a comma before an opening bracket. You only need a comma after a closing bracket at the end of a clause. As such, you only need a comma after a closing bracket if the sentence would contain one anyway. And this means we can check whether a comma is correct by removing the bracketed text. For example, below we have one correct and one incorrect comma: We’re going to the zoo tomorrow (Tuesday), which will be nice. âÅ"“ Big cats (e.g., lions and tigers), are predators. âÅ"â€" And if we remove the bracketed text, we can see why the second is wrong: We’re going to the zoo tomorrow, which will be nice. âÅ"“ Big cats, are predators. âÅ"â€" We do not need a comma between â€Å"cats† and â€Å"are† here. And since this sentence does not need a comma, it doesn’t need one when we add the bracketed text either. Exclamation Points and Question Marks Finally, we’ll look at exclamation points and question marks. Like periods, these are forms of terminal punctuation, so they usually indicate the end of a sentence. However, unlike periods, you can use an exclamation point or a question mark within brackets mid-sentence. For instance: The man (what was his name?) left a note. âÅ"“ Here, we use a question mark to show the bracketed text is a question. It’s worth noting here that the punctuation inside brackets does not affect the rest of the sentence. And as such, when a sentence ends with bracketed text that includes an exclamation point or a question mark, we still need to add a period after the closing bracket. For example: I was not invited (and I am furious!). âÅ"“ I was not invited (and I am furious!) âÅ"â€" Summary: How to Punctuate Brackets It can be tricky to know where to put punctuation in a sentence that includes brackets. However, we have a few simple guidelines to follow that will help ensure your written work is error free: Always place periods outside closing brackets unless the entire sentence is parenthetical, in which case the full stop goes inside. Only use a comma after a closing bracket at the end of a clause. Use question marks and exclamation points inside brackets as required. However, don’t forget to add a period after the closing bracket. And if you’d like more help with your punctuation, you can always get your work proofread by the experts.

Free Essays on Exploration of A Secret Sorrow and A Sorrowful Woman

Exploration of A Secret Sorrow and â€Å"A Sorrowful Woman† Sorrow. Not a particularly attractive word, it is actually a word that conjures up negative thoughts. Yet strangely, â€Å"Sorrow† is so prominent in the stories, â€Å"A Secret Sorrow† and â€Å"A Sorrowful Woman†. Both stories revolve around a central female character that seems to have emotional difficulties. However, both authors take a very different approach to utilizing the sorrow. Godwin’s â€Å"A Sorrowful Woman† is a thought-provoking story with interesting characters. It seemed to be the type of story when reread reveals new insights not noticed before. â€Å"A Secret Sorrow† was very difficult to read because it was far too dramatic. It was hard to read one time and I doubt I would be able to read it a second. In the story â€Å"A Secret Sorrow†, a woman by the name of Faye is battling a traumatic accident which has left her barren. While she is trying to come to terms with this tragedy, she falls in love with a man. The man accepts her flaw, and they live happily ever after. An interesting premise, tragedy is always a romantic topic to write about but the author of this story decided to take it to the next level. Her descriptive use of adjectives was, frankly, nauseating. I doubt that I would ever be able to read this story a second time. God forbid a third. â€Å"A Sorrowful Woman† was a much more original idea with engaging characters. The ambiguity of the characters makes the story universal to all women. In the story none of the characters have names thus making it easier to identify with them. Because of the symbolism in the story, it requires several readings. Each time something new becomes apparent to you. Even with an unusual female lead character who does not embody typical behaviors expected of women you find yourself being sympathetic towards her. I would definitely read this story more than once, if just to understand what the author was... Free Essays on Exploration of A Secret Sorrow and A Sorrowful Woman Free Essays on Exploration of A Secret Sorrow and A Sorrowful Woman Exploration of A Secret Sorrow and â€Å"A Sorrowful Woman† Sorrow. Not a particularly attractive word, it is actually a word that conjures up negative thoughts. Yet strangely, â€Å"Sorrow† is so prominent in the stories, â€Å"A Secret Sorrow† and â€Å"A Sorrowful Woman†. Both stories revolve around a central female character that seems to have emotional difficulties. However, both authors take a very different approach to utilizing the sorrow. Godwin’s â€Å"A Sorrowful Woman† is a thought-provoking story with interesting characters. It seemed to be the type of story when reread reveals new insights not noticed before. â€Å"A Secret Sorrow† was very difficult to read because it was far too dramatic. It was hard to read one time and I doubt I would be able to read it a second. In the story â€Å"A Secret Sorrow†, a woman by the name of Faye is battling a traumatic accident which has left her barren. While she is trying to come to terms with this tragedy, she falls in love with a man. The man accepts her flaw, and they live happily ever after. An interesting premise, tragedy is always a romantic topic to write about but the author of this story decided to take it to the next level. Her descriptive use of adjectives was, frankly, nauseating. I doubt that I would ever be able to read this story a second time. God forbid a third. â€Å"A Sorrowful Woman† was a much more original idea with engaging characters. The ambiguity of the characters makes the story universal to all women. In the story none of the characters have names thus making it easier to identify with them. Because of the symbolism in the story, it requires several readings. Each time something new becomes apparent to you. Even with an unusual female lead character who does not embody typical behaviors expected of women you find yourself being sympathetic towards her. I would definitely read this story more than once, if just to understand what the author was...

Any topic relating to Macroeconomics Essay Example | Topics and Well Written Essays - 750 words

Any topic relating to Macroeconomics - Essay Example The exchange rates have a close impact on the exports and imports of the country because when people exchange goods across borders they want to be paid in their own currency and hence the need to exchange value and an exchange rate arises. There are certain benefits and certain disadvantages associated with each and every trade system and so does the free floating exchange rate, the free floating exchange rate is the basis of uncertainty in the economy because there are no blockades at any end for the free floating exchange rate to be limited, it fluctuates rapidly and hence the environment for trade and investment is not a very feasible one. Another added disadvantage of this type of this kind of an exchange rate is the element of speculation. The advantage of the exchange rate system is that it balances the balance of payments and the governments do not have to worry in this regard. b)Dirty Floating: dirty floating, as the name implies is managed exchange rate systems, these systems are managed by the central bank of the country and it basically determines boundaries within which to keep the exchange rate value, if the rate crosses the maximum value then the central bank supplies more into the market so that the rate falls down and when it rises exactly the opposite happens. The advantage of having such an exchange rate system is that it adds a lot of certainty to the trading and the investment procedures and cracks down on speculative measures. The disadvantage of this system is basically to the government because it has to take measures to control the whole system and also the added responsibility of the balance of payments falls squarely on to the shoulders of the present government. c) Fixed exchange rates: In this type of exchange rate systems the rate is fixed at one point and the government should be ready to buy and sell as soon as there are any

Ancient Chinese Contributions Essay Example | Topics and Well Written Essays - 1250 words

