Business Administration Careers You Should Consider 2019

Wondering what you can do with a degree in Business Administration? The good news is that Business Administration students are some of the most in-demand graduates in the workforce. Ever since the explosion of big business in the United States, Business Administration has become the fastest growing employment demand in the workforce, with more top positions being filled by individuals who want to further their understanding of Business Administration through a college degree. The disciplines of a Business Administration degree are demanded in every industry and opportunities range from Health Care, Hospitality, General Management, Banking and Finance, Insurance, Entertainment, Retail, and Government. A degree in Business Administration offers specializations in Human Resources, Finance, Management, and Marketing. Students seeking a degree in the field have the options including Certification Programs, Bachelors in Business Administration, an MBA, and even Doctorate programs in Busine ss Administration. The Internet has dramatically changed the way that Business Administration degree programs are administered to students. Inspired by the Distance Learning Program that many colleges have adapted in which learning and examination material are sent through the mail and completed at the students own pace, the online degree programs in Business Administration have made it more convenient than ever to obtain an education in the industry. Several colleges offer online programs in which students can earn their Business Administration degree from the comfort of their own homes according to their own schedule, in addition to more convenient evening and weekend courses for those students who still prefer the traditional classroom setting. Many colleges and universities also offer students internships and Credit for Prior Learning programs in the Business Administration disciplines. .u847f8b415a3b0e1a17e403d5a00e4614 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u847f8b415a3b0e1a17e403d5a00e4614:active, .u847f8b415a3b0e1a17e403d5a00e4614:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u847f8b415a3b0e1a17e403d5a00e4614 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u847f8b415a3b0e1a17e403d5a00e4614 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u847f8b415a3b0e1a17e403d5a00e4614 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u847f8b415a3b0e1a17e403d5a00e4614:hover .postTitle { text-decoration: underline!important; } READ Buy and Sell Accounting BusinessesEach specialty of the Business Administration degree program covers its own topics and curriculum. The fundamental education of Business Administration seeks to prepare the student for the workforce by providing them with a general understanding of the main management roles found within the modern organization. Topics cover the basic principles of Business Management such as Financial Analysis, Entrepreneurship, Marketing Principles, Organizational Strategy, Ethical Issues of Business, Business Forecasting, Investments, and Mergers and Acquisitions. The continuing education of a Business Management degree seeks to build on a students fundamental knowledge and provide a deeper expertise, enabling graduates to direct, control, and organize the processes of a firm or organizat ion. Many specialty courses are offered in the advanced levels of Business Administration education such as Information Technology Management, Business and Personnel Law, Theories of Constraint, Global Enterprise, and Portfolio/Investment Analysis. Finding a career in Business Administration is almost impossible to do without a college degree, and even harder to do with no prior experience. Because these demands of a career in Business Administration are ever-changing and rapidly advancing, some students find it beneficial to their careers to take on internships or part-time positions in the Business Administration field while pursuing their education. Also for this reason, those continuing their education from a certification to a Bachelors degree in Business Administration, or from a Bachelors degree in Business Administration to an MBA, many elect to take a few years in between to work in the field and acquire hands-on experience. .u0938c35ef8f6987e63b7cb7c54974cc6 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u0938c35ef8f6987e63b7cb7c54974cc6:active, .u0938c35ef8f6987e63b7cb7c54974cc6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u0938c35ef8f6987e63b7cb7c54974cc6 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u0938c35ef8f6987e63b7cb7c54974cc6 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u0938c35ef8f6987e63b7cb7c54974cc6 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u0938c35ef8f6987e63b7cb7c54974cc6:hover .postTitle { text-decoration: underline!important; } READ RN to BSN Degree Labor and Delivery Nurses Care for Women, Families, and NewbornsUpon researching your education options, you will find many schools offering degree programs in the Business Administration field. Among them are the University of Phoenix and Colorado Technical University, both offering online degree programs. Kennedy-Western University offers Bachelors, Masters, and Doctorate programs as well. These are just a few of the many options when pursuing a Business Administration degree. Related ArticlesFinding a Business Administration CareerThe Key to Your Future is an MBA DegreeBusiness Administration ManagementEarning a Degree in Business AdministrationA Masters Degree in Business AdministrationBachelor Degree in Business Focus Business Career Options with an Emphasis in Finance

Essay Lady Macbeth, Macbeths Forceful Woman - 3061 Words

Macbeths Forceful Woman Shakespeares Macbeth presents to the audience a woman who is more man than woman. Her masculine virtues (or vices) outweigh her feminine strengths. Let us look at her character in this paper. A.C. Bradley in Shakespearean Tragedy explains wherein lies the greatness of Lady Macbeth: The greatness of Lady Macbeth lies almost wholly in courage and force of will. It is an error to regard her as remarkable on the intellectual side. In acting a part she shows immense self-control, but not much skill. Whatever may be thought of the plan of attributing the murder of Duncan to the chamberlains, to lay their bloody daggers on their pillows, as if they were determined to advertise their†¦show more content†¦Lady Macbeth is merely detested; and though the courage of Macbeth preserves some esteem, yet every reader rejoices at his fall. (133) L.C. Knights in the essay Macbeth describes the unnaturalness of Lady Macbeths words and actions: Thus the sense of the unnaturalness of evil is evoked not only be repeated explicit references (natures mischief, nature seems dead, Tis unnatural, even like the deed thats done, and so on) but by the expression of unnatural sentiments and an unnatural violence of tone in such things as Lady Macbeths invocation of the spirits who will unsex her, and her affirmation that she would murder the babe at her breast if she had sworn to do it. (95) In Macbeth as the Imitation of an Action Francis Fergusson specifies the fears within Lady Macbeth: I do not need to remind you of the great scenes preceding the murder, in which Macbeth and his Lady pull themselves together for their desperate effort. If you think over these scenes, you will notice that the Macbeths understand the action which begins here as a competition and a stunt, against reason and against nature. Lady Macbeth fears her husbands human nature, as well as her own female nature, and therefore she fears the light of reason and the common dayllight world. As for Macbeth, he knows from the first that he is engaged in an irrational stunt: I have no spur / To prick the sides of my intent, butShow MoreRelatedThe Character of Macbeth in William Shakespeares Play Essay640 Words   |  3 PagesThe Character of Macbeth in William Shakespeares Play Shakespeare’s ‘Macbeth’ is a play about murder and tragedy. When we first meet Lady Macbeth’s husband, Macbeth, we see him as a loyal and honourable man, however as we read further into the play his character changes. Macbeth says to Lady Macbeth: â€Å"False face must hide what the false heart doth know.† Macbeth creates an alter-ego to help hide the truth. Macbeth becomes a power-hungry, determined man with no emotionsRead MoreMacbeth by William Shakespeare1293 Words   |  5 PagesThe play, â€Å"Macbeth† is one of William Shakespeare’s tragic plays written approximately in 1606. The play centres on Macbeth who is a general in King Duncan’s army. Upon returning from a successful battle, Macbeth is confronted by three witches who claim they know the future. The three witches tell Macbeth that he will be the future King. The events that occur after this encounter between Macbeth and the witches are what makes this play a tragedy. This essay will focus on the treatment of gender inRead MoreLady Macbeth By William Shakespeare1163 Words   |  5 PagesThrough the play of Macbeth by Shakespeare, Lady Macbeth is responsible for Macbeth’s actions through her manipulation. In Act One of the play she is especially responsible for his actions, then does not do much after the murder of King Duncan but she still plays a crucial role in the downfall of Macbeth. Lady Macbeth starts out as this assertive and powerful woman then wanes out, not having that much of a role in Macbeth’s plans. Macbeth then picks up the metaphorical torch and continues to thoughtlesslyRead MoreThe Theme Fair is Foul and Foul is Fair in Macbeth by William Shakespeare1126 Words   |  5 PagesThe Theme Fair is Foul and Foul is Fair in Macbeth by William Shakespeare The witches in a barren heath are the first to mention Macbeth - thus indicating that he, the main character of the play, has, or will have a very strong tie to them and evil. Shakespeare opens the play with a dark and mysterious atmosphere, setting the mood of the play using a thunderstorm, an example of pathetic fallacy, a device used effectively throughout the play. This opening suggests thatRead MoreLady Macbeth by William Shakespeare824 Words   |  3 Pagesplay, Macbeth, Lady Macbeth’s character progresses in an interesting manner. Lady Macbeth is made to act as an incentive to Macbeths immoral actions. Even though Macbeth is generally the person to have a final say before killing someone, Lady Macbeth plays the role of his â€Å"sidekick†. She mocks her husband if he worries over a sinful deed (which usually she instructs him to do), saying he would be less of a man if he does not follow through with their plan (I. vii. 56-57). She gives Macbeth a shortRead MoreShakespeare s Macbeth : Importance Of Secondary Characters1374 Words   |  6 PagesMacbeth: Importance of Secondary Characters Dramatic literature during the Elizabethan era included the illustrious works of the remarkable William Shakespeare. As Shakespeare composes his theatric spectacles, he brings the characters to life. Shakespeare’s engrossing composition of Macbeth, exhaustively, displays the essentiality of including secondary characters in the play. Macbeth can articulately stage the crucial events in the play due to the minor characters, and their ability to exhibitRead MoreComparing the Woman in A Woman to her Lover, and Lady Macbeth2122 Words   |  9 PagesMacbeth’s and Lady Macbeth’s relationship is somewhat the reverse to the stereotypical relationship. Lady Macbeth is the dictator and Macbeth follows all her orders. Perhaps this is out of love for her or to keep her love or respect for him. Their so-called ‘love’ for each other is not that of a typical relationship. Lady Macbeth spoon-feeds her husband, telling hm what to do all the time, but this switches suddenly after the murder of Duncan. The woman in ‘A Woman to her Lover’ and Lady MacbethRead MoreMacbeths Killing of King Duncan in William Shakespeares Macbeth1622 Words   |  7 PagesMacbeths Killing of King Duncan in William Shakespeares Macbeth The play of Macbeth was technically set in the 11th century (despite showing little indication of the period). The Scottish play was written by William Shakespeare in 1606 and is one of his tragedies, in that the main characters struggle with circumstances and meet death and despair. It was allegedly written for King James 1st by Shakespeare to act as a propaganda tool to basically scare people againstRead MoreLady Macbeth : The Ruthless Mastermind Essay1923 Words   |  8 PagesEver since Lady Macbeth’s debut in 1606, she has been one of Shakespeare’s most iconic female characters. The willing accomplice, the ruthless mastermind – indeed, her standard depiction as a conniving woman grasping for power in a man’s world has endured throughout the years. But who is to say that a depiction is immune to change? Most will generally see the Scotswoman as a typical one-dimensional villain, but in actuality, she was a strong woman able to overcome the limitations of her gender inRead MoreEssay about Changes of Macbeth and Lady Macbeth958 Words   |  4 Pagessuggests to the reader or audience of the play Macbeth, that these two partners, Macbeth and Lady Macbeth, worked together and truly believed in the greatness of their work. This is not so. Said here in a letter from Macbeth to Lady Macbeth telling her th at the king is coming soon. There Macbeth truly feels that Lady Macbeth is his partner in all these truly great events. The letter shows us of the close relationship between Macbeth and Lady Macbeth, and shows us that the deepest secrets of the heart

