Decision Making at Cat Cooperation Article Example | Topics and Well Written Essays - 250 words

Decision Making at Cat Cooperation - Article Example The major problem was choosing the best supplier for one of critical subassemblies for manufacturing of its leading product TVR500 voltage stabilizer from the four short listed four vendors: Ideal; Dolphin; Boss; and Freedom. Good vendor was critical as lead time in manufacturing had increasingly become crucial criteria for competitive advantage. The company considered efficiency, power factor, losses, turn ratio and cost as main factors for choosing vendors. The decision on final vendor had become difficult as consensus from people coming from different departments like purchase, finance, manufacturing and quality could not be reached. The three qualitative factors: efficiency, power factor and losses were subjective in nature where turn ratio and cost could easily be evaluated because of their quantitative nature. The pair wise comparison of the product showed that Ideal was better in terms of efficiency and power factor with slightly more cost. But as efficiency and power factor significantly contribute to the credibility of the product, Ideal should be chosen as

Rewards Managemnet of Apple Inc Essay Example | Topics and Well Written Essays - 2000 words

Rewards Managemnet of Apple Inc - Essay Example It shows the different kinds of rewards structures and the way each of them contributes towards enhancing employee motivation and performance and in what ways too. The various arguments presented by the researchers on the subject are presented in the critical analysis of the literature review. The rewards and compensation structure of Apple Inc has been provided in the light of the literature review and comparisons are provided against the same. Finally recommendations are provided as to the changes or modifications can be brought about in the reward structure in Apple based on the drawbacks of loopholes which follows from the analysis Introduction- Company background The successful corporate leaders have increasingly recognized the fact that their basis of competitive advantage in the market is their human resource or their people. They have also acknowledged the fact that organizations must emphasize on managing their human resource with greater importance as work environments rema in extremely dynamic and keeps changing with great pace. In this context the role of reward management for motivating and inspiring employees to deliver their best contributions in the organization cannot be ignored. The case of Apple Inc is discussed in length in this project. Apple Inc is a multinational corporation based in the United States that producing and marketing consumer electronic goods, computer softwares as well as personal products. The company is well known for producing iPods, iPhones and iPads. The company operates through 357 different retail stores across 10 different locations and is rated as one of the largest global publicly traded organizations. It also accounts for the largest technology company in the world market in terms of profits and revenues. The basis on which the company’s human resource management strategies are built is its recognition of the crucial importance of organizational structures and the people or the human resource which comprises this structure. The strategy demonstrates a complete response to competence, creativity, competencies and constraints which individuals carry with them or create at the workplace. In all its human resource strategies the company seeks to assure superior performance of employees and this is achieved through high end compensation and rewards management system. The idea is to create a workforce which is highly motivated to perform to the best of their abilities in the organization consequently providing a competitive edge for the organization in the market. Literature review on rewards management theory The theories on motivation and rewards management primarily distinguish between the two main kinds of rewards, which are categorized as being extrinsic or intrinsic. Extrinsic rewards are in the form of money or other verbal reinforcements which are mediated from outside the individuals while intrinsic rewards are those which are mediated within the individuals or persons. Researchers consider a person to be intrinsically motivated to conduct an activity if there are apparently no rewards associated apart from the work activity itself. In fact all the theories of motivation considering the two kinds of rewards as developed by researchers and practitioners consider or assume the fact that the resulting effects on

