NCW essay

The tangible cost of employees’ deficient writing skills are: image degradation for the employees and employers; (b) negative impact on productivity when employees must reread poorly written material to cipher the meaning; (c) the outcome when an incorrect decision is made because Of poor or ineffectively written material. NC (2004) Employers are left with the tedious tasks of hiring college graduates demonstrating the writing skills needed to articulate to upper management; clients or stake holders.

There is a lack of the basics in spelling, grammar and sentence structure. We find students completing their course studies and graduating without the knowledge needed to carry out said functions. This academic deficiency can also be as a result of social media. In general, people tend to migrate the use Of acronyms that are normally portrayed in dialogues on Faceable and Twitter pages.

Including such language into their business communication, has evaded the correct use of words and the role of grammar instructions. Sam (2003) indicated that the grammar-in-context approach has an inherent flaw because it treats grammar as an isolated set of rules. It ignores the context from which the rules derive from the language itself. Students have no knowledge about grammar, vocabulary, concepts, context and no means for understanding the coacher’s explanation of rules or their application. P. 63). There are many different approaches; however, we need to effectuate the ability to learn grammar skills early. It would reinforce the necessary skills throughout a person’s formative years.

Company Men CEO Pay essay

The benefit of providing perks to Executives could allow a company to get the most value for the money. A CEO’s pay is usually 20% and 80% comes from performance based pay. Annual bonuses would be provided for meeting annual performance objectives, long-term incentive payments for meeting target goals, stock awards and options. In providing attractive perks such as club memberships- airline, social events, boxes to sporting venues, supplemental disability insurance, company car plus related expenses gives the executive additional value towards their total compensation package.

The company might want to consider a penalty for voluntary compensation for example vesting requirements or long-term incentive cycles overlap in order to discourage short term employment. Executive level perks and compensation are often negotiating including the use of a lawyer and bound by an employment contract. A company needs to be competitive with the going market in order to attain top talent. Top executives know what they bring to the company as far as skills, accomplishments and the knowledge/resources/connections to grow the company.

In the movie ‘ ‘The Company Men” when Ben Affleck nterviews at a company to find out that he’s not an appropriate fit for the position he’s applied for stating that he has all of the necessary qualifications for the job. In providing an attractive CEO package could mean having the right person in the position to meet the company goals and objectives. A company also needs consider the value an executive position implies on the company culture and values and how that can affect the company as a whole. This value could affect the company’s relationship with its employees, its brand reputation, ethical practices and eventually its share value.

Non- productivity related perks generate a positive relationship between the company, talent, wage, and perks to create a stable equilibrium for both parties involved. These items benefit the CEO even in times when the company is not seeing increased profits or driving the stare prices up, Productivity related perks save the CEO time therefore can increase productivity. Perks related to pay for performance promote growth in equity or stocks while providing continuous motivation for the executive. Pay for performance improves the company while keeping the CEO compensation ithin reason of the company size and tying it to the pay philosophy.

The CEO is responsible for assembling and formulating initiatives of how to grow the company for long term grov. h/th and determining how the employees will play an integral part to achieve the best possible outcome. Often executive compensation packages include bonuses, incentives, income protection guarantee in the event of a sale, public stock offerings or other liquid event, severance package, additional executive-only level benefits and perks. As in “The Company Men” Ben Affleck was offered a severance ackage along with outplacement services for a period of time.

As shone with the other management level layoffs in the movie the length Of service or money may vary within the same company depending on the position held, length of service or the employment contract. While an executive level compensation provides for a lavish lifestyle it doesn’t come without extreme stress and daunting requirements. CEO’s endure long hours, extensive travel, time away from family and personal lives not to mention the stress. These factors can affect a person’s outlook on psyche, life, society and in turn the orporation also.

This was portrayed in the movie in that Ben Affleck never went to family functions and spent little time with his son. Employers need to be cognizant of what to pay executives as to not over pay them in compensation. As in The Company Men this could potentially hurt the financial stability and future of the company. The company continued to layoff upper management and close different districts in order to falsely increase market share. The pay gap among CEO’s can vary by industry as seen in The Company Men, when Ben Affleck struggles to find a new position t the pay level he was accustomed to.

If an employer fails to offer a competitive salary this could impact the support on key operational and functional decision making from senior executives thus creates an unbalanced leadership model. Lower then market compensation could lower the likelihood that the CEO candidate succeeds. There is risks tolerance a company must consider associated with the compensation package and the internal equity they can continuously offer a CEO. The risk of the financial future must be considered when determining how to distribute revenues.

Often when a CEO’s pay is tied to short term company performance solely this can lead to engaging unethical business practices. It would be best for an independent board of directors to manage the possible CEO pay for performance compensation based on authentic earnings which is solely the transactions with real customers. This portrays a more accurate picture of the companys productive capacity, engagement in new markets and technological innovation than the market share. Another thing to consider would be claw back policy to manage the risk of paying for performance was not delivered.

Continued paid health care expenses, otherwise known as Section 41 9 Post-Retirement Medical Benefits (PRMB) can legally be extended to high level executives during retirement years but health insurance companies require that companies offer these benefits to all retired employees and the employer must cover at least 50% of the cost. This type of plan covers the insurance company from adverse selection where a plan is selected by those who are ill or more apt to use the benefits. Ata shareholder level independent checks and balances are a must in place ensure greater transparency and credibility.

Shareholders and human resources should have a set of measures in place monitor accounting and other reporting practices to suggest weaknesses in corporate governance. Such as back testing (historical review of executive compensation and the intended result), stress testing (determine potential payouts under different scenarios) and assess risk by developing internal processes/pay policies/ implementing formal incentive caps. The inclusion ofa severance in a CEO’s compensation package could also prohibit a potential hostile takeover or an abrupt departure.

The Social Self essay

Ossifies-schemas: beliefs about oneself that guide the processing of self- relevant information. – Domain-specific interpretive structures – Built up in domains the person considers both descriptive and important. – Include possible selves; – People hold many different self-schemas; – Derive from self-observation and evaluation and observations and evaluations of others – Basis of self-esteem; resist inconsistent or threatening information; prefer validating, affirming information Clonking-glass self: other people serve as a mirror in which we see ourselves.