Carrie Chapter Fourteen Free Essays

string(101) " looked up and there were two buckets dangling high over the thrones, swinging and banging together\." ‘They will,’ she said. ‘I set it up.’ it won’t even be close. We will write a custom essay sample on Carrie Chapter Fourteen or any similar topic only for you Order Now Why do they keep applauding? What’s going on in there?’ ‘Don’t ask me, babe. The school song suddenly roared out, full and strong on the soft May air, and Chris jumped as if stung. A soft gasp of surprise escaped her All rise for Thomas Ewen Hiiiiyyygh. . . ‘Go on,’ he said. ‘They’re there.’ His eyes glowed softly in the dark. The odd half-grin had touched his features. She licked her lips. They both stared at the length of jute cord. We will raise your banners to the skyyyyy ‘Shut up,’ she whispered. She was trembling, and he thought that her body had never looked so lush or exciting. When this was over he was going to have her until every other time she’d been had was like two pumps with a fags little finger. He was going on her like a raw cob through butter. ‘No guts, babe?’ He leaned forward. ‘I won’t pull it for you, babe. It can sit there till bell freezes.’ With pride we wear the red and whiiyyyte A sudden smothered sound that might have been a scream came from her mouth, and she leaned forward and pulled violently on the cord with both hands. It came loose with slack for a moment, making her think that Billy had been having her on all this time, that the rope was attached to nothing but thin air. Then it snubbed tight, held for a second, and then came through her palm harshly, leaving a thin burn. she began. The music inside came to a jangling, discordant halt For a moment ragged You continued oblivious, and then they stopped. Then was a beat of silence, and then someone screamed. Silence again. They stared at each other in the dark, frozen by the actual act as thought never could have done. Her very breath turned to glass in her throat. Then, inside, the laughter began. It was ten twenty-five, and the feeling had been getting worse and worse. Sue stood in front of the gas range on one foot, waiting for the milk to begin steaming so she could dump in the Nestle’s. Twice she had begun to go upstairs and put on a nightgown and twice she had stopped, drawn for no reason at all to the kitchen window that looked down Brickyard Hill and the spiral of Route 6 that led into town. Now, as the whistle mounted atop the town hall on Main Street suddenly began to shriek into the night, and falling in cycles of panic, she did not evert immediately to the window, but only tamed the heat oft under the milk so it would not burn. The town hall whistle went off every day at twelve noon and that was all, except to call the volunteer fire department during grass-fire season in August and September. It was strictly for major disasters and its sound was dreamy and terrifying in the empty house. She went to the window, but slowly. The shrieking of the whistle rose and fell, rose and fell. Somewhere, horns were beginning to blast, as if for a wedding. She could see her reflection in the darkened glass, lips parted, eyes wide, and then the condensation of her breath obscured it. A memory, half-forgotten, came to her. As children in grammar school, they had practised air-raid drills. When the teacher clapped her hands and said, ‘The town whistle is blowing,’ you were supposed to crawl under your desk and put your hands over your head and wait, either for the all-clear or for enemy missiles to blow you to powder. Now, in her mind, as clearly as a leaf pressed in plastic, (the town whistle is blowing) she heard the words clang in her mind Far below, to the left, where the high school parking lot was – the ring of sodium are lamps made it a sure landmark, although the school building itself was invisible in the dark -a spark glowed as if God has struck a flint-and-steel. (that’s whew the oil tanks are) The spark hesitated, then bloomed orange. Now you could see the school, and it was on fire. She was already on her way to the closet to get her coat when the first dull, booming explosion shook the floor under her feet and made her mother’s china rattle in the cupboards. From We Survived the Black Prom, by Norma Watson (Published in the August, 1980, issue of The Reader’s Digest as a ‘Drama in Real Life’ article): †¦ and it happened so quickly that no one really knew what was happening. We were all standing and applauding and singing the school song. Then – I was at the usher’s table just inside the main doors, looking at the stage – there was a sparkle as the big lights over the stage apron reflected on something metallic. I was standing with Tina Blake and Stella Horan, and I think they saw it, too. All at once there was a huge red splash in the air. Some of it hit the mural and ran in long drips. I knew right away, even before it hit them, that it was blood. Stella Horan thought it was paint, but I had a premonition, just like the time my brother got hit by a hay truck. They were drenched. Carrie got it the worst. She looked exactly like she had been dipped in a bucket of red paint. She just sat there. She never moved. The band that was closest to the stage, Josie and the moonglows, got splattered. The lead guitarist had a white instrument, and it splattered all over it. I say: ‘My God, that’s blood!’ When I said that, Tina screamed. It was very loud, and it rang out clearly in the auditorium. People had stopped singing and everything was completely quiet. I couldn’t move. I was rooted to the spot. I looked up and there were two buckets dangling high over the thrones, swinging and banging together. You read "Carrie Chapter Fourteen" in category "Essay examples" They were still dripping. All of a sudden they fell, with a lot of loose string paying out behind them. One of them hit Tommy Ross on the head. It made a very loud noise, like a gong. That made someone laugh. I don’t know who it was, but it wasn’t the way a person laughs when they we something funny and gay. It was raw and hysterical and awful. At the same instant, Carrie opened her eyes wide. That was when they all started laughing. I did too. God help me. It was so †¦ weird. When I was a little girl I had a Walt Disney storybook called Song of the South, and it had that Uncle Remus story about the tarbaby in it. There was a picture of the tarbaby sitting in the middle of the road, looking like one of those old-time Negro minstrels with the blackface and great white eyes. When Carrie opened her eyes it was like that. They were the only part of her that wasn’t completely red. And the light had gotten in them and made them glassy. God help me, but she looked for all the world like Eddie Cantor doing that pop-eyed act of his. That was what made people laugh. We couldn’t help it. It was one of those things where you laugh or go crazy. Carrie had been the butt of every joke for so long, and we all felt that we were part of something special that night It was as if we were watching a person rejoin the human race, and I for one thanked the Lord for it. And that happened. That horror. And so there was nothing else to do. It was either laugh or cry, and who could bring himself to cry over Carrie after all those years? She just sat there, staring out at them, and the laughter kept swelling, getting louder and louder. People were holding their bellies and doubling up and pointing at her. Tommy was the only one who wasn’t looking at her. He was sort of slumped over in his seat as if lied gone to sleep. You couldn’t tell he was hurt, though: he was splashed, too bad. And then her face †¦ broke, I don’t know how else to describe it. She put her hands up to her face and halfstaggered to her feet. She almost got tangled in her own feet and fell over, and that made people laugh even more. Then she sort of †¦ hopped off the stage. It was like watching a big red frog hopping off a lily pad. She almost fell again, but kept on her feet. Miss Desjardin came running over to her, and she wasn’t laughing any more. She was holding out her arms to her. But then she veered off and hit the wall beside the stage – It was the strangest thing. She didn’t stumble or anything. It was as if someone had pushed her, but there was no one there. Carrie ran through the crowd with her hands clutching her face, and somebody put his foot out. I don’t know who it was, but she went sprawling on her face. leaving a long red streak on the floor. And she said, ‘Ooof!’ I remember that. It made me laugh even harder, hearing Carrie say Oof like that. She started to crawl along the floor and then she got up and ran out. She ran right past me. You could smell the blood. It smelled like something sick and rotted. She went down the stairs two at a time and then out the doors. And was gone. The laughter just sort of faded off, a little at a time. Some people were still hitching and snorting. Lennie Brock had taken out a big white handkerchief and was wiping his eyes. Sally McManus looked all white, like she was going to throw up, but she was still giggling and she couldn’t seem to stop. Billy Bosnan was just standing there with his little conductor’s stick in his hand and shaking his head. Mr Lublin was sitting by Miss Desjardin and calling for a Kleenex. She had a bloody nose. You have to understand that all this happened in no more than two minutes. Nobody could put it all together. We were stunned. Some of them were wandering around, talking a little, but not much. Helen Shyres burst into tears, and that made some of the others start up. Then someone yelled: ‘Call a doctor! Hey, call a doctor quick!’ It was Josie Vreck. He was up on the stage, kneeling by Tommy Ross, and his face was white as paper. He tried to pick him up, and the throne fell over and Tommy rolled on to the floor. Nobody moved. They were all just staring. I felt like I was frozen in ice. My God, was all I could think. My God, my God, my God. And then this other thought crept in, and it was as if it wasn’t my own at all. I was thinking about Carrie. And about God. It was all twisted up together, and it was awful. Stella looked over at me and said: ‘Carrie’s back.’ And I said: ‘Yea, that’s right.’ The lobby doors all slammed shut. The sound was like hands clapping. Somebody in the back screamed, and that started the stampede. They ran for the doors in a rush. I just stood there, not believing it. And when I looked, just before the first of them got there and started to push, I saw Carrie looking in, her face all smeared, like an Indian with war paint on. She was smiling. They were pushing at the doors, hammering on them, but they wouldn’t budge. As more of them crowded up to them, I could see the first ones to get there being battered against. them, grunting and wheezing. They wouldn’t open, and those doors are never locked. It’s a state law. Mr Stephens and Mr Lublin waded in, and began to pull them away, grabbing jackets, shorts, anything. They were all screaming and burrowing like cattle. Mr Stephens slapped a couple of girls and punched Vic Mooney in the eye. They were yelling for them to go out the back fire doors. Some did. Those were the ones who lived. That’s when it started to rain †¦ at least, that’s what I thought it was at first. There was water falling all over the place. I looked up and all the sprinklers were on, all over the gym. Water was hitting the basketball court and splashing. Josie Vreck was yelling for the guys in his band to turn off the electric amps and mikes quick, but they were all gone. He jumped down from the stage. The panic at the doors stopped. People backed away, looking up at the ceiling. I heard somebody – Don Farnham, I think-say: ‘This is gonna wreck the basketball court.’ A few other people started to go over and look at Tommy Ross. All at once I knew I wanted to get out of there. I took Tina Blake’s hand and said, ‘Let’s run. Quick.’ To get to the fire doors, you had to go down a short corridor to the left of the stage. There were sprinklers there too, but they weren’t on. And the doors were open – I could see a few people running out. But most of them were just standing around in little groups, blinking at each other. Some of them were looking at the smear of blood where Carrie fell down, the water was washing it away. I took Tina’s hand and started to pull her toward the EXIT sign. At that same instant there was a huge flash of fight, a scream, and a horrible feedback whine. I looked around and saw Josie Vreck holding on to one of the mike stands. He couldn’t let go. His eyes were bugging out and his hair was on end and it looked like he was dancing. His feet were sliding around in the water and smoke started to come out of his shirt. He fell over on one of the amps – they were big ones, five or six feet high – and it fell into the water. The feedback went up to a scream that was head-splitting, and then there was another sizzling flash and it stopped. Josie’s shirt was on fire. ‘Run!’ Tina yelled at me. ‘Come on, Norma, Please!’ We ran out into the hallway, and something exploded backstage – the main power switches, I guess. For just a second I looked back. You could see right out on to the stage, where Tommy’s body was, because the curtain was up. All the heavy light cables were in the air, flowing and jerking and writhing like snakes out of an Indian fakir’s basket. Then one of them pulled in two. There was a violent flash when it hit the water, and then everybody was screaming at once. Then we were out the door and running across the parking lot. I think I was screaming. I don’t remember very well. I don’t remember anything very well after they started screaming. After those high-voltage cables hit that water-covered floor †¦ For Tommy Ross, age eighteen, the end came swiftly and mercifully and almost without pain. He was never even aware that something of importance was happening. There was a clanging, clashing noise that he associated momentarily with (there go the milk buckets) a childhood memory of his Uncle Galen’s farm and then with (somebody dropped something) the band below him. He caught a glimpse of Josie Vreck looking over his head (what have i got a halo or something) and then the quarter-full bucket of blood struck him. The raised lip along the bottom of the rim struck him on top of the head and (hey that hurt) he went swiftly down into unconsciousness. He was still sprawled on the stage when the fire originating in the electrical equipment of Josie and the Moonglows spread to the mural of the Venetian boatman, and then to the rat warren of old uniforms, books, and papers backstage and overhead. He was dead when the oil tank exploded a half hour later. From the New England AP ticker, 10:46 P.M.: CHAMBERLAIN, MAINE (AP) A FIRE IS RAGING OUT OF CONTROL AT EWEN (U-WIN) CONSOLIDATED HIGH SCHOOL AT THIS TIME. A SCHOOL DANCE WAS IN PROGRESS AT THE TIME OF THE OUTBREAK WHICH IS BELIEVED TO HAVE BEENELECTRICAL IN ORIGIN. WITNESSES SAY THAT THE SCHOOL’S SPRINKLER SYSTEM WENT ON WITHOUT WARNING, CAUSING A SHORT-CIRCUIT IN THE EQUIPMENT OF A ROCK BAND. SOME WITNESSES ALSO REPORT BREAKS IN MAIN POWER CABLES. IT IS BELIEVED THAT AS MANY AS ONE HUNDRED AND TEN PERSONS MAY BE TRAPPED IN THE BLAZING SCHOOL GYMNASIUM. FIRE FIGHTING EQUIPMENT FROM THE NEIGHBOURING TOWNS OF WESTOVER, MOTTON, AND LEWISTON HAVE REPORTEDLY RECEIVED REQUESTS FOR ASSISTANCE AND ARE NOW OR SHORTLY WILL BE EN ROUTE. AS YET, NO CASUALTIES HAVE BEEN REPORTED. ENDS. 10:46 Pm MAY 27 6904D AP From the New England AP ticker, 11:22 P.M. URGENT CHAMBERLAIN, MAINE (AP) A TREMENDOUS EXPLOSION HAS ROCKED THOMAS EWIN (U-WIN) CONSOLIDATED HIGH SCHOOL IN THE SMALL MAINE TOWN OF CHAMBERLAIN. THREE CHAMBERLAIN FIRE TRUCKS, DISPATCHED EARLIER TO FIGHT A BLAZE AT THE GYMNASIUM WHERE A SCHOOL PROM WAS TAKING PLACE, HAVE ARRIVED TO NO AVAIL. ALL FIRE HYDRANTS IN THE AREA HAVE BEEN VANDALIZED, AND WATER PRESSURE FROM CITY MAINS IN THE AREA FROM SPRING STREET TO GRASS PLAZA IS REPORTED TO BE NIL. ONE FIRE OFFICIAL SAID. ‘THE DAMN THINGS WERE STRIPPED OF THEIR NOZZLES, THEY MUST HAVE SPOUTED LIKE GUSHERS WHILE THOSE KIDS WERE BURNING.’ THREE BODIES HAVE BEEN RECOVERED SO FAR. ONE HAS BEEN IDENTIFIED AS THOMAS B. MEARS, A CHAMBERLAIN FIREMAN. THE TWO OTHERS WERE APPARENT PROM GOERS. THREE MORE CHAMBERLAIN FIREMEN HAVE BEEN TAKEN TO MOTTON RECEIVING HOSPITAL SUFFERING FROM MINOR BURNS AND SMOKE INHALATION. IT IS BELIEVED THAT THE EXPLOSION OCCURRED WHEN THE FIRE REACHED THE SCHOOL’S FUEL-OIL TANKS, WHICH ARE SITUATED NEAR THE GYMNASIUM. THE FIR E ITSELF IS BELIEVED TO HAVE STARTED IN POORLY INSULATED ELECTRICAL EQUIPMENT FOLLOWING A SPRINKLER SYSTEM MALFUNCTION. ENDS. 11:22 PM MAY 27 70119E AP Sue had only a driver’s permit, but she took the keys to her mother’s car from the pegboard beside the refrigerator and ran to the garage. The kitchen clock read exactly 11:00. She flooded the car on her first try, and forced herself to wait before trying again. This time the motor coughed and caught, and she roared out of the garage heedlessly, dinging one fender. She turned around, and the rear wheels splurted gravel. Her mother’s ’77 Plymouth swerved on to the road, almost fishtailing on to the shoulder and making her feel sick to her stomach. It was only at this point that she realized she was moaning deep in her throat, like an animal in a trap. She did not pause at the stop sign that marked the intersection of Route 6 and the Back Chamberlain Road. Fire sirens filled the night in the cast, where Chamberlain bordered Westover, and from the south behind herMotton. She was almost at the base of the hill when the school exploded. She jammed on the power brakes with both feet and was thrown into the steering wheel like a rag doll. The tyres wailed on the pavement. Somehow she fumbled the door open and was out, shading her eyes against the glare. A gout of flame had ripped skyward, trailing a nimbus of fluttering steel roof panels, wood, and paper. The smell was thick and oily. Main Street was lit as if by a flashgun. In that terrible hallway between seconds, she saw that the entire gymnasium wing of Ewen High was a gutted, flaming ruin. Concussion struck a moment later, knocking her backwards. Road litter blew past her on a sudden and tremendous rush, along with a blast of warm air that reminded her fleetingly of (the smell of subways) a trip she had taken to Boston the year before. The windows of Bill’s Home Drugstore and the Kelly Fruit Company jingled and fell inward. She had fallen on her side, and the fire lit the street with hellish noonday. What happened next happened in slow motion as her mind ran steadily onward (dead are they all dead carrie why think carrie) at its own clip. Cars were rushing toward the scene, and some people were running in robes, nightshorts, pyjamas. She saw a man come out of the front door of Chamberlain’s combined police station and courthouse. He was moving slowly. The cars were moving slowly. Even the people running were moving slowly. She saw the man on the police-station steps cup his hands around his mouth and scream something; unclear’ over the shrieking town whistle, the fire sirens, the monster-mouth of fire. Sounded like: ‘Heyret! Don’t hey that ass!’ The street was all wet down there. The light danced on the water’ Down by Teddy’s Amoco station. ‘-hey, that’s-‘ And then the world exploded. From the sworn testimony of Thomas K. Quillan, taken before The State Investigatory Board of Maine in connection with the events of May 27-28 in Chamberlain, Maine (abridged version which follows is from Black Prom: The White Commission Report, Signet Books: New York, 1980): Q. Mr Quillan, are you a resident of Chamberlain? A. Yes. How to cite Carrie Chapter Fourteen, Essay examples