Ancient Chinese Contributions - Essay Example Ancient Chinese contributions to civilization are numerous and continue to influence contemporary European and Asian culture. These contributions span all aspects of life, ranging from science and technology, to government, philosophy and art. As the various dynasties succeeded each other in Chinese history, each dynasty made its own unique contribution to the collective heritage of the world. A comprehensive list of Chinese contributions is amazing in its variety and its penetration into every aspect of our lives. This list includes silk, tea, porcelain, paper, printing, gunpowder, the mariner’s compass, plants (peach, apricot, citrus fruits, chrysanthemums, camellias and gingko), zinc, lacquer, medicines and leisure activities (playing cards, dominoes, kites and shadow play). The ornamental and exotic fish in aquariums and the folding parasol also originated from ancient China. (Bodde, 1942). This list is by no means exhaustive: some other Chinese contributions are the philo sophic doctrines of Confucianism and Taoism, the civil service examination, paper money, matches, the seismograph, stirrups, plowshares and calligraphy. (Caldwell and Fullem, 2006). The Han dynasty (202 B.C. – 220 A.D.) remains one of the most prolific contributors to civilization. The Silk Road, papermaking, iron technology, glazed pottery, the wheelbarrow, the seismograph, the compass, ships’ rudder, horse stirrups, the Chinese examination system, weaving and embroidery are all contributions from this period. (Caldwell and Fullem, 2006). ... These early compasses were south-pointers: south being the primary direction for the Chinese. A magnetized needle (obtained by rubbing an iron needle with a lodestone), was floated in a bowl of water with directional markings, or suspended from a thread, and incorporated the principle of magnetic deviation. The compass went on to become a navigational device at sea and on land, and made China the greatest sea power in the world. It cannot be denied that the Chinese invention of the compass is one of the most important milestones in the discovery of new trade routes and pioneered world navigation. (Bodde, 1942). The Tang dynasty (618 A.D. – 906 A.D) contributed the culture of tea drinking, scroll painting, gunpowder, civil service examinations, the flame thrower, brandy and whiskey, poetry, music and dance, and the doctrines of Confucianism and Taoism. The Chinese invention of gunpowder began with refinement of sulphur and saltpeter by alchemists. (Caldwell and Fullem, 2006). T he initial use of gunpowder in fireworks and religious rituals was followed by its incorporation in warfare in the form of explosives: canons, flamethrowers, bombs and rockets. From simple bamboo tubes filled with gunpowder, the Chinese incorporated rocket fire-arrows in warfare. The Chinese military rockets were large and powerful, and were packed with gunpowder and iron shrapnel. It can also be said that the idea of the internal combustion engine originated in China, as the idea of an explosion in a self-contained cylinder was incorporated in these rockets: the rockets were designed to hold an iron pot which held and directed the thrust of the gunpowder propellant.

The Effects of The American Civil War Research Paper

The Effects of The American Civil War - Research Paper Example For four consecutive years, the confederate soldiers fought and battled with the union soldiers. The war that is regarded as the bloodiest war in the history of America cannot be swept under the carpet. The depth of loss was felt by both these two sides. The loss of lives and the destroyed infrastructure took the United States several steps back. The immense and sheer number of deaths and tragedy that was brought by the civil war remains as a constant reminder to the American people as a profound insight of the past that they have seen. The economic, psychological and social impacts of the war went on to redefine what the future of the American people.Proclaiming the freedom of slaves and creating national unity was the hardest role that the American government had to play after the recovery from war. A more detailed analysis of the American civil war points to the start of the war being at the 1860 presidential election. The republicans who were led by Abraham Lincoln were not for t he idea of expansion of slavery into the United States territories. After the republicans won and their anti-slavery campaign looked as though it would be successful, seven slave states that were being run of cotton based economies came together right before the inauguration of the president and formed a confederacy that would fight against the anti- slavery campaign. The confederacy was mainly against the idea of the fact that their source of labor for their cotton plantations would have to be paid for (Parish, p. 103).

European Television Channel with an American Television Essay

European Television Channel with an American Television - Essay Example are dissimilarities in how European and American advertisers see the function of the conduit, and if these outlooks are affiliated with the tactical passages to the befitting trials from the programs of the two countries. It is anticipated that the outlooks of European television will take into account outlooks conveyed by (Rantanen 2005) and other ones and display more bias for passages than their American counterparts. Study of the genuine programs should reveal more passages in an experiment of British programs. Analysis of CBF programs should display more passages by the British in four units, but for nations, more hardworking engagement / considering goods for the use of passages less often, while the reduced grade of participation / Products sentiment is anticipated to use most often. Source American European Report Programs TV: A Comparison The study of TV programs EU and the U.S. review was evolved by older advocating bureau in both nations, and then manages a content investi gation of TV programs. The reconsider displayed television more open mind-set in the direction of the conduit, and a very broad dream of the promise use of pathway between British institutions. The content investigation displayed an important boost in the conduit in America since the last study of significant connections, but less than the conduit experiment of European programs. Review of facts and numbers causes, investigation utilising Foote, Cone and Belding (FCB) has recognised several passages designing position in both nations, with the conduit most often utilised with the reduced participation of goods of Sense and least-often utilised with a high engagement / feeling and considering products. For the most part, the attitudes of heads of bureaus and contemplate the leverage of the... This paper approves that the outcomes of this study propose that advertisers in the U.S. and Europe as an entire sustain passages programs, but the British form is especially partial to its use. US-European dissimilarities are disclosed in the content investigation was verified through the programs of the television in both countries. The study displayed the main heading of British-style, a more affirmative variety of difficulties of this conduit can be accomplished and the stage of newspapers conduit that can be competently utilised, and the markets answer too many of channels. The most affirmative issue of outlook, the UK, this conduit can be utilised to help recall, comprehending and conviction is sustained by, and may be origin for U.S. advertisers to believe more broad channels. This report makes a conclusion that the study of passages in the U.S. and European TV programs review evolved structures advocating bureau in these two nations and then by carrying out a content investigation of TV programs. The outlooks of television of the bureau reflects the frequency and passages in their respective countries. This study examines one facet of British art programs and American - passages, as an authority style. Some observers contend that the British and American heritage, founded on some assumptions, which should be echoed in their programs. According to the scenario Lannon, British advertisers use gentler procedures of sale, which encompasses more passages than the hard deal, the form founded on clues, which it is superior in American programs.

Existential themes in the movie V for Vendetta Essay

Existential themes in the movie V for Vendetta - Essay Example Specifically, we will explore the existential concept of the Individual versus the Herd from the perspective of Hermann Hesse. From this facet of philosophy, we will relate examine and relate the existential concept of the Individual versus the Herd and the stand of V against Norsefire. Existential Concept of the Herd A story would never be complete without the plot, setting, and the characters or subjects. In the same way, a literary work would not be sufficient if it does not include the different parts of a plot. Normally, a plot would have the following parts: the exposition, which is the beginning of the story. Second would be the rising action wherein the acts leading to the climax is developed. Within this part, the conflict of the story and dilemmas that result to the climax are introduced. The climax, which is normally the highest point of the story since the effect of the conflict, would now reach the tipping point. After which, the events happening after the climax shall b e the content of the falling action. Lastly, a conflict resolution would end the plot, and the story altogether. It is to be noted though that each part of the plot does not need to happen in a chronological and sequential manner. What is necessary is that all the parts are essentially present. One can never do away with the conflict. Without a conflict, there seems to be no reason to tell a story. The conflict then is the reason why there is a story in the first place. As with every literary work, there exists a conflict, and around that struggle is where the story would basically revolve. There are various kinds of existential theories in literature; however, this paper calls for the discussion of only one kind. The author of this paper chose to extensively provide an analysis of the film V for Vendetta, in relation to the existential literary theme Individual vs. The Herd. This literary theme is also more commonly known as man versus society. The famous existentialist philosopher Jean Jacques-Rosseau wrote in his masterpiece The Social Contract, â€Å"Man is born free, but everywhere he is in chains.† The herd or the society, in this case, is the persona that keeps man in chains. For the society, the ideology, beliefs and practices of the majority are considered as the common good, hence, it must be followed. In this kind of environment, the voice of the individual should stand in conformity to the community. The stand of the individual who dares to be different does not stand a chance against the influence of the commanding majority. In the film V for Vendetta, the government aims to attain a perfect Fascist Unity. In this kind of society, if you do not conform, then you shall be considered as an outcast, unwelcome, and even tortured for being different. To be or not to be part of the herd would be the ultimate decision that could spell a remarkable difference in an individual’s life. The Concept of Fascist Unity in V for Vendetta â€Å"Stre ngth through unity, unity through faith!† Perhaps the strongest message, what would make it the

