Tuesday, December 31, 2019

Business Cycles Macro Economic Conditions And Its Impact...

Economics for Business Essay Question Lecture Name - Maruf Mostafa Student Name - Wastu Kankanamalage Gayani Chathurangi Maithripala Student ID – 11621711 Word Count – 1000 Introduction This essay will mainly focus, discussing business cycles in macro-economic conditions and their impact towards the country. The first part of the essay will describe different economic conditions within the macro-economic such as an economy boom and recession. The argument will bring out some definitions to provide more depth to the discussion. The latter part of the essay will illustrate the aggregate demand and aggregate supply model to demonstrate the relationship between gross domestic product (GDP) and the price level by using different†¦show more content†¦The positive swings or the high growth in the economic activities is called contractions and the down swings and declining growth in the economic activities is called a recession. According to the National Bureau of Economic Research, Recession is a critical decline in economic activity over the period of time and it will be evident through economic performance activities such as GDP, income, employment, industrial production, and wholesale-retail sales. (National Bureau of Economic Research) Aggregate demand and Aggregate supply Model The aggregate demand and aggregate supply models are related to describe macroeconomics and referred to as the AS/AD model. This model is a useful tool to evaluate the gross domestic product (GDP) against the price level and the AS/AD model is used in this discussion to explain business cycles including, recession, stable economy and contractions (Hess, P. N. 2013) The supply curve (AS) curve refers to the quantity of output supplied by the business sector to the price of output while the demand curve (AD curve) refers to the quantity of output demanded by the various sectors of the economy. (DeLong, J. B. 2003) The quantity of real GDP is calculated based on three key inputs such as labour (L), capital (K) and technology (T) within the economy (Hubbard 2012) There are twoShow MoreRelatedMarketing Micro and Macro Environmental Factors1669 Words   |  7 PagesMacro and micro environments both fall into the categories of environmental scanning. The general scope of environmental scanning is that it is a component of global environmental analysis. While analyses are typically carried out on the macro environment, the micro environment still has an important role to play. In summary, the macro environment is involved with the industries, companies, markets, clients and competitors, while the micro environment can be represented by the suppliers, competitorsRead MoreMacro Economy Elements1258 Words   |  6 Pages1.0 MACRO ENVIRONMENT ELEMENTS There are many factors in the macro-environment that will effect the decisions of the managers of any organization. Tax changes, new laws, trade barriers, demographic change and government policy changes are all examples of macro change. 1.1 Political and Legislation Factors The political-legal dimension of the general environment also affects business activity. The philosophy of the political parties in power influences business practices. The legal environmentRead MoreManagement Plan For Risk Management810 Words   |  4 Pagesof resources to minimize, monitor, and control the probability and impact of unfortunate events or to maximize the realization of opportunities. Risk management’s objective is to assure uncertainty does not deflect the endeavor from the business goals. Risks can come from various sources: e.g., uncertainty in financial markets, threats from project failures (at any phase in design, development, production, or sustainment life-cycles), legal liabilities, credit risk, accidents, natural causes and disastersRead MoreMacro Environment of an Organization1077 Words   |  5 Pages1. Macro environment External environment is the uncontrollable factors, forces, situations, and events outside the organization that affect its performance and strategies. As shown in below figure, the examples of macro environment of an organisation is include factors such as social cultural, political and legal, globalisation, economy, demographical and also technology. Detailed definition of macro environment factors mentioned and the description showed as below. Figure 1: Component ofRead MoreDifference Between Command Economy And Free Market Economy1617 Words   |  7 Pagesgovernment intervenes to ensure stability and economic growth. This intervention has a major impact in the position of an economy in the business cycle. This report evaluates the advantages and disadvantages of England being a mixed economy, and shows how the government intervenes in the market. AIMS AND OBJECTIVES The essay is fo â€Æ' ENGLAND S MIXED ECONOMY With mixed economy there is always a variation to the degree of government intervention in different countries. In England, where the mixed economy isRead MoreThe Challenges Of Emerging Markets1590 Words   |  7 Pagesinto a very well chosen destination for a firm operating well in their own country which is looking for expansion. Developed markets usually hint at the considerations to per capita income. Limited growth opportunity and emerging market economies usually expect an availability of a larger amount of growth opportunity. In saying that, to maximize shareholders return and business enjoy showing their strength in their own country, companies showing interest in saturated markets may consider the need toRead MoreEnvironmental Analysis And Market Research1704 Words   |  7 PagesAnalysis and Market Research Macro environment analysis is the process of reviewing all the factors that the company itself is unable to control. In the business environment macro environment analysis is performed in order to be up-to-date issues that the business can face upcoming coming years. Macro environment analysis is normally done through PESTLE analysis which includes political, economic, social, technological, environmental and legal aspects of a business environment. The main purposeRead MoreThe Limits to Macroeconomic Policy Essay1255 Words   |  6 Pagesadvancements have made it easier than ever for monies to traverse national borders quickly and efficiently. This capability facilitates inflows and outflows of capital in response to signals. Not all of these signals are economic yet the effects can have a devastating impact. Assessment Economic crisis has precipitated many changes throughout the course of history. Whether it is the great depression of the 1930’s, the Latin Debt crisis in the early 1980’s or more recently the financial collapse of the URead MoreIntroduction And Literature Review : The Decline Of Economic Conditions881 Words   |  4 Pages1. Introduction Literature review The early 2000s recession was a drastic decline in economic conditions, which mainly occurred in the developed countries. From 2001, the Federal Reserve initiated a move to quell the stock market, caused successive inflation in interest rate, thus â€Å"plunging the country into† the worldwide economic recession (Ruddy, 2006). The annual GDP growth rate dropped below 1% along with the significant downturn in U.S. housing and the stock market. From 2002, the economyRead MoreJextra3574 Words   |  15 Pagesability to evaluate the elements of the macro environment and its relation to an organisation. Select an organisation which you are familiar with. Explain the elements of its macro environment and discuss how these element(s) affect your selected organisation. Recommend improvements that can be made by the organisation in managing the macro environment effectively. Criteria Description on the selected organisation Description on the general macro environment elements Identification