Literacy Essay Example | Topics and Well Written Essays - 1750 words

Literacy - Essay Example The theories and concepts which relate to literacy can be understood based on different viewpoints and perceptions. This paper seeks to present a critical analysis about the concept of literacy. It will seek to communicate how selected studies contribute to my understanding of literacy theories and issues, and how these studies have practical applications for teachers and trainers in adult and vocational education or for students in the university. This essay is being carried out in order to establish an improved conceptualization of literacy and how its elements can impact on the overall education and development of students and learners. Body Literacy in its most basic context refers to the ability to read in order to gain knowledge and coherently and critically conceptualize the written word (Kress, 2003). Literacy also refers to the ability to understand the different means of communication, including language, videos, and images (Kress, 2003). Changing conceptualizations of lite racy include various symbols which are crucial to any community. Literacy includes various complex skills which seek to understand and utilize major symbols of culture for general development (Kress, 2003). For technological societies, the idea of literacy is developing to encompass the media and the electronic tools, including the alphabets and numerical systems. These areas are different and based on varying social and cultural applications (Street, 1984). Literacy is still equivalent to a lifelong and intellectual progression of establishing meaning of the written words (Goody, 1986). The idea of literacy is to establish development, to improve skills, which starts with the power to understand words and to deconstruct them. In the end, these processes lead to a deeper understanding of the text (Goody, 1986). The development of reading includes different and complex language processes which include an understanding of speech, spelling, word meaning, grammar, as well as word format ion (Goody, 1986). All of these establish a strong avenue for the development of fluency in reading and comprehension. As these skills are gained, readers can then ensure strong literacy in language and communication, which then includes the power to understand printed materials and conduct critical analysis or make inferences (Graff, 1991). With these skills, it is also possible to develop accuracy and coherence and to use data from the text to make decisions and develop creative ideas. The UNESCO (United Nations Educational, Scientific, and Cultural Organization) declares that literacy is based on the power to identify, interpret, and communicate related ideas (UNESCO, 2004). Literacy includes a wide array of learning processes which help enable individuals to secure their goals, to support knowledge, and to take part in their society. Being literate is associated with the idea of one’s familiarity with literature (UNESCO, 2004). In the 19th century, it has also been relate d to one’s abilities to read and write and to be educated in a particular field. Scholars have given much attention to defining literacy, and their activities have had much impact on various approaches to practice as well as policies (Bowman and Woolf, 1994). Scholars from various fields of psychology, economics, linguistics, philosophy and history have been involved in the highly contentious process of defining literacy and what it implies for education and knowledge (Graff, 1991). In considering these discussions, there are several possible understandings of literacy: literacy as an independent set of skills; literacy as applied in practice and also contextual; literacy as a learning process; and literacy as text (UNESCO, 2006). In relation

U.S. vs. Japan Economies Assignment Example | Topics and Well Written Essays - 250 words

U.S. vs. Japan Economies - Assignment Example Unemployment in Japan surpasses that of United States, meaning that Japan does not match U.S.A in employing labor resources in her labor market. The labor market is fundamental in triggering economic growth through employment opportunities (Katzner, 2008). In this respect, both Japan and the United States utilize their relative human resources differently. On the same note, the human resources in Japan are subject to government control, while in the United States these resources function based on demand and supply forces. Investment resources constitute another critical aspect that these two countries differ in their pursuit for economic growth. Major players in the U.S economy are private stakeholders. On the same note, both the public and private sectors coexist and complement each other in inducing economic growth (Katzner, 2008). In Japan, the government plays the primary role in mobilizing investment resources. Although the country has both private and public sectors, the private sector is relatively dominated by the public sector. In a nutshell, differences between the types of resources used by Japan and U.S.A to grow their economies are based on the source of mobilization and the positioning of human resources and the labor market in their relative

Arguments Participation Paper 2 Assignment Example | Topics and Well Written Essays - 250 words

Arguments Participation Paper 2 - Assignment Example (2) line numbers 60- 74 is an example of a testimony that speaks of the effect on individual Jews who suffered inhuman treatment during the Nazi holocaust; Charles Reznikoff, though a Russian, was born in the Jewish ghettos in New York. â€Å"Holocaust†, published in 1975, captures the poet’s interest in the Nazi holocaust and the yearning to present the realities naked to the world. A huge controversy surrounded the court room trials of the survivors of the Nazi Holocaust. During the Eichmann Trial, there was a controversy that Israel had political motives behind it. In this historical context, Charles worked as a typesetter for a labor Zionist publication, which showed interest in this controversy and the trials. The poem presents chosen testimonies in the courtroom, but devoid of the courtroom setting. Each testimony presents an exclusive image and speaks for itself. There is total objectivism in the narrative style as they are not in the first person but in the third person narrative voice. The tone is neutral as seen in the examples cited above. The poem speaks through the multiple testimonies and through the main ac tors and characters that are part of it. History unfolds for the readers to see the truth for themselves. The reader can arrive at conclusions on what he/she witnesses. There is an eerie silence that follows each testimony to avoid any interpretations or judgment; rather it helps evoke the picture of reality. Holocaust by itself is one of themes and the testimonies represent the events. The poem is devoid of any metaphor or rhetoric. This narrative style develops a close connection with the reader and bridges the gap between literature and common man. The narrative style is a testimony to the truth that historical facts should be listened to and not interpreted. As an Imagist poet, Charles has employed objective voice and has used the reality as an image that speaks for itself. This could be a document of history, but presents pictures within