European Television Channel with an American Television Essay

European Television Channel with an American Television - Essay Example are dissimilarities in how European and American advertisers see the function of the conduit, and if these outlooks are affiliated with the tactical passages to the befitting trials from the programs of the two countries. It is anticipated that the outlooks of European television will take into account outlooks conveyed by (Rantanen 2005) and other ones and display more bias for passages than their American counterparts. Study of the genuine programs should reveal more passages in an experiment of British programs. Analysis of CBF programs should display more passages by the British in four units, but for nations, more hardworking engagement / considering goods for the use of passages less often, while the reduced grade of participation / Products sentiment is anticipated to use most often. Source American European Report Programs TV: A Comparison The study of TV programs EU and the U.S. review was evolved by older advocating bureau in both nations, and then manages a content investi gation of TV programs. The reconsider displayed television more open mind-set in the direction of the conduit, and a very broad dream of the promise use of pathway between British institutions. The content investigation displayed an important boost in the conduit in America since the last study of significant connections, but less than the conduit experiment of European programs. Review of facts and numbers causes, investigation utilising Foote, Cone and Belding (FCB) has recognised several passages designing position in both nations, with the conduit most often utilised with the reduced participation of goods of Sense and least-often utilised with a high engagement / feeling and considering products. For the most part, the attitudes of heads of bureaus and contemplate the leverage of the... This paper approves that the outcomes of this study propose that advertisers in the U.S. and Europe as an entire sustain passages programs, but the British form is especially partial to its use. US-European dissimilarities are disclosed in the content investigation was verified through the programs of the television in both countries. The study displayed the main heading of British-style, a more affirmative variety of difficulties of this conduit can be accomplished and the stage of newspapers conduit that can be competently utilised, and the markets answer too many of channels. The most affirmative issue of outlook, the UK, this conduit can be utilised to help recall, comprehending and conviction is sustained by, and may be origin for U.S. advertisers to believe more broad channels. This report makes a conclusion that the study of passages in the U.S. and European TV programs review evolved structures advocating bureau in these two nations and then by carrying out a content investigation of TV programs. The outlooks of television of the bureau reflects the frequency and passages in their respective countries. This study examines one facet of British art programs and American - passages, as an authority style. Some observers contend that the British and American heritage, founded on some assumptions, which should be echoed in their programs. According to the scenario Lannon, British advertisers use gentler procedures of sale, which encompasses more passages than the hard deal, the form founded on clues, which it is superior in American programs.

Variations on the Modern Essay Example | Topics and Well Written Essays - 3000 words - 1

Variations on the Modern - Essay Example The aim of this study is to discuss different versions of modern architecture movements in Italy and Scandinavia in order to show how modern architecture responded to the political and cultural subtexts. Modern architecture was flourished later in both Italy and Scandinavia than Germany, Holland, France and Russia. William J. Curtis notes that Modernism's influence was slight in Scandinavia in the 1920s1 and it formed relatively late in Italy2. Furthermore, both Scandinavia and Italy brought their own interpretation to the â€Å"international style†. However, their similarities end here; since their political, cultural and also ecological conditions were extremely different. While modern architecture emerged in Fascist Italy ruled by a dictator, democratic welfare states prevailed in Scandinavia at that time; hence, there was a stark difference between the political climates of Italy and Scandinavia. Their cultures also differed; whereas nationalistic tendencies and nostalgia for the Roman heritage were predominant in Italy, communal values were strong in Scandinavia. In line with their differences, they both developed a different variation of Modernism. While Italian Modernism highlighted nationalism and magnanimous Roman heritage; Scandinavia adopted a modernism with a human face stressing organic and natural life. As a matter of fact, in Italy, modernism grew in two directions: Noveconto and Italian Rationalism. The Classical Novecento movement, represented by Giovanni Muzio, paved the way for the development of Italian Rationalism represented by â€Å"gruppo 7†3. Sebastian Larco, Guido, Frette, Carlo Enrico Raba, Adalberto, Luigi Figini, Gino Pollini and Guiseppe Terragni formed Gruppo 7 in 19264. Throughout the 1930's, both Novecento and Italian Rationalism coexisted as alternative variations of modernism. Although Novecento, originated in Milan, used modern technology of concrete construction, it was highly committed to the traditional Itali an house. Gio Ponti, the famous architect and editor of the magazine of the Italian house Domus, described Italian house as setting for Italian life as follows: â€Å"the place that we have chosen for enjoying our life†5. Ponti's description highlights the stark difference between Novecento and Le Corbusier's â€Å"international style†, since Le Corbusier defined the house as â€Å"a machine for living in†. While Ponti's approach stressed the organic and humanist aspect of the house, Le Corbusier's definition was more mechanistic. Furthermore the Novecento houses were more decorative and furnished in Italian taste, while â€Å"the international style† was against any ornaments. Indeed, modern Milan houses incorporated common features of traditional Italian chimneys and sundials6. Although Italian Rationalism could be regarded as more radical than Novecento and closer to the spirit of machine civilization, it was still â€Å"fully contextual as well, rela ting to historical Italian culture†7. Besides Italian culture, Italian Rationalism was also intertwined with Fascist nationalism. It was not just Italian Rationalists were ardent fascists, but their work also reflected the Fascist ideology; although The Italian Fascist Party's relation to Italian Rationalism was ambivalent. Giuseppe Terragni's Casa del Fascio could