The Efficency of Bioethanol Fuel free essay sample

Bioethanol fuel is (Bioethanol Fuel. Com) â€Å"mainly produced by the sugar fermentation process, although it can be manufactured by the chemical process of reacting ethylene with steam† Bioethanol comes from an renewable resource that mainly grows in the United Kingdom. Kerosene is (A Comparisons of Three Kerosene Fuel Surrogates and Their Corresponding Chemical Kinetic Mechanisms; by Heidi Hollick) â€Å"A thin oil distilled from petroleum or shale oil. It’s mainly used in heating and cooking lamps and was also distributed from the United Kingdom. Gasoline is made from proceeded crude oil, it is mainly used to power cars. The purpose of this project is to produce a desired effect of Bioethanol fuel against the other types of fuel. The experiment will compare the energy being produced by each fuel and the burning time. The main source of sugar required to produce ethanol come from fuel or energy crops. These crops are only grown to produce energy; corn, maize and wheat crops, waste straw, willow and popular trees, sawdust, reed canary grass, ord grasses, Jerusalem artichoke, myscanthus and sorghum plants. We will write a custom essay sample on The Efficency of Bioethanol Fuel or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There’s a new research of municipal solid wastes to produce ethanol fuels. Bioethanol Fuel 3 Ethanol can be produced from biomass by the hydrolysis and sugar Fermentation processes. Biomass wastes contain a complex mixture of carbohydrates polymers from the plant cell walks known as cellulose, hemi cellulose and legin. In order to produce sugars from the biomass is pre-treated with acids or enzymes in order to reduce the size of the feedstock and to open up the plant structures. However, the hypothesis was that gasoline will have the highest energy roduced and it will have an shorter burning time. To test this hypothesis one would have to get an equal amount of each fuel. Burn it, and measure the energy and record the burning time.

