Hr Project on Motivation

ELIJAH INSTITUTE OF MANAGEMENT STUDIES Thrissur CERTIFICATE FROM THE COLLEGE This is to certify that the project report entitled â€Å"A STUDY ON EMPLOYEE MOTIVATION†Ã¢â‚¬â€œwith special to reference hyderbad industries limited, Thrissur, submitted in partial fulfillment of the requirement for the award of degree of Master of Business Administration of University of Calicut was carried out by Mr. SHAHID KV. Dr. C. T. PAUL Principal CERTIFICATE FROM THE GUIDEThis is to certify that the project report entitled â€Å"A STUDY ON EMPLOYEE MOTIVATION†Ã¢â‚¬â€œwith special to reference hyderbad industries limited, submitted in partial fulfillment of the requirement for the award of degree of Master of Business Administration of University of Calicut was carried out by Mr. SHAHID KV under my guidance. This has not been submitted to any other university or institution for award of any degree/diploma/certificate. Miss. ANITHA. A (Faculty Guide) DECLARATIONI, Shahid kv declare that the project entitled â€Å"A Study on employee motivation of Hyderabad Industries Ltd† submitted to Calicut University in partial fulfillment of the requirement for the award of the degree of master of business administration is a record of original project work done by me during my period of study in Elijah Institute of Management Studies under the able guidance of Miss. ANITHA. A (MBA). I further declare that this project report has not been submitted to any other university/institution/board for award of any degree/diplomaPlace: TrichurSHAHID KV Date: ACKNOWLEDGEMENT First and foremost let me sincerely thank ALMIGHTY for the great opportunity and blessings that he has showered up on me for the successful and timely completion of my project work. I extent my sincere gratitude to Dr. C. T. Paul, Principal, Elijah Institute of studies and Dr. Sandhya. G. nair, Head of the department of management studies, for their kind support and guidance for making my project great succes s. I very great fully wish to forward due respect and thanks to my internal faculty guide Miss. Anitha.A, able guide for the project, for the continuous, creative, valuable and informative support extended to me, without which the project would not have been efficiently completed. I am also thankful to Mrs. Jyothis Rachel and Mr. Vinod A. S [faculty of ELIMS]. I render my whole hearted thanks to all the other respected faculties of the management department, librarian, lab technician and all other office staff for their assistance and co-operation given to me in regard to this work. I am extremely indebted to the management of Hyderabad Industries Limited, Thrissur and Mr.Pradeep kumar, General Manager (works), who gave me the privilege to carry out my project in their distinguished institution. Let me take this opportunity to thank all the Hyderabad Industries Ltd’s staff for their help and co-operation. I thank my parents and all other family members for their valuable and inseparable support in completion of this project. Once again I take this opportunity to convey my sincere thanks to each and every person who helped me directly and indirectly in the successful completion of this project.SHAHID KV TABLE OF CONTENTS |CHAPTERS |CONTENTS . |PAGE NO | |CHAPTER 1 | | | | |(1. 1) INTRODUCTION |1 | | |(1. ) RESEARCH PROBLEM |2 | | |(1. 3) SIGNIFICANCE OF THE STUDY |2 | | |(1. 4) RESEARCH OBJECTIVES |3 | | |(1. 5) RESEARCH HYPOTHESIS |4 | | |(1. ) RESEARCH METHODOLOGY |4 | | | | | |CHAPTER 2 |LITERATURE REVIEW |8 | | | | | | |(3. ) INDUSTRY PROFILE |17 | |CHAPTER 3 |(3. 2) COMPANY PROFILE |22 | | |(3. 3) DEPATMENT PROFILE |26 | | | | | |CHAPTER 4 |(4. ) DESCRIPTIVE STATISTICS |32 | | |(4. 2) INFERENTIAL STATISTICS |49 | | | | | |CHAPTER 5 | | | | |(5. ) SUMMARY |53 | | |(5. 2) FINDINGS |54 | | |(5. 3) SUGGESTIONS |55 | | |(5. 4) LIMITATIONS OF THE STUDY |56 | | |(5. ) CONCLUSION |57 | | |(5. 6) SCOPE FOR FURTHER RESEARCH |58 | | | | | | |BIBLI OGRAPHY |Ix |LIST OF TABLES |SL: NO: |PARTICULARS |PAGE NO: | | | | | |4. 1. |Response about the support from the HR department |32 | | | | | |4. 1. 2 |Management is interested in motivating the employees | | | | |33 | |4. 1. |The type of incentives motivates more | | | | |34 | |4. 1. 4 |Satisfaction with the present incentives provided by the organization | | | |The company’s attitude in recognizing and acknowledging your work. | |4. 1. 5 | |35 | | |Periodical increase in salary | | | | | | |4. 1. |Job Security existing in the company |36 | | | | | |4. 1. 7 |Relationship with the Co-worker |37 | | | | | |4. 1. |Effective performance appraisal system |38 | | | | | |4. 1. 9 |Effective promotional opportunities in present job | | | | |39 | |4. 0 |Good safety measures existing in the organization | | | | |40 | |4. 11 |Performance appraisal activities are helpful to get motivated. | | | |Support from the co-worker is helpful to get motivated |41 | |4. 2 | | | | |Career develo pment opportunities are helpful to get motivated | | |4. 13 |Opinion about the important factor which motivate the employees |42 | | | | | |4. 14 |The effect of incentives and other benefits in employee performance 43 | | |Involvement of employees in decision making | | |4. 15 | |44 | | | | | | | |45 | |4. 6 | | | | | | | |4. 7 | |46 | | | | | | | | | | | | | | | |47 | | | |48 |LIST OF CHARTS |SL: NO: |PARTICULARS |PAGE NO: | | | | | |4. 1. |Response about the support from the HR department | | | | |32 | |4. 1. 2 |Management is interested in motivating the employees | | | | | | |4. 1. |The type of incentives motivates more |33 | | | | | |4. 1. 4 |Satisfaction with the present incentives provided by the organization |34 | | |The company’s attitude in recognizing and acknowledging your work. | |4. 1. 5 | | | | |Periodical increase in salary |35 | | | | | |4. 1. |Job Security existing in the company | | | | |36 | |4. 1. 7 |Relationship with the Co-worker | | | | |37 | |4. 1. |Effective performance appraisal system | | | | |38 | |4. 1. 9 |Effective promotional opportunities in present job | | | | | | |4. 0 |Good safety measures existing in the organization |39 | | | | | |4. 11 |Performance appraisal activities are helpful to get motivated. 40 | | |Support from the co-worker is helpful to get motivated | | |4. 12 | |41 | | |Career development opportunities are helpful to get motivated | | |4. 13 Opinion about the important factor which motivate the employees | | | | |42 | |4. 14 |The effect of incentives and other benefits in employee performance | | | |Involvement of employees in decision making |43 | |4. 5 | | | | | |44 | | | | | |4. 6 | |45 | | | | | |4. 7 | | | | | |46 | | | | | | | | | | | | | | | |47 | | | |48 | LIST OF FIGURES |FIGURE . NO. |INDEX |PAGE NO. | |2. |Maslow’s pyramid |12 | | 3. 2. 1 |ORGANIZATION CHARTs |26-29 | LIST OF APPENDICISES |SL. NO. |INDEX |PAGE NO. | |1. |QUESTIONNAIRE |X | Bibliography BOOKS. 1. Chabra T N â€Å"H uman Resource Management† (2005) revised edition Gangan Kapur, Delhi. 2. Venugopal & Aziz Abdul â€Å"Human Resource Management† (2004) revised edition, 3. Prasad L. M, â€Å"Human Resource Management,† second edition (2005), Sultan Chand & Sons- New Delhi. 4. Kothari C.R â€Å"Research Methodology- Methods and Techniques† 2nd revised edition (2007) New Age International Publishers- New Delhi. Journals 1. HRM Review, July 2008, The ICFI University press, Page No 55-59 2. Management Research, October 2007, ICFAI University press, Page No 37-40 WEBSITE †¢ http://www. allbusiness. com/human-resources/employee-development-employee-productivity/601547-1. html †¢ www. Hil. in †¢ http://en. wikipedia. org/wiki/Asbestos †¢ http://www. petech. ac. za/robert/reshypoth. htm Questionnaire A STUDY ON EMPLOYEE MOTIVATION Respected madam/sir, As a part of my project I would like to gather some information from you which will help me in an in depth stu dy of project. I would be obliged if you co-operate with me in filling the questionnaire.Since the questionnaire is being used for academic purpose, the information gathered will be strictly confidential. Shahid kv Kindly fill the following: (Please put a tick mark in the appropriate box) 1. Are you satisfied with the support from the HR department? Highly satisfied Satisfied Neutral DissatisfiedHighly Dissatisfied 2. Management is really interested in motivating the employees? Strongly agree Agree Neutral DisagreeStrongly disagree 3. Which type of incentives motivates you more? Financial incentives Non-financial incentives Both 4. How far you are satisfied with the incentives provided by the organization? Highly satisfied Satisfied NeutralDissatisfiedHighly Dissatisfied 5. Please provide the following rates. (5- Strongly agree, 4- Agree, 3-Neutral, 2-Disagree, 1-Strongly disagree) | No |Factors |Rates | | |Reasonable periodical increase in salary | | | |Job security exist in the co mpany | | | |Good relationship with co-workers | | |Effective performance appraisal system | | | |Effective promotional opportunities in the organization | | | |Good safety measures adopted in the organization. | | | |Performance appraisal activities are helpful to get motivated | | | |Support from the co-worker is helpful to get motivated | | | |Company recognize and acknowledge your work | | 6. Rank the following factors which motivates you the most? (Rank 1, 2, 3, 4†¦. respectively) No |Factors |Rank | | |Salary increase | | | |Promotion | | | |Leave | | | |Motivational talks | | | |Recognition | | 7. Do you think that the incentives and other benefits will influence your performance? Influence Does not influence No opinion 8. Does the management involve you in decision making which are connected to your department? Yes NoOccasionally 9. What changes can be made to improve the work place environment? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Thank you for your kind co-operation