Introspection Affective forecasting: People have difficulty projecting forward and predicting how they would furl in response to future emotional events. The Culture Cycle -Two ways to be a self: Lengthened & interdependent Information Processing – Cocktail Party Effect: The tendency of people to pick out personally relevant stimulus, like name, out Of a complex and noisy environment. – Flashbulb Memories: The enduring detailed, high-resolution recollections of personal circumstances around a shocking or impacting event. Spotlight Effect: The tendency of people to believe that they are noticed more than they really are. Feedback hypothesis: changes in facial expression can trigger corresponding changes in the subjective experience of emotions. – Self-perception Theory: People infer what they think or how they feel by observing their own behavior and the situation in which that behavior takes place. – Affective forecasting: people have difficulty projecting forward and predicting how they would feel in response to future emotional events.

Motivation – Intrinsic motivation vs.. Extrinsic motivation – Personification Effect: When one’s behavior is rewarded, that behavior can be attributed to both extrinsic and intrinsic motivations. The Need for Self-esteem – Self-esteem: a person’s positive and negative self-evaluations – Why do we need self-esteem? Seismometer Theory L]Terror Management Theory: humans are biologically programmed for life and self-preservation; yet we are conscious of and terrified by the inevitability of our own death. Self-Enhancement Techniques – Self-Awareness theory: most people are not usually self-focused, but certain situation predictably forces us to turn inward and become the objects of our own attention.

The Industrial Revolution essay

The Industrial Revolution affected people in many ways. Machines were built, jobs were lost, cities became overcrowded, young children started working, and poverty spread. Before the Industrial Revolution, most people lived in the countryside, which was quite isolated. People were generally poor, and often went to bed hungry. There were no machines. Those who weren’t involved in agriculture made their income with ‘cottage industries. ‘ This was usually sewing, household manufacturing, or lace-making. Most people were illiterate, and there were no telephones, lights or cars. People woke up for work whenever hey felt like it.

When all the inventions, like interchangeable parts, were built, people who lived in the country were forced to move to cities to get jobs. The cities became overcrowded. Factories were built, where workers controlled machines. New houses were built near factories so workers could walk to work. The houses were cheap, close together, and had no indoor plumbing. Rubbish was thrown into streets, and diseases like cholera, typhus, dysentery and smallpox spread. Many people died, either from starvation or sicknesses. But there were too many people looking for jobs, which meant factory owners loud treat workers as they wanted.

The jobs were boring, conditions were bad, and the pay was very low. Children and women labor was used. The children could be as young as 4, but they were cheap and obedient. Their small size could fit into small spaces for jobs. Ululated were a band of English workers who destroyed machinery in mills and factories from 181 1 . Swing riots were uprisings started by agricultural workers in 1830. Workers tried to unite to protest against the terrible working conditions, but the government banned all meetings. The Grand National Consolidated Trade Union (UNCUT) formed, and 500000 workers joined.

The government arrested the leaders and sent them to Australia. INCITING only lasted a year but encouraged other unions, and eventually a law was passed. So the Industrial Revolution changed many things. It developed the world technologically, and it changed people’s social lives as well. It lowered the world population, as many people died.

Senior High School Articles essay

Mimetic: I had no idea about what to do then. I wasn’t expecting to go to college but be employed in just a small sari-sari store at downtown area. Well, it is indeed a blessing that there exists the Senior High School program. Immediately enrolled and finished the two-year course. The Reflector: How did the SSH Contact Service Course prepare you to become better in your field? Andrea: The Senior High School Contact Service Course prepared me to become better in my field. The program also helped build my self-confidence and self esteem.

The first batch of graduates became our inspiration to strive for excellence. Mimetic: The program made me adapt to the call center environment easily. Know how to a good team player and a responsible agent. The Reflector: During your senior high school days, what were the hardships that you faced in your studies? Andrea: I had to make a lot of adjustments as my classmates were from different sections. Also, I was elected as the class president for two years. The pressure is also high since we should live up to the expectations of the people.

Another would be the language barrier and the communication skills. Financial matters would also get in the way as sometimes had no money even for a jeep fare. Mimetic: I was always bullied during my elementary years so I seldom socialized with people. I had few friends because of a low self-esteem. To survive in a call center industry, I had to improve my colonization skills and it took me months before I gained my confidence. The Reflector: How did your family and teachers contribute to your success? Andrea: My family serves as my inspiration and my teachers motivate me to achieve something in life.

Mimetic: I am grateful for the support of my family and teachers. They give me strength to face the difficulties and trials in life. They have done their roles to make me learn and show my potential. Without them, I wouldn’t be able to be a better person. The Reflector: What are the benefits of enrolling in the Senior High School Contact Set-vice Course? Andrea: First, we are gainfully employed in the BOP industry even before our graduation. Then, the salary that we receive help our family sustain the daily needs. Lastly, we have improved our communication skills.

Mimetic: I didn’t pay for a tuition fee, books, or any materials. It’s for free but with a lot of benefits. The program gives hope to those students who couldn’t afford to go to college. The Reflector: What were the unforgettable experiences you had under the NOSH Senior High School Program? Andrea: The bond with my classmates and our adviser, the practical tests, and the lessons learned in the program were the best memories in Senior High School. Mimetic: I will forever treasure the relationship established with my classmates and my teachers.

The Reflector: How it is like to have a job after graduation? Andrea: Working in a call center company that offers good compensation and care, is one of the best things that happen to me after graduation. Mimetic: Having a work develops my confidence and friendship with my team. This job benefits my family too. The Reflector: What are the application process? Andrea: We had undergone interviews and passed the Versant. Mimetic: We needed to submit a lot of documents, and took exams like Grammar, Technical, and Customer Service.