Starbucks in China Essay Example for Free

Starbucks in China Essay Why did Starbucks fail in the Forbidden City? Zane lee (Ziang Li) ESLI PMP Why did Starbucks fail in the Forbidden City? Introduction Nowadays, economic globalization is becoming an irreversible tendency; therefore, different multinational corporations always want to extend their branches to other countries, especially for the food companies, such as, McDonald’s, Starbucks, and Burger King. In recent years, the world has also witnessed that China’s economy has developed to a higher level since China has reformed and opened for more than 30 years. According to Lardy, in the middle of 1990s, China had become one of the largest world’s trading nations (Lardy, 1995, p.1). Now, Chinese customers have more desire and abilities to enjoy western food. Therefore, many multinational food corporations, such as, Starbucks, KFC, and Krispy Kreme, want to enter in Chinese market, and these companies treat China as an emerging market because of the development of Chinese economy and consumption ability. However, China has thousands years of history, and its market situation is complicated. It is hard for western companies to be adapted to the situation. Now, some western food companies, to some extent, have achieved success in China, such as, Starbucks, KFC, and McDonald’s. There were also many companies, such as Dunkin, Krispy Kreme, and Burger King failed in China (Rein, 2012). Starbucks is one of the few that has successfully entered the Chinese market, but it is still facing many challenges, and it also failed in the most traditional areas in China, such as in the Forbidden City. In the past ten years, Starbucks has achieved much success in general business areas in China. Starbucks is an international coffee retailers which was founded in the early of 1970s in Seattle, U.S. It sells both a variety of coffee and other related beverages all over the world (Marketline, 2012, pp.3-4). Starbucks entered in Chinese market in 1999 (Wang, 2012, para.3). As the Trefils team (2012) shows that with the development of Starbucks, â€Å"Starbucks has successfully opened more than 570 stores in 48 cities since it first entered China twelve years ago. Building on this momentum, it plans to open 1500 stores by 2015† (Trefils team, 2012). To achieve the succe ss,  Starbucks’ marketing strategies have exerted a big influence in this process. According to Rein (2012), Starbucks introduced â€Å"coffee experience shop† to give customers an opportunity to experience Starbucks’ culture, and Starbucks developed some tea-flavor coffee to be adapted to Chinese flavor. Moreover, Starbucks chose wonderful shop location to promote its brand image and avoided using advertising or promotions to make direct conflicts with the Chinese tea culture. Furthermore, Starbucks also collaborates with local companies to spread Starbucks’ business and to reduce Starbucks’ cost (Rein, 2012). Through taking these strategies, Starbucks, to some degree, has overcame the challenges from both the traditional culture and the local competitors, such as U.B.C and Dio Coffee. However, Starbucks still failed in the Forbidden City. According to Netzley, Digantral, Wong, Tan, Hee (2011), at the Yale CEO Leadership Summit (2006), China Central Television’s news compere Chenggang Rui asked Jim that â€Å"Do you have plans to open stores in the Taj Mahai, Versailles, or Buckingham Palace?†. Half year later, Rui posted a blog in Sina blog to against Starbucks’ existence in the Forbidden City, and he thought that Starbucks existed in the Forbidde n City was a kind of erosion for Chinese culture. Even though in 2007, the internet was an infancy in China, it was growing fast. There were tens of thousands of people following Rui’s blog at that time. â€Å"In January 2007, Rui, an experienced media personality from CCTV turned this communication channel on Starbucks. The effort to remove the iconic western brand from the centre of the Forbidden City quickly became global news† (Netzleym, Digantral, Wong, 2006). Several months later, Starbucks closed the coffeehouse in the Forbidden City. By analysing Starbucks’ failure in the Forbidden City, this paper will help Starbucks to know how to control the risks, such as entering in some special areas in China, in the future and help other international companies to understand the Chinese culture. In recent years, Scholars have analysed how Starbucks can achieve success in the general areas in China. For example, Starbucks has two main business strategies: License and Joint Venture (Harrison, Chang, Gauthier, Joerchel, Nevarez, Wang, 2005, p.281), and Starbucks also uses HR strategy, which is offering good salary for staff, to maintain the quality workforce (Zhang, 2009, p.18). Scholars also have discussed some culture factors on cross-culture brand extension. For instance, â€Å"consumer s in several East Asian countries have higher levels  of self-construal. Therefore, the likelihood of brand extension success is expected to be higher in respect of these group† (Henseler, Horvà ¡th, Sarstedt, Zimmermann, 2010, p.8). Even though Starbucks’ marketing strategies made it success in general business areas in China, this does not mean that there is no potential risks for Starbucks in China. Starbucks is still facing challenges in the most traditional areas, such as in the Forbidden City, because the Forbidden City’s imperial culture excludes foreign culture, Chinese people’s nationalism could not accept Starbucks’ existence in the Forbidden City, and Starbucks’ fashion culture contradicts to the Forbidden City’s classic culture. This paper will discuss Starbucks’ failure in the Forbidden City from these three parts. The serious culture shock in the Forbidden City One of the most important reasons why Starbucks failed in the Forbidden City was Starbucks and the Forbidden City had different cultures, and they were different symbolisms. China has five thousand years history, and its traditional culture was handed down by each generation. Nowadays, Chinese traditional culture has exerted a big influence on modern business, especially on multinational companies which have set up business in China but have different cultures with Chinese. If multinational companies want to run their business to be more successful in China, it is necessary for them to understand Chinese traditional culture, especially for the company, like Starbucks, which want to set up its business in the most traditional areas in China. Starbucks’ symbol of western country could not combined with the Forbidden City’s imperial culture The Forbidden City is the symbolism of the imperial culture (Han Zhang, 2009, p.397). According to China. Org (2005), the Forbidden C ity (Imperial Palace) is setting in the center of Beijing, and it is the largest and most complete imperial palace and ancient building group in China. The buildings of Forbidden City was started to be built in 1406 and was finished in 1420. Since Ming dynasty, there had been twenty-four emperors lived and ruled China in this palace (China.org, 2005, para. 1). In the Forbidden City, yellow is the primary, and almost all roofs of buildings were decorated with yellow glazed tiles. During Ming and Qing dynasty, yellow was the color that only emperors could use. This kind of color â€Å"represents the emperor, the central figure of China, and also  represents land, the root and origin of all earthly creatures† (Han Zhang, 2009, p.397). Moreover, in ancient China, besides servants, only the people who had direct relationship with emperor could live in the Forbidden City. Therefore, the Forbidden City can be the symbol of the imperial culture. Starbucks is the symbolism of western culture. Starbucks is American company. Now, drinking coffee in Starbucks coffeehouse has become a normal living style for many American people. Moreover, Starbucks’ branches have spread to all over the world. On the one hand, according to Curtin and Gaither (2009), â€Å"In the eyes of many Chinese people, the image of Starbucks is encoded with a meaning that might convey, like many other western fast food brands which introduced from U.S., ‘America, western value’ in China† (Curtin Gaither, 2007, p.85). On the other hand, in or der to entering in Chinese market, Starbucks has developed its coffee flavours to be adapted to Chinese taste, and Starbucks also sells tea and moon cakes which are the traditional Chinese food in its coffee house (Rein, 2012). These product, to some degree, can implicate traditional culture. The supreme imperial culture of the Forbidden City excludes Starbucks’ culture. The imperial culture is a traditional Chinese culture, and it has thousands years of history. In the ancient time, normal people could not use the stuff that emperor used and also could not enjoy the food that emperor enjoyed, which means that the imperial power was supreme and had the feature of exclusiveness. According to Chiu and Cheng (2007), when Starbucks opened its coffeehouse in the Forbidden City, these traditional Chinese food were also sold in Starbucks Forbidden City Shop, and on the surface of its products, Starbucks still used its English logo (Chiu Cheng, 2007, pp.85-86). As Bzelova shows that moon cakes, which have thousands years of history, are treated as the symbol of family reunion and the round harvest moon. Initially, moon cake was invented by soldier. In Ming dynasty, the mood cake was introduced into the Forbidden City and became a kind of specialized food for emperor at one time (Bzelova, 2013). Another fact is moon cakes are usually yellow. As above mention ed, in the ancient time, only emperor could use the color â€Å"Yellow†. However, Starbucks sold the moon cakes with English logo, it was a kind of contradiction to