Plagiarism Definition and Effects

One definition of plagiarism as offered by one web article quotes â€Å"plagiarize means to steal and pass off either ideas or words of another as one’s own. It is the use of another’s production without crediting the source and the committing of literal theft.† (What Is Plagiarism?).Advertising We will write a custom essay sample on Plagiarism Definition and Effects specifically for you for only $16.05 $11/page Learn More Many individuals view the topic of plagiarism as basic ‘copying and pasting’, which masks the reality of such a serious and prosecutable offense. Considering the nature of how such an act is committed, it has common occurrences; a vast amount being in schools, the music industry and even the workplace. There has been a rapid increase in the amount of plagiarism cases reported in schools recently, which is believed to have doubled compared to two years ago. The issue of cheating has caused a majority of schools to start utilizing plagiarism-detection software to catch up with students. (Williams). Despite having such software, some very tech savvy students still manage to evade detection. The occurrence of plagiarism in schools has significant effects on Education which may include; loss of a degree or job and poor critical thinking skills. Once plagiarized work is passed on as original, the student stands a great chance to lose their degrees and in addition to that, they develop a poor ability to engage in critical thinking which is important in being an individual. (Hall) Plagiarism in the workplace or professional plagiarism is common mainly in industries like marketing or any other that involves drawing, writing, taking pictures or just creative thinking. An example of such an incident took place at the Researcher’s place of work. The Researcher once explained a method of solution to her boss; her boss then relayed the information to her immediate superior and took cred it for it. In other words, this incident adequately defines the topic of plagiarism. Plagiarism in Music probably has the second highest number of occurrences behind Education. There have been numerous reports of celeb singers who have been accused of and prosecuted for plagiarism in their music. Lady Gaga who is a very popular pop singer was recently accused for plagiarism in her new hit single ‘Judas’ by singer/songwriter Rebecca Francesscatti. Francesscatti claims Gaga copied portions from her music and is now seeking recognition for her creation and an undisclosed amount in damages. (Lund) Whether intentional or unintentional, ‘Plagiarism’ is a prosecutable crime which occurs often in varying environments. As the saying goes â€Å"prevention is better than cure†, it is better to try and prevent committing such an act than to deal with the consequences. There are a number of measures one may take to prevent plagiarism.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For individuals particularly involved in education, it is imperative that you know how to paraphrase, quote and cite sources properly. Once you know how to do that, you have significantly lowered your chances of such occurrences. In addition to that, there is a vast amount of software that helps you to correctly cite your sources and check for plagiarism. Furthermore, the Researcher believes that once an individual understands the concept of plagiarism and how unethical it is, they will try harder to produce an original paper. Works Cited Hall, Shane. â€Å"Effects of Plagiarism on Education† ehow.com. n.d. Web. Lund, Anthony. â€Å"Lady Gaga Faces Judas Plagiarism Claims†. Musicrooms. 2011. Web. What Is Plagiarism? Plagiarism.org. n.d. Web. Williams, Rachel. â€Å"Internet Plagiarism Rising in Schools†. guardian.co.uk. 2010. Web. This essay on Plagiarism Definition and Effects was written and submitted by user Korath to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Effects and Solutions to the Eradicating of Illiteracy Essays

Effects and Solutions to the Eradicating of Illiteracy Essays Effects and Solutions to the Eradicating of Illiteracy Paper Effects and Solutions to the Eradicating of Illiteracy Paper Words: functional literacy, earnings determinants, Ghana, Sub-Sahara Africa Abstract This article analyzes the determinants of literacy and earnings in Ghana. It links literacy and earnings with a variety of factors, including age, gender, family educational background, distance to school, and income. Literacy and age are negatively correlated, suggesting that efforts at strengthening the supply and quality of basic education programs in recent years have been successful in raising literacy rates. Females are less literate than males, controlling for other actors. Parents education is positively associated with literacy. Distance to the nearest primary school, residency in a rural area, and poverty affect literacy negatively. Functional literacy appears to be a prerequisite for entering the labor market, Which may partly explain the lack Of return to education Other than middle school and technical/professional training. The policy implication of the study is that basic education and literacy programs should target females and poorer households, especially in rural areas. We would like to thank Rosemary Bellmen and Helena Rib for invaluable support. We are also indebted to Rocco Castro; Ronald Reneging; Nicolai Christensen; our discussant, Inhabitant Data Guppy; and the other participants at the conference on the Economics of Education and Human Capital, held by the Centre for Labor Market and Social Research and the Argus School Of Business, Denmark, in June, 1399, for helpful comments and suggestions. The views expressed here are those Of the authors and should not be attributed to the World Bank or any of its member countries. Addresses: Department of Economics, The George Washington University, 2201 G street, Washington, DC 20052, USA and world Bank, 1818 H street, NW, Washington, DC 20433, USA E-mail: [emailprotected] Org, [emailprotected] Org. 1. INTRODUCTION Significant and rapid increases in earnings and education have taken place over the past hundred years in industrial economies. In developing economies the picture is different: High illiteracy rates and very low incomes, and thus widespread poverty, are realities for large parts of the world. Literacy and income are closely linked. Establishing and assessing the nature of these links may help increase both literacy rates and earnings, thereby eradicating poverty. In this article, we analyze the determinants of literacy and earnings in Ghana based on two household surveys. Our results link literacy and earnings with a variety factors, including age, gender, family educational background, distance to school, and income. Literacy and age are found to be inversely correlated, implying that younger generations are more literate than older generations. This relationship indicates that recent efforts to strengthen the supply and quality of basic education programs have been successful. Females are found to be less literate than males, controlling for Other factors. Parents education is positively correlated with their childrens literacy. Distance to the nearest primary school and residency in a rural area, are negatively correlated with literacy rates. Poverty and literacy are also negatively correlated. Our analysis Of the determinants Of earnings reveals no significant returns to education other than middle school and technical/professional training. This result may indicate that the quality of education in Ghana generally is poor. Alternatively, it could suggest that education is not serving as a signaling device in Ghana. Functional literacy affects selection into the labor market. In evolving countries, jobs are rationed (that is, demand-side determined). We therefore interpret this result to indicate that functional literacy is a prerequisite for entering the labor market. This interpretation may partly explain the lack of returns to education. The policy implications of these results are that greater efforts should be devoted to developing functional literacy skills and basic education. Policymakers should aim to increase both the supply and the quality of basic education and literacy programs. Basic education and literacy programs should target females and poorer households, especially in rural areas. The article is organized as follows. Section 2 describes changes in and determinants of literacy. Section 3 describes the Ghanaian economy. Section 4 presents the economic model and the econometric methodology underlying the analysis. Section 5 presents the data and descriptive statistics, and section 6 presents the regression analysis. Section 7 summarizes the articles findings and draws policy conclusions. 2. CHANGES IN AND DETERMINANTS OF LITERACY opinions differ widely over how best to define literacy. Unesco defines a functionally literate person as any person 15 or older who can read and write a simple statement on his or her everyday life (Unesco 1993, p. 24). The World Development Report (1997) also adopts this definition of functional literacy. Others propose a broader and more explicitly political definition. Paulo Ferrier, the Brazilian educator, sees literacy as a process of concentrations that involves reading the world rather than merely reading the word (Ferrier and Macedon 1987). Widespread literacy is a twentieth century phenomenon. Before the nineteenth century, when public school systems were developed, education was reserved for the few. School systems developed in industrial countries largely in response to increased and more peccadillo industrialization, which in turn lead to increased economic growth and demand for an even more educated labor-force. Over the past decade, education worldwide has exploded, as a result of the overstraining demand for still more specialized labor. Attitudes toward education have also shifted. Less than 50 years ago, education, especially higher education, was reserved largely for men. Today people in industrial countries believe the entire population has the right to education. 2. 1 Developments in Literacy in the United States Literacy progressed in stages in the united States. Initially, according to Has (1996), literacy spread because radical Protestants wanted to read the Bible. Their need for literacy lead to agitation for general public education in the nineteenth century. Literacy rates later rose as a result of several societal changes, beginning with Reconstruction (Coy 1988). Immigration during the Industrial Revolution and the Progressive reform movement increased literacy later in the nineteenth and early twentieth centuries. World War and the Depression forced the federal government into a more active and direct role, and literacy rose even farther. The civil rights event of the 1 *ass shifted the focus to minority groups, broadening efforts to fight illiteracy. Coy believes that the concept of functional literacy developed during this period and that the formalization of that concept helped increase the number of adult literacy programs. 2. 2 Developments in Literacy in Great Britain In Great Britain literacy also progressed in stages, Street (1995) identifies three distinct stages in the modern development of adult literacy programs. First, the recognition of adult illiteracy being a widespread phenomenon in the sass lead to increased focus on the issue. Government grants were provided, a national Right to Read Campaign was launched, and local practice and experience Vass developers During the sass and early sass the government-funded agency Adult Literacy and Basic Skills Licit emerged. The unit provided materials and guidelines for good practice and funded small research projects. Since the late sass there has been a shift in policy and focus, aiming at adjusting education toward changing national and economic needs. 2. 3 Rates of Literacy in Developing Countries Substantial regional differences in illiteracy rates exist. The rate of illiteracy is relatively low in Latin America and the Caribbean (13. 4) and very high in South Asia (50. 6 percent) (table 1). Ghana is in the middle of the spectrum, with an illiteracy rate of 35. 5 percent. Regions with high illiteracy rates also tend to have low per capita GNP and high philanderer ratio. Within Sub-Sahara Africa, substantial differences exist between Anglophone and Francophone countries (table 2). Illiteracy rates in Anglophone countries are 16 percentage points lower than in Francophone countries. Average per capita GNP in Anglophone countries is more than twice as high as in Francophone countries, school enrollments are higher, and pupil teacher ratios are lower (37. 8 pupils per teacher in Anglophone countries versus 47_3 pupils per teacher in Francophone countries). Table 1. Selected Social and Macroeconomic Indicators, Ghana and Six Regional Groups, 1995 Middle East Latin Europe Cubans America and North South Sahara and the East Asia Central Africa Asia Caribbean Africa Asia Ghana and Pacific Indicator Adult illiteracy rate (percent) 35. 16. 9 -? 13. 4 38. 7 50. 6 44. 0 GNP per capita 350. 0 807. 8 -? 3,419. 8 -? 354. 1 485. 6 Gross primary enrollment ratio 76. 0 1154 99. 6 Ill . 5 96. 5 egg. C 74. 6 (percent) Ratio of primary school pupils to 27. 6 24. 2 20. 0 24. 5 27. 8 62. 7 40. 6 teachers Notes: -? Not available, gross primary enrollment ratio and ratio Of primary school pupils to teachers for Ghana are for 1993. Source: World Bank Detests database. Table 2. Selected Social and Macroeconomic Indicators, Ghana and Anglophone and Francophone Countries in Substandard Africa, 1995 Indicator Ghana Anglophone countries Francophone countries in Sub-Sahara Africa in Sub- Sahara Africa Adult illiteracy rate (percent) 35. 5 36. 1 51. 9 GNP per capita 350. 0 675. 7 333. 4 Gross enrollment ratio (percent), primary 76. 88. 8 64. 4 Ratio of pupils to teachers, primary 27. 6 37. 8 47. 3 Notes: Gross primary enrollment ratio and ratio of primary school pupils to teachers for Ghana are for 1993, Source: World Bank Detests database. 2. Worldwide Increases in Literacy For the world as a whole, illiteracy rates have declined significantly, falling from almost 40 percent in 19/0 to just AS percent in 1990. Rates of illiteracy fell even more dramatically in developing countries, declining from SO percent in 1970 to AS percent in Gigs (Limb; 1996). Wide differences across gender, geographical region, and age exist within countries, however. Or the most part, m ales have higher literacy rates than females, urban areas have higher literacy rates than rural areas, and younger generations have higher literacy rates than older generations. Limb (I egg) also draws attention to the fact that while total illiteracy rates have been falling, the proportion of women in the Worlds total illiterate population has been rising. Three reasons for this tendency are suggested: the technologies of goods production, the nature Of human reproduction, and institutionalizing Of violence in the state. 2. 5 Literature on the Determinants of Literacy Little has been written on he determinants Of literacy. Law, Sprat, and Laborer (1995) analyze the determinants of literacy in Morocco. They find that illiteracy is more widespread among females than among males, higher in rural areas than in urban areas, and inversely correlated with age. The negative relationship between age and literacy may reflect both deteriorating literacy skills over time and improvements in the quality of education. Cavy, Sprat, and Laborer also find that parents literacy and household expenditure level positively affect the level of childrens literacy, suggesting that poverty and family background are important determinants to literacy. Verne (1999) analyzes the determinants of worldwide literacy rates by applying a human capital framework. She finds that enrollment rates, average years of schooling of adults, and life expectancy at birth are the main determinants of literacy, Income affects literacy in a nonlinear fashion, with a negative impact until a threshold of about $2,000 income per year per capita, after which the effect is positive, Institutional and regional variables are not very important in explaining literacy across countries. Literacy rates differ widely across regions, a finding that can be explained by social and economic notations 3. AN OVERVIEW OF THE GHANAIAN ECONOMY Ghana is a low-income country, With per capita income Of 5406 in 1998 (World Bank 199%). It relies heavily on the agricultural sector, in particular cocoa, which accounts for almost half of GAP (World Bank Bibb). From the mid. CSS to the mid. sass, declining cocoa production and trade restrictions stalled economic growth in Ghana. The return of more than a million Ghanaian from Nigeria in 1982-83 and a prolonged drought in 1982 caused growth rates to fall to laetrile low levels by about 1984 In conjunction with the MIFF and the World Bank, the Ghanaian government initiated he Economic Recovery Program (ERR) in 1983. The program implemented a number of policy reforms aimed at restoring macroeconomic stability, encouraging savings and investment, providing an enabling environment for the private sector, and improving public sector management, including prevarication of some of the many publicly owned enterprises, The ERR places significant emphasis on education. The Education Sector Reform Program, established in 1987, improved the efficiency, quality, and relevance of education. The program also increased access to education and shortened the length of pre-university schooling from 17 to 12 years. As a result of the reform program, spending on education rose from 1. 4 percent of GAP in 1983 to 3. 8 percent of GAP in 1934. The governments plans for additional reforms are outlined in its development starter, Ghana-vision 2020 (Republic of Ghana 1935). A substantial part of the programs social agenda is aimed at basic education. Specific goals include achieving universal basic education and adult literacy, increasing access to secondary and tertiary education, and strengthening laborer skills by increasing technical and vocational training. To achieve these goals, the overspent, With the assistance Of the World Bank and Other donors, launched the Basic Education Sector Improvement Program in 1996. The program plans to increase investment in school facilities and teacher housing in rural areas and to strengthen science and math in the curriculum by raising education expenditures from 3. 8 percent of GAP in 1998 to 4. Percent in 2001. 4. THE ECONOMIC MODEL AND THE ECONOMETRIC FRAMEWORK The framework tort the analysis is standard human capital theory, in which individuals build up knowledge and skills through education and experience specific on-the-job experience as well as general experience (Becker 1975: Minced 1974). According to the theory, individuals who invest in human capital are subsequently rewarded with higher earnings. Formally, the economic model may be derived from the theory of either household or individual demand for schooling, both of which view education as an investment in human capital. In industrial economies, in which subsidies for education are common, the investment decision may be viewed as an individual decision; in developing economies the relevant decision unit may be the household (Chandler, Lava, and Filmier 1994; Mason and Chandler 1997). Households will invest in education up to the point at which the marginal benefit from an additional year Of schooling equals the marginal cost of an additional year of schooling. In the traditional human capital literature, earnings are determined by education and Other individual, household, and, possibly, community characteristics. Earnings are observed, however. Only for individuals who have positive earnings (that is, who actually supply labor). To take this into account, we specify a labor supply function. Our model then becomes: (1) (2) Ii Is E(lie, HI, Chi) S(lie, Hair Chi) This implicitly assumes that the household decommissioned possesses perfect information and that capital markets are perfect. Both assumptions are very restrictive and appear unrealistic in developing economies. Where Ii (earnings of individual i) and Is (the labor supply of individual i) are the dependent variables; is a vector of individual characteristics, such as age and age squared (to capture possible nonlinearities), gender, the individuals level of education, and the level of education of the individuals parents; H is a vector of household characteristics, such as the wealth of the household: and C is a vector f community variables, such as urban versus rural location. Literacy, L, is then determined by the following simple model: (3) Lie = L(lie, Hi, Chi) The explanatory variables are similar to those in the earnings equation, with some differences. In order to investigate the possible link between poverty and literacy, we include earnings and the poverty quintile of the household in H. We also include a measure Of the distance to the nearest primary school in C To analyze the determinants of earnings, we use a Hickman selection model (1976, 1979), which can be briefly described as follows. Consider the earnings regression: (4) In Wi = Xi; * Ii here In Wi is log-earnings for individual i, Xi is a vector of explanatory variables for individual i, is a vector of parameters, and Ii is an error term capturing unobserved variables, The problem in estimating equation 4 is that we implicitly apply a sample selection rule because we observe only earnings of individuals who work; potential earnings of people who do not supply labor are not incorporated. If the sample has characteristics that dieter from those of the underlying population in a nonrandom fashion, it will suffer from a selection bias, which, if not taken into account, will lead to biased parameter estimates. Hessians solution to this problem is to incorporate the labor supply choice in the earnings equation. The earnings and labor supply choice equations thus become: In Wiz = Uzi where equation 5 is the earnings equation (equivalent to equation 4), in equation 6 is a latent variable that reflects the excess utility from participating in the labor market, and Uzi is a vector of variables explaining the labor supply decision of individual i. The latent variable l* corresponds to the indicator variable: lie- 1 if > 0, 0 otherwise The model is estimated by first estimating the inverse Mills ratio and then including it as an additional regresses in equation 5: (7) In Wi Kip -t- Ii where ski is an estimate of the inverse Mills ratio for individual i. The Hickman model views labor supply as an individual choice. This view may be inappropriate in a development context, where the absence of (public) safety nets means that there is not likely to be much of a choice involved in the labor supply decision. The labor actually supplied to the market is likely to be determined more from the demand sid e than from the supply side. This contrasts with industrial economies, in which the labor supply decision is likely to be made in a different Skilled workers are more likely to supply their labor than unskilled workers since they forgo more income than do skilled workers by staying idle (given that there is a social safety net whose benefits are high enough not to force them into working). We applied the maximum likelihood version of the Hickman selection model -? rather than the Two-Step version in order to be able to weight the data. We view the Hickman model as the general model, the validity of which must be tested against the reduced model, The reduced model here is the standard earnings equation, which is nested within the selection model. That is, the standard earnings equation is a special case of the selection model in which the selection correction terms, Ai, are statistically insignificantly different trot zero. S. THE DATA AND DESCRIPTIVE STATISTICS We test the model using data from two household surveys, the 1931192 Ghana Living Standards Survey (GILLS) and the 1997 Core Welfare Indicators Questionnaire (CSCW). GILLS aims at obtaining measures of the living standard in Ghana on several dimensions, including health and education/literacy_ The survey is very extensive and includes 4,565 schooled. The CSCW aims mainly at providing data applicable for analyzing factors affecting poverty, education, and labor markets issues. It contains a much smaller number of questions (questions about earnings, for example, are not included) but a larger sample of households (14,514) and individuals (60,686). 5. Results on Literacy Investigating literacy and its covariates for the GELS data enables differentiating between several types Of literacy and reveals that being able to read and write in English is associated with higher earnings than is being able to read and write in one or more Ghanaian languages (table 3). The various measures of literacy are highly correlated, however. A problem that is likely to cause collinear in the regression analysis of the next section. To circumvent these problems, we comb ine the various literacy variables into a single composite measure of functional literacy.