Cold War Essay

Cold War was a period marked by political, ideological and economic rivalry that emanated from United States and Soviet Union after the Second World War. The animosity between United State and USSR lasted between late 1940s and late 1980s . Cold war was coined from the fact that the two sides feared the effect using weapons, instead they resorted diplomatic ideologies rather than force. The rivalry between these two supper powers was exposed through the weapons developments, military coalitions, advances in industrialization and technology. Cold war brought tension to international crises, for example the Berlin Blockade (1948-49), the Korean War (1950-53), the Berlin crisis in 1961, Vietnam War (1959-75) the Cuban missile crisis and the Afghanistan war which raised fear of a Third World War . The NATO exercise in 1983 patent the end such crisis. The collapse of the Soviet Union marked the end of cold war between late 1980s and early 1990s and the progress towards democracy began. The then president of United States, Ronald Reagan, came up with new policies. He increased economic pressure, military action and diplomacy on Soviet Union who by then was undergoing economic crisis . The clear cut regarding the origin of the Cold War is not well known. While some historians trace its origin to the end of world war 11, others argue that it began at the end of the First World War in the 19th Century with the United States, Russian Empire and the British Empire. The ideological differences between capitalist and communist started in 1970 with the coming out of Soviet Union from Russian Revolution as a communist state. This resulted to tensions between United State and USSR because of the changes that occurred. The change in political point of views after the Second World War ushered in the Cold War. The nuclear arms race brought differences between US and Soviet Union. Between 1960s and 1970s, both United States and the Soviet Union adjusted to a new pattern of international relations bringing unity in the world. From the commencement of the postwar era, Western Europe and Japan hastily recovered from the destruction of World War II and continued strong economic growth. The 1973 oil crisis, combined with influence of Third World alignments such as the Organization of Petroleum Exporting Countries (OPEC) and the Non-Aligned Movement, less-powerful countries had more opportunity to affirm their independence. 2. 0 Effects of Cold War on the World Economy The cost of the Cold War was terrific; the military expenditure by United State during that period was estimated to have exceeded more than $8 trillion and nearly 100,000 American solders lost their lives in Vietnam and Korean War. The number of lives lost in the midst of the war by Soviet solders was hard to estimate. Millions of soldiers died in the superpowers proxy wars especially in the region of the globe, most markedly in the Southeast Asia. Following to the disbanding of the Soviet Union, post cold war become unpopular with the United States becoming the only superpower in the world. On 21st Dec 1991, the Commonwealth of Independent States was formed and it was viewed by many as a successor of Soviet Union. Russia slashed military spending after the end of cold war, leaving many unemployed . The financial crisis and recession affected Russia in 1990s when they tried to reform their economic capitalistic. The cold war also influenced the world affairs. It defines the united state political role in post-world war 11. In 1953, the US president Dwight D. Eisenhower reduced military expenditure by brandishing nuclear control while continuing to fifth cold war The U. S held military alliances with some countries estimated to 50 allied to them and had more than 1. 5 million troops abroad in 117 countries by 1989. Most of the local conflicts and proxy war ended with cold war. The ethnic wars interstate war, refugees and revolutionary wars declined sharply. Cold war conflicts legacy can not be erased effortlessly as numerous economic and social tensions exploited in third world are still fresh and acute. The struggle to control those countries they ruled by Communist government has twisted it course and produced ethnic wars and civil wars especially in Yugoslavia. T he ends of cold war soup a new era of economic growth and numerous liberal democracies in East Europe. Afghanistan attained independence but unfortunately their state failure. International conflicts The war between America and Iraq, the US claimed that Iraq was preparing biological, chemical and nuclear weapons of mass destruction. Saddam Hussein who was then the Iraq president denied the allegation. This war almost brought down the US economy. The soviet-Afghan war took nine years. It was a conflict between soviet forces supporting Marxist Peoples Democratic Party of Afghanistan (PDPA) government and Mujahedeen Resistance. The latter got support from United State, Saudi Arabia, and Pakistan and other Muslim nation in context to cold war. The incomplete conflict in Afghanistan has heathen tension in the war like that of Vietnam War. The U. S president Jimmy Carter said that the inversion of Soviet was â€Å"the most serious threat to peace since the Second World War† he later placed trade ban on Soviet Union. The tension was high and the Soviet took thousands military troop to oil rich region in the gulf. International diplomatic retort was harsh, Leading to boycott of 1980 summer Olympic in Moscow. The invasion and revolution in Iran, the US captive that accompanied them, the Iran–Iraq War, the 1982 Israeli invasion of Lebanon, the escalating tensions between Pakistan and India, and the rise of Middle East-born terrorism against the West, contributed to making the Middle East an extremely violent and turbulent region during the 1980s. Capitalism The capitalism is a state of government whereby economic production system are controlled by private sector rather than government. It is a social system based on individual rights. The exchange and distribution of capital between private persons or profit seeking legal are protected, and pricing of goods, distribution, services, income, and investment are determined through opened market economy in which any one can take part in supply and demand rather than central economic system. In to the history, capitalism has met resistance throughout. Some critics consider economic regulation necessary because it reduces negligence, corruptions and other problems arising from free markets. Trends associated to globalization have increased mobility of people and capital since 20th century. This has made capitalism to be viewed today as a world system. In the last half century, economic growth has been steady, life expectancy increased and infant mortality rate dropped in developing nation. In 2008, America and other governments were seeing state intervention in global markets signaling free-market capitalism. The financial Markets and uproar in banking system resulting from supreme mortgage crisis was at the peak in September 2008, this was seen by liquidity in global market and ongoing threats on investment banks. Communism Communism is a distinct socio-political philosophy that promotes the establishment of an egalitarian, classless society that is willing to use force to accomplish its goals. Communism believes in equality force. They also embrace atheism and dismiss religion as basis formed by the rich and superpowers to lock off the poor. During cold war, communism spread into many countries. The Soviet Army captured several nations in both Eastern Europe and East Asia and expand communism. The Soviet communist took control in Romania, Poland, Bulgaria, Hungary, East Germany and Czechoslovakia. After the Second World War, Albania turned out to be independent communist nation. By 1950, Chinese communists controlled the majority of populous nation in the World. Whit rising control of the communism in the world, it led to fight through guerrilla warfare and conventionalism i. e. Korean War Vietnam War Middle East. Communists attempted to unite with socialist forces and nationalist against what they perceived as western imperialism in poor nations. The fear of communism was seen when Italian resistance movements and Chinas involvement in the Second World War. Western democrats and capitalist saw communist as a threat. This rivalry between the two superpowers was at the peak during the cold war. Their difference polarized the world into two camps whit each camp strengthening military power, developing new weapons and nuclear, fought each other through proxy client nations, and competed in space development technology. The U. S. feared communist spread hence spurred aggressive investigations deputation of suspected people, blacklisting and red-baiting. The economic critics of socialism was seen when they introduced free price system in market economy to guide economic activities. Free Market economist felt that controlled or fixed price will give inappropriate information about relative scarcity. The market economist sees that comparing the cost to sales revenue will enable business owners to evaluate their viability. Socialist reject market mechanism of pricing claiming that market system is tending towards monopoly or oligopoly to some key industries leading to prices distortion.

Slave Hollers

Roger Longfell Professor Lederdeck MUS 201 2/20/13 Slave Hollers Field Hollers were first developed in the cotton and rice fields of the American slavery era. They were desired for their familiarity with rice cultivation. It was founded in South Carolina’s Waccamaw plantation district during the eighteenth century. Low Country slaves cleared plantation land similar to their home country of Africa. In an attempt to meet the overseer's rigorous demands, slaves continued efficient African practices of harvesting when they came to America.Field Hollers emerged from what the African’s previously used to fuel productivity. Most importantly Field Hollers enforce cooperative work and help numb the mental pain of their bondage. Slaves sang group work songs that we call Field Hollers today. Similar to  spirituals, field hollers followed a model of call and response. It began with one of the more respected field hands leading the workers in a song. The others responded in sync w ith the rhythmic tone of the call. The task at hand determined the tempo of the song and the pace in which they worked.Most commonly, slaves born in Africa sung songs that remind them of their homeland. American born slaves were considered African-American because of their African roots. African-American sung about the hardships of enslavement mainly because many were born and raised in enslavement. This theme can now be seen in the lyrics of blues songs, a form that developed at the turn of the 20th Century. Blues incorporated both the rhythmic patterns of field hollers and their subject matter to form its unique sound

Mental health and mental illnesses Essay Example | Topics and Well Written Essays - 4000 words

Mental health and mental illnesses - Essay Example It is extremely difficult for us mortals to attain complete physical, mental or social wellbeing. A very common perception of health is that it is a commodity that can be "bought by investment in private health care; sold via health food stores and health centres; given by surgery and drugs and lost following accident or disease (Aggleton 1990, p.11). If the WHO definition was assailed, this concept of health as a commodity was reviled mainly because health was made dependent not on the person but on the merchandise that could be obtained from Another definition of health is that it is "the reserve of strength of energy. The meaning of strength can be extrapolated to mental strength which is the 'attitude or outlook of life which helps the individual cope with adversity". There is also a definition which says that health is the "ability to adapt to changing circumstances" (Aggleton 1990, p.11). ... There is also a definition which says that health is the "ability to adapt to changing circumstances" (Aggleton 1990, p.11). Still, another definition of health points to health as a conglomeration of a number of factors, which are foundations for achievement, "which help people to achieve their maximum personal potential" Such foundations for achievement encompass such basic things as water, food, shelter, "access to information and the skill and confidence to make sense of this" (Aggleton 1990,p.12). The traditional concept of health, meanwhile propounds that a healthy person is 'someone who exists in a state of equilibrium of mind, body and spirit" and "when this equilibrium is disturbed, then the health of the individual is impaired." ( Harari & Legge 2001,p.1). Of course, it drew brickbats from some people who cannot conceptualise health as a mere equilibrium of mind, body and spirit and finds this concept too vague and obscure. Health is better understood if we comprehend the concepts of disease and illness. Health suffers at the onset of disease. Disease and illness, contrary to the belief of many, do not come together. One may have disease without actually knowing it as in the case of an AIDS victim and knowledge comes only when pain or discomfort begins to pester one's being. This is the3 time that the sufferer realises he is ill. But his disease commenced at the moment the bacteria or virus had begun to inhabit his body, which inhabiting signaled an abnormality or pathology in a portion of

Impact of After Sales Service on the Sale of Apples Products Dissertation

Impact of After Sales Service on the Sale of Apples Products - Dissertation Example The current global market is increasingly being filled with products with similar attributes, features and offerings. As a result, companies are finding it extremely difficult to differentiate their products on the basis of attributes and features alone. Fierce competition as well as diminishing profit margins from sales of products has forced companies to think of out-of-the-box marketing and promotional tactics in order to survive in this competitive market. Customers too are opting for brands that provide better offerings and a comprehensive package. So, companies have started implementing after-sales services as well as associated activities as a relevant source for profit and key differentiating strategy. Profits and revenues generated from these services are often found to be higher than traditional product marketing. Various surveys on impact of after sales services have also revealed that these may shoot up profits to three times higher than the original turnover calculated i n a product’s entire life cycle. However, there is a need for dramatic shift in traditional perception regarding after sales services, from being perceived as a necessary evil to a customer-centric approach (Gaiardelli, 2007). With increasing competition in the global environment dominated by rising costs of customer recruitment, loyalty of customer has become the marketplace currency in this 21st century. Companies are implementing various service solutions based on technology such as, CRM (Customer Relationship Management).