the traditional Chinese culture. Moreover, the English logo which was painted on the yellow moon cake was a kind of contradiction to the imperial culture. Even though emperor was disappeared  for almost one hundred year and the Forbidden City had also become a tourist attraction, the imperial culture still exist in the Forbidden City, which can be revealed from the Forbidden City’s main color—â€Å"Yellow†. Therefore, selling these products by a foreign company could emerge conflicts to the Forbidden City’s imperial culture, and the imperial culture of the Forbidden City, to some degree, prevented Starbucks to run its business in the Forbidden City. Chinese nationalism could not accept Starbucks in the Forbidden City Chinese people’s nationalism could not accept Starbucks’ existence in the Forbidden City. As Miscevic (2010) defines that â€Å"nationalism† is usually used to describe two phenomena: â€Å"(1) the attitude that the members of a nation have when they care about their national identity, and (2) the actions that the members of a nation take when seeking to achieve (or susta in) self-determination† (Miscevic, 2010, p.1). Chinese people’s nationalism has hundreds years of history. In 1840, the first opium war happened in China, and Britain invaded in China by selling opium. For western countries, such as British, Spain, and France, after the first industrial revolution, their industries and economy were developed fast, and their domestic demands could not meet the requirements of their economic development; therefore, many of these countries wanted to invade to other countries to make profits, and China became one of the most important targets for western invaders. After the first opium war, China paid millions of silver for British and France and ceded territory to British. In the following one hundred year, Chinese people had experienced a series of invasions from western countries. Chinese people’s nationalism was set up during these disasters. According to He (2007), even though China is becoming more and more open, and people’s living condition is becoming more and more fortu nate, Chinese people still cannot accept that western culture exceedingly combined with Chinese culture (p.6). As above mentioned that Starbucks can be treated as a symbol of America. Even though in the history, China and America did not have direct conflict, U.S. is still usually treated as the representation of western power because America is one of the biggest and the most powerful country in the world (Cheng, 2012). However, Chinese people usually treat the Forbidden City as the most tradition area, and â€Å"[t]he presence of any foreign brands or products in this place may imply invasion of western culture assisted by western corporate power† (Hang Zhang. 2009, p.398). As these areas were destroyed by western invaders during the war; therefore, it is hard for Chinese people to accept western companies, such as Starbucks, which have strong culture to run its business in the Forbidden City. Starbucks’ fashion contradicts to the Forbidden City’s classic culture The Forbidden City is the symbolism of Chinese classic culture. This symbolism can be experienced from the Forbidden City’s design. According to Han Zhang (2009), â€Å"[t]he design of the Forbidden City, from its overall layout, as laid down in the Classic of Rites (Li ji), to the smallest detail of decoration, has symbolic meaning with underlying philosophical and religious principles† (Han Zhang, 2009, p.397). From Han Zhang’s analysis, we can find that the design of the Forbidden City’s buildings contains profound Chinese culture. As Wang (2010) indicates that â€Å"[t]he calligraphy tablets hung over each main gate and building, although often neglected by visitors, actually are special embodiments of traditional Chinese concepts either well known or maybe unexpected by their readers† (Wang, 2010, p.11). Taking the Confucianism â€Å"Harmony† for example, there are three great front halls in the Forbidden City, their names are â€Å"Hall of Supreme Harmony†, â€Å"Hall of Central Harmonyâ € , and â€Å"Hall of Preserving Harmony†, respectively. In ancient time, the emperor usually believed that he was the son of Heaven. â€Å"His highest goal was established to achieve harmony among Heaven, the Earth and the human being. Thus, harmony was repeatedly emphasized on the tablets to idealize the effectiveness of the court† (Wang, 2010, p.12). This is the one of the traditional cultures that can be found in the Forbidden City. The Forbidden City’s buildings also represent the theory of â€Å"syncretism between heaven and man† and the theory of â€Å"self-discipline and social commitment† (Zi, 1987, p.448). Therefore, the Forbidden City implies many great and profound Chinese classic culture. Starbuck is the symbol of fashion. From the surface of Starbucks, we can find that the meaning of Starbucks is represented by the green logo, â€Å"the fine coffee drinks, music, cozy in-store setting and free Wi-Fi† (Puel, Pons, Jin, 2007, p.2). According to Han and Zhang (2009), Starbucks is making itself to be a widely known brand in China. â€Å"Particularly, Starbucks is targeting affluent Chinese customers as well as the growing middle class, making itself ubiquitous in chic shopping malls†¦. Drinking Starbucks coffee has gradually become fashionable† (Han Zhang, 2009, p.397). Therefore, Starbucks’ fashion culture has deeply rooted in the heart of Chinese customers. Starbucks’ fashion culture contradicts to the Forbidden City’s classic culture. As Cha (2003) indicates that Chinese classic culture is dominated by the Confucianism, and in the Confucianism, â€Å"self-cultivation† is an important thought which means people should keep their bodies to be healthy and through self-reflection to improve their minds to reach an optimal state (Cha, 2003, pp.170-171). From the definition of â€Å"self-cultivation†, we can recognise that Chinese classic culture advocates the importance of having a peaceful living style, the importance of implementing self-discipline, and the importance of keeping on the rails. However, as Harrison (2005) shows that Starbucks’ fashion culture advocates the importance of freedom and the importance of materials (p.281). Therefore, Starbucks’ fashion culture could not combined with Starbucks’ classic culture. Objections Except the cultural factors, media influence is also a cause for Starbucks’ failure in the Forbidden City. In recent years, China’s internet media is developing so fast and is becoming more and more powerful on affecting business. According to Chiu, Lin, and Sliverman (2013), the most popular websites, such as Sina, Tencent, and Netease, are important media for companies to engage in the increasingly affluent online audience, and companies can also use â€Å"social media as a vital source of information for brand and product decisions. China’s social media landscape is a complex environment at huge scale† (Chiu, Lin, Sliverman, 2013, para.3). As above mentioned that Chenggang Rui posted a blog on Sina to against Starbucks. According to Han and Zhang (2009), â€Å"[s]ince September 2006, Sina launched a blogsphere, informally called ‘celebrity blogs (mingren boke),’ where most bloggers are well-known public figures such as performers, artists and writers. Using a ranking system, Sina promotes certain celebrities’ blogs and downplay others† (Han Zhang, 2009, p.397). After Rui posted his blog, his arguments were spread to many places quickly because of the tremendous internet users. â€Å"Without using Sina as platform, Rui’s voice would not have been so well received† (Han Zhang, 2009,  p.397). Therefore, the internet media, to some extent, made influence on Starbucks’ failure in the Forbidden City; however, the cultural problems is still the main cause for Starbucks’ failure because internet media is only a kind of medium for opponents to advocates the cultural problems. Conclusion This article shows the problems that Starbucks had experienced in the Forbidden City and analyses the reasons why Starbucks failed in the Forbidden City. With above mentioned analysis, we can draw a conclusion that Starbucks failed in the Forbidden City because of the serious Chinese culture shock. Even though Starbucks has achieved success in the general business areas in China, it still cannot thoroughly cope with the problem of culture shock in the most traditional areas in China, such as in the Forbidden City. The case that Starbucks failed in the Forbidden City is a good example not only for Starbucks itself but also for other multinational corporations in China to understand how serious the Chinese culture shock is, and Starbucks can also learn from this case to avoid making the same inappropriate decision in the future. References Bezlova, A. (2013). China’s traditional moon cake now a status symbol. Retrieved from http://www.culturebriefings.com/articles/chinmnck.html Cheng, D. (2012). The complicated history of U.S. Relations with China. Retrieved from http://www.heritage.org/research/reports/2012/10/the-complicated-history-of-us-relations-with-china Cha, S. H. (2003). Modern Chinese Confucianism: The contemporary neo-Confucian movement and its cultural significance. Social compass, 50(4), 481-491. Chiu, C. Y., Cheng, S. Y. (2007). Toward a social psychology of culture and globalization: Some social cognitive consequences of activating two cultures simultaneously. Social and Personality Psychology Compass, 1(1), 84-100. Curtin, P. A., Gaither, T. K. (2007). International public relations: Negotiating culture, identity and power. Thousand Oaks, CA: Sage. Chiu, C. Lin, D., Sliverman, A. 2013. High influence: China’s social media boom. Retrieved from http://cmsoforum.mckinsey.com/article/high-i nfluence-chinas-social-media-boom