The Reflector: As call center agents, what difficulties have you encountered? Andrea: I have a good deal of irate customers and also language barrier since am a non-native speaker. Mimetic: My first call was really bad. I had an irate customer so I cried a lot. But then a thought hit me hard. Went to school and enrolled in the SSH program and even graduated with honors only to give up because of a single call. So prayed to God for guidance and perseverance. Every day is a challenge and I am always able to survive because God is with me. The Reflector: What are your future plans?

DO you plan to go to college? Andrea: I want to have a high position in the company to build my own house. If decide to go to college, I will save up first. Mimetic: I am the breadwinner in the family. I would help my siblings go to school before decide to get a college degree. The Reflector: For the would-be graduates, what words of wisdom could you impart? Andrea: Be diligent in your studies and be motivated and determined to reach your dreams in life. Mimetic: Be strong and have faith that God will help you get through the challenges in life.

The NOSH Contact Service Course is indeed a success as most of the students who are able to finish the SKI 2 program, are now employees of the different call center companies here in Backlog. “Its for free but with a lot of benefits. The program gives hope to those students who couldn’t afford to go to college. ” K-12 preparation phase NOSH organ sizes core group The Negroes Occidental High School organized a core group that would help in the full nationwide implementation of the Senior High School Program this 201 6. According to Mario S.

Mac, NOSH Principal “The different committees for the preparation phase are assigned to perform their respective tasks to ensure the realization of the K-12 program. ” He also stated that the technical-working committees for the preparation phase are the networking and linkages, education, communication and advocacy, logistics and finance, curriculum planning and development, quality assurance, physical facilities and support resources, student placement and development committee, human resource and development and the secretariat.

The networking and linkages will schedule dialogues, and conferences with immersion partners and stakeholders. Meanwhile, the education and communication committee will be responsible for the orientation and advocacy campaign. The preparation of the financial plan will be handled by logistics and finance team, whereas the curriculum and planning group will develop the required curriculum materials and plans. To review and assess the standards of physical resources and instruments relative to the SSH implementation, the quality assurance team will conduct series of meetings with the members.

The physical and facilities group will be in charge of the inventory of physical resources. Also, the student placement and development committee will provide guidance and counseling to SSH students. The human resource and development team will serve as the Personnel Selection Board for the purpose of designing capability-building programs for SSH. On the other hand, the secretariat will be keeping all files ND activities of each committee. “l have my faith with the teachers and the committees that they will help in building a better future for the students.

Together we will be able to overcome challenges as K-12 opens its doors in 2016,” Mac said. “NOSH is K-1 2 ready! ” “We are ready for the K-12 implementation specifically the Grade 1 1 Mr.. Mario S. Mac said that the school has already the proposals and the assigned committees have drafted the schedules, checked the classrooms, and planned for the deployment of teachers. He stated that the K-1 2 program is based on the operational plan. The Enhanced Basic Education Act of 2013 specified that two years have been added to the basic education system of the Philippines.

The first batch of students under the program will enter senior high school’s Grade 11 in 201 6, and Grade 12 in 2017. Depend Order No. 36, Series of 201 2 states that each student in Senior High School can choose among three tracks: Academic (which includes: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS), and Science, Technology, Engineering, Mathematics (STEM) and the General Academic Strand(GAS); Technical-vocational Livelihood (Home

Economics, CIT, Agriculture, and Industrial Arts); and Sports and Arts. Mac mentions “The school will offer two tracks-Academic Track and Technical-Vocational Livelihood (TV) Track. ” Ms. Cecil Icing Senior High School Coordinator said that the school will have to accommodate the students who plan to enroll in one of the tracks. She also stated that students who choose the Technical Vocational Track should have finished the pre-requisite subjects required during their Grade 9 and 10.

After finishing a Technical Vocational Livelihood Track in Grade 12, a student may obtain a National Certificate Level II provided he/she passes the Technical Education and Skills Development Authority (TESTED) assessment. According to her there will be an entry and exit assessment. “Admission test and career assessment will be given to those who want to enroll in Science and Technology, Engineering and Mathematics (STEM). They are also required to conduct research and investigation with abstracts at the end of the program. “l envisioned an individual who will be a college graduate or a Senior High School graduate who possesses enough knowledge and skills. I have high hopes with the students that they can qualify for the assessment, proceed to allege, and put up their own business,” Ranch added NOSH students to benefit from Depend Voucher program The Negroes Occidental High School students will be the beneficiaries of the voucher program of the Department of Education for the implementation of the K-1 2. In the Department of Education 1 1 s. 01 5, the voucher program will enable the Grade 1 0 completes from public and private Junior High Schools OCHS) to enroll in a (1 ) private high school, (2) private university or college (3) state or local university or college or (4) technical-vocational school which will offer he Senior High School program starting 2016-2017. A public Junior High School (JOSH) completer will receive 100% voucher value, an Education Service Contracting (SEC) grantee will receive 80% of the value, and a private JOSH completer who are not SEC grantee will get 50% of the voucher value. The Grade 10 completes from Negroes Occidental High School who will transfer to a private school that offers K-12 program can avail of the voucher program worth 100% voucher value. ” said Mario S. Mac. “However, the students will have to undergo a screening process of the Department of Education. “NOSH can help the students realize their full potential. The school will be a catalyst in nation-building and will help create a society tempered with core values,” Mac said.

Real Stories Living the Dream By Jansen Rachel Patella Money is one of the factors why students could not go to college. After I graduated in junior high school, it had already been decided that I couldn’t go to college. My parents’ budget was not enough for me to get a college degree. Luckily, we were informed about the NOSH Senior High School Modeling program, a month before our graduation. Decided to enroll ND took part in the Contact Service Course. Apparently, the years and the experiences we had is a roller coaster ride.

But of course, with the support of our principal-Mr.. Mario S. Mac, as well as our teachers, we made it through. The program is indeed a success! After Grade 1 1, the school’s immersion partner-the Negroes Occidental Language and Information Center (MOONLIT) conducted an assessment for us to be equip with the necessary skills in the call center industry. We trained hard and focused on our goals. The dreams and ambitions in life lead us to get hired immediately by a call center company.