The problems with forensic procedure that are arising with the DVI Dissertation

The problems with forensic procedure that are arising with the DVI manual in mass graves during interrnaional disaster in the v - Dissertation Example The proposed study has the main objective of finding out whether conducting the job of identification of victim of natural or manmade disasters on foreign soil in accordance with DVI manual are helpful. In other words to say, the proposed to will try to examine whether the protocol of DVI proposed by Interpol is a perfect answer to victim identification in case of disasters of international nature. For the purpose of the study, the proposed research has a goal of focusing on a various problems and challenges that forensic experts face at the time of victim identification. It would really be interesting to find out whether the problems can be attributable to DVI protocol. In other words to say, it would really interesting to find out whether DVI protocol actually helps forensic experts in their process of victim identification or makes the process more challenging. If it is found that DVI protocol is actually helpful to the forensic experts in the process of victim identification, the n it can be said that DVI protocol is a perfect answer to identification of victims of disasters. The proposed research will take into account a natural as well as a man-made disaster. For examining the efficiency of DVI in victim identification in case of a natural disaster identification work in Thailand in post-tsunami phase will be considered, while for man-made disaster, identification work during war of former Yugoslavia in 1991 will be taken in account. Having these overall research objectives for the study, the specific research aims for the proposed study can be as follows: To evaluate the efficiency of DVI guidelines in conducting successful and effective identification of victims of Tsunami in Thailand. To examine whether DVI manual was actually helpful or an obstacle in conducting the job of victim identification effectively in case of former Yugoslavia war that killed innumerable people. How the shortcomings of DVI, is any, in conducting identification of victims can be resolved? Outline and Organization of Topic Brief overview of the field: Interpol has proposed guidelines in the DVI manual for use by the member nations of Interpol Member in case of identifying victims of any disaster. This DVI guide is extremely useful for those member countries of Interpol that do not possess their own team for identification of victim in disasters or no not have any prior experience in confronting such huge and complicated operational situation by setting up a DVI team and making it functional. It offers vital supplemental information as well to those member countries which have built their own DVI teams. (INTERPOL, 2009) The most essential prerequisite in case of victim identification effort is the implementation of global standards that could serve as some common basis for the activities in case of DVI operations with multinational character. (INTERPOL, 2009) All measures of victim identifications are generally structured in such a way that they can produce results in the form of accurate positive victim identification. In case of victim identification in international disasters, the victim identification standard employed must be of the highest quality. Besides, it is extremely vital to offer proper respond to the need of relatives need within the shortest possible time. Victims are required to be handled with dignity and proper reverence. DVI teams generally conduct their activities in an

Royal Mint Production Management Case Study Example | Topics and Well Written Essays - 3000 words

Royal Mint Production Management - Case Study Example It is clear that Royal Mint wants to establish itself as a low cost producer through economies of scales i.e. Mass Production at a reduced cost. Companies plan and forecast the demand according to the future needs of the market. Forecasting demand assists in decision making with respect to investment in plant and machinery, market planning and future sales. Some of the popular forecasting methods include In this Case, Royal Mint Estimates the demand on Time series basis. In the UK, the Treasury contracts with Royal Mint on an annual basis for the likely requirements for coin in 12 months. The Mint meets every three months with executives from the UK clearing banks to discuss their currency requirements in the shorter term. These estimates are then updated at weekly planning meetings and the demand is forecasted and Royal Mint follows a Just in time work schedule. Based on these estimates, the raw material is procured and safety stock is maintained. Agile manufacturing is the ability to accomplish rapid changeover between the manufacture of different assemblies. Rapid changeover is further defined as the ability to move from the assembly of one product to the assembly of a similar product with a minimum of change in tooling and software. Rapid changeover enables the production of small lot sizes, allowing for just-in-time' production. Inventory Control - Safety Stock Inventory control is a planned approach of determining what to order, when to order and how to order and how much to stock so that costs associated with buying and storing are optimal without interrupting production and sales. Safety stock is an important measure to be calculated regarding inventory. This ensures efficient purchasing, storing, consumption and accounting for materials. This also ensures that there is no shortage of product and there is adequate supply of product to customers. This improves delivery time and increases the reliability measure of a company. Inventory Control must be established to avoid huge accumulation of inventory. The Order level and Order quantity must be estimated prior to avoid shortages and reduce the customer lead time. These estimations in practical aspects are not accurate to the core. The estimations might be either higher or in some cases below the exact demand. To avoid this discrepancy, Safety stock is determined. In order to ensure that additional stock is maintained to meet the customer demand, the Safety stock level can be calculated as per the following formula. Safety stock = (Maximum Lead time - Normal Lead time) * Consumption rate Q2.Explain the criteria which the Mint will need to take into account when it designs newcoinage. The criteria which

Assignment 01 Example | Topics and Well Written Essays - 750 words

01 - Assignment Example Corinthian Colleges, Inc also misrepresented its likely outcomes by promising employments which were not actually achieved. The college also used deception to lure students into the college by promising them a better career in future but just ended offering opportunities for temporary employment. Corinthian was also charged for falsifying its job placement rate and statistics by bribing employers to hire its graduates temporarily. The company was also accused of using deceptive means to promote the use of its career services. The government wants the court to stop the illegal and predatory practices of Corinthian in order to protect past and current students of the Corinthian colleges. The government wants the school to stop lying about its future employment prospects, luring consumers to take loans, and using illegal means to collect debts. The plaintiff is also asking the court to grant relief to affected students who have collectively contributed to about $500 million in student loans (Consumer Financial Protection Bureau 2014). If the court grants these remedies, several businesses will be affected. First, the Corinthian Colleges Inc will incur a lot of losses because it will lose its loans lent to students. The company will also have a bad image which means that it may fail to get customers (students) in future. The third party which bought the debts from Corinthian will also be affected because it will not be able to collect the debts if the students are granted relief. Other colleges in United Sta tes will also benefit by enrolling students who defect from the school. Businesses which have agreed to help the school in its deceptive actions after being bribed will also be affected. It can be concluded that the CEO and the top five officers of the Corinthian do not sleep well at night because they are facing a serious case in court which would completely ruin their business. They constantly think of ways to

Battle vs. Bulge Essay Example | Topics and Well Written Essays - 500 words

Battle vs. Bulge - Essay Example (Smith, 2006) The article describes the festival, which was held by the Greater Kingsport Family YMCA and was called 'Put Play in Your Day', aimed at encouraging parents to be better involved into the way their children eat and exercise. The party's main goal was to prove parents that they play the major role in forming eating and physical habits of their children. It has been pointed out, that parents themselves should serve as a model of correct nutrition. However, the stress has also been made on the fact, that not only nutrition should be corrected and viewed, but the fight against obesity must be performed on all levels of human consciousness - 'a routine should be developed at an early age, not just fitness, but also nutrition, mind, body and spirit'. (Smith, 2006) Another negative factor, which is often made one of the main reasons of child obesity, is video games, but the article suggests new solution - video games, which teach children to dance and move, as 'Dance, Dance Revolution'. Thus, children will be able to play games and be active at the same time, avoiding the risks of obesity.

Multinational Corporation Assignment Example | Topics and Well Written Essays - 250 words

Multinational Corporation - Assignment Example The tourism sector in projected to increase by 5% annually in the next five years, despite the existing economic and political uphills. It is therefore evident that the tourism sector is likely to be a major revenue generating business for Guam is the economy and political conditions find an appropriate and long lasting solution. In reinventing itself, Guam has acquired Applebee’s, a restaurant intended to satisfy the food tastes for the Japanese, Chamorro and Filipino. The restaurant is expected to one of Guams latest to be located in Hawaii. However, the bad news is that, the restaurant is likely to lose out on already established restaurants serving the same array of dishes and a favorite for many tourists. Ruby is among the well established Guam’s direct competitor. Applebee’s will have to shift its main focus from tourism and concentrate on building a loyal local customer base. The kind of meals offered in the franchise should focus on offering meals with less than 550 calories, which happens to be the new trend. Another factor is the location of the franchise, most seem to be directly located closer to their competitors. Guam will have to consider placing their restaurants at strategic locations in order to continue attracting customers in the future after they are

Business Plan for a Startup Business Term Paper

Business Plan for a Startup Business - Term Paper Example gers, grilled chicken burger; side dishes such as French fries, green salads; and beverage items include shakes, coffee, tea along with orange and lemon juices. The primary targeted group of consumers of the proposed food truck business will be young adult professionals, tourists and college/university students. In the context of ownership, the proposed venture will be operated by a group of three individuals passed out from their entrepreneurship degree in Al Ain City. With regard to the present market statistics in the food industry, it can be estimated that the mobile food service or the process of offering food items through food truck will generate a sustainable position with strong financial performance and brand image. It is projected that the start-up food truck business may attain satisfactory results in the initial years of its operations through considering the above-discussed important factors effectively. The sales plan for the proposed food truck business will focus on performing direct sales. The strategy of conducting direct sales in terms of transporting food items will enable the proposed business of food-truck to provide quality based foods and services to each individual or group of consumers. Moreover, the sales strategy of the proposed business will also emphasize on generating greater customer awareness within the marketplaces of Al Ain City of UAE. The proposed business plan of Food truck for burgers in Al Ain City UAE will be highly focused on selling quality burgers along with fast-food items towards gaining attention of the increasing food-lovers across the city. According to the proposed plan, the organization will be highly responsible to meet the customers with emerging trend of the changing food habits along with their growing interests on consuming wide range of fast-food items irrespective of different locations in the city. The organization will centrally focus on designing a unique concept of selling food items through