A Comparison and Contrast between the Theme of Revenge in The Visit Essay

A Comparison and Contrast between the Theme of Revenge in The Visit and Death and the Maiden - Essay Example The story goes on to show how the people of this village are gearing up to present a great pomp and show of a welcome for Claire Zachanassian - a lady who had left the village for more prosperous shores years ago; a lady the villagers hardly remember. Claire was now believed to be returning to make a million pound donation to a village hungry for any kind of monetary gain. What the villagers do not know is that the person behind their state is Claire herself, who had actually left the village upon being betrayed and left with a ruined reputation by her lover, Ill. Claire then went onto marrying and widowing exceptionally well before she used her multimillions to ruin the village. Among an eerily commanding disposition, a misshapen entourage and several artificial body parts among other eccentricities in her general demeanour, Claire was remembered for a long time afterwards by the villagers for a chilling offer. Upon reaching her old home town, Claire the multimillionaire, agreed to part with a small fraction of her fortune at the condition that someone should first murder Ill, now a happily married shopkeeper. Revenge 2 The story then goes onto explore the shades of the vehement refusal to this offer by the mayor and the villagers alike, as well as the elements revolving around the fact that they are, at the end of the day, a very desperate lot, who begin to consider the proposition before them that can very well better their lives. This creates an air of 'will they, won't they', as a highlight in the plotline as it progresses from that point onwards. It makes for a fascinating portrayal of the internal struggle of the people of Guellen as they live their desperate lives and consider what it would take to improve their condition as Durrenmatt proceeds to demonstrate the changing emotions of Ill's family, friends and acquaintances with surprising insight and in frightening detail. This brings us to the next piece of work - Death and the Maiden, by Ariel Dorfman. More on the lines of a thriller, this story is one full of dramatic shades and a very strong moral element. The central character, Paulina Escobar is the wife of a prominent lawyer in an unnamed third World country. Paulina lives with Gerardo (her husband) in a desolate coastal setting. At the very onset, readers note Paulina's agitation concerning a news bulletin about the presidential appointment of a human rights commission charged with investigating abuses by the previous regime. According to the report, her lawyer husband has been appointed committee chair. The remainder of the story concerns victim, physician, and husband of that oppressive period who through strange circumstances are brought together during the night. The turn of events leading to this is such. One day a storm forces her husband to ride home with a neighbour - only to kick up an inner storm of sorts. That chance encounter brings up demons from her past, as Paulina is convinced that the neighbour Revenge 3 (Dr. Miranda) was part of the old fascist regime that tortured and raped her, while she had been mercilessly blindfolded. The story essentially centers on Paulina Escobar, who had been a political prisoner during the oppressive period, only to be tortured by her captors. After gaining her trust by treating her kindly and playing a tape of Schubert's Death and the Maiden, Dr. Miranda, a physician cruelly participated in the abusive treatment of his powerless