The Senior High School program is an opportunity for us to land a job and augment our family income even if We are not able to go to college and obtain a degree. It is an instrument for us to compete with other agents who graduated with four year course. It is with great pride that I am a graduate of this modeling program. I would like to thank the people behind this program and I would give my 100 percent support for the full implementation of the Accepting the Challenge By Raggedly Mae Piquant “Give up your dream of going to college. On that fateful graduation day, my mother told me not to expect a college education as they couldn’t afford to send me to school. I was so desperate to go to college that time. And that dire need to take up Bachelor in Secondary Education major in English prodded me to look for means and ways to take the entrance exams of the different colleges and universities. Was on the brink of desolation when one of my classmates told me to enroll in NOSH Senior High School. I didn’t want to stay at home so I registered my name.

At first, I was ashamed because I underestimated the program. Most of my classmates went to college but I was left with no choice but to take the Contact Service Course only. But the concept of the program gradually dawned on me. We got the best teachers who pushed us to our limits and told us to become better. Days passed by and our confidence in ourselves began to grow. We had role plays and daily reporting activities that helped us a lot in our speaking skills. We were trained by MOONLIT in January to further enhance our skills.

Finally, before graduation we were able to enter the Pancreatic production team. We are certified call center agents! One of the best feelings was, upon receiving my first salary, I went to SMS and did the grocery for my family. Kanata sang paying sang Ghanaian OK nag parents aka mega managed OK sang Kananga manila. (It is such a nice feeling to give my parents and my siblings what they need. )” would encourage the students especially those who put down the K-12 program, to give it a try. I have a first-hand experience of the program and have reaped the fruits of my labor.

KLM Strategic Analysis essay

They helped us with some difficult questions that we had and Furthermore, we would like to thank all the lecturers who helped us with developing this assignment by means of sutures about the different topics like Finance, Strategic Management, Economics, Marketing, Management Information Systems, Business Law & Ethics, Marketing and Organizational Behavior. List of Terms and Definitions In this report a couple of terms and abbreviations will be used. Beneath those terms and abbreviations will be explained. Term SF CARS KILL Definition Critical Success Factors Corporate Social Responsibility KILL Air-France Group 4 Table of Content List Of Terms and Definitions 5 Introduction Part A – Micro-environment AY Domain of the Company Market Shares _ Product Differentiation

Organizational Structure Macroeconomic Variables Part B – Remote and Industry-environment Trading Block(s) 82 Competition Characteristics 83 _ How the buyer is impacted How the supplier is impacted 85 How competitors are impacted 86 Possible new Competitors and Substitutes Part C – Strategy, Scenario Planning and Strategic Design Current Strategy Scenarios Competitive methods/Strategic choices Reflection on Analytical Models Conclusions and Recommendations References Appendices Appendix I ? Profile of KILL Appendix II – PESTLE (extensive version) Appendix Ill – 5 forces of Porter Objective of the assignment 6

The aim of this report is to get a comprehensive understanding of KILL as well as the whole aviation industry. This includes looking at competitors, suppliers and customers. Potential competitors and substitutes are also analyzed along with identifying the industry wide Critical Success Factors. Furthermore, scenario planning will be developed and the current strategy and new strategies will be formulated based on the analysis of the internal and external environment. 7 KILL Royal Dutch Airlines was founded on 7 October, 191 9 to serve the Netherlands and its colonies. KILL is today the oldest airline still operating ender its original name.

KILL has been part of the Air France – KILL since the merger in 2004. KILL is the core of the KILL, which further includes the wholly-owned subsidiaries KILL Stethoscope, transit. Com and Martina. For the complete profile of KILL, please have a look at Appendix l, on page… Since it is nearly impossible to give numbers for the worldwide market share of Air France – KILL, figures from Lufthansa, British Airways and Air France KILL will be analyses and compared. These three airlines are comparable competitors, since they operate in the same market and offer the same services and quality.

Comparing Air France – KILL to, for example, Ryan, would not give a realistic view, as Ryan is a budget airline and therefore, they do not operate in the same market. Market shares are calculated by the revenue or passenger per airline dividing by the total revenue or passenger in aviation industry. The outcome is the percentage share per airline. Revenue and passenger numbers are found in the annual reports from the airlines, total aviation industry numbers are found in news articles (Quest, 2013 and CIAO, 2012).

As can be seen in the tables above, Air France – KILL is the second biggest airline in Europe, when compared to comparable airlines, looking at the revenues and passengers transported. Meaning, cargo and other services are not included in the calculations. 8 Product Different taxation Figure X perceptual Map ?? Perceptual mapping is used by companies to get insight on how a company can distinguished themselves compared to their competitors. This technique outlines a “Mental Map” (figure X) of how their product or service is perceived by customers.

In the Perceptual map of the airline industry there are only two of the four segments which are currently applicable in the market being: low price & low laity and high price & high quality. In the current society it is not possible for airlines to offer cheap tickets with higher quality simply because the development of aircrafts is high of and investment. The airline industry can be categorized as a Monopolistic Competition (Chapter 82) were airlines can distinguish themselves from their competitors via product differentiation. According Wendell R.

Smith’s article in The Journal of Marketing Product differentiation is defined as followed: “a strategy viewpoint, product differentiation is securing a measure of control over the demand for a product by advertising or rumoring difference between a product and the products of competing sellers” (Smith, 1956). To Even though the products serve a similar purpose they differ or are perceived to differ. There are several ways for companies to achieve this through diversification on; quality, style, convenience, geographical, and brand image (Flat World Knowledge, 2015).

One should consider that under monopolistic competition, regardless of their customer loyalty, if a price reaches over a curtained amount the company will lose its customers to their competitors. This means airlines have only lamented control over their prices (Flat World Knowledge, 2015). In this part an analysis of the organizational structure based on proper theoretical frameworks is provided. Organizational structuring is a method for companies, which answers the questions of how they resolve needed coordination and division of labor (Integer, 1979).