BTVET in Uganda

BTVET in Uganda AN INVESTIGATIVE STUDY OF FACTORS AFFECTING ENROLMENT AND COMPLETION RATES IN INSTITUTIONS OF HIGHER LEARNING (BTVET) IN UGANDA Introduction This study attempts to conduct an investigation of the factors affecting enrolment and completion rates within the Business, Technical Vocational Education and Training (BTVET) institutions in Uganda. The study covers a period of ten years (between 1999 to 2009), rationally decided upon as it was during this time when the government Implemented major reforms within the education system of the country, as a result of the Education Review Commission (1989). It will be noted that 1999 falls two years short of the actual time (1997) when the government implemented Universal Primary Education (UPE) free to four children of every Ugandan family in the country a step towards meeting Education for all (EFA) by the year 2012 as one of the Millennium Development Goals (MDG) in the country. The study takes place more than ten years down the line since the inception of UPE and three years after Universal Secondary Education (USE) programmes. Whilst many primary schools are still struggling with the influx of pupils who would otherwise have had no chance of getting a formal elementary education if it were not for UPE and USE, this author seeks to investigate whether the implementation of these programmes has in any way made a difference to peoples attitudes towards education in general and vocational education in particular. The study seeks to investigate the trend of enrolment and completion in institutions of higher learning and in particular those in the Business, Technical, Vocational Education and Training (BTVET) sector during the time when Education For All (EFA) by the year 2012, has been on top of the agenda as one of the United Nations Millennium Development Goals (MDG) for developing countries. The UPE programme took off amidst a barrage of problems including widespread public criticism resulting from the initially poor performance of typical UPE schools in the country. Among the problems that pledged this programme from the very start was the issue of congestion of the available classrooms. Because of the UPE programme many schools reported overwhelming enrolments leading to an influx of the hitherto non school going children. This became a cause for concern as a result of the overstretched existing facilities within schools. In spite of the inadequate conditions under which some of the schools operated, and whilst some schools were still lamenting the lack of space and inadequate facilities, it was about this time that the government made good its second promise regarding free education and introduced the Universal Secondary Education, (USE) free for all. The programme, which started in 2007, was introduced in a similar way to UPE ten years earlier. Similar in a sense tha t the programme was ill prepared for as it was started within the existing school infrastructure and with the same manpower. Three years down the line however, reports from the media and evidence from schools seem to suggest that the USE programme has produced increased rates of enrolment in secondary schools by the year since it was started. It is the assumption of this author that if these reforms in the education sector have so far been a success story they could have a similar impact on peoples attitudes regarding education in general and vocational education in particular, and it is from the results of this study that this fact will be fully established. It is on this basis among other factors that this author is to conduct a study of the rates at which students enroll and complete their courses paying particular attention to such factors as cause them to drop out and what to do about it. It is important to note at this point however that in as much as both primary and secondary education have been made universal there are still many children of school going age that are not in school, leaving us with questions demanding answers as to why this is so. There are many children seen hanging about on streets whilst others resort to early marriages and/or childhood labour. A lot of children who dont go to school are found in the villages which are the centre of activity for most families who live on subsistence farming. Causes for this can be numerous, however let it suffice to say at this point that this kind of situation is at the centre of this studys investigation. Whereas there is no legislation on school going age in the country universal education has so far not been made compulsory. This has not only given some parents the freedom but also has to a great extent contributed to keeping many children away from schools since there is no accountability to any local autho rity for not sending children to school. With so many children growing up in an environment where a good part of the population either disregard the importance of education or considers it to be beyond their reach, it is important to investigate whether this carries any significance in terms of influence to the students who opt to continue with education in institutions of higher learning. Whilst the tendency of dropping out of schools can be traced in all sectors of education in the country, it is important to investigate the rate at which it is happening. Since the government set up the Special Educational Policy Review Commission (1989), some of its results have been realized in the government white paper on education, in addition to UPE and USE. There is need therefore to investigate further the reforms on educational programmes brought about as a result of the action of this commission and how these impact on enrolment and completion rates. OBJECTIVES OF THE STUDY 1. To establish factors that influence students to join institutions of higher learning. 2. To investigate how the programmes on offer within the institutions of higher learning particularly in the BTVET sector meet employment needs of young people 3. The study will seek to establish the trend of performance in the BTVET institutions by comparing the number of students that initially enroll and the number that finish their two or three year courses, noting any disparities if any, over a period of ten years. 4. A cross section of school drop outs will be located and interviewed to establish reasons why they failed to complete their courses. 5. A cross section of students in the final year of their courses will also be interviewed to establish factors that motivate them to complete their courses. 6. To study and draw examples from developing countries as well as developed European countries for purposes of comparing and contrasting the BTVET situation on ground in Uganda. It is the view of this author that comparing and contrasting systems will provide a wider perspective about how BTVET courses are taught elsewhere in relationship to what is on the ground. 7. To conduct a review of the literature that explores education as practiced in the history of the African traditional society the context in which formal education can be appreciated and practiced for the benefit of communities (ref). 8. To conduct a brief study of the current reforms within the British system of education as an example of a system that is constantly transforming in an attempt to match needs of young people in a developed country. Political/Economic background to the Problem Uganda is a land-locked country, which lies across the equator in the heart of Africa, covering 241,139 square kilometers, 17% of which is water. Most of the country lies between 900-2000 meters above sea level, which makes it enjoy a generally mild tropical climate with temperatures ranging between 17 ºc and 28 ºc with the average rainfall of about 1500 mm p.a. The same altitudinal variations enable Uganda grow a wide range of subsistence and cash crops for the country. With a population, which is now estimated to be 24.4 Million, Uganda has an annual growth rate of 3.3% and a density of 124 persons per square kilometer. Females constitute about 51.2% of the population according to the 2002 National Population and Housing Census. A decade after Uganda attained independence in 1962 a period of political instability was experienced, (1970-1979) which led to serious economic and political decline. During this period skilled manpower including a large number of professionals fled the country seeking political and economic refuge. As a result of this most of the infrastructure for industries, education, transport and other service sectors were hardly repaired or maintained with many consequently falling into decline. The countrys growth in all sectors including that of the vocational education and training was adversely affected and the need for economic and social renewal both in terms of infrastructure as well as public attitudes towards education programmes was stronger than ever. Studies within the ministry of education and the Uganda Bureau of Statistics (UBOS), indicate that this situation appears to have improved in the past twenty years during which time a lot of changes have been brought about by the pres ent regime. The present system of education in Uganda is patterned after the model of the British system of education inherited after the country attained her political independence in 1962(ref). This system of education was originally designed to produce graduates with a bias towards secretarial and administrative jobs(ibid). This is because the main purpose of education during the colonial days was to provide personnel for service to the colonial master (ref). The system had no inclination towards rural development although government policy emphasized transformation of the country side(ibid). The educational system continued to over-supply youngsters with purely academic type of education while shortages of specialised practical training persisted. As a result of this trend when the Ministry of Planning and Economic Development conducted a survey in 1997 it was revealed that there was an acute shortage of professionals and technicians in the manufacturing industry. The time elapsed since then calls for yet another study to help find out the present state of affairs regarding the job market in Uganda. Documentary evidence from the ministry of education and sports seems to suggest that enrolment in institutions of technical and higher education does not correspond to the countrys manpower needs. Moreover, earlier research within the ministry has shown that the enrolment mechanism used is one where each institution has an enrolment target set depending on the previous years