Education and Life Chances in Modern Education Essay Example for Free

Education and Life Chances in Modern Education Essay Is there such thing as secret of finding meaning in life? That might some what answers me base on certain articles that I just read and as well as the video that amazed me while viewing. This first article defines life and it’s meaning which is â€Å"Meaning in Life [live the life that you want]† by Albert S. Wang, written on November 19, 1997. This article, questions you if you are really contented and happy of what you have and if this is really the life that you wanted. It is said in here that to be able to live a life that you want and to put a meaning on it; you must first know yourself from within because this makes you know of who you are, second is know where you want to go for it gives you direction in finding your happiness. These things are beginning of having a meaningful life. To find the meaning of your life, you must find it with action not just by waiting for it to come and you can also find this meaning in life not just in distant place but mostly it is found near you. Putting a meaning in your life is all about the choices and decisions that you made on where you want to go. Just live your will and you’ll see that each day you will grow in having a meaningful life. The second article that touches me is entitled â€Å"So What Will Matter? † sent by Leandro G. Cruz and shared by Joe Gatuslao of Bacolod City, Philippines. Its original title is A Life That Matters. This article is so inspiring because it stresses that all that you have got starting from yourself just like beauty, fame, wealth and all other things that you have are just in vain because these things are not forever yours, these are just passing things and you cannot bring these things when you leave earth but what really matters are the thing that you made that others will remember you of your goodness, the things that you gave not just in material aspects but in all, living your life with significance, teaching others and set yourself as an example to them. All of these things are living a life that matters. This third article has an unknown author which entitles â€Å"A Purpose†. The article speaks that all of us who are created by God has a unique and significant purpose. Each of us is given a chance to find our designated purposes but you must wait when the right time comes because God has set it for you at a time when you are equipped and ready. Most of the time you’ll experience the roughness of life but don’t be dismayed because there is always a helping hand that will take care of you, which is God who never leaves you. Just stay at the right path and do good deeds for in the end you will find your own way to the pearly white gate. The next article is the one that I liked most which is â€Å"The Journey of Our Life† shared again by Joe Gatuslao from Bacolod City, Philippines. This article actually tells a story about the Emperor who owned a huge land and he told his horseman that if he could ride on his horse and cover as much land area as he likes, then the Emperor would give him the area of land he has covered. The horseman did not stop riding and whipping the horse because he wanted to cover as much area as possible. Came to a point when he had covered a substantial area and he was exhausted and was dying. Then he asked himself, â€Å"Why did I push myself so hard to cover so much land area? Now I am dying and I only need a very small area to bury myself. † This story is really similar with the journey of our life because most of us are always striving for richness, properties, possessions, power etc. So we work harder and harder until we come to realized that all of these things are not necessary for living a happy and meaningful life; we must balance our way of living so that we could not missed something in life that might happen once. The next thing that I am going to share is all about the video clip that I watched; it’s about an old woman at the age of 47 and her name is Susan Boyle who joined in a certain show that searches for extraordinary talents namely Britain’s Got Talent. During her performance, a big shock was made by Susan because at the beginning when she first introduced herself, everybody was against her like they are judging Susan of joining the show where she looks like so ordinary and nothing to show up but when she start on singing all where stunned by her angelic voice and they gave her a standing ovation but most importantly the three big yes from the strict juries. This gives us an insight that we must not judge the person’s appearance because you’ll never know what’s the biggest surprise that comes from within. God created us with equal gifts and we must use this as an inspiration to others. This last article is a prayer entitled as â€Å"Mere Possessions†. It’s all about the prayer of a woman who asked a help from the Lord, asking that she might not put much stock in possessions because things don’t last and you cannot bring all of these things when you leave earth. That we come into the world with nothing, we leave with nothing. Having a meaningful life is about your choices and decisions that were made; just make sure you have chosen the right path because if you do then you’ll end walking along the pearly white gate and that is the fulfillment of having a meaningful life. There is really no such thing as a secret of finding a meaning in life; it’s just you who will make it