Sunday, December 22, 2019

Lifting Veils From The Faces Of Marriage - 1383 Words

Lifting Veils From the Faces of Marriage Both Sophocles and Henrik Ibsen have spun tales of marriage with deep complexities woven in. Each having crucial elements that are veiled from a spouse. Sophocles Oedipus the King and Ibsen’s A Doll’s House provide readers with similar elements in the two plays. Oedipus the King and A Doll’s House demonstrate a strong example of dramatic irony, providing the reader with a more detailed and comprehensive look into the characters and situations, more than some know themselves. Attention will be focused on these two pieces addressing the comparison and similarities of these marriages, and what they entail. Specifically common shared elements including, honesty and truth, naivety, parental effects on a characters psyche, and the final outcome of each relationship. Spanning a nearly two thousand year gap in origin, both Sophocles and Ibsen allow readers to see that marriage has endured the same struggles throughout history. T ruth was and still is a major factor in the health and stability of a relationship. The marriage of Oedipus and Jocasta shares a similar flaw with that of Nora and Torvald, when it comes to honesty and trust. Each including vital aspects that at a point only the wife is privy too. When truth of the relations between Oedipus and Jocasta is nearing exposure, she as both mother and wife want to shield him from this trauma,pleading â€Å" No, please-for your sake-I want the best for you†¦You’re doomed-may you neverShow MoreRelated Islamic Versus Christian Marriage Essay1500 Words   |  6 Pagesthe topic of religion in marriage. Specifically it will discuss whether Islamic marriage is better or worse for women than Christian marriage. After study of these two religions, it becomes quite clear Islamic marriage is much worse for women than Christian marriage. This essay will show that Islamic women are subjugated by their religion and do not enjoy the freedoms or th e equality that Christian women enjoy, and perhaps even take for granted. Why is Christian marriage so much better for womenRead MoreFemale Characters Overthrowing Gender Roles1101 Words   |  5 Pagesthem in some matter. Although these stories are dissimilar from each other, both show the struggle that women have against one or several antagonists in their lives. Chopin shows hardships through internal and external struggle within and family environment and within a personal environment. Whether the women depicted are escaping from their horrid lifestyle, or just plain escape from life, she is able to embody the hardships women face. Kate Chopin was a female writer whose radical viewpointsRead MoreTopic Customs and Traditions of the Usa2452 Words   |  10 Pagesshould conÃ'„sider the definitions from the dictionary: Custom: A usage or practice common to many or to a particular place or class, or habitual with an individual. Long established practice considered as unwritten law. Repeated practice. The whole body of usages, practices, or conventions that regulate social life. Tradition: An inherited, established, or customary pattern of thought, action, or behavior. The handing down of information, beliefs, and customs from one generation to another withoutRead MoreThe Opening of Baz Luhrmans Film Version of Romeo and Juliet2032 Words   |  9 Pagesshe speaks with an American accent showing that its set somewhere in America. Behind the news reporter is an image of a broken wedding ring, and below shows a caption stating ‘star-crossed lovers’. ‘Star-crossed lovers’ is a