The elements of organizational structuring suggest five basic configurations, also called; structure in fives: Simple structure, Machine Bureaucracy, Professional Bureaucracy, Devotionals Form and Autocracy. Management of KILL From May 2004, KILL and Air France Royal Dutch Airlines have become the biggest European airline group: one group, two airlines and three businesses. Both companies keep their own identity, trade name and brand. The three core businesses are: Passenger Business, Cargo and Engineering & Maintenance.

KILL and Air France develop their own activities from the hubs; Amsterdam-Siphon and Paris-Charles De Gaulle. The management of KILL is conducted by the Executive Committee (Come). There, the statutory board and the executive vice presidents of the respective business units are represented. Besides the President-director and the Financial-director, the respective business units represented are; Operations, Cargo, Commercial, Engineering & Maintenance, MR. (Marketing, Revenue Management and Network), Infilling Services, Flight Operations, Information Services and Human Resources & Industrial Relations. KILL has an independent Supervisory Board. They are responsible of the supervision of the company and the Executive Board. Airline KILL is part of, just as partner Air France, the AIR GRANGE KILL S. A. The management of AIR FRANCE KILL is conducted by the Group Executive Committee (GEE), which aims on group related subject such as; strategy, finance, commerce, technique, information technology, purchase- and fleet development The GEE has 11 members and determines the direction and strategy Of AIR

FRANCE KILL and guards this. 5 parts of an organization Integer discusses that there are basically 5 parts of an organization Deconstructed : consists of those analysts, out of the direct structure, who apply analytic techniques to the design and maintenance of the structure and processes to the adoption of the organization to its environment (For KILL: CARS, Corporate Control, Finance, etc. ).

Support staff : includes those groups that provide indirect support to the rest of the organization (For KILL: CIO/IS and HER & IR which includes; Real Estate and Facility Contracting & FAKE Liaison Office). Operating core includes all those employees who themselves produce the basic products and services of the organization, or directly support their production (For KILL: Hub operations, flight operations etc. ). Strategic apex : consists of the top general managers of the organization, and their personal staff (For KILL: the KILL Executive Com tithe). 0 Middle line : comprises those managers who sit in a direct line of formal authority between the people of the strategic apex and of the operating core (For KILL: Commerce, Cargo, MR., etc. ). Organizational chart KILL The organizational chart of KILL is to found below, the red and green circles in his document have no purpose. When looking at the organizational structure of KIM, a clear techno structure on the left side of the chart can be found. Moreover, a clear support staff on the right side of the chart is also visible.

Furthermore, the power tends to be centralized vertically at the strategic apex (at the top). Vertical decentralization refers to the extent to which formal decision making power is delegated down to the chain of line authority. Horizontal decentralization refers to the extent to which power flows informally outside this chain of line authority (that is, to analysts, support taffeta, and operators in the operating core. That the power is tending to be at the top is made clear in the information about the management of KILL.

Decision making is done by upper management, the Executive Committee, the Supervisory Board, etc. However, in this organizational chart some power also lies in the techno structure, looking at the department Strategy & Corporate development. Meaning, there is also power horizontally – Limited Horizontal decentralization. When combining all these characteristics and looking at the five structures of Integer, Slum’s structure is a Machine Bureaucracy.

Integers definition of such a structure goes as followed: 11 The Machine Bureaucracy coordinates primarily by the imposition of work standards from the deconstructed; jobs are highly specialized and formalized, units functional and very large (at the operating level), power centralized vertically at the strategic apex with limited horizontal decentralization to the deconstructed; this structure tends to be found in simple, stable environments, and is often associated with older, larger organizations, sometimes externally controlled, and mass production technical systems.

To conclude, KILL is a company which power lies mainly at the top, with some haft of power to the deconstructed. Slum’s structure can be seen as a Machine Bureaucracy. Looking at current macroeconomic variables and Slum’s strategy, it is likely that the current economic crisis has a significant influence on KILL. Recent economic figures show a recovery in the Kick’s economy. According to The Treasury (2015) “it is clear that the foundations for a sustainable recovery are being laid. ” Auk’s economy grew by 2. 6 percent in 2014, investments grew with 6. Percent and even though import increased by 1. 3 percent, an export growth of 3. 5 percent outpaced this. (Monogram, 2015) When looking at vents in the past, it is likely that the European mainland will follow the Auk’s situation. The tables below show GAP development between 2006 and 2012 and KILL financial figures and passenger transportation figures between 2006 and 2012. In the first graphic, the development is shown and the relationship between the GAP and Slum’s results is visualized. As can be seen, Slum’s results over the years fluctuate, but not as much as the GAP does.

From the graphic can be concluded that GAP growth, and therefore economic circumstances, do not have major impact on the revenue and passenger amounts of KILL, but is does have an influence on the profit. Remarkable if the fact that KILL profit reacts fairly late to economic changes. As can be seen, GAP decreased by 4. 5% in 2009, however, Slum’s profit decreased more in 201 0 than it did in 2009. 12 (Rheostat, 2014) (SKI_M, 2014) Approach to managing economy Before analyzing which approach Europe has to managing economy, the two styles, Keynesian and new classical approach, will be explained.

A similarity between the two approaches is that both are made up of government spending, business investment and consumer spending. (Vitae, 2009) In the new classical approach, government spending is subordinate to consumer and business spending. It is believed that economic growth is mainly influenced by consumer spending and business investments. Moreover, too much government spending will remove economic resources necessary for consumers and businesses. Main focus in the classical approach is long-term solutions. (Vitae, 2009) Contrary to the new classical approach, Keynesian economics is driven by government spending.

Keynesian economics believe government spending will encourage customers and businesses to spend and invest. Moreover, according to the Keynesian theory, government spending improves or even replace economic growth, when there is almost no consumer spending or equines investment (Vitae, 2009). To analyses which approach the EX. has, the GAP composition development in the EX. of different years has been analyses. The graphics below show the development in GAP composition between 2003 and 2013, with 2005 as starting year with index 100.