meaningful by doing what is right and just; live happy and be happy all the time because life is just too short, you might missed something so let’s make the most of it. Public education, it can be argued, shapes society, instils social mores and indoctrinates the impressionable with those philosophies the elites value. This essay will focus upon three main areas intrinsic to the education system. These are the social reproduction of ideas, the life chances created and instilled through education, and the socialisation of the individuals undergoing the educational process. Two main sociological perspectives that are useful when studying the education system are Functionalism and Critical Theory, because they focus on macro issues and social structures more than the interactionist perspective. Functionalists believe that the school system is an agent of social reproduction, which operates to reproduce well integrated, fully functioning members of society (Webb, Schirato and Danaher, 2002: 114). Critical theorists, conversely, hold that education is the most effective mechanism for promoting social change and for giving opportunities to less privileged groups so that they can advance their social standing. However, education usually reproduces existing social divisions, maintaining the relative disadvantage of certain groups (Webb, Schirato and Danaher, 2002: 106). Munro (1994: 108) describes the different approaches by stating that, functionalists tend to see education as synonymous with socialisation, while a conflict theorist is inclined to view education as ideological- that is, reflecting the interests of particular groups. Functionalists hold that the major institution for social reproduction is the education system, whereas, from a critical perspective, teachers, who oversee this reproduction, have been made into administrators of programs that provide manpower capitalisation through planned and directed behavioural changes (Illich, 1973: 327). Illich (1973: 327) comments, from a critical perspective, that teaching and learning remain sacred activities separate and estranged from a fulfilling life. This is because the things being taught do not line up with the necessary knowledge needed for life outside of education, and that learning from programmed information always hides reality behind a screen (Illich, 1973: 324). This means that the knowledge provided is set to a secret agenda. The learning process, which supposedly passes on the values and mores necessary in society to students, is not, however, meeting these needs effectively. Relevant information, that is, knowledge, which will add skills to the labour market, is becoming less practical and more theoretical, expanding the gap between study and work. Regardless of this, employers and social elites have attempted to use the schools for the reproduction of compliant workers (Davis, 1999: 65). This double standard has been discussed in a best selling song, The Wall by Pink Floyd (1978) in which they stated that the reproduction received through the school system was set to a hidden agenda, and that society would be better off without it. Drucker (1973: 236) equates the influx of educated people to the potential for producing wealth in any given country. By stating this, educational socialisation and the development of educated people is the most important function education can have. He goes on to state that while this may be the case today, throughout history, being uneducated provided the wealth of a given nation, due to the class differences, and that education was for the rich and idle while the work was performed by the illiterate. This all changed with the Industrial Revolution, and the invention of moveable type in the 17th Century (Drucker, 1973: 232). The moveable type meant that education could be performed at a reduced rate, and words became a commodity that was necessary for improving the quality of the labour force. Education is purported to provide the best possible life chances for its graduates, yet in reality, in many ways education diminishes these chances. Heinz (1987: 132) points out that the life chances of graduates are in a state of flux, that when the labour market is depressed and work is difficult to find, then young people will opt for more education as a means of delaying their entry into a tight work force. The school then takes on the function of a warehouse; it is a place to mark time. At the same time school acts as a socio-political instrument for reducing social and political conflict, and this function gains predominance over its main function of educating young people. In many cases the academic credentials earned are unnecessary for working-class jobs (Furlong and Cartmel, 1999: 12), which changes the focus of education, making it oppressive and irrelevant (Davis, 1999: 83). Heinz (1987: 131) states secondary school-leavers face a worsening outlook when they want to start in working life, and joining a preparatory program is increasingly becoming the only alternative to unemployment. There are a growing number of young people who are finding it harder to find a place, whose prospects on the labour market are poor, being qualified but underemployed, or drifting between unemployment and occasional jobs (Heinz, 1987: 131). This increases social inequalities and the gap between rich and poor. By acting as a warehouse education is not preparing students for life but rather crippling their life chances. The alternative