Pocahontas Analysis Essay Example for Free

Pocahontas Analysis Essay Pocahontas Analysis I believe that the disney movie Pocahontas is very inaccurate because of all the details that dont match up with the actual story. Parts involving Pocahontas age, the relationship between John smith and Pocahontas, John Smiths capture and the method of communication between Pocahontas and John Smith are told differently in the movie than in the sources Ive read from. The purpose of this analysis is to inform the reader of all the mistruths in the movie that some people may have perceived as true. Some of the only accurate parts in the movie are that John Smith was indeed about to be executed by the Powhatan and that Jamestown was founded in 1607. Besides these two facts, I believe that the rest of the movie is too warped from the real version. In the movie, John Smith first meets Pocahontas, falls in love with her and is then captured by the Powhatan, but according to the article, he meets Pocahontas after he is captured leading an expedition in search of food on December of 1607. In the movie, Kocoum is shot dead by Thomas after Kocoum attacks John Smith, but in actuality, Kocoum went on to marry Pocahontas. Also in the movie, John Smith is about to be executed because he supposedly killed Kocoum, but the the article says that the execution was just a ritual performed by the Powhatan. The Pocahontas article talks about how John Smith was injured by a gunpowder explosion, whereas in the movie, the Governor shoots John Smith while aiming for the Powhatan chief. The movie ends when John Smith must go back to England to be treated for his wound inflicted upon him by the Governor. This first source already unveils many of the inaccuracies in the movie. The Pocahontas letter, which is from John Smiths point of view, greatly favors Pocahontas. John Smith even calls her an instrument of God. In the letter though, John Smith describes his execution as real and that Pocahontas hazarded the beating out of her own body to save his own. In the article, Smith was first welcomed by the great chief and offered a feast. Then he was grabbed and forced to stretch out on two large, flat stones, but in the letter, John Smith says that he was ordered to be executed by the chief after eating with the savages for six weeks. Both of these situations were said to be told by John Smith himself, but we may never know the truth. The three portraits of Pocahontas that I saw, were very different from what Pocahontas looked like in the movie. In the engraving portrait, Pocahontas almost looked like a man. In the other two portraits, she at least looked like a woman, but it was nothing close to how she was portrayed in the Disney Movie. As you can see, there are many more inaccurate events in the movie than accurate ones. Many kids may grow up believing that the Disney story of Pocahontas is the true story of Pocahontas. What they dont know is that although Pocahontas is based on a true story, barely anything about the movie is true. Overall, the Disney version of Pocahontas seems like a work of fiction to me, whose sole purpose is to entertain young audiences.

The Mixed Economy of Egypt

The Mixed Economy of Egypt Egypt Egypt, like many other states, has a mixed economy (El-Askhar, p. 101).[1] A mixed economy is an economic system that upholds both public and private sectors in the selected state (Ignacy, p.16).[2] The concept in which the economic system in Egypt is mixed can be subdivided into two parts. The first one which is a common phenomenon is the participation of both government and private capital in the countries business. The second, who is not applied in most worldwide economies, is the application of both Islamic and non-Islamic sculpts into the business province (El-Askhar, p. 101).1 There are cultural aspects that shape the economic system in a unique mix. The socialistic, capitalistic and the Muslim fundamentalism elements all shape the Egyptian society. The socialism that was prevalent in the 1950s has faded away considerably; Sadats â€Å"open door† policies have opened up the doors to true capitalism and drifted slowly away from Nassers socialism (El-Askhar, p. 102).1 The policy increased the private sectors as opposed to the government sectors considerably, and has brought with it foreign enterprises. The financial sect of the state was no longer exclusive to the government, but has included privately owned Egyptian and non-Egyptian banks. The number of banks has increased from a mere seven to ninety-nine banks from between the 1960s to 1984. The state controlled sectors still existed, but the increase of private sectors merely happened from the broadening and widening of their base. They have been accountable for other varied sectors in the economy as shown in this (El-Askhar, p. 103).1 Nasser introduced an agrarian reform that was widely controversial. Egypt in the 1960s was an oligarchic country where landless or people with little land had financial insecurity. The reform redistributed 12% of the countries land. The purpose was to give those people land for the first time in the countrys history. But the wealthy people with large amounts of property were seriously severed. Estates bigger than 190 acres disappeared and individuals were limited to owning a cap of 100 acres of land property. The reform was also aiming to drain the surplus from agriculture land into urban growth and industrialization (Bush, p.1601)[3]. Egypts GDP distribution of land.bmp almost doubled between 1963 and 1970, schools were built at an average of one school per day and the number of people receiving free education rose from 1.3 to 3.4 million. Since the agricultural sector was very poor, this market liberalization strategized a US farm-type model with an agricultural driven capital and export-led growth (Bush p.1064)3. According to the World Bank, â€Å"the agricultural sector is now a fully private sector, operating in a market and export-oriented economy† (World Bank).[4] Egypt has the second largest economy in the Middle East. It has amassed large sectors in the clockworks of its economy, the largest of which is the service sector. The service sector is the fastest growing sector and is responsible for nearly 51 percent of the countrys total GDP. The main constituents of the service sector are banking, trade, tourism and the Suez Canal shipping service. Industry follows as Egypts second largest sector by accounting 32 percent of the total GDP, the rapid growth of this sector has happened thanks to the governments efforts in privatization. Although the public sector accounts for 86 percent of the countrys industry, it has only made 15.4 billion/L.E as opposed to the private sectors 99.7 billion/L.E. The agricultural sector accounts for 14.8 percent of the total GDP and has steadily decreased since the industrial boom in the 1990s (Egypt in the†¦, p.65).[5] As far as the overall GDP growth stands, the private sectors have contributed to more than two-thirds of the total GDP income as opposed to the public ones (Economic Review, p.2).[6] There are about 24.6 million laborers in Egypt; however there is an unemployment rate of about 8.7 percent as of 2009. Of these 24.6 million, 51 percent of them work in the services sector, 17 percent work in the industrial sector and 32 percent work in the agricultural sector. Employment grew at a rate of an average 1.744 percent in the last two decades; sectors mostly responsible for this growth are the industrial, constructional and servicer parts of the economy (Ikram, p.236).[7] Official statistics said that the number of the unemployed in Egypt rose from 112.535 in 1950 to 5 millions in early 2004, meaning that the number of the unemployed increased at a rate of 4000% in the last 54 years, in case of these statistics is authentic. If the successive governments were serious in confronting unemployment, the unemployed rate would not have risen from 1.2% in 1950 to reach 3.4% in 1970, 7.10% in 1986, 11.1% in 1990 and 13% in 2004. The current unemployment rate in Egypt meant that i t exceeded limits, as economic studies agreed that the safe rate of the unemployment in any society should range at 4.3%only (Ikram p.237).7 Egypt produces a wide variety of agricultural products; the animal resources it produces are mainly goats, sheep and cattle, while the planetary resources consist of a wide range of vegetables and fruits, as well as beans, wheat, corn, rice and most importantly cotton. The industrial commodities are a wide range of metals, cement, construction services, hydrocarbons, food processing, pharmaceuticals, and textiles (Ikram, p.96).[8] Egypt has the largest market in the Middle East and the Arab world with a population of 83,000,000. It has a lot of growth potential and financial stability with a stable banking sector and a currency that stood quite well during the financial crisis. The real GDP growth rate has been almost always on the rise since the 1970s, and according to the Economist Intelligence Unit, the GDP growth of Egypt has dropped slightly but still a huge improvement over the rest of the Middle East, or the rest of the world which since the crisis have taken the turn for the worse.[9] Poverty has always been the main problem for developing countries. Poverty is globally measured with a number of things, mainly the consumption of edible and non-edible material, the value of the housing asset, income, expenditure on fuel, schools, clothing and other miscellaneous objects. From these statistics a poverty line is drawn under the WHO standards and is given to every country to measure the population under this poverty line. In 1997, there were 15.7 million Egyptians living in poverty, or 26.5 percent. It has slightly dropped in 2005 to be approximately 20 percent of the total population which is still absurdly high (Datt, p.208).[10] Lets take the 1990s poverty trend as an example. The urban versus the rural poverty trends are quite interesting, although the number of poor people has definitely increased, the Rural parts of Egypt have decreased as opposed to the major increase in the Urban areas. This could be explained by the following method, the higher unemployment rate in the urban as opposed to the rural which started from the decrease of the agricultural sector and the rise of the industrial one in the rural and urban parts respectively (p.62).[11] Concerning poverty, The World Bank report in 2001 indicated that 52% of the Egyptians were living with less than two dollars daily (p.63).11 Egypts legal system is found on two different grounds, civil and Islamic law concepts with some Western and European influences of law. The system is a bit complex and sometimes bureaucratic and thus ineffective. While the current administration is aware of the importance of foreign and non-foreign investments, this will be an issue if a lesser business friendly government comes to power. The court consists of three levels, a summary and a primary appeal, and the cassation court, besides those are another system of courts that deal with special cases such as the administrative court and the Supreme Constitutional court. The delays somewhat of the commercial cases take a long while to conclude, taking nearly five years. The unresponsive commercial court is a disadvantage to the foreign investors and the whole private sector. The legal system provides moderate protection for property, although buying real estate can be lengthy, confusing and highly complex. Hernando de Soto calculated that in the year 2000, the process in which one wishes to register a piece of desert land takes between 6 to 14 years to complete. However, the government has taken procedures to encourage private investment. By reducing the costs of property registration from 12 percent of the value of the bought property to 3 percent, and introducing a flat fee of only 1,000 LE per contract, it is focusing on a private reform process. There is no restriction to foreigners owning a non-agricultural real estate. Foreigners have the right to establish private investments in the country and engage in the economy (p.39)[12] Corruption in the low-level is widespread in Egypt. Egypt has scored an unimpressive 2.8 out of 10 in the Transparency Internationals 2008 Corruption Perceptions Index setting it number 115 in the corruption/country ranking. Although there are no reports of this corruption affecting foreign investors, it has significantly affected local private sectors. During Mubaraks ruling, the development rate dropped 2% currently against 4.6% two years ago. Depression dominated the Egyptian markets while citizens purchase ability decreased. The interest rate problem led to the retreat of the Egyptian pound against the dollar. Competition increased between local products and those imported ones in addition to the few foreign investments in the country. The UNCTAD report on the international investment reported that the foreign investment decreased in Egypt from $600 million to only $200 millions. Egypt was one of the most developing countries that were able to attract investment in the 1980s.[13 ] According to the BMI, â€Å"Egypt faces substantial challenges over the coming decade, but as long as the prevailing economic policies remain broadly in place, the future looks bright† (p.24)[14]. Since the government of Ahmed Nazif, the outlook of the Egyptian economy is improving from its former state. The administration of Nazif has lowered taxes, made foreign investments easier and improved the business environment overall. Egypt will get boosted by the energy sector in particular, although the oil exportation wont last long, Natural gas production is the main aim to be the countrys leading energy export. Analysts suggest that production will rise from 55bcm to 106bcm in 2019. The government is currently targeting 1,295bn worth of investment of which only 15% will be state-controlled investments while the rest is up to the private and foreign investors. And according to the privatization reforms, it doesnt seem to be a hard target to hit (p.25).14 Not only that, but the GDP per capita, which is a very good sign of the countrys economy, is approximated to double becoming 5,538 USD by 2018. The Egyptian government continues to look broadly pro-business, although this is yet to reduce poverty levels, and the un-amusing perceptions of corruption, it will continue to make some of its policies unpopular. However, if Gamal Mubarak and the technocrat government he reportedly supports remain in place, then the private sector and banking system should continue to flourish (p.2).[15] [1] El Ashkar, Ahmed. The Islamic business enterprise. Taylor Francis, 1987. [2] Ignacy Sachs, â€Å"International journal of political economy† vol. 38, no. no. 3 (Fall 2009): 5-21. [3] Bush, Ray. Politics, Power and Poverty: twenty years of agricultural reform and market liberalization in Egypt. Third World Quarterly, Vol. 28, No. 8, 2007, pp 1599 1615. [4] World Bank, Arab Republic of Egypt Toward Agricultural Competitiveness in the 21st Century. [5] Egypt in the global economy: strategic choices for savings, investments, and long-term growth. The World Bank, 1998. [6] Economic Review. Vol. 49. 3. Central Bank of Egypt, 2008. [7] Ikram, Khalid. The Egyptian Economy, 1952-2000: Performance, Policies, and Issues. Vol. 1. Illustrated. Routledge. [8] Ikram, Khalid. The Egyptian Economy: Performance, Policies, and Issues. Vol. 1. Illustrated. Routledge. [9] Montly report April 2009. The Economist Intelligence Unit Limited. www.eiu.com. [10] Datt, Gaurav. A profile of povery in Egypt. African Development Bank 2001, Blackwell Publishers. [11] Egypts Social and Structural Review, Document of the World Bank June 2001. [12] Chapter 5: Business Environment, Business Monitor International Ltd Egypt Q3 2009. [13] Kligaard, R. 1998. International cooperation against corruption Finance and Development [14] Chapter 3: Business Forecast, Business Monitor International Ltd Egypt Q3 2009. [15] Financial Reforms Continue to boost growth. Middle east monitor October 2009.