The Chocolate War Essay Example | Topics and Well Written Essays - 250 words

The Chocolate War - Essay Example Archie Costello heads The Vigils and the group is specialized in giving assignments that have to be completed by other students. Depending on the individuals, the assignments are different from one person to the other and are intended to inflict as much psychological torture as possible. For instance, when Goober, Jerry’s friend is given an assignment of unscrewing desks, chairs and hinges, he undergoes negative emotional consequences when the desks and chairs fall apart the moment the students come to class the following day. Apathy is indeed infectious. When Jerry refuses to sell the chocolates, he is considered a hero, since his fellow students also refuse to sell their chocolates 1st Student remarks that â€Å"I never thought of saying ‘no’ like you did. That was awesome† (Robinette 56). This clearly indicates that other students were infected by apathy. Jerry proves Archie right when he tells Obie that Jerry is emotionally strong since after loosing his mother, he has stood on his feet by joining school in such a short period of time. Archie claims â€Å"Don’t let him fool you. He is a tough one. Gets wiped out all day, then gets right back up on his feet† (Robinette 12). During certain instances, it is imperative that an individual violates the society around him/her, particularly when the society goes against his/her personal norms. Jerry decides to embrace the assertions of a poster in his locker that reads â€Å"Do I dare disturb the Universe?† (Robinette 39). This was wise of him since every individual has the right to choose what is consciously right for him/her. When Jerry remarks that refusing to sell chocolates is a kind of perversion, he is right, since perversion is an aspect that best describes the behavior of human beings that are considered to be deviating from what is regarded as being normal. At the Trinity school, it was evident that The

The Global Significance of the Middle East Essay

The Global Significance of the Middle East - Essay Example The global significance of the Middle East in a broader sense is defined by religious, economic, and political factors. This religion has enormously contributed in past global civilizations. Its economic hub has benefited uncountable nations through the resources held in this region. Most importantly, the emergence and spread of Islam, and the rise of terrorism threats have placed Middle East at a critical global focus. A notable example here is the 9/11 terrorist attacks in the U.S2. Essentially, the political organization of the region has continued to inform the region’s global influence. The realized global significance of the Middle East is based on its strategic location, resources held, and its relations with the rest of the world. The region is rich in oil and natural gas, resources that drive a great deal of people’s lives globally. Its location also stands in a path that offers global connectivity through transport. Most importantly, linking of a number of countries in Middle East with terrorist activities has made the region significant to consider. Religious and political scrutiny of the region has attracted global attention. Middle East’s global significance has strained its ties and relations with some countries, while streamlining those of its allies. This has resulted in variant views and perspectives regarding this region. Proof of terrorism emanating from the region could justify such strained relations. However, global interdependence holds the significance of Middle East as a positive

Lisa and The Two-Sues Case Study Example | Topics and Well Written Essays - 1000 words

Lisa and The Two-Sues - Case Study Example Even on arrival at the hostel, she gets confused with the reception she gets from her roommates. These conditions are normal for most people and they ignore them for good. However, the inhibitions and low self-esteem complicate Lisa’s life there, and she tries to see her as a passive person but with a high sense of dignity. 2. Lisa’s greatest challenge should be identified as her reluctance to adapt to the changing circumstances. This is a part of her personality that makes her choose a confined lifestyle away from the reach of even the least cases of unpleasant situations. When Lisa enters the No.92 room, her expectations get wounded by the responses of the Sues. From the further days of life in the room, Lisa understands that the two girls are careless about her and they possessed little regards for the newcomer. The two girls were already friends and they had a lot of things in common. Lisa was indifferent towards the girls in the beginning, but when they brought their boyfriends to the room, the conditions changed altogether. Even though Lisa does not describe her friends, her choice for going home on the weekends indicates that she dislikes the girls for their character and low-self esteem. 3. Lisa never likes to stay in the room at weekends, particularly because of the fear that Sues may bring their boyfriends for a night stay. Also as the girls spoke too little to her, the most desirable thing she could do was to get home at the earliest. She says she misses Jane a lot because she likes only Jane on the campus. The stressful life in the common room has every potential to challenge the quality of her results and it may also throw her into depression. Therefore, Lisa has to tell choose between quitting the room and adapting herself to the existing environment. The former case is not practically easy as the room allotment is normally fixed for the complete academic session.