As can be seen, since the start of the economic crisis in Europe end 2008 (Europe Nu, 2014), final consumption expenditure of general government and final consumption expenditure have stayed at the same level. Even though the consumption expenditure of the government is higher than general consumption expenditure, it is hard to draw conclusions about the economic approach of the ELL High government consumption expenditure is a characteristic of the Keynesian approach, however, since the start of the economic crisis the expenditure has not increased. Therefore, drawing conclusions on the economic approach of the EX. infeasible. 3 AY An Article of European Journal of business management identifies seven Cuff’s of the airline industry being: Culture: A culture is a set values, assumption and ways of acting which is accepted and followed by the employees. These values and attributes are embedded into the processes which will reflect into the final products and can be felt by the customers. With and effective culture in place and the commitment of personnel and airline can create perceived value by customers and even reflect on the financial statement ( Bun and Mass, 1998).

Customers get a sense of the organizational culture through front-line interaction which forms the image of a company (Buddha, et al. , 2013). The KILL calls themselves the “Big Blue Family/’ (KILL Royal Dutch Airlines, 2012). And strives towards a clear embodiment of these values. KILL tries to implement this via different approaches but in terms of SF the customer perceived value can be argued one of the most important drivers. A good example is the staff of and airline.

Critical incidents essay Draft essay

Consideration Of own specialist or context area and appropriate subject specific or context-specific pedagogy teach on a music production and business course, which is part of a foundation-learning programmer for young people. These programmer are designed for students working at entry level and level 1 and consist of three components: Vocational learning Personal and social development Functional skills Many of the students on this programmer have little or no qualifications, emotional or behavioral issues, learning difficulties or have been out Of education for a prolonged period of time. Teach the vocational subject of the programmer.

The aim of the course is to develop music production skills, specifically using computer technology alongside many other skills such as working in groups, communication and presentation skills. The teaching methods that suit teaching this subject and especially this type of learner are based around a lot of practical ‘hands on’ activities. I use a lot of short exercises and tasks that are short and provide the opportunity for feedback. Critical incident 1 As explained earlier many of the students I teach have a varied range of special educational need, and this incident occurred when teaching a young person with ADD. Ad been made aware before the student started, I understood the problems faced by students with this condition and had some experience with working with students with ADD. However, this particular student seemed to have a more severe form of ADD than I had worked with in the past. During lesson time he continually got distracted and disrupted other students during work. I tried to manage this behavior by staying aware of his indention but also being consistent with reminders to try to focus on his work. Unfortunately this always made him lose his temper and become abusive towards me, which I wrongly in hindsight put up with because of his ADD. Unfortunately these constant reminders became rather repetitive and tedious for the both of us. Was becoming increasingly agitated with trying to manage his behavior and taking abuse and the student was getting upset and felt like he was always being picked on. Finally the critical incident arose during a class demonstration when he was insistently talking and distracting others while I was taking to the class.

I repeatedly told him to stop talking which made him angry, he then became abusive towards me so I asked him to leave the class. He refused to leave the room and after a brief argument I took him out away from the rest of the class. Tried to explain to him why I had sent him out, but this did not help and he became very angry and aggressive towards me the longer the conversation went on. It got to the point where I asked him to go home and he was suspended until he had a meeting with the course manager because he was Ewing very rude and threatening towards me, but this just made him angrier.

He began shouting at me and at this point one of my colleagues had to intervene and took him away to calm down. After a brief period the colleague that took the student away asked me if I could come and speak to the student because he was clearly upset and felt he had been unfairly treated. I agreed and went to talk to him with my colleague mediating. The student was still angry although he had calmed down slightly and repeatedly stressed the point that he felt he was being picked on and always in trouble for no reason. Explained that I understood he had problems concentrating but his was not an excuse to be rude towards me. After a long conversation I could see he was very upset about being suspended and really wanted to carry on with the course. So I agreed to draw up an agreement that took into account his ADD and allowed us to both move forward in working together. The agreement contained conditions that he could take regular breaks if he asked myself or the assistant tutor and he had to sit down at the front near he tutors so that he did not distract any of the other students.

He signed it along with the assistant tutor and myself and from then on we put the agreement into action. Following implementing the agreement he engaged back into the course and became settled in the classroom. I was in turn able to manage his behavior and teach him much more effectively ending with him completing the course successfully.

Critical incidents essay essay

Consideration of own specialist or context area and appropriate subject pacific or context-specific pedagogy teach on a music production and business course, which is part of a foundation-learning programmer for young people. These programmer are designed for students working at entry level and level 1 and consist of three components: Vocational learning Personal and social development Functional skills Many of the students on this programmer have few qualifications, if any, emotional or behavioral issues, learning difficulties or have been out of education for a prolonged period of time. Each the vocational subject of the programmer. The aim of the course is to evolve music production skills, specifically using computer technology alongside many other skills such as working in groups, communication and presentation skills. The teaching methods that suit teaching this type of learner are based around a lot of practical ‘hands on’ activities. I use a lot of short exercises and tasks that provide the opportunity for feedback. This works especially well because many of my learners get distracted easily and lack motivation.

I find by giving them many short tasks with plenty of feedback keeps them focused and motivated. Critical incident 1 As explained earlier many of the students I teach have a varied range of special educational need, and this incident occurred when teaching a young person with Attention deficit hyperactivity disorder (ADD). Had been made aware before the student started, I understood the problems faced by students with this condition and had some experience with working with students with ADD. However, this particular student seemed to have a more severe form of ADD than I had worked with in the past.

During lesson time he continually got distracted and disrupted other students during work. I tried to manage this behavior by staying aware of his condition but also being consistent with reminders to try to focus on his work. Unfortunately this always made him lose his temper and become abusive towards me, which I wrongly in hindsight put up with because of his ADD. Over time these constant reminders became rather repetitive and tedious for the both of us. I was becoming increasingly agitated with trying to manage his behavior and taking abuse and the student was getting upset and felt like he was always being picked on.