Background And Education System Of Tanzania

Background And Education System Of Tanzania Since independence in 1961, the educational system has been passed over different transitions based on the political and economic changes happening over time. These changes can be categorized into three main phases; the first was from 1961 to 1967, which the emphasis of the government was to reform the education system so as to relieve inequalities among the people stipulated by colonial education system which was based upon racial segregation (Nguni, 2005). The second phase started from 1967 to 1990, where education policies were emphasis on the Education for Self-Reliance as one of the government efforts to build a socialist state. Within this period of time the priority was put on attainment of universal primary education (UPE) by engaging in massive enrolment, rapid expansion of schools and abolition of racial based education system (TEN/MET, 2007). In this period the government took several actions to improve education system including nationalized all private schools with excep tion of few schools owned by religious organization. To achieve UPE the government took the following measures as summarized from the handbook Transforming Policy and Practices: A Guide to Education Advocacy in Tanzania by TEN/MET: Universal primary education becomes compulsory and all school fees were abolished. Massive enrolment of children into the newly established and poorly resourced schools. Para-professional teachers were recruited to tackle the massive increase of pupils. (2007:9). In this period Tanzania recorded remarkable achievements in education after becoming one of the countries with high literacy rate of about 80 percent leading other countries in sub-Saharan Africa. The third phase covered the period from 1990s to present; it was within this period where the government made major changes on its economic policies from socialist-oriented to free-market economy known as structural adjustment programs (SAPs). These changes resulted into various reforms in educational system including cut-down of government expenditures on social services, allowing private schools and universities and re-introduce of school fees to the public schools. Therefore in order to reduce the impact of this transformation the government decided to start a holistic education sector development program (ESDP). These initiatives led to the introduction of twin education development programs PEDP and SEDP in 2001 and 2003 respectively. In 2002 the government re-introduced free and compu lsory primary education resulting in huge increases in enrolment (Nguni, 2005; Ten/Met, 2007). The impact of these efforts results on the large expansion in students enrolments with net enrolment ratio rose to 97.3 percent in 2007 from 58 percent in 2000 in the primary schools (BEST, 2010). However, there were concerns that the quality of primary school declined of overcrowded classes, high pupil-teacher ratio, para-professional teachers and insufficient school infrastructure and facilities (Komba and Nkumbi, 2008). In Tanzania the structure of the formal education and training system constitutes two years for pre-primary, seven years for primary education, four years for junior secondary education, two years for senior secondary education and at least three years of tertiary education. Specifically, the education system has three levels, Basic, Secondary and Tertiary levels. Alongside with formal education there is non-formal education for adult people who lost the opportunity to get a formal education. Kiswahili is the language of instruction in primary schools and English is taught as a compulsory subject in all classes. But, some of the private primary schools use English as medium of instruction famous known as English Academy. In Secondary Education, English is used as a language of instruction except for Swahili subject; at the end of each cycle the students write examinations which are national standardized examinations before jump to the next level. Similarly, English is the language of instruction at universities, higher learning and polytechnic institutions. The Ministry of Education and Vocational Training (METV) has the legal mandate for policy formulation, coordination, monitoring, setting standards, quality assurance and quality control of the whole education system. However, local government authorities (districts, town, municipal and city councils) are responsible for management and delivery of primary and secondary education services within their areas of jurisdiction. Also the ministry through its teachers training colleges is responsible for training, recruiting, deploying teachers in the public schools across the country. 3.2: Public School Teachers in Tanzania: Briefly Situational Analysis. The Tanzania agenda for development as it is stipulated in the Development Vision 2025 aims to build up a well educated nation and attain a high standard of living for all citizens (Malkeen and Chen, 2008). Yet now a great progress has been made to achieve Millennium Development Goal (MDGs) number two and three on primary education enrolments. This comes as a result of successful implementation of PEDP from 2001 2006 which enable to increase net enrolment ratio to 97.2 percent in 2009. However, as country still there are challenges facing education sector including the low quality education. Teachers are said to play a central role in the process of provision of quality education services. But still in Tanzania public teachers are encountering problems which affect teaching and learning process. 3.2.1: Administration and Management of the Education System in Tanzania. Several ministries, non-governmental organizations, and communities are involved in the management and administration of formal education system. The Ministry of Education and Vocational Training plays principal roles for policy formulation, coordination, monitoring, setting standards, quality assurance and quality control of the whole education system (UNESCO-WDE, 2011). It is also responsible for supervision of the higher education, teachers training and management of teaching workforce; curriculum development, examination management and school inspectorate (Woods, 2007). The management of pre-primary, primary, secondary and out-of school education is confer under the control of the Ministry of Prime Ministers Office Regional Administration and Local Government (PMO-RALG). It oversee the work of the local authorities which are responsible for day to day to the operations of primary and secondary schools such as resources mobilization, management of teachers, financing and payment of school supplies (Woods:2007:12). Teachers are employed as government staffs on the permanent pensionable basis; receiving monthly salary according to fixed scales basing upon specific qualification. Usually there is annual salary increment and three years promotion subjective to his/her job performance or/and career development. According to BEST 2010, there were 165,856 public teachers in primary schools and 30,252 in secondary schools (BEST, 2010). Teacher training is conducted in the teaching colleges, universities and high education institutions both state and private-owned. Basically, teachers training is divided into three main levels: (i) Grade A teachers are the ones who had completed 4 years of secondary education and undergone training for two years in a teachers education college (TTC). After successful completion of two-year course he/she awarded Grade IIIA Teaching Certificate and they qualified to teach primary schools. According to the education policy of 1995, Grade A is the lowest teaching qualification to primary schools in Tanzania. The minimum entrance qualification to Education College is division three in the ordinary level certificate of secondary education examination CSEEÂ  [1]Â  (Komba and Nkumbi 2008; URT, 1995). (ii) Ordinary diploma teachers are those who required to have completed at least advanced level of secondary school (form six) and acquired two-year professional course of teaching training from teachers education colleges or universities. Diploma teachers are trained to teach secondary schools and teaching colleges (Nguni, 2005). (iii) The third level of teachers is university-graduated teachers who are studied education degree with either major in arts or science. The graduates teachers are usually recruited to teach in secondary schools and/or teaching colleges. According to Basic Education Statistics of Tanzania (BEST) report, there were total of 92 teaching colleges where by 34 were publicly owned and 58 privately-owned. For instance, in the 2010 enrolment in government teachers colleges increased by 18.8 percent as compared to previous year of 2009. Out of the total enrolment 63.3 percent are diploma students, 34.95 percent are Grade A and 1.7 percent are taking special education (BEST, 2010). Moreover, in Tanzania public school teachers represents approximately 95 percent of all teachers in primary schools and 75 percent in secondary schools. The government is the main employer of teachers, where teaching staffs constitutes approximately 60 percent of all public civil servants. Currently both primary and secondary school teachers are employed by the local government in respective district councils. 3.3: Challenges facing Public School Teachers in Tanzania. In the Education International Global Monitoring Report 2008 and other studies and papers has confirmed that the practice of teacher recruitment, their working conditions, their appropriate remuneration, as well as the quality of their initial and continuous education are crucial factors if the quality of learning is to become a reality for all (EI GMR:2008:2). However, the EI GMR 2009 asserts that many countries face a crisis of teacher morale that is mostly related to poor salaries, working conditions and limited opportunities for professional development. (2009:10) In Tanzania teachers in public schools are experience a number of challenges when exercising their duties. These includes poor working conditions, low payments and other fringes, limited opportunities for professional development, low motivation and work recognition from the community. 3.3.1: Working Conditions Teachers in public schools has been experiencing unfavorable working conditions hence negatively affecting their work performance in due course the quality of education. The 1990 World Bank study admit that, most teachers find poor working conditions more discouraging than their salary levels.(Bennell and Mwakyanuzi, 2005:20). Presence of overcrowded classes, high pupil-teacher ratios, improper housing; inadequate supplies of textbooks and workbooks is common to most of public schools. The situation is very pathetic in more remote rural areas, where almost 93 percent of schools are located. Teachers experience terrible moment due to the lack of clean water, poor housing and inadequate accommodation; and lack of social amenities like medical care, good roads and access to electricity. Furthermore, some of teachers reluctant to be posted or fail to report to their duty station located in rural areas with a number of reasons like suffering chronicle illness, marital reasons and lack of accommodations. For instance, in the 2008 World Bank report on Teachers for Rural School shows the critical shortage for teachers houses especially in rural areas. In 2005, Tanzania had a total of 32,064 schoolteachers houses; this is only 20 percent of requirements of 161,396 schoolteachers houses countrywide. In rural areas where is difficult to get even a room for rent the shortage is 75 percent (Malkeen and Chen, 2008). Similarly, the study done by SACMEQ II in 2007 indicated shocking results that, only 3 percent of standard (grade) six pupils in schools had use sole mathematics textbooks down from the 7 percent in 2000. This is very far from the country benchmark of 100 percent and SACMEQ countries average of 41 percent. In this situation teachers end up use much time copy the no tice on the board instead of concentrate to teach students especially those slow learners (SACMEQ, 2011). The empirical study affirms that access to books has shown to significantly improve learning. (p116) It is upon such context that the research conducted by SACMEQÂ  [2]Â  in 2007 sought to examine the quality of education provided in primary schools revealed unequal of PTRs between the urban and rural public schools. The study discovered that in the year 2000 the mean pupil-teacher ratio (PTR) in primary schools was 47:1 which was above the countrys benchmark of 40:1. However, in 2007 the country mean had risen to 63 pupils per teacher which is very far from the country benchmark. Nevertheless, the study disclosed the huge variation between the urban and rural schools, whereby the mean PTR for urban schools stood at 46:1 while in rural schools the situation was worse than in urban schools (71 pupils per teacher). The country mean pupil-teacher ratio of 63 was very far above the SACMEQ countries which was 43 pupils per teacher in public schools (SACMEQ, 2011). Likewise, the figure below shows the average number of pupil in standard 6 per class in different zones in Tanzania Mainlan d. Figure no 3.1: Average Number of Standard 6 Pupils per Class in Tanzania (Mainland) Source: SACMEQ (2011:4). From the above figure it obvious that there were huge variations of the number of pupils per class among regions and zones, whereby Southern Highland recorded highest average of 71 and the Central zones had lowest average number of 45. However, the overall mean number of Tanzania was 56 pupils per class which was higher than SACMEQ mean number of 46 pupils per class. Different studies and researches proved that small class size guarantee the maximum teacher-pupil interaction to enable the teacher to attend each individual learners needs (EI GMR, 2008). Poor working environment has also facilitating another problem of uneven distribution of teachers in public schools. Teachers usually tend to move from disadvantages and remote rural areas to more well-off urban areas; normally resulting into acute shortage of teachers that also affecting the learning outcomes. For instance, in the figure below illustrates the pupil-teacher ratio between the peripheral districts, the national average for rural district and national average for urban districts. Figure no 3.2: Pupil-Teacher Ratio (PTRs) in Primary School in Some Remote Rural District Name of the Districts Pupil/teacher ratio Ukerewe district 129 Chato district 95 Manyoni district 91 Uyui district 89 National average rural districts 60 National average urban districts 43 Source: Basic Education Statistics of Tanzania (BEST: 2010) Source: Basic Education Statistics of Tanzania (BEST: 2010). The situation is more critical still as far as qualified teachers are concerned especially in rural areas where there was acute shortage of qualified teachers. The pupil to qualified teacher ratio (PqTR) ranges from more than 100 pupils per teacher in the remote rural districts (Bahi, Ulanga, Nanyumbu, Ukerewe, Manyoni, Urambo, and Uyui districts) to less than 35 pupils per teachers in some of urban districts. For instance, in 2006 out of 10,510 qualified teachers posted to different district councils countrywide, only 7,271 (69 percent) were reported to their respective duty stations (Curlitz, 2009). This exacerbated the shortage of qualified teachers in rural schools reflected in higher pupil to qualified teacher ratio in rural schools. For instance, Dar es Salaam city (urban) it has 68 percent of qualified teachers as compared to 38 percent in Lindi region which is located in upcountry (rural). 