Why Is Organizational Design Important Management Essay

Why Is Organizational Design Important Management Essay Organizational design is selecting and managing the culture, structure, processes and positions in organization so that organization can control the activities. The final aim is to achieve goals and objectives and to make organization successful (Sargent and McConnell, 2008). The design works best if it is effective and it has a positive impact on individuals (Nadler and Tushman, 1998). The organizational design is important because it shapes the behavior of members working in organization (Jones, 2010, p31) and managers acquired desired behaviors through managing organizational design. The two components of design are; Structural components include goal, strategy, and structure and Human components include work processes, people, communication, coordination and control, and incentive mechanism (Burton, DeSanctis and Obel, 2006). But it is not only about formal structure it also includes informal structures and managers integrate both into business strategy. The Ford Company makes a record loss of $13.3 billion in 2006, the tall hierarchy and culture based on empire building was found to be the reason of low productivity. The behavior of managers in Ford because of empire building structure is that they do not admit mistakes and protect their interests; the managers do not like their subordinates to ask questions. The new CEO from outside the company looks at the problem and ordered managers to share information across different departments (Jones, 2010, p36). Organizational design is a continuous processes because globalization, technological breakthrough and tough competition is continuously changing the way organization work and new forms of organizational designs are emerging such as learning, virtual, cellular, alliance, network, modular or spaghetti etc. (Burton, DeSanctis and Obel, 2006). Organizations have limited resources, have internal constraints, external pressures and even face conflicting goal situations and organizational design makes the balance between internal and external pressures (Jones, 2010), manage the resources in such a manner that it will achieve high performance and give best possible outcomes (Daft, Murphy and Willmott 2010, p22). It also increases productivity, allows innovation and gives competitive advantage. When organizations are not performing, managers redesign and restructure the organization so that it will reveal its potential. There is no specific best design for organizations it emanates from overall vision of organization. What will happen if there is no design in company? A Brazilian company Semco has no organizational design, structure, charts, hierarchy, goals and mission statement but still performing well and making profits (Semler, 2007). But Semco has only 150-200 employees, when organizations grow and expands, employ large n umber of people then gradually it becomes more complex. If a manager puts less attention, a flawed design will emerge and it hinders productivity. The factors managers should take into account while designing the organization are vision, strategy, size, environment, communication, control and incentive systems. Finally have a fact in mind that organizational behavior is result of organizational design. REFERENCES Burton, R. M., DeSanctis, G. and Obel, B. (2006) Organizational Design A Step-by-Step Approach. Cambridge University Press, New York. Daft, R. L., Murphy, J. and Willmott, H. (2010) Organization Theory and Design. Andover: South-Western/Cengage Learning. Jones, G. (2010) Organizational Theory, Design and Change. 6th edn. Upper Saddle River, N.J: Pearson/Prentice Hall. Nadler, D. A. and Tushman, M. L. (1998), Competing by design, Executive Excellence, vol. 15, no. 8, pp. 12-12. [Online] Available at http://search.proquest.com/docview/204590420 (Accessed 22 November 2012) Semler, R. (2007), Out of this world: Doing things the Semco way, Global Businesses and Organizational Excellence, vol. 26, no. 5, pp.  13-21. [Online] DOI:  10.1002/joe.20161 (Accessed 30 November 2012) Sargent, A. and McConnell, T. (2008), Practical approaches to organization design,  CMA Management,  vol. 81, no. 9, pp. 22-25. [Online] Available at http://search.proquest.com/docview/197815281 (Accessed 22 November 2012) In what ways is the managerial role changing in the 21st Century? The economic fluctuations, change in technology, increasing socializations and demands for employees codetermination is continuously posing challenges to managers (Agthe, 1972) and in past two decades managerial roles had been gone through a notable transformation (Pearson and Chatterjee, 2003). The modern management has seen the shift from dictatorial style to team based approach. Top managers do not only stay in corporate offices but they handle employees from ground levels like Costcos top managers works and administer employees from retail floor (Buffington, 2009). Managers now empower, motivate, educate and coach their subordinates and manage resources strategically. If subordinates do not satisfy with the role of their managers then there is a high employee turnover in organization. The number one reason for which employee leaves job in USA is because of dissatisfaction with their managers and immediate bosses, found in Gallup survey of over 1 million employees (AgriMarketing, 2009). Managers guide and control their subordinates but on the same time take orders from top management; they transfer the vision of top management to employee and communicate goals and objectives. Adam Smith argued managers play unimportant role in organizational performance (Horowitz, 1994) and they just adds hierarchical levels, raise cost and put burdens on organization. But as we have seen in past, managers make organizations economically and technically effective, they manage inputs and processes to maximize the output (Bern et al, 2009). They deals with human, physical and financial resources, makes work done by others and make the job of others easy, practical and possible through demonstrating their competencies in terms of knowledge, skills and abilities. The traditional approach states that managers in organizations perform four general roles planning, organizing, leading and controlling. Mintzberg (1980) had suggested ten managerial roles and are categorized in three d imensions; the first is interpersonal which includes liaison, leader and figurehead. Second is decisional which includes disturbance handler, resource allocator, negotiator and entrepreneur. The last dimension is informational which includes monitor, spokesperson and disseminator. In addition Douglas  McGregor mentioned two styles of managers. Theory X in which managers push employees to do work, think employees are lazy, show dictatorial role and perform hard management practices. Whereas managers in Theory Y feels employees enjoy their work, wish to grow and that is why managers select soft management practices (Holloman, 1974; Weisbord, 2011). It is not necessary that traditional management roles only improve productivity. In 1914 Ford doubled wage rates from $2.5 to $5 and shortened work hours from nine to eight hours, the result was high productivity and cost went down. It was an out of box phenomenon practiced by managers in Ford. In 21st Century, the managers are seen as ca talyst; have a strong impact on profitability and policies, they are more adaptable, proactive, innovative, mobile and committed (Eric, 1998) for minimizing the threats and grabbing the opportunities. Managers also start giving attention on cultural diversity issues, work life balance, equality, strong laws and regulations affecting organizations which has been given less attention in past. REFERENCES Agthe, K. (1972) The changing role of Europes managers, Business Horizons, vol. 15, no. 6, pp. 89-94. [Online] Available at http://www.sciencedirect.com/science/article/pii/0007681372900675 (Accessed 1 December 2012) Bern, D., Leeds, M., Leeds, E., and Mondello, M. (2009), The Role of Managers in Team Performance,  International Journal Of Sport Finance, vol. 4, no. 2, pp. 75-93. [Online] Available at http://web.ebscohost.com/ehost/detail?sid=db8b93aa-e99d-4788-ad67-bbe34d70cf93%40sessionmgr113vid=1hid=112bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=s3hAN=40508510 (Accessed 1 December 2012) Buffington, J. (2009), Rethinking Management for the 21st Century,  Industry Week,  vol. 258, no. 9, pp. 54. [Online] Available at http://search.proquest.com/docview/219760478 (Accessed 2 December 2012) Eric, R. G. (1998) The compleat manager, 21st century style.  Management Review, vol.  87, no. 1, pp. 9-9. [Online] Available at http://search.proquest.com/docview/206689809 (Accessed 2 December 2012) Holloman, C. R. (1974) What McGregor Really Said, Business Horizons, vol. 17, no.6, pp. 87-92. [Online] DOI: 10.1016/S0007-6813(74)80014-5 (Accessed 2 December 2012) Horowitz, I. (1994) On the manager as principal clerk, Managerial and Decision Economics, vol.  15, no. 5, pp. 413-413.   [Online] Available at http://search.proquest.com/docview/206626208 (Accessed 2 December 2012) Mintzberg, H. (1980) The nature of managerial work. Englewood Cliffs; London: Prentice-Hall. Pearson, C. A. L. and Chatterjee, S. R. (2003) Managerial work roles in Asia: An empirical study of Mintzbergs role formulation in four Asian countries, Journal of Management Development, vol. 22, no. 8, pp. 694-707. [Online] DOI: 10.1108/02621710310487864 (Accessed 2 December 2012) Weisbord, M. (2011),Taylor, McGregor and me, Journal of Management History, vol. 17, no. 2, pp. 165-177. [Online] DOI: http://dx.doi.org/10.1108/17511341111112578 (Accessed 2 December 2012) (2009), A Managers Role,  AgriMarketing,  vol. 47, no. 4, pp. 18-18. [Online] Available at http://search.proquest.com/docview/214008047 (Accessed 1 December 2012) In your view, does team working enhance or detract from enhanced organizational performance? Illustrate your key arguments with organizationally based examples. According to Oxford Dictionary Teamwork is the combined action of a group, especially when effective and efficient. Whereas Team is collection of more than one individual strive to achieve goals, they had a coordination of activities and had a specific performance objectives (Conti and Kleiner, 1997). People rarely work in isolation; they work as teams in organizations. In USA nearly 80% of organizations (having more than 100 employees) organized some employees to work in teams (Bishop and Mahajan, 2005; Plessis, 2011). Organizational performance depends on what are the objectives of organization and can be seen as productivity, higher outputs, financial and operational results (Delarue et al, 2008). Team works for achieving their objective and on the same time it contributes in organizational performance (Bishop and Mahajan, 2005). Managers increasingly organize work around teams because it gives synergy; give greater level of performance as compare to the individual input (Fincham and Rhodes, 2005, p276). Boeing gathered members of design team from dozen countries for its 777 project and synergy is clearly observed in outcomes of teams. The new Boeing is 33% fuel efficient and 25% less costly (Benson-Armor and Hsieh, 1997). It is also important to mention social loafing; the sum of team efforts can be less than the sum of individual efforts, individual puts less efforts when team expands. Teamwork also raises the level of trust because employees depend on each other for completing tasks and projects. According to SHRM (Strategic Human Resource Management) theories, a well-planned HR system which usually includes teamwork will raise employee satisfaction, motivation and commitment which results in positive behavioral changes and leads to enhanced organizational performance (Delarue et al, 2008). On the other ha nd, team often leads to negative results such as conflicts, poor decisions and low productivity (Campion et al, 1993), which harms organizational performance. Buchanan and Huczynski (2007, p284) mentioned overall success of a company is depending on performance of teams working in it. Effective team leads to enhanced organizational performance. According to Guzzo and Dickson (1996), the effectiveness of team depends on goals, team cohesiveness, composition, leadership and motivation. It is important to keep the team on track, the reason for their existence. Teams exist to achieve goals objectives, they exist to perform tasks and it is the major reason for creating teams (Ilgen, 1999). The second performance-dependent factor is team cohesion, the more cohesive team leads to higher performance and teams with cohesion are efficient and effective. Smith et al (1994) found the positive correlation between team cohesion and financial success when he studies the cohesiveness in top management teams. The team composition means the characteristics and nature of team members. Campion et al (1993) mentioned composition is process of designing the te am in terms of the size, heterogeneity, flexibility, tasks and roles of members. Effective teams are of relative size, highly flexible, heterogenic in term of skill and experience especially when tasks are diverse and need different expertise (Hillmann, 2005). He showed through empirical study that composition of team leads to effectiveness. Leaders can also affect the performance of team, sometimes the higher expectations of leaders regarding team performance raise the actual performance of team and leaders often intervene in team processes only to boost the individual performance of members (Guzzo and Dickson, 1996). On the other hand unrealistic expectations may makes members of teams frustrated and often put them in stress. The last factor is motivation; it can be individual or group level motivation. Teamwork raise work morale and the level of involvement of members, whereas incentives and rewards for team performance can raise group level motivation. The 385 employee company S helby Die Casting, automobile manufacturing in Mississippi is 16 months away from closure, for saving the company employees had been organized into workplace teams. The result of teamwork is clearly observed, scrap reached to 12% (which was 40% two years ago) and performance is up, this teamwork saves the company from closure (Caudron, 1994). Another example is of Wellman International, a 450 employee company manufactures synthetic fiber. They improved quality and solve problems by implementing effective teamwork (Ingram, 1996). Guzzo and Dickson (1996) had also challenged the assumption that improvement in team performance simply leads to organizational performance is not always true. Sometimes teams are working well but results are not seen in larger organizational context. If the company invests in IT infrastructure, it may increase team performances but it does not imply that it will have an effect on organizational performance. Team-Organization relation is very vital, the positive changes in team results in organizational performance. On the other hand changes in organization also affects working of teams exist in it. Nurmi (1996) claimed that teams often slow down the decision making process, if members are not empowered. Teams also face conflict situations and they spent huge amount of their time and efforts in resolving conflicts. Teams spend their time in improving communication and attending team meetings which divert them from their original goals, conflict is linked with low effectiveness in org anizations (Dennis et al, 1999). Consensus and compromises are usually seen in teams for resolving conflict scenarios. Team concept is not necessarily applicable in all type of organizations. Gosen Corp organized its employees in cross functional team but after eight years employees did not find the reason for working in team when they are performing well individually and team concept is very ambiguous in company (Caudron, 1994). Caudron, S. (1994) argued bringing the individuals in a group creates barrier for achieving success. Individuals are often become an obstacle in implementing teams, they do not want to be a part of team, rather likes to perform tasks alone and shows reluctance for taking responsibility and decision making, These reluctant employees can be a reason for low performance (Berman, 1999). If the individual employees are organized in teams they look for their interest such as career and salary and they do not put more attention on team objectives. From HR perspective, hiring individuals is easy but getting those individuals perform in teams is hard. Lencioni (2006) had explained the problems in team and explained factors of team dysfunction such as lack of trust, fear of conflict, commitment issues, absence of accountability and inattention to results. These problems are affecting the performance of organization and hard to manage but still they are curable. In present era, teams have become an essential element in organization. Teamwork assists management, improves communication, encourage innovation, save time and hence enhance organizational performance (Nurmi, 1996). For making team perform and make them feel their higher potential, UK organizations invest heavily in team building exercises (Read, 2007). Organizations can work effectively only if there is strong collaboration and coordination among its team members (Mullins, 2011; Brooks, 2009). The self-assessments tool should apply in teams; each team member feels accountable for their work and evaluates their performance critically and member should give feedback to one another. Team roles should be clear among members and managers should make sure that there will no role clashes (Belbin, 2010). Another tool is Gap Analysis; the gap between current position and what should be the future position of tasks and goals then plan accordingly to lower down the gap. If teams are designed, managed and evaluate very well it will give better results and leads to higher organizational outcomes.