line from the prologue, and basically sums up what the play is about; ‘star-crossed lovers’ means that the two people in love (Romeo and Juliet) have everything against them being in love, their stars are against them (their star-signs clash); ifRead MoreEavan Boland: Themes2219 Words   |  9 Pagesa mother and wife, and the role as a poet. She turned away from the romantic and traditional poetry she wrote during college and began to explore this ‘ordinary world’. As she continued to write, she won more and more attention establishing Boland as a woman writing about a woman’s experience, something that was extremely rare in Irish poetry. Major themes which dominate many of her poems are history and it’s victims, love and marriage. These themes as well as aspects of her poetry such as symbolismRead MoreThe World Of The Arab Caliphate2066 Words   |  9 PagesPeninsula was influenced people who mastered most part, then cultural world. This is where it originated Islamic faith. Arabs belong to the world conqueror, in the course of a century after their appearance, they became masters of the empire that stretched from the Atlantic coast to the borders of China. Arabs are Semitic people who inhabited mostly in the Middle East and in North Africa. Are inhabited by wide expanses, and believes it has a total of over 250 million. About 4 million Arabs are in EuropeRead MoreIslam in France2555 Words   |  11 Pagesillustrates this assertion. Of the 23 players registered for this season, 12 of them are foreign mostly from African countries, 11 of the players are French. Out of the 11 players who are French 6 of them namely Steven Mandanda, Chris Gadi, Loic Remy, Alou Diarra, Rod Fanni, Billel Omrani all have African parents. Multi ethnicity as an Average American would see is quite different from what France faces. The multi-ethnicity includes religious dimension as well as racial and ethnic differences. In AmericaRead MoreLa Casa de Bernarda Alba - English Translation Act 1 Essay4982 Words   |  20 Pagestolling of bells is heard. The Servant enters.) SERVANT: I can feel the tolling of those bells right between my temples. LA PONCIA: (She enters eating bread and sausage) They’ve been making that row for more than two hours now. There are priests here from all the villages. The church looks lovely. During the first response Magdalena fainted. SERVANT: She’s the one who’ll be most bereft. LA PONCIA: She was the only one who loved her father. Ay! Thank God we’re alone for a while! I was hungry. SERVANT:Read MoreMorgan Le Fay5287 Words   |  22 Pagesversion, Morgan was one of the three queens that retrieved Arthur’s fatally wounded body from the Battle of Camlan on Salisbury Plain, and returned with him to the holy Isle of Avalon to heal him, for he is the Once and Future King, destined to return from the timeless fairy island when Britain is in need of him. Marian Zimmer Bradley rescues Morgan le Fay from the Medieval sources, and tells the story from Morgan’s own point of view, as recently seen in the excellent movie, The Mists of AvalonRead MorePoem and Short Story4221 Words   |  17 PagesThe Spouse   by Luis Dato Rose in her hand, and moist eyes young with weeping, She stands upon the threshold of her house, Fragrant with scent that wakens love from sleeping, She looks far down to where her husband plows. Her hair dishevelled in the night of passion, Her warm limbs humid with the sacred strife, What may she know but man and woman fashion Out of the clay of wrath and sorrow—Life? She holds no joys beyond the day’s tomorrow, She finds no worlds beyond her love’s embrace;