Finally the critical incident arose during a class demonstration when he was insistently talking and distracting others while I was taking to the class. I repeatedly told him to stop talking which made him angry, he then became abusive towards me so I asked him to leave the class. He refused to leave the room and after a brief argument I took him out away from the rest of the class. Tried to explain to him why I had sent him out, but this did not help and he became very angry and aggressive towards me the longer the conversation went on.

It got to the point where I asked him to go home and he was suspended until he had a meeting with the course manager because he was Ewing very rude and threatening towards me, but this just made him angrier. He began shouting at me and at this point one of my colleagues had to intervene and took him away to calm down. After a brief period the colleague that took the student away asked me if I could come and speak to the student because he was clearly upset and felt he had been unfairly treated. I agreed and went to talk to him with my colleague mediating.

The student was still angry although he had calmed down slightly and repeatedly stressed the point that he felt he was being picked on and always in trouble for no reason. Explained that I understood he had problems concentrating but his was not an excuse to be rude towards me. After a long conversation I could see he was very upset about being suspended and really wanted to carry on with the course. So I agreed to draw up an agreement that took into account his ADD and allowed us to both move forward in working together.

The agreement contained conditions that he could take regular breaks if he asked myself or the assistant tutor and he had to sit down at the front near the tutors so that he did not distract any of the other students. He signed it long with the assistant tutor and myself and from then on we put the agreement into action. Following implementing the agreement he engaged back into the course and became settled in the classroom. I was in turn able to manage his behavior and teach him much more effectively ending with him completing the course successfully.

Critical incident 2 This incident was a gradual process over a period of my first 20-week course at my current college. It was the culmination of reflecting on the success of this course and covering learning theories during my teacher training course. Darted teaching this course last year, which had been running for the last six years. Had inherited a structure that was made up of industry style project briefs which I agreed was the most effective and interesting way to teach this subject.

As I was writing up the scheme of work and structuring lesson plans, drew upon my experience of learning the same subject at university (Music Technology). During my time at university we were given a lot of time to experiment and develop our own skills with guidance from our tutors. I felt this was the most successful way to teach because it gave me freedom and pace to develop my own style. So I used the industry style project briefs to structure the course. The plan was to start each project with demonstrations, discussions and workshops to teach them skills, followed by independent time to experiment and develop their skills and own style.

Unfortunately as the course went on this did not work successfully. As previously explained most of my learners have few qualifications and have usually had a negative learning experience prior to starting the course. This means that they lack motivation, get distracted easily and become very disruptive. They could not handle being left to work autonomously and struggled to finish the work. Also because they lacked focus and motivation many became very disruptive which resulted in bad behavior. By the end of the course half the students had left and I had become very disillusioned with teaching this group.

So on conducting a course evaluation and reflecting on the strengths and areas for development, I decided to change my approach for the next course. I had realized that the two main factors that needed to improve on were keeping learners motivated and managing students behavior. As I planned for the next course I changed my approach to teaching and focused on the establishing rules early with clear boundaries and sanctions in place. Also I made sure that I kept the learners busy with plenty of tasks, so they had no opportunity to become bored and distracted. This began to work very effectively from the start.

The learners were much more productive and because was swift to act on any bad behavior there were minimal classroom management issues. Am now in the final term of this course and the results of changing my approach have been remarkable. Firstly I have retained around 80% of the earners that started the course. They have also remained motivated and focused on their work and the class atmosphere and dynamic has been excellent. How the critical incidents relate to relevant theories of learning and inclusive practice Critical incident 1: This incident relates to the ideas of ‘Humanist’ theory of learning.

This theory is based around the concept of the human being, developing people’s worth and self-esteem and giving everyone the opportunity to develop themselves to their full potential (Erect and Walker, 2007). This theory promotes the individual in learning which is a ‘learner centered’ approach to teaching. By looking at the individual in this case I was able to help him overcome his condition, which was proving to be a barrier to his learning. By treating the learner as an individual I tried to create an inclusive learning environment by catering for his ADD condition.

The learner agreement offered solutions to his difficulties, which raised his motivation to learn. Wallace (2007) explains ‘Humanists’ believe that the relationship between the student and teacher is essential to maintaining student’s motivation, and that every learner needs to be appreciated for who they are. The agreement made him feel valued and understood, and in turn he participated and became an active member of the class. This links to Mascots Hierarchy of Needs and humanist theory.

These needs consist of firstly, basic physical needs (food, drink and warmth), then psychological and physical well-being, feelings of belonging and acceptance, feelings of self-esteem and finally reaching their potential. He could have been feeling that his condition was not being accepted, so by drawing up this agreement I was meeting his need of feeling accepted and belonging. Critical incident 2: The incident demonstrates adopting more of a behaviorism approach to learning. Behaviorist’s believe that learning is based around learners responding to positive reinforcement (Erect et al. , 2007).

In this theory positive reinforcement is used as a motivator in learning. I adopted this approach to my teaching to try to sustain their motivation and focus throughout the lessons. I based the course around short tasks that gave me plenty of opportunities to give learners positive feedback. This is consistent with Petty who believes that successful teachers put huge importance on encouraging and praising their learners. They should set tasks that are achievable and break up longer tasks into shorter sections. This gives the learners the opportunity to frequently complete tasks giving them regular feelings of achievement (2009).

To ensure inclusive practice when adopting this learning theory, the tasks should not be too difficult for the lower level learners. If they are, this will defeat the object of reinforcing the learners sense of achievement. On the opposite side the same applies to the higher- level learners, with more challenging tasks needed to keep them motivated. Using this teaching approach was also a very effective way to manage the learners behavior. Behaviorism theory is more teacher centered’, with the teacher controlling the lesson. This meant that I was able control the classroom as everyone was working on the same tasks at the same time.