enrolment as well as available resources and training capacity of the institution(ref). In setting targets, there is no evidence to suggest that the government gives priority to the countrys job market needs or to the needs of the young people in a particular geographical area. Most of the institutions whether government or private often attract students nationwide regardless of geographical boundaries, who apply for admission to the already established courses. Admission to these courses is on merit and certain courses are highly competitive. A comprehensive study of Ugandas National Manpower which was carried o ut in 1988 by the Ministry of Education and Sports revealed that countrywide, there were at that time 21 vocational schools, 77 technical schools and institutes and 37 business schools and institutes with a total annual output of about 5000. Of the total number of institutions, 5 vocational centres, 52 technical schools and institutes were government-aided. The survey also revealed that from 1983 to 1987 (inclusive), vocational schools graduated 3795; technical institutions graduated 6011 while commercial institutions graduated 11,831. The survey showed that the manufacturing sector alone employed 3.6 per cent of the administrative, managerial and professionals enumerated; 6.6 per cent of the technicians and associate professional personnel and 12.7 per cent of the skilled workers. It was projected that the number of 5000 artisans, technicians and craftsmen who were at the time produced by Ugandan institutions would hardly satisfy the demand by the economy especially during the peri od of rehabilitation and reconstruction programmes to be undertaken under the new regime. Despite the fact that vocational education and training institutions are supposed to produce graduates whose skills will be readily utilised in the job market, it has been observed that there are many graduates of the vocational sector that suffer from joblessness. As to whether this is a result of students taking the wrong courses, or whether it is the inadequacy of the infrastructure within the industrial economy making it unable to absorb all graduates, is a fact yet to be established. On the matter of joblessness however, Dewey (1998) asserts that education serves a far greater purpose, suggesting that it is a means by which members of the society preserve their own identity and values. Nevertheless, this problem of joblessness and economic backwardness resulting from systems of education which produce unemployable graduates remains a subject of investigation. Hence the necessity of this study to investigate and analyse all factors underlying the enrolment and completion rates wi thin the very institutions concerned with the supply of manpower for the industrial economy of the country. Study questions In some of the rural areas of Uganda, TVET has in the past been generally considered as a second-class education in both the perceptions and expectations of pupils and parents. Likewise low prestige is attached to technical training as it is often associated with failure to achieve higher academic aspirations. This suspicion of a second-class education supposedly leads some parents to opt for a general type of education that is likely to help improve quality of everyday life by providing access to white collar employment for their sons and daughters. It is one of the aims of this study to investigate whether the attitude of both parents and their children has had any effect on the enrolment and completion rates in TVET institutions. A review of the Uganda Education Policy Review Report (1989) reveals an observation made regarding Ugandas educational curriculum of the late 80s, as outdated and irrelevant to the needs of the economy. Among other things it was recommended that the curri culum be revised and updated for it to suit the countrys needs. With over two decades down the line since the establishment of this review commission there is a need to investigate whether this recommendation was ever put into effect, and to establish whether there is a difference between the present provision of educational programmes and those of twenty years ago. The study therefore seeks to find answers to the following questions: a) What are the factors affecting the rates of enrolments into VET programmes. b) What are the factors affecting completion rates in TVET institutions. c) What is the trend of enrolment in relationship to completion rates in the BTVET institutions over the past ten years? Focus of the Study From the Uganda Bureau of statistics (2002) we find that the rural population represents 70 percent of the worlds poor and 72 percent of the population of the least developed countries. Many African governments are doing their best to harness development through urbanisation and education of masses in a bid to uplift the populations standards of living. However, despite the urbanization, the situation of poverty and underdevelopment is likely to stay with us for the foreseeable future. The present campaign to ‘make poverty history in the developing countries might yield no results and poverty will continue to exist for as long as the worlds rural populations remain living in such conditions such as those that exist today. While African countries are likely to benefit from the global fight to try and assist in making poverty history, the real solution is not in ‘the provision of the fish, but in teaching the African young people ‘the fishing techniques (ref). In this respect, education which is the process by which people learn and acquire skills (ref) need to focus on imparting the right kind of skills, those which will promote a holistic type of education. Likewise, the governments policies and resources need to be redirected to providing a type of education that will produce the skills of a kind that the country needs for its social and economic development. Studies by the World Bank reveal that in Africa today vocational skills are particularly important at an early stage in the education of an individual because circumstances such as wars and pestilences have made many a young person become the sole provider for the family. For this reason among others, this study will focus on the young people and the factors that have in the past ten years influenced their enrolments, drop outs and those that motivated completion in various courses offered in the BTVET institutions. A review of the Literature on Ugandas current Education system According to the Uganda National Curriculum, formal education in Uganda takes seven years at the primary level, followed by four to six years for both ‘O and ‘A level. Students completing this level join the technical schools which take three years at the lower level and 2 years at the advanced level. As would be the case in many countries the choice to join a technical school at the lower primary school level is not a very popular one as to many it would reflect academic failure, and to some a poor economic background. Another considerable factor is the poor output for those joining at this level, as it gives poor yields both in skill and standards of living. Grubb, (1995) emphasizes this fact by asserting that the training programmes for the low educated and less skilled have in the past not been particularly successful in getting them jobs and higher incomes. There have been in the past great opportunities for ‘O level leavers to join the Primary Teachers College s (PTC), this is also reducing as the demand for standards in institutions becomes higher and higher in the country. Those who join ‘A level eventually join either university or an institute of higher learning such as a National Teachers College (NTC), and possibly a technical/vocational college or farm school. The Uganda Vocational Curriculum is represented in an overlapping three-tier system with level one, the craftsman level offered by technical schools as the lowest. This level is for the primary school leavers who for various reasons could not make it to secondary schools. Such students go to technical schools for three-year full time courses leading to the award of Uganda Junior Technical Certificate (UJTC) in courses such as Carpentry and Joinery, Block laying and Concrete Practice, Tailoring, and Agriculture. Level two is also known as the Technician level offered through technical colleges and Uganda Polytechnic normally admits ‘O level with high passes in Science and Mathematics and in certain cases ‘A level graduates not absorbed into university. These technical Institutes offer two-year full time courses in various vocational courses such as Carpentry and Joinery, Mechanics, Plumbing, etc. Due to rising academic standards however, many students who would benefit fro m these courses are kept out as a result of high pass grades in Mathematics, Physics and English at Olevel. Level three, the graduate engineer level is offered through Universities, Technical Colleges and the Uganda Polytechnics. These recruit ‘A level graduates who passed examinations in Physics and Mathematics. Courses are of a two-year duration leading to the award of ordinary diploma in Civil, Mechanical and Electrical Engineering among others. Graduate level engineers are currently trained only at Makerere University. However, according to a report by Wirak, et al, (2003), the Uganda Polytechnic Kyambogo aspiring for university status, in 2001/2002 academic year through a merger with the Institute of Teacher Education Kyambogo (ITEK) sought to upgrade into a degree awarding institution known as Kyambogo University. In addition to Makerere University this institution might also be in position to offer similar degree programmes in engineering. Vocational training on the other hand, is offered through the Directorate of Industrial Training with various Centres and programmes within the country. The directorate is responsible for industrial training, apprenticeship training, trade testing and certification and skills up-grading. Ugandas Education Curriculum The National Curriculum Development Centre (NCDC) a body responsible for reviewing the needs and formulating the curriculum was set up in 1973, (Bennell Sayed, 2002). This body has revised the curriculum and attempts made to implement it, covering a range of subjects at primary and secondary school levels. In spite of all the efforts towards formulating a practically oriented curriculum however, it is worth noting that the curriculum is still academically rigorous and irrelevant to the economical and industrial needs of the country. Reasons for this could be attributed to the inherent biasness within