3.3.2: Low salary payments and other fringe benefits In most of developing countries including Tanzania, teachers salary is considerably below the level to ensure their motivation to work hard. Generally speaking as compared with other professions (doctors, nurses, lawyers, accountants) the teachers salaries in Tanzania is relative low and, unfortunately they also lack other fringe benefits that other civil servants enjoys such as adequate housing allowances, transfer allowances, lunch allowances, leave allowances, and hardship allowances. The situation seems to be more terrible in rural schools where teachers they have to travel quite long distance to the district centers where most of banks are located to collect their monthly salary, which is costly in terms of money and time but nobody refunds all these additional costs. This is one of the factor demoralized teachers in public schools and some of them decide to move to private schools which are better off in term of salaries plu s other benefits. In the figure below illustrates the sharp increase of teachers (particularly qualified teachers) in private schools due to attractive remunerations and good working conditions. Figure number no 3.3: Number of Teachers in Primary Schools in Tanzania 2008 2010. Source: Basic Education Statistics of Tanzania (BEST: 2010). This figure shows, from 2008 to 2010 the rate of increase of teachers in private schools is more than threefold (24%) of the rate of increase in public schools (6.5%). Likewise, this may also expected to affect the education system since some of qualified teachers are likely to find another occupation, be absent, or late to work, or not do expected work in the classroom to meet the learning needs of the students hence adversely affecting the quality of education (Bennell Mwakyanuzi, 2005). Empirical studies suggest that, the teachers salaries can influence who enters the field and how long they will remains in the teaching (Vegas, 2008). Though the ratio of salary for primary teacher pay to GDP per capita is 6.1, which is higher almost twice the as compared to the Sub-Saharan average (4.2) and the Field Track Initiative (FTI) benchmark indicator of 3.5 units (UNESCO/URT, 2012). But when comparing with other countries in Sub-Saharan Africa, it is evident that public schools teachers in Tanzania are getting minimal salary and other remunerations. Only with the little information, the figures below show the average salaries for teachers in different levels (primary, lower and upper secondary schools) in Tanzania and other neighboring countries in sub-Saharan African. Despite the fact that the cost of living varying from one country to another but the data in the figures below gives overview of teachers salaries in Tanzania as compared to other countries in different categories in public schools (primary, lower and upper secondary). Figure Number 3.4: Teachers Gross Salaries per Month in US$ in Some of African Countries (2005-2006). Source: Sonyolo, D. (2007:56) From the table above, out of the six surveyed countries, Tanzania has recorded the lowest monthly gross salary rate of US dollar 20, 95, and 125 for primary, lower secondary and upper secondary teachers respectively. Figure Number 3.5: Average Monthly Income of Qualified Primary School Teachers in Selected African Countries 2004 2006, (US$ per month) Source: Bennell and Ntagaramba (2008:25). As shown from the figures above it is apparent that, teachers salaries in Tanzania are lowest as compared to other countries with exception of Sierra Leone and Rwanda. Conversely, in neighboring countries like Kenya, Uganda and Zambia teachers salaries are relatively higher than in Tanzania. Additional to this, in Uganda teachers get 20 percent and 30 percent of their salaries as s housing and hardship allowances respectively (Sonyolo, 2007). As a result of low pay, some of teachers are not teaching well, and even cases of absenteeism arise. For instance, in Tanzania the government pays salaries through electronic transfer via banks. Therefore, teachers from rural areas need to travel long distance to collect their salaries from district centers in each month. Sometimes they have to spend three or more days waiting for the salary when it is delayed. In this regards teachers forced to miss a number of classes in every month. In the meantime, students would losing a lot of valuable learning time which eventually affecting their performance. This is said to be one of the major causes of teachers absenteeism in rural schools (Sonyolo, 2007). But on the other hand, this becomes a burden to teachers since they have to incur additional costs which they have to deduct from their little salary. These contribute to disgruntle qualified teachers to join teaching profession or posted in remote schools. According to the study conducted on effects of increase of salary and incentives of the teachers on learning outcomes, the research findings revealed as follows: In Chile, a salary increase of 156 percent associated with 39 percent increase in number of teacher-education applicants and 16 percent increase in average test scores applicants. Similar test-score increase not observed among applicants to other university programs. (Vagas and Petrow: 2008:128). 3.3.3:Limited opportunities for professional development Teacher professional development can be defined as the process of improving both the teachers academic standing, competence and efficiency so as to allow him/her to discharge professional obligations in and outside the classroom.(Komba and Nkumbi, 2008:70). Professional development gives opportunities to explore new roles, increase new teaching skills, improve their practice, and broaden their mindsets both as professionals and individuals (Komba and Mwakyanuzi). In education system teachers education plays a prime role to ensure quality education for all. Nevertheless, in the most of the developing countries education programs usually used to neglect the teacher education and professional advancement. The experience has shown that even in the World Declaration on Education for All in 1990 the continuous preparation of teachers received little attention (Kruijer, 2010). Besides, Vagas and Petrow argue that, the initial educat ion of teachers is only first steps in a series of important steps allow teachers to grow and develop professionally over time.(2008:117). Then the need for teachers professional development is inevitable since it gives teachers competence, confidence and make them improving the standards of the job performance. In this regard Tanzania during the implementation of the Primary Education Development Program (PEDP) from 2001 to 2006 focused on universalization of primary education; the program did not put much attention on development of teacher professional (Komba and Nkumbi, 2008). The government just put more concentration on enrolment expansion, recruitment of teachers, construction of classrooms, and provision of teaching and learning materials. Nothing has been done about provision of in-service training to the existing teachers to equip them with new changes happen within and out of the teaching professional. It is common to hear that a teacher work for twenty or thirty years without get chance to attend even three days workshop to improve his/her teaching skills. In this regard, if as a country in order to improve its education quality should put more emphasis on teaching workforce since teacher is the heart of the classroom instruction. (Komba and Nkumbi, 2008). The effectiveness of the teacher depends on the competence to cope with the changes and challenges happen in the class not even the pre-service training. Therefore, for the short while the best way of improving the existing school performance is to improve the current teaching workforce rather than recruit new teachers. This is due to the fact that, the teacher who is well trained and professionally updated can easily handle class of pupil above the recommended ratio. Consequently, in-service professional development is essential because it gives opportunities for the teachers: to update teachers knowledge of subject matter periodically, in light of new development in the field; to update teachers skills in light of new teaching techniques and educational research; to help teachers apply changes made to curricula; to enable schools to develop innovations in teaching practices; and to help weaker teachers become more effective. (Asia Society Partnership for Global Learning 2011:12). According to Malkeen and Chen (2008), teachers from the rural schools they have less advantage as compared to their fellow from the urban schools though urban schools represent less than ten percent of total schools in the country. It is easier for the urban teacher have to access to further education and training opportunities than their rural counterparts. 3.3.4: Low motivation and job recognition from the community Learning is the process involving interaction between the teacher, students and sometimes parents or community in general. The teacher is the central point required to engineer the teaching and learning process in the classroom. Therefore, learning achievements can be determined in the classroom by motivated teacher who plan for teaching by put in to practice what they have learned in the teaching college. But the teachers motivation remains as ignored factor in all level of policy intervention (Oluech, 2006). Consequently, becomes responsible factor for the rapidly declining of the status of teaching profession among young generation. For instance, in Tanzania nowadays most of bright students do not prefer to join teaching and yet becomes the last resort among applicants. Teacher motivation and job recognition helps to retain teacher in their work places through provision of the material and psychological needs does not necessarily being payments. Such kind of things like bonuses, gifts, and study opportunities can be use as a means to attract bright students to join teaching and even to work in remote rural areas. However, in less developed countries public school teachers motivation is said to be low and it is been detrimental of the quality of education (Oluech, 2006). The situation is more serious in the developing countries Tanzania in particular, where high-quality applicants refuse to join or retain in teaching profession. Many who join profession use it as a stepping stone or stepladder to join other lucrative jobs such as lawyers, accountants. According to the 1990 World report on Teachers Conditions of Service asserted that, in absence of motivation to teachers which can be used to induce them to perform better; the quality of education will deteriorate since de-motivated teachers is the major contributing factor to the poor learning performance of students in primary and secondary schools (Bennell and Mwakyanuzi, 2005). Unlike other neighboring countries, in Tanzania there is no any allowance or bonus is paid to public school teachers as a means to motivate and encourage qualified teachers to work in remote rural areas. In other countries the government attempted to use some incentives to make rural areas attractive to live and work for qualified teachers. They have different forms of incentive such as financial or material incentives (hardship allowance, travel allowances, housing subsidies) and non-material incentives (special study leave, training opportunities). In the figure below shows the different forms of incent ives allocated to the rural schools in the some of the East and Southern Africa countries. Figure number 3.6: Incentives to Encourage Teachers to Work in Rural Location. Source: ADEA Biennale (2006:15). As shown from the above table is only Tanzania where teachers working in rural areas paid nothing as motivation to work in remote rural areas. In Malawi, though no financial incentive offered, but the government provides housing where help to attract teachers to work in rural areas. The EMIS data reveal that there is strong correlation between availability of good-quality housing and presence of female teachers in rural school in Malawi (ADEA, 2006). 4.0: Summary, Conclusion and Recommendations. 4.1: Summary of Findings from the Study. The paper has been sets forward to describe the challenges facing teachers in public schools in developing countries and its implications to the quality of education. Specifically, the focus was on the challenges facing the public school teachers and the way it affects the quality of education in Tanzania. The study focused on the four issues: teacher salary payments and other fringe benefits; working conditions; opportunities for professional development and motivation and recognition among the public school teachers and how is affecting their job performance hence the quality of education. In addressing these issues the research study seek to answer the following research questions: (i) what are the problems with low salary payments to public school teachers? (ii) how do teachers poor working conditions affect their teaching performance? (iii) how does the limited opportunities for professional development affecting teachers performance hence poor quality public education? And finally, (iv) what kind of motivations can be provided to teachers so as to improve service delivery in public schools? This research paper is mainly use of the secondary data surveyed from the books, academic journals, articles, working papers, reports, and website. The paper is made to document what have learned after thoroughly surveyed of different literatures aimed at public school teachers in developing countries. The results from the literatures review highlight the following findings: Generally, as other developing countries, Tanzania is experiencing the huge of shortage of qualified teachers in public schools both for primary and secondary levels. This come after implementation of PEDP and SEDP led to rapidly expansion of enrolment in primary and secondary schools in 2000s. The expansion of enrolment does not consider the supply of qualified teachers hence the government end up recruited para-teachers or crash program teachers. Teachers salaries are generally low and unattractive as compared with other profession hence teaching becomes the last resort for many young applicants. In comparison with other neighboring countries, Tanzania teachers in public schools are paid lowest salaries and other fringe benefits. For instance, according to 2005 2006 statistics, the average salaries for public teachers was US dollar 20, 95, and 125 for the primary, lower secondary and upper secondary teachers respectively. In this regard Tanzania recorded the lowest salary rate among East and Southern African countries. Unlike other countries teachers does not get even hardship allowance to enable them to cope with pathetic working environment especially in rural schools. This demoralized teachers working morale and discourage the competent candidates to join teaching profession. Working conditions remain the major constraint for the teachers to exercise their duties efficiently so as to improve learning outcomes. Challenges such as overcrowded classes, inadequate housing, dilapidated buildings with few desks, and lack of relevant textbooks and workbooks are common in public schools in most of developing countries. Findings indicate the terrible situation in rural areas where due to poor water supply, poor roads, electricity supply, inadequate accommodation, and poor health services. Al