Also because the learners were more focused and motivated on tasks, there were fewer opportunities to become bored, distracted and disruptive. How the incidents have impacted on, or will influence your own teaching practice: The incident has taught me the value of treating every learner as an individual. Everyone has individual needs and these should be met to ensure an inclusive learning environment for all learners. By using the ideas behind the humanist theory now try to create an inclusive learning environment that is learner centered. Cake sure gather as much of each learner’s background information before the course starts. This gives me a picture of their needs before the course starts and allows me time to plan an approach to cater for them. Examples of my inclusive practice strategies alongside ADD learner agreements are colored handouts for dyslexic students and using clear understandable language for SOL learners. Through learning from this incident I have changed my teaching approach radically and now use the behaviorism learning approach to teaching my course. Establish rules and a rigid routine from the very start of the course. Also break up my lessons into short tasks, ensuring I give positive feedback at every possible opportunity. By giving them positive feedback as much as possible I try to build their confidence and motivation for learning. Conclusion Critical incident analysis is a very important process in developing my teaching practice. By reflecting on these incidents and relating them learning hero, have been able to gain a better understanding of effective teaching and how improve my teaching practice.

Road To Independence essay

Cities inspired the people to run SO by themselves. O combined with the suffering during the Japanese rule, Singapore were more determined than ever not to be subjected to the rule of another power with its own set of interests. Desire to Step forward to run their country and fight for independence 0 do what they think is best. Practical problems after WI under the British Military Administration. Disruption to Economy – Crime was common due to high unemployment rate. Political Instability – Rise of Communists which were basically anti-British and the way British gave priority o their oven interests (again).

Most were built too slowly, and were mainly English schools. The MSP changed from anti-Jape to anti-British very quickly. They wrote articles in Chinese newspapers (we see the benefit of knowing a language your colonizers don’t) stirring up the large Chinese community against the British by blaming them for food shortage and pathetic living conditions. Initiated strikes (as a form of defiance and attempt to cause chaos in the British colony) like Hock Lee Bus Riots. Teachers in Chinese schools were not attended to by the British and hence was used as a platform or teachers to teach communist ideals to the students. ! ) Unlike those who were English-educated, Chinese (educated in their own language) could not get good jobs with good pay after completing education. They could not go for higher studies also. Communists propagated that this was greatly unfair and promoted the overthrow of the British government so as to appropriate Singapore resources themselves, to ensure equality for all. Hence Communists resented the British for lowering their opportunities and the British despised the Communists for causing chaos and threatening their position.

Social Unrest – Appalling slums, people packed in cubicles and dark airless tenements. What the British tried to do, and what they really wanted British tried to make laws and policies barring all other political parties from holding public meetings, arrested those responsible for the strikes. They also tried re-establishing tin and rubber industries, repairing and rebuilding bridges, docks and warehouses and communication networks. What they really wanted though, was economy, (Chambers of commerce) foreign affairs and defense. Basically draining Singapore economically and benefiting.

British giving in – The Elections 948 election, SSP (6 members in Legislative Council) Internal law and affairs SSP was led by British educated lawyers, but was not popular with the Chinese because it was Pro-British. The Riots in 1 9505 as an expression of further Anti-British feelings People continued to face social and economic problems 0 many blamed their discontentment to the British rulers E. G. The Maria Herzog Riots where the British interests were placed first and Malay culture disrespected. Sign of British failure to be sensitive to its colony culture. E. G. Anti-INS riots: Students thought that the British were trying to Sirius their education and furthermore, they were not willing to defend a government they were trying to drive out. Because British feelings were forcibly placed first CLC locals oppressed њ people unhappy. People saw it as discrimination and disrespect. Reaction: Render Constitution 1953 Gave locals more autonomy in internal affairs and quality of life. (industry, education, health, housing) British still retained control on internal security, economy, external defense, law. British thought that SO could still be used as a free port and military base. Step to self-government: The party must prove they are able to put down Communists and are pro- British. MERGER – 1961 Potential or Desired benefits from merger Benefit/ Concern Singapore Malay Economic More trade and job opportunities SO government felt the best way to resolve unemployment was to merge with Malay. Resolving unemployment could go in tandem with an expansion of market. Additionally, Singapore thought that expansion of market could go in tandem with making it a common market. 1 goods bought and sold freely without being taxed, bringing about not only a potential influx of customers, but enabling them to make more profit without the burden of additional tariffs which might drive away customers despite their efforts to keep selling prices low. Singapore also hoped she could rely on Malaysia as an amicable source for raw materials, tapping on Malaysia’s natural reserves to foster a vicious cycle of economic expansion (cause) and profit (effect) which would be used to further expand the economy. SO should not be an economic liability.

SO had no resources and hence was dependent on Malay. However Sac’s ambition for a common market meant that goods manufactured in Malaysia would face competition from SO. Indeed, the very act of taking Malaysia’s resources to make goods to compete in Malaysia was an act of exploitation, and was unbecoming of G’s political position as a subordinate state under Malaysia’s control and protection. Tactfully, Malay wanted these economic details to be worked out after signing the Merger agreement, (essentially they didn’t want it printed in black and white) and were not prepared to make any concrete promises.

Statement Of Intention Imaginative essay

Boy Statement of Intention – Imaginative Titian Tallow For this folio piece have chosen to communicate in the form of a Expository essay and the prompt am responding to is: Identity is never static. This particular form complements my purpose and audience due to a personal connection which enables them to understand and relate to the prompt themselves. This writing piece is aimed primarily at kids who have just began high school, to show that there are lots Of ways to help shape our identity.

This expository essay an easy way for people to understand what happening to the main characters on a day to day basis from the perspective of who the main character is. Am exploring the idea of how our identity is never static, and how quickly someone can change from one group to another just by personality and identity changes. I’m also exploring the idea of disclosure, meaning the awareness that a character has realized something that this mistake and has had a breakthrough with the story, helping show how people make mistakes ND how they can form our identity.

My piece has an almost guiltless tone, with the use of common words and phrases often used by younger people in this generation, this is to plea to adolescent readers and keep them interested. Choose to use a lot of title captures to enhance the tone and idea that show how identity is never static and how personal experiences will shape our identity and allow us to conform to certain groups like certain groups depicted in the movie Boy. Hose to follow the idea of boys dad and inherit he idea of regret and mistakes made in looking for forgiveness,