Saturday, December 14, 2019

The Life and Inventions of Thomas Edison Free Essays

Thomas Edison was born in 1847 on February 11th in Milan, Ohio to middle class parents and died on October 18, 1931, in West Orange, New Jersey. In 1854, his family moved to the vibrant city of Port Huron, Michigan, which ultimately exceeded the commercial excellence of both Milan and Odessa which were the two places Edison had lived. One of the many inventions established by Edison was the tin foil phonograph. We will write a custom essay sample on The Life and Inventions of Thomas Edison or any similar topic only for you Order Now When Edison was working on his invention he noticed that the tape of the machine sprang off a noise resembling spoken words when worked at a high speed. The machine had 2 needles in it one was used for recordings and the other for playbacks, the machine plays cylinders rather than disks. At around the age of 12, Edison started to lose his hearing. What caused this to happen was a train conductor smacked him in the ears when he started a fire in a boxcar whilst doing experiments. Edison was an inquisitive child but also a poor student as his mind often wandered. Edison was the youngest of 7 siblings. One day when Edison was at school his school teacher screamed at him and said that he was rather addled. When his mother found out that someone had discovered him as a scientist his mother was very furious and pulled him out of school and she hmoe schooled him instead. * THOMAS EDISON’S INVENTIONS. 2013. THOMAS EDISON’S INVENTIONS. [ONLINE] Available at: http://www. thomasedison. com/Inventions. htm. [Accessed 17 March 2013]. * Thomas Edison Biography – Facts, Birthday, Life Story – Biography. com . 2013. Thomas Edison Biography – Facts, Birthday, Life Story – Biography. com . [ONLINE] Available at: http://www. biography. com/people/thomas-edison-9284349. [Accessed 17 March 2013]. * Thomas Edison – The Inventions of Thomas Edison. 2013. Thomas Edison – The Inventions of Thomas Edison. [ONLINE] Available at: http://inventors. about. com/library/inventors/bledison. htm. [Accessed 18 March 2013]. * Edison Biography. 2013. Edison Biography. [ONLINE] Available at: http://www. thomasedison. com/biography. html. [Accessed 21 March 2013]. How to cite The Life and Inventions of Thomas Edison, Essay examples