the education system where general education programmes are treated with higher priority and given preference by both parents and students over vocational education programmes. Past experience has shown that many school leavers do not have the skills needed by the employers in spite of successful completion of their general education courses. It is also evident that the Uganda Curriculu m seems to promote the traditional trend of a high demand for an academic education which is the basis for white-collar employment notwithstanding the needs for the countrys growing mixed economy. According to Bennell Sayed, (2002) Uganda has been one of leading Sub-Sahara African countries to implement wide-ranging economic and social reforms to achieve sustainable growth. And it is for this reason that the country has in the recent past been mentioned as a success story for the African continent by several UNESCO and World Bank reports (UNESCO, 2001). Progress is particularly prominent in primary education due to the decision taken in 1996 to implement universal primary education free to four children in every family. This removed what had been an important economic impediment for families to enroll and maintain their children at school. According to a ministerial report (Bitamazire, 2005) by 2001, about 65 percent of the total education budget was devoted to primary education an d the gross enrolment ratio for this level increased from about 75 percent in 1995 to about 135 percent in 2002, (ibid). Late 2005, the prospect of Universal Secondary Education (USE) was announced, (Newvision, Nov. 2005). It was predicted that the scheme would benefit an estimated 300,000 pioneers to the programme. This number would comprise of pupils who sat for Primary Leaving Examinations in 2005 and those who completed Primary 7 under Universal Primary Education (UPE) in 2004 and 2003 but were unable to continue due to lack of funds for school fees, (ibid). The successful implementation of this programme would make Uganda the first country in Africa to introduce universal and free secondary education, (ibid). According to UNESCO, (2005) by the year 2004, only a fifth (20%) of the then Ugandas population of 25 million had a chance to enroll for secondary education, and the beneficiaries were mainly from the higher income groups and urban families. The new USE scheme would aim at enhancing access to secondary education, particularly for low-income groups and children from rural families. As one of the ways of advancing towards the millennium development goals, (MDG), Vocational Education and Training is of particular importance in todays globalized, information and knowledge-based economy. In order for any society to successfully integrate its young people and have them ‘benefit from the economy a well-educated workforce is inevitable (Bennell Sayed, 2002). In Ugandas predominantly rural economies where many primary school leavers do not have any chance of further formal education, a vocational training is most needed. With the introduction of USE the problem of unemployment will probably be exacerbated by an influx of unemployable and unskilled school leavers into the job market. By solving the problem of secondary school accessibility for many rural young people, the process of universal and free secondary education will be creating another one as the rural communities will be filled with frustrated school leavers who will not be able to cope with the rural lifestyles, and yet do not have the capacity to live the desirable urban lifestyles due to lack of employable skills. TVET and Industrial Training Industrial training is an integral part of all the courses in technical/vocational education, in each of the technical and vocational education and training institutions, including university. In Uganda students would spend a minimum of three months each year on job placement, while doing the practical training. During this time they are supervised by the industry and would normally be visited by their lecturers to assess and discuss their training and progress in their programs. Other forms of training involve field trips, regional workshops, study tours and seminars organized by the various training institutions. It is usually through such workshops and seminars that vocational students are made aware of and given the chance to discuss the experiences and opportunities provided by the world of work. According to Lugujjo, (1998) such seminars were by then limited and depended on different training institutions and their ability to finance them (the seminars). Lugujjo, (1998) further asserted that the government of Uganda ought to have adopted a coherent policy with financial provision to ‘link technical and vocational education and training to industry in order to produce proficient workers and make education more responsive to the social and economic requirements of the country. This study also investigates to what extent the Ugandan policy has supported the link between the training institutions and the real world of work (or the industry). Challenges facing the Vocational sector The structure of Ugandas education system appears to be well organized and appealing to the needs of all levels of students including those with the lowest level of formal education. Yet promising as it appears, the system still faces numerous problems and as a result it yields limited and controversial outputs as its would-be beneficiaries turn out to be its very critics. As the case would be in most countries the Uganda government as well as the general public see TVET as expensive, and difficult to implement due to the high costs of infrastructure, provision of machinery and equipment, and well trained staff to handle the programme, (Kasozi, 2005). Besides it also carries with it the stigma of being patronized by intellectually inferior students and associated with non-prestigious blue-collar employment. After completing primary school, a child who failed to go to secondary school would join a technical school. Similarly, a child who failed to go to university would have a vocatio nal institution as a last option to keep him in school. In the past the situation was made worse by the fact that technical and vocational education had no vertical mobility and access to higher education, (ibid). This was compounded by lack of adequate facilities and infrastructure in some vocational institutions resulting in the fact that many of the students completing technical/vocational courses in such institutions were ill equipped for both industry and self-employment. For some young people this constituted a reason for choosing rather to stay at home than join a technical school as it was not worth the expensive effort. For others, the feeling that a technical school was the last alternative for those students who could not make it to the next stage caused a dislike for the system. For many young people however, VET seems to be the best option as evidence from the numerous informal sector (Jua Kali) workshops in Nairobi, Kenya seems to suggest. When given the opportunity an d the right environment, many of these academically downgraded students often turn out to be among the most successful craftsmen and entrepreneurs of the country after putting to use the practical skills gained from technical and vocational institutions. Numerous examples of these are seen in the informal sector workshops in the country. Most of the informal sector in the sub-Saharan Africa is dominated by craftsmen who never saw the inside of a university classroom. Handelman, (1996) pointed out that many of the low-income workers in developing countries who find jobs, will under favourable conditions achieve upward mobility. He cites an example in Owens, (1991:235) who carried out a study of West Bengals industrial city of Howrah, where he found that â€Å"several hundred men who started with almost nothing now own factories large enough to employ twenty five or more workers, placing them among the richest people of the community.† (Handelman, 1996, pp.135-136). This example further demonstrates the fact that the acquisition of technical skills leading to industrial success does not have to depend only on ones performance in general education. a) Accessibility to Vocational Education A survey of the socio-economic needs of local communities in Uganda done by the World Bank (2002) reveal that it is the wish of most school going children and their parents that they pursue their education to the highest level and attain a university degree. However this would not be possible given the variable capabilities ranging from academic to social and economic demands. As a result a lot of students are forced to look up to other institutions of higher learning other than the Universities. This is necessary so that all students can be catered for even if they may not have academic requirements or the financial means to acquire a University education. Another factor to consider is that state universities do not have the capacity to absorb all applicants with minimum entry requirements. As a result many join private universities, vocational/technical institutions and other institutions of higher learning. The question however still to be discussed later in this study is what mot ivates students to join the institutions of higher learning, and particularly those in the Business, Technical or Vocational training sector? Studies by UNEVOC and UNESCO have established that some parents have a accepted technical and vocational education as a possible alternative for their children. This is the trend the present government seems to be following as in the process of introducing USE, there are plans to follow it up with free vocational education, (New Vision, March 29th 2006). b) Aims and objectives of TVET in Uganda: The ministry of education, listed among others the following as priorities for education of a rural community: listed among other priorities in the education for a rural community the following aims and objectives of technical and vocational education in Uganda: â€Å"To stimulate the technical growth of students in order to make them productive members of the community; and to produce craftsmen, technicians and other skilled manpower to meet the demands of industry, agriculture, commerce and the general labour force†. The Uganda Education Sector Investment Plan, (ESIP, 1998-2003), The ministry also established that ‘one of the biggest limiting factors to access entry to technical schools was the students poor academic performance in Mathematics and Science causing them to fail getting acceptance to the tech