to this are to reassess the curricula and teaching methods, reintegrating skilled workers into vocational education, ensuring that knowledge will be of direct benefit to graduates in obtaining a place within the work force. There are fewer and fewer opportunities becoming available, and school leavers have to undergo more and more relevant vocational training. However, fewer school-leavers are able to go directly into the vocational training they want. Heinz (1987: 130) noted a growing trend 16 years ago that Depending on the region, only between one-third and one-half of these school leavers succeed in getting a training place, and in 1994 Munro (1994: 109) observed that the school-to-work transition had failed which had major ramifications for everyone involved, causing underemployment of school leavers (Munro, 1994: 116). The seriousness of this trend is made even more apparent by the fact that school-leavers are even ready to enter apprenticeships that lead them into dead-end occupations (Heinz, 1987: 129). Drucker (1973: 232) however, states that while this may be so, to be uneducated is an economic liability and is unproductive, even though education is producing an unemployable, overeducated proletariat. (Drucker, 1973: 233) According to Mehan (1973: 240) education is a major socialisation agency, which moulds the individuals self-concepts into a socially accepted format, allowing each individual to be slotted into a specific function (Sargent, 1994: 240). Sargent (1994: 240) points out that in the function of education values are essentially involved and are taught beside worldly knowledge. However, this knowledge interprets the world, but does not necessarily correspond with any external state (Sargent, 1994: 232). The transmission of knowledge, skills and values, helps to sort and rank individuals, that they might be better placed in the labour market (Munro, 1994: 96). This raises a paradox, however, where education is seen by many as the best possible means of achieving greater equality in society (Sargent, 1994: 233), yet it categorises the graduates into job specifications, personality types and the opportunities granted to each. Sargent (1994: 231) furthers this thought by explaining that the education system is an integral part of determining position and power in our society (Sargent, 1994: 231), and that through education the class structures are compounded, making it more difficult for those in the working classes from advancing in the social hierarchy. The education institution both absorbs and perpetuates the ideology, masquerading as knowledge, which legitimises inequality (Sargent, 1994: 231). Regardless of the inequalities produced, it has become the absolute prerequisite of social and economic development in our world to have a highly educated pool of people ready for the labour market (Drucker, 1973: 232). In conclusion, the failure of the education system to reduce social inequality and produce better workers, raises serious doubts as to its effectiveness. Life chances created through education appear to be diminishing, despite the extension of education. The knowledge taught seems to be ineffective in preparing students to cope with life. Functionalists need to reassess the structure of education, as it loses its ability to effectively provide for graduates, becoming dysfunctional in its goals to remove inequality and give a head start to people entering the work force. When looking at the education system, it is necessary to ask if the cost spent on educating people is being effectively used, considering the increasing number of educated poor. The gap between knowledge taught and life experience needs to be bridged, for education to effectively function. If, as it appears, schools are to socialise and reproduce effective and functioning members of society, the curricula has to be addressed. Bibliography Davis, Nanette J. (1999). Youth Crisis: Growing up in the High Risk Society. Praeger Publications, Westport Drucker, Peter F. (1973). The Educational Revolution, Social Change: Sources, Patterns, and Consequences (2nd ed) Amitai Etzioni and Eva Etzioni-Halevy (Eds). Basic Books Inc. , New York. pp 232 238 Furlong, Andy, and Cartmel, Fred (1997). Young People and Social Change: Individualisation and Risk in Late Modernity. Open University Press, Buckingham Heinz, Walter R. (1987). The Transition from School to Work in Crisis: Coping with Threatening Unemployment, Journal of Adolescent Research (Vol 2). pp 127 141 Illich, Ivan (1973). The Breakdown of Schools: A Problem or a Symptom, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc. , Canada. pp 311 336 Mehan, Hugh (1973). Assessing Childrens School Performance, Childhood and Socialisation Hans Peter Dreitzel (Ed). Macmillan Publishing Co. Inc. , Canada. pp 240 264 Munro, Lyle (1994). Education, Society and Change: A Sociological Introduction to Contemporary Australia Brian Furze and Christine Stafford (Eds). Macmillan Education Australia Pty. Ltd. , South Melbourne. pp 96 128 Pink Floyd (1978) The Wall, The Wall. Mushroom Records, California. Sargent, Margaret (1994). Education for equality? employment? emancipation? , The New Sociology for Australians. Longman Cheshire Pty. Ltd. , Melbourne. pp 231 256 Webb, J. , Schirato, T. and Danaher, G. (2002). Bourdieu and Secondary Schools, Understanding Bourdieu pp 105 106 (Reprinted in Sociological Reflections on Everyday Life: GSC 1201 Reader). Allen and Unwin, Sydney. pp 227 238.