Friday, December 6, 2019

Business Strategy for Commonwealth Bank - myassignmenthelp.com

Question: Discuss about theBusiness Strategy for Commonwealth Bank of Australia. Answer: Assessment of Commonwealth Banks strategy The assessment of Commonwealth bank of Australia can be done through a thorough comparison of the internal and the external fit of the company (Sia, Soh and Weill 2016). The potentiality of the business of the organization can be analyzed only through a proper assessment of the same. However, this study would not be considering the factors like the organizational structure, the organizational credentials and matters and the functional department of the company in order to analyze the assessment of the company. In this particular context it would be apt to assert that Commonwealth bank has a total of 51,800 employees as recorded in 2017. Considering its revenue, net income and total assets, its a$26.005 Billion, A$9.881 Billion and A$976.374 Billion respectively. Moreover, it has a total equity of A$63.716 billion (commbank.com.au). Mission Statement of the company The organization has an excellent base of loyal customers and all the credit goes to the way it has been able to adhere to its mission since the tie it has been established. The initiatives and policies that are undertaken by the bank are extensive in nature and all the commitments made to its customers are properly delivered and fulfilled in time. The companys mission is targeted at not only selling its policies and insurances, but at the same time it also supports its customers by providing financial advices. At times, these advices are provided free of cost. Generic Strategy Generic strategy is essentially a concept that was discussed by Porter, focusing o three main strategies (Travostino et al. 2015). These are overall cost leadership, differentiation and focus. It can be explained an a practice where sales that are low in cost will definitely need its products to be sold in large quantities. Differentiation part will be excluded in this context and at the same time the focus of the organization will be wither narrow or broad, that is, either it will have specific target customers or the organization will have customers in general (Dalal-Clayton and Sadler 2014). An assessment of Commonwealth bank can be made with the application of Porters generic strategy. Common wealth Bank has placed itself as cost leader. However, the range of products are limited as compared to its competitors like National bank Australia, ANZ and Westpac. The focus of the organization is narrow (Kemper and Kalafut 2014). Business model of Commonwealth Bank Key Partners Communities related to financial services Companies selling and distributing credit cards Investors Subsidiaries Regulatory agencies Jinan City commercial bank Hangzhou City commercial bank are the two Chinese banks that the organization deals with strategic cooperation agreements ATM service desk (Armguards) Aussie home loans and Wizard home loans are into joint partnership with the organization Key Activities Manufacturing credit cards Transaction and savings ad current accounts Risk assessment Customer service Intermediation related to financial services Investment plans Customer acquisitions Loans Governance and aid related to corporate services Savings and transaction accounts Balancing Value Proposition Commonwealth bank is the largest and within the first four of Australian banks Handling risk with responsibility Steady and sustainable growth Retail banking services Personal and small scale customers are aided with business help, that is finance Management of wealth. That is management platform, master funds, supports related to financial advices, supports like on the grounds of insurance and business, superannuation Customer Relationships Automation of banking services Community users Strong security systems Excellent reputation of the bank Convenience of the customers are taken as priority Ubiquity All the services are anti-personal. Customer Segments It serves the government sector Has services related to credit and card holders Merchants Serves the retail sectors Serves corporate customers Serves industrialists Key Resources More than 1100 branches all across the globe More than 4300 ATMs in total Considering its branches and ATMs, it has the largest network Its wide availability Strong base of loyal customers IT capabilities Huge network Potential employees The services and products are in wide range. It serves its customers with bank accounts, credit cards, financial advices and plans, home loans, car loans, insurance, superannuation, personal loans etc Channels Newsroom Social networking sites like facebook, instagram, twitter Mobile banking Information on its personal website Online banking NetBank The huge network of branches and ATMs. Cost Structure It has excellent network which needs to be maintained In the maintenance of IT infrastructure development Has wide array of international branches Security system Its presence/availability Compensation structure Taxes Costs related to finance maintenance Rewards and interest paid Revenue Streams Premium related to policies The returns that are made on policies on investment plans. The financial revenues, that is the interests hat are credited on commissions and service fee pf certain products Value Curves Banking sectors in Australia is already an independent and established sector that has witnessed continuous growth, since its birth. More or less the whole of the country is connected with proper banking branches and ATMs. It would not be wrong if asserted that most of the Australian market is near about saturated in the context of banking services. However, there has been a number f factors that have added as a positive catalyst in the growth of banking sectors all over the place (Jaber 2016). The most important of those are globalization, an ever increasing population, the inflation is the purchasing power of customers, edging competition against small scale sectors even, growth of IT and finance industries, all over innovation and development (Ali et al. 2014). Where ever is the need of finance, is the need of banks. At the beginning, in the year 1911-1941, Commonwealth Bank emerged in the Australian market as a Blue Ocean. Although, at present, Commonwealth bank is positioned as red ocean in the market. It came upon with attractive and innovative plan, the concept of banking and its services were new and hence was into blue ocean. However, there are numerous banks in