Analysis of a Local Day Care Essay -- Local Nurseries

This report analyses the strengths and weaknesses of a local day care which is registered on the Early Years Register and is located in Derby, UK. It is called Happy Day Nurseries Ltd. This report is based on the inspection dated 18/04/2015 and focuses on quality and standards of the early years provision, the compliance of the early year’s provider to meet the needs of children and the contribution to the well being of children and the effectiveness of the leadership and management of the early years provider. The previous inspection, carried out in Oct 2014 was graded as good. It was brought forward as a result of concerns raised regarding lack of curriculum planning and safety issues and has been termed as inadequate for failing to provide children with an acceptable standard of education. The inspector observed children and staff in each of the four nursery rooms and found inconsistencies in delivery of educational programme across the nursery. The inspector found planned activities uninspiring and failed to motivate children. The Statutory framework 2012, recommends each area of learning and development must be implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. It was found that staff does not consistently encourage children’s communication, language skills for the youngest children in particular. Due to very less communication in the toddler room, very young children did not gain the necessary skills to move on in their learning. There were inconsistencies found in the practice planning and delivery of the educational programmes and teaching in different rooms. The local daycare provider may be in breach of their obligation of igniting children’s curiosity ... ...andards in Education. (2012). Raising Standards Improving Lives. [online]. Available from: http://www/ofsted.gov.uk/ [Accessed 15 January2014] Office for standards in Education. (2013). Inspection report. [online]. Available from: http://www.ofsted.gov.uk/inspection-reports/find-inspection-report/provider/CARE/EY440265 [Accessed 10 January2014] Pugh, G. and Duffy, B. (2009). Contemporary Issues in the Early Years. (5th ed). London: Sage. Robins, A. and Callan, S. (2010). Managing Early Years Settings: Supporting and Learning Teams. London: Sage. Rodd, J. (2006). Leadership in Early childhood: the path way to professionalism. (3rd ed). Maidenhead: O.U. Stogdill. (1998) and Mann. (1959). ‘ Leadership in the Early Years: areview of the literatuire’ In Whalley ,M. E and Allen, S. (2011) Leading Practice in Early Years Settings. Exeter: Learning Matters

Affirmative Action - Public Opinion vs. Policy :: Affirmative Action Racism Discrimination Essays

Affirmative Action - Public Opinion vs. Policy When Justin Ketcham, a white college student from the suburbs, thinks about affirmative action, he thinks about what happened when he sent out letters seeking scholarships so he could attend Stanford University after being accepted during his senior year of high school.The organizations that wrote back told him their money was reserved for women or minorities. To Americans like Ketcham, it's a matter of fairness. The average white male will claim that it's not fair to attempt to rebalance scales by balancing them the other way. Students like Ketcham are also more likely to claim that affirmative action is a program geared towards curtailing workplace prejudices that really don't exist anymore.But when Hillary Williams, a black insurance company manager from the inner-city, thinks about affirmative action, she thinks about the time she had to train three consecutive white male bosses for a job that no one even approached her about filling. To her, it's also a question of fairness. African-Americans like Hillary feel that there is just no other was besides affirmative action to level the playing field in certain businesses.And so the disparity in public opinion begins. A racially-divided America creates separate groups, which "Affirmative Action issue taps a fundamental cleavage in American Society" (Gamson and Modigliani 170)--each with their own view of affirmative action on different sides of the line. Government attempts to create policy based upon the voice of the people but affirmative action seems to present an almost un-solvable dilemma. Traditionally, it had been a policy that was greatly scrutinized for its quotas and alleged unfairness towards Blacks, but at the same time it had also been praised for its inherent ability to help minorities gets jobs they deserve but could not obtain otherwise. So how do we reach a "happy medium" so-to-speak? In American political culture, it appears as though individualism and egalitarianism are values that find themselves on opposite ends of the political battlefield. In a complex world of political ideology and political culture are sets of values and principles that are widely endorsed by politicians, educators, the media and other opinion leaders that make up the definition of what is to be American (Feldman and Zaller). Some favor the values of individual freedom, especially individual economic freedom, over other values, especially equality and popular sovereignty (egalitarianism). These people are labeled Conservatives. The other side of the spectrum consider themselves as Liberals (Feldman and Zaller).Because we live in a meritocracy created by the strong forces of capitalism, there is a tendency for people to fall behind either in the economy or in the academic community.