Maria Mitchell Essay -- Essays Papers

This paper will discuss the life of Maria Mitchell and how she became the first woman astronomer in the United States. It will tell of where she grew up. How she climbed the ranks to achieve her goals and how she came into discovering her true passion of astronomy. By describing the events that made this courageous woman, we can see clearly how she set an example for her gender in the Nineteenth century. Women have always been at the forefronts of science, even though they have not always taken the credit for it. One of the defining marks of humanity is our ability to affect and predict our environment. Science - the creation of structure for our world - technology - the use of structure in our world - and mathematics - the common language of structure - all have been part of our human progress, through every step of our path to the present. Women and men together have researched and solved each emerging need. But in beginning of this paper, we will begin at the beginning and reveal the location of her birthplace to tell of her origins to seek the woman who broke many gender stereotypes. Maria Mitchell, an American astronomer, â€Å"was born August 1, 1818 in Nantucket, Massachusetts, USA.† (McPherson p.12) Her father, a member of the Quaker religion felt strongly that girls should receive education equal to that of boys. When Maria was sixteen she was already a teaching assistant to a schoolmaster. â€Å"It was this strict schoolmaster that gave Maria the advantage over the others,† (Weatherford p.144) in that she could quickly find problems and solve them. He was Cyrus Peirce, the founder of the first normal school in America, nowadays called a teacher's college. When she was seventeen she decided to open a school of her own. She rented a room and put an advertisement in the newspaper. The school closed after a year when Maria was offered a job as a librarian of Nantucket's Atheneum Library. This job was perfect for her, because she was earning a good salary and had time to study and read books. Her father also was â€Å"hired as cashier of the Pacif ic Bank.† (p.54) With his new job came the living quarters attached to the bank. Mr. Mitchell built an observatory on the roof and installed a brand-new four-inch telescope. He used it to do star observations for the United States Coast Guard and Maria helped her father with the measurements. One night in the Au... ...ollege. A crater on the moon was named for her. Posthumously, a tablet with her name was put in the New York University Hall of Fame, her name was carved in a frieze at the Boston Public Library, and she was inducted into the National Women's Hall of Fame. With all of these accomplishments in her career, it is not a wonder that she became the first woman astronomer in the United States of America. By proving herself worthy of what a man could do, she excelled beyond the call of duty and met all of the criteria that a man was supposedly only capable of doing. By having the courage and faith to do what she loved, she set the example for many women in the future to rise through the ranks of men and become just as successful. Bibliography: Gormley, Beatrice, Maria Mitchell: The Soul of an Astronomer, Eerdmans, William B. Publishing Company, December 1995. McPherson, Stephanie, Hetty Mitchell (Illustrator), Rooftop Astronomer: A Story about Maria Mitchell Lerner Publishing Group, The, June 1990. Mitchell Kendall, Phebe, Lee and Shepard, Maria Mitchell: Life, Letters and Journals, 1896. Weatherford, Doris, American Women's History, Prentice Hall General Reference, 1994.