George Dawes Greens The Juror: Annie :: essays research papers

George Dawes Green's The Juror: Annie I have sustained some of the most appalling trials of this century. Over me I have felt distress, bleakness, sorrow. However none of them were as smashing as Annie's. Have you ever heard about Annie? Oh yes Annie Laird, one of the most kind jurors I have ever met. In George Dawes Greens The Juror, He sumarized the events and, thoroughly explained the pain and anguish Annie had to go through. The woe in which her life revolved after mentioning those lousy words  ¨I need a little excitement in my life  ¨1, well, if Annie needed to add a touch of excitement to her life she should have tried Disneyland not jury duty. What I am about to air is what happened in our little run with the mob. Truly that has a bit of foul humor because I can't run. If you keep on reading you will understand the risks of serving for jury duty  ¨Who will protect you? ¨2 Before I met her, Annie was an unadorned artiste who had just transferred out of Manhattan and into the country. To a small cottage by a lake. Her child, Oliver, who loved to ride his bike, moved in as well. I have to say that when I met Annie for the first time it was as Juror N ° 224. She was a sparkling maid. Who would have thought a rotten soul such as the teacher would try to harm her? I confess that her recoil in the following days impressed me. This time the trial was against Louie Boffano. He was the head of the mob. He and his right hand The Teacher were as bad as they come. The case was the murders of Salvadore Riggio and his grandson. Mr. Boffano was being accused of ordering them. By this time Annie and I already knew the teacher, but we acknowledged him as Zach Lyde. He had a very piquant approach toward Annie; he bought three of her artworks for twelve thousand dollars each. Nevertheless, how were we to imagine that he was part of the mob? By the time that night had come, Zach Lyde was having dinner at Annie's house. Oliver stayed at a friend's house; Juliet's house. Then came those frightful words from the teacher  ¨Annie, listen to me now, you're in danger and your son is in danger ¨3 After this, disaster struck Annie's life. From this moment on Annie would feel disquietude and distress. Her house was bugged, her friend's house was bugged, and she could not tell anyone.

Feminism in Education: Gender Equality

Prior to 1870 education was not formally recognised and only available to the elite few who could afford to educate their children privately or at private schools. The poorer people of society would have to rely on the education of the church and its moral teachings rather than academic teachings. Although the 1870 Forster Act was to bring education to all children between 5-10 years old, it was not welcomed by everyone. Some thought it would lead to the masses ‘thinking’ for themselves and see their roles in society as unfair, causing them to revolt.Others such as the church were funded by the state with public money to provide education for the poor and these churches did not want to lose that influence on youth. Although this gave children a few years of formal education , still only the richer children had the opportunity to further their education until they were 18/19 years old, thus education still being based on social class until the 1944. The 1944 Butler Educat ion Act saw the introduction of a three stage structure that is still in place today and gave all pupils an equal chance to develop through education.It introduced primary education, up to the age of 11, Secondary education, from 11 to 15, and further education which was non- compulsory after the school leaving age. One of the ground-breaking results of the Act was to educate and mobilise women and the working class. It opened secondary school to girls, and the working class, and as a result, a far higher percentage attended higher education after secondary school. This newly found education increased working class awareness of their disadvantaged social position and created a bitter class division between the working and middle class.The most present act of education is the New Labour. The Labour government famous with its motto, â€Å"Education, Education, Education† focused their campaign on a better education system but kept many old policies such as consumer choice leagu e tables and competition. They mainly focus on market choice and value for money in today’s education. Education, since is formal existence, has always seen a gender divide in the achievement of young people and there is many studies that link gender to education and achievement.Feminists analyse the school curriculum from a gendered perspective. Feminist argue that education plays a major role in promoting gender inequalities in society through classroom interactions, labeling and school curriculum. They highlight the existence of a gendered curriculum within schools. Since the 1944 Butler Act they have been concerned with the discrimination of girls and the difference in exam results between boys and girls The different branches within feminism offer different degrees on how this is.Liberal Feminists see that sex discrimination should be tackled through education legislation and policies and has had some success in highlighting these inequalities through the work of the Equ al Opportunities Commission. They see this as being enough to combat the problems within education due to gender but Radical and Marxist feminists feel this is only the surface of the problem and it is much deeper. Radical feminists emphasise a conflict between men and women.They see men as in the dominant position within the education system to further their own interests and this patriarchy is their main problem. Their main goal is to eradicate patriarchal control and free women. They believe that inequality will be brought to an end when women are free from physical and emotional suppression. Marxist feminists believe that social class has its part to play in inequalities and that education is their to support the needs of the ruling class.As the ruling class do this the womens role is therefore to support men so are the lowest rung of society within a Capitalist society. They argree with Marxist about the hidden ciricullum but they feel that both the formal and the hidden are wa ys of enforcing these unequal roles within education A study that supports the feminists point of view would be Sharpe (1976) ‘Just like a girl: how girls learn to be women. This study involved interviewing 249 working class girls who lived in London.It found that many of the girls held traditional views of their role within society- motherhood , marriage and family life. Through the education system they were being set up for these roles or for jobs that were classed as womens work, ie shop assistant, office work, work with little or no promotion opportunities or job satisfaction. To support this study, Kelly (1982) also found differences with reagards to gender in the t oys that were being given to children.Although these studies did prove there were some equality between the sexes with regards to the way they children were being educated, they really investigate more the issue of stereotyping. As it is from a feminists point of view if fails to recognise that males were als o underachieving at the time of Douglas’s study. It also may be a bit dated as it was conducted again in the 1990’s with vast differences. Females were now placing much more emphasis on their career and independence.This emphasises the way society has moved on and there is less of a role perception today. Also the data may have been subjective and open to interpretation as they used the method of interviews. As the studies do show some equality between the sexes, I think these theories may be a bit dated. When these studies were conducted boys were achieving more than girls, roles have changed in today’s society and feminists fail to recognise this or offer an explanation.

Hiring Outsiders Essay

This is why companies look to conduct tidy sum from the outdoors. They do this because they argon looking at with mountain who go away have rummy skills to the high society. Also, it can give the caller spick-and-span ideas and hot energy for the achievement step up. The bind states that the thought processes ar common among lay downers and bosses, anda recent studyshows how they play out. The study, byMatthew Bidwell, an assistant management professor at the Wharton School of the University of Pennsylvania, found that external learns, on average, make around 18 percent more m onenessy than internal employees with alike(p) positions. I found this account to be a truly interesting plosive speech sound when it comes to the debate on whether or non to hire or not from the orthogonal. It in spades shows that the numbers ar better for profit, so that is in spades a big overbearing when it comes down to the question for managers who ask should they hire external ly? However, later on in the obligate it states that in that same study, they execute less well in the first gear two years and are as well more likely to leave or be let go.This is why companies be catch up withtert hire from the outside, because it takes to long for the employees to get use to the attach to they were hired at, quite an then the one they were doing well at previously, this is one con of hiring from the outside. There are many other disadvantages roughly hiring from the outside as well. One of these factors would be it increases the take chancess of the work place morality to drop. What I symbolise by this is that if the people in the work place of the live company they are at hire other people for positions they are qualified for, this would possibly flick people at bottom the company ff, and perchance even question those people if they should remain with the company or not. I retrieve you gave an example in class about(predicate) how you were brou ght in for a company and one employee even confronted you and said how you took his job. This can definitely make the work place truly uncomfortable for employees at the job. Just because a person did trusty at their current job does not mean they leave behind automatically do good for the new company that hires them.The new employee will pass on to adapt to the new culture of the company and this can be very seriously for new employees. Also, giving employees a chance to be promoted if they work hard is a benefit of hiring from the inside. This incentive definitely gives people just aboutthing to work hard for and try to earn. I whop for me, I wear upont indispensability to switch jobs a raft and if I were working(a) at a place I would love the fortune to bear on moving up in the company if I was working hard.The name talks about how people within the company know the dos and donts of the company. New people that companies bring in are unaware of what to do in certai n situations and probably dont have a very good idea of what the company is about compared to people that work within company. I definitely understand about what companies are trying to do from the outside, but some companies are blind to the fact that it will take a while for the new employees to gel in with everyone and the work place of the company.Overall, of course there is many benefits that allow in hiring from the outside, which include fresh skills and ideas. But the article states that Professor Groysberg sound outs employers need to be more than more strategic about hiring so that the organization has the right mix of anile and new. This is a very chief(prenominal) statement due to the fact that a company must decide is it really valuable that they absolutely need someone from the outside rather than someone who is already working there already?For employees that put in their two weeks because they are unhappy with the company hiring from the outside, the article ha s a very good solution for this. In the last meeting, it is definitive to ask what can we do to keep you here. Most of the time, people will say a raise. A good make to this question would be we understand you want that but we dont know if thats possible, what else can we offer to you that is important to you? Answers like these will definitely alleviate people from quitting to staying at the company.