Generic Strategy – Porter

THEME 8: GENERIC STRATEGIES 1. Introduction. 2. The Porter's approach: competitive strategies (cost advantage, differentiation advantage and specialization). 3. The Ansoff's approach: the Growth Matrix (market penetration, product development, market development, and diversification). 4. An integrating approach.  © Alfonso VARGAS SANCHEZ 1 Hope is not a strategy, specially when internationalizing the company is the intention 2 Strategic Analysis: Compulsory Questions What business is the organisation in? manufacturing/retail, etc. Who do they compete with, and how do they compete? Who are the organisation’s stakeholders?Key stakeholders & their influence. What are the external drivers for change? – PEST model, macro environment. – Five Forces model, micro/industry environment. How does the organisation gain value? – Resource audit, tangible & intangible. – Value Chain and Value System analysis. Assess the balance in the corporate portfolio, BCG ma trix. How should I compete? Porter’s generic strategies: low cost, differentiation, specialization. What are my strategic movements? Mergers/Acquisitions, etc. 3 Mission – Vision – Values PEST analysis Competitive Forces P. C. Industry Attractiveness S C. C. S. P. B (threats & opportunities)Value Chain: activities & linkages F. I. T. D. HH. RR. PR. Value System (linkages): other SBUs (synergies) & suppliers buyers’ value chains Strategy formulation, at three levels: C–B–F Company’s Competitive Position (Resourcebased View): cost advantage or uniqueness (strengths & weaknesses) I. L. OP. O. L. M&S A-S. S. STRATEGY ELEMENTS LEVELS BUSINESS SCOPE RESOURCES & CAPABILITIES COMPETITIVE ADVANTAGES SYNERGIES CORPORATE (1) (1) (1) BUSINESS (2) (2) (2) FUNCTION (3) (3) 5 STRATEGIC ADVANTAGE PORTER’S APPROACH Exclusivity perceived by the customer Position of low costs COMPETITIVE SITUATIONBroad (the whole DIFFERENTIATION sector) Reduced ( only one segment) COSTS LEADERSHIP FOCUS or NARROW SEGMENTATION 6 THE LOW COST PHENOMENON Two basic ways: -Productivity. -Economies of scale & learning/experience. 7 8 9 COSTS LEADERSHIP RESOURCES AND APTITUDES -Sustained investment of capital and favourable access to financial markets. ORGANISATIONAL REQUIREMENTS -Strict control of costs. -Detailed and frequent control reports. RISKS OR LIMITATIONS -Technological change that cancels out the experience gained or investment made. -Competitors who learn easily and rapidly. -Stagnation of the product or of the marketing. Inflation of costs that annuls the previous price differential. -Clearly defined organisation -Special aptitudes for and responsibilities. process engineering. -Incentives based on meeting -Close supervision of quantitative objectives. work and operations. -Products designed for ease of manufacturing. -Low cost of distribution. 10 Reading: â€Å"Designers on quest to build $12 computer† 11 DIFFERENTIATION RESOUR CES AND APTITUDES ORGANISATIONAL REQUIREMENTS RISKS OR LIMITATIONS -Significant aptitudes -Coordination between the functions of R&D, product in marketing and in product engineering. development and marketing. Strong investment -Qualitative assessments in R&D. and incentives. -Prestige in quality -Capacity for and technology. understanding the market -Full cooperation of and how it changes. the distribution -Appropriate channels. organisational structure for -Long tradition in the stimulating and rewarding sector, or a unique creativity. combination of aptitudes obtained in other business activities. -Competitive levels of product prices, in accordance with a strategy of minimum global cost. -The customers no longer value the product's factors of differentiation. -As the industry matures, imitation reduces the perceived ifferentiation. 12 Mention some brands for which you are willing to pay a premium price 13 SPECIALISATION RESOURCES AND APTITUDES -Resources and aptitudes of special application and interest in the company's area of operation. -Dominance of the relevant technology and of the engineering of the product. -Marketing capacity. -Ability in the use of limited resources. -Other competitors are specialized in part of the market of the already specialized company. ORGANISATIONAL REQUIREMENTS -Flexible and efficient organisation structure. -Corporate culture relevant and specific to its areas of specialisation (products and markets).RISKS OR LIMITATIONS -The differences in costs compared with nonspecialized companies are so wide that the advantages of specialisation are eliminated. -Close coordination between -The market in which the functions. company is specialized reduces its differences -Rapid response to changes with respect to the global market. in the environment. 14 15 16 A niche strategy within a declining industry Reading: â€Å"Cassettes linger long after expected demise† 17 Segmentation variables Varieties of products. Types of purchas er. Distribution channels. Geographic areas. Example: olive oil market. 18Segmentation matrix (1) TYPE OF PURCHASER VARIETIES OF PRODUCTS (QUALITY) Olive Oil Virgin Olive Oil Extra Virgin Olive Oil Final customer (bottled product) Restaurants, etc. (bulk product) 19 Segmentation matrix (2) TYPE OF DISTRIBUTION CHANNEL VARIETIES OF PRODUCTS (QUALITY) Olive Oil Virgin Olive Oil Extra Virgin Olive Oil Generic Specific 20 Combining segmentation matrixes (1+2) TYPE OF DISTRIBUTION CHANNEL VARIETIES OF PRODUCTS (QUALITY) Virgin Olive Oil for final customers (bottled product) Extra Virgin Olive Oil for final customers (bottled prod. ) Generic Specific 21 Segmentation matrix (3)GEOGRAPHIC AREA VARIETIES OF PRODUCTS (QUALITY) Virgin Olive Oil for final customers using a generic distribution channel Extra Virgin Olive Oil for final customers using a specific distribution channel National Market (a) International Market (c) (b) (d) 22 The choice of a segment/s ATTRACTIVENESS: within the same i ndustry there are segments with different levels of attractiveness. INTERRELATIONSHIPS: choose the most beneficial combination of segments. SUSTAINABILITY: your business scope should lead to a strong (defensible) position. (1) Structural attractiveness (competitive forces). (2) Size and growth. 3) Position of the company. (4) Advantages in costs or in differentiation. (5) Costs of coordination, of commitment and of inflexibility. Against: (6) Competitors with broader objectives. (7) Imitation. (8) Substitution. 23 Example: olive oil market SEGMENTS / CRITERIA ATTRACTIVENESS INTERRELATIONS SUSTAINABILITY (1) (2) (3) (4) (5) (6) (7) (8) (a) (b) (c) (d) 24 Criticisms of Porter’s framework Hybrid strategies could be employed without â€Å"stuck in the middle†. Cost leadership alone does not sell products. Differentiation strategies can be used to increase sales volumes rather than to charge a premium price.Price can sometimes be used to differentiate. A â€Å"generic† strategy can not give a competitive advantage. Arguably, the resource based strategy has superseded this generic strategy framework. 25 â€Å"A company must produce at low cost, while also innovating; it must deploy the massed resources of a large corporation, while showing the entrepreneurial flair of a small start-up; it must achieve high levels of reliability and consistency, while also being flexible† (Grant, 2012). 26 OPTIONS FOR GROWTH ANSOFF’S APPROACH CURRENT PRODUCTS NEW PRODUCTS ANSOFF’S APPROACH CURRENT PRODUCTS NEW PRODUCTS CASE STUDY:CURRENT MARKETS Market Penetration Product Development CURRENT MARKETS Expansion†¦ †¦of Products NEW MARKETS Market Development Diversification NEW MARKETS †¦of Markets Diversification 27 The Growth Matrix Sub-strategies Existing Market Penetration: -Intensification. -Relaunching. -Imitation. -Reduction of costs/prices. -Disaggregation. Product Development: -New products (R&D, innovation). -New product lines. -New services. MARKETS New Market Development: -New territoriesINTERNATIONALIZATION. -New segments of purchasers. -New distribution channels. -New possibilities for utilization. Diversification: -Concentric (or related). By conglomerates (or unrelated). Existing PRODUCTS New 28 INTERNATIONALIZATION & GLOBALIZATION 29 INTERNATIONALIZATION & GLOBALIZATION Reading: â€Å"China’s budding food industry faces scrutiny† 30 International Strategy Opportunities and Outcomes Identify International Opportunities Explore Resources and Capabilities Use Core Competence Strategic Competitiveness Management Outcomes Problems and Risks International Strategies Increased Market Size Return on Investment Economies of Scale and Learning Location Advantage International Business-Level Strategy (*) Multidomestic Strategy Global Strategy Transnational StrategyModes of Entry Exporting Licensing Strategic Alliances Acquisition Establishment of New Subsidiary Higher Performance Returns Innovation (*) Low cost or Differentiation. Standardization vs Adaptation. Multidomestic vs Global. Management Problems and Risks Strength of Market Drivers Aircraft Computers Automobiles Soft Drinks Toothpaste Retail Banking Book Publishing Baked Goods Low Multidomestic High Global Strength of Cost Drivers Pharmaceuticals Aircraft Computers Automobiles Toothpaste Retail Banking Baked Goods Soft Drinks Low Multidomestic High Global Corporate-Level International StrategiesMulti-Domestic Strategy Strategy and operating decisions are decentralized to strategic business units (SBU) in each country. Products and services are tailored to local markets. Business units in each country are independent of each other. It assumes markets differ by country or regions. Focus on competition in each market. Prominent strategy among European firms due to broad variety of cultures and markets in Europe. Corporate-Level International Strategies Global Strategy Products are standardized across national markets. Decisions regarding business-level strategies are centralized in the home office.Strategic business units (SBU) are assumed to be interdependent. Emphasizes economies of scale. Often lacks responsiveness to local markets. Requires resource sharing and coordination across borders (which also makes it difficult to manage). Corporate-Level International Strategies Transnational Strategy Seeks to achieve both global efficiency and local responsiveness. Difficult to achieve because of simultaneous requirements for strong central control and coordination to achieve efficiency and local flexibility and decentralization to achieve local market responsiveness. Must pursue organizational learning to achieve competitive advantage.International Corporate Strategy When is each strategy appropriate? High Global Strategy Need for Global Integration Transnational MultiDomestic Low Low High Need for Local Market Responsiveness Effective Standardization Coca-Cola McDonalds Barbie: The †Å"All-American† Girl Goes Overseas Barbie is more than 40 years old. Sold in 130 countries. National adaptations: – Physical features. – Costumes. – Activity sets. Standardized physique: – Scaled to 6’2†, 110 lbs. – 38-18-28. Effective Adaptation McMutton Pie in Australia. Wendy’s shrimp sandwich in Japan. Campbell’s noncondensed soups in the UK. Coca-Cola’s 175 ml containers in Japan.Cadillac Seville 1997 Asian edition: Right-hand drive, shorter seats, closer pedals, 10† shorter & retractable mirrors. Limits to International Expansion (beyond political and economic risks) Management Problems Cost of coordination across diverse geographical business units. Institutional and cultural barriers. Understanding strategic intent of competitors. The overall complexity of competition. DIVERSIFICATION Why? Growth, Profitability and Risk Reduction: Don‘t put all your eggs in one basket !! 42 DIVERSIFICATION Three essential tests for judging diversification (Porter): -The attractiveness test: Is the target industry attractive?Use the 5forces model to assess its attractiveness. -The cost-of-entry test: Is the cost of the diversification worth it? Will the diversified firm create enough additional value to justify the cost? -The better-off test: Does the diversification move produce opportunities for synergies? Will the company be better off after the diversification than it was before? How and why? Potential advantages: 1. Economies of scope (cost savings from using a resource in multiple activities carried out in combination). 2. Internal market (for capital and staff). Reading: â€Å"Perils of diversification†. The era of diversification, 50s-80s. – Refocusing, 90s-onwards. 43 DIVERSIFICATION Because of its high risk, many companies attempting to diversify have led to failure. However, there are some good examples of successful diversification: -Virgin Group moved from m usic production to travel and mobile phones. -Walt Disney moved from producing animated movies to theme parks and vacation properties. -Canon diversified from a camera-making company into producing an entirely new range of office equipment. 44 DIVERSIFICATION Reading: â€Å"Toyota tunes up violinplaying robot† 45 Diversification & PerformanceThe findings of empirical research: How do diversified firms perform relative to specialised firms? -No consistent, systematic relationship has been emerged. -High levels of diversification are associated with deteriorating profitability. -Timing is key. Does related diversification outperform unrelated diversification? -Diversification into related industries should be more profitable than diversification into unrelated industries. -Peters and Waterman’s golden rule: â€Å"Stick to the Knitting†. Empirical studies have defined relatedness in terms of similarities: Operational relatedness.Strategic relatedness. 46 Related Di versification Businesses are distinct but their value chains possess strategic â€Å"fit† in operations, marketing, management, R&D. distribution, labor, etc. Therefore, they tend to exploit economies of scope. Tend to (historically) outperform unrelated diversifications. 47 Unrelated Diversification No common linkage or element of strategic fit among SBUs — i. e. , no meaningful value chain interrelationships. Dominant logic: spreads businesses risk over multiple industries, stabilizing corporate profitability (in theory).Strategic approach: any company that can be acquired on good financial terms & offers good prospects for profitability is a good business for diversification. Conglomerates (clusters of businesses under central, mainly financial, management control), such as GE. 48 Example: GE â€Å"Diversification helps to strengthen General Electric; when one business is going badly, the other goes well, which contributes to the stability and growth of the company †. These words of Ricardo Artigas, Vice President of the General Electric Company, clearly reflect the sense behind this trategic option, the result of which is a company configured into twelve divisions: 1. Aircraft Engines; 2. Appliances (domestic electrical appliances); 3. Capital Services (financing services for customers); 4. Lighting; 5. Medical Systems; 6. NBC (television channel); 7. Plastics; 8. Power Systems (electrical energy generation); 9. Electrical Distribution and Control (power cables, transformers, etc. ); 10. Information Services; 11. Motors & Industrial Systems; 12. Transportation Systems. 49 AN INTEGRATING APPROACH Leadership in costs Differentiation Maintenance Growth Restructuring Internal External ExpansionDiversification of Products of Markets Concentric Conglomerate Vertical Integration Horizontal Integration 50 AN INTEGRATING APPROACH GROWTH STRATEGIES Expansion Internal Diversification Expansion External Diversification of Products of Markets Concen tric Conglomerate of Products of Markets Concentric Conglomerate Strategic Advantage Costs Differentiation Readings from the textbook: Pascual & Lagasa -internal growth based on diversification-; Fontaneda & La Casera -external 51 growth based on the expansion of products and markets-. â€Å"Progress is when things get simpler, not more complicated† Bruno Munari, Italian artist. 52