the market now that more or less provides the same products and services to the customers (Johnson 2016). Only the rate of interests are different which make it a red ocean now. Since, the organization focused on a narrow range of services, it was under blue ocean. The major grounds that Commonwealth Bank is ahead of the big four are its excellent customers services, low rates of interests, easy accessibility and support to customers. Assessing business strategy of Commonwealth Bank Strategies are made in order to achieve the mission and vision of the company. The key success measurement criteria as laid out by the company are as follows Improved metrics related to customer service Inflation/deflation of shareholder returns Maintenance of fame of the organization The business strategy of commonwealth banks is four dimensional, focusing on customer service, business banking, technology and operational excellence, and trust and team spirit. It is prioritized the most by the organization, since it is a customer driven company. the company aims at reinvigorating sales and services. Employees of the company are invested upon in order to attain skilled employees (Schwartz et al. 2016). In the context of business banking, commercial purpose of business banking services are offered in almost all of the retail chains. The technology and operational excellence department aims in the implementation of skilled sourcing and designs plan to enhance the efficiency of the process. Trust and team spirit is another important section that aims at strengthen the bond of coordination between the employees (Burns 2016). It also aims at better involvement of community and apart from that, it also focuses on its customers safety (D, Mashruwal and Tripathy 2014). Pestle analysis of Commonwealth Bank Australia Political impact: The political relationship of Australia with China and other Asian countries is a bit sour lately, which may impact the business (Scholes 2015) Economic impact: economy is evolving but at the same time population is aging Social impact: diversity has been the marking factor of cosmopolitan diversity Technological impact: The advent of modern technology has molded people to invest in next generation financial technology. That would help the organization to innovate a firm technical framework. In the context of banking sector, cyber security is still a major area of threat. Legal: There are certain litigations against the bank. Issues like allegations regarding money laundering have also been a concern. Environmental impact: banks can be influenced through a strict regulation related to water management and river management. Banks can be charged of legal actions on the account of its failure to explore the risks related to climatic conditions (Johnson 2016). External Fit External Fit refers to the external trading conditions of the organization. This external fit is applicable for all the Australian banks in the market. Since, these banks also go through the same rules and regulations related to legal structures, financial services, insurance covers etc. all the external fit is comparable to the other rival banks that are present in the market and mostly all the rivals go through the same rules (Armstrong et al. 2015). Yet, the difference lies in the way Commonwealth Bank approaches its customers. Though, all of the banks is scattered almost in the same geographical manner, not all the banks are always ready to help its customers. Due to huge rush in the starting and the end of financial years, most of the banks keep its customers waiting (Cascio 2018). Commonwealth utilizes this time in providing assistance to its customers over e mails, phone calls and online chats. It ensures that its customers are engaged with bank executives and thus, do not swi tch to other financial service providers. Apart from that the organization has also made car and home loans readily available to customers with least possible delay (DeYoung and Huang 2016). Internal Fit Most of the banks follows the same approach of internal fit. However, all the internal approaches are nit same in all of the banks (Sengupta et al. 2015). Though most of the internal approaches are similar, dissimilarity too, does prevail. The key factors that creates a difference in Commonwealth Bank is in its approach to make different types of marketing and sales strategy to target different segments of its customers. Not all the customer segments can be targeted in the same manner. It follows unique targeting strategy and that is what keeps it at part from the other companies. Commonwealth Bank also succeeds in its faster delivery of products and services to its customers. That is, in its sales department, most of the products and services offered by the organization are tangible and can be customized as per the need and demand of the customers (Bailey, Albassami and Al-Meshal 2016). The transactional activities are smooth without many restraints. Commonwealth Bank is best known for its on-time delivery of services. Technology plays a major part into this section. The organization has used technology to its brim to bring about special features like app based banking. Use of modern technology has also lifted thee organization a little more than the others. The customers are benefitted with app based mobile banking and bill payments. Some of the technology infused transactional features are ACH networks, ATMs, bankcard networks and check clearance systems. Value chain of Commonwealth bank Australia MARKETING SALES PRODUCT TRANSACTION Advertising Branding Supporting sales Multichannel Management Expanding market Offering of the products Expanding the product range Clearance of payments to the customers Settling financial services Technological advancement Human resource departments Maintenance of infrastructure Guidelines related to risk management Conclusion and recommendation It can thus be concluded that commonwealth bank is a gigantic organization. Since its birth, it has gone through a lot of modifications and alterations in its organizational structure and infrastructure. Yet, it has been able to maintain its fame and reputation till date. Even after its controversies and allegations, it is one of the most popular bank in Australia. Given its number of employees, its branches all over the globe, its number of ATMs it is the most demanded financial service provider. The organization has been able to manage its constant inflation since the very starting of its journey (Eva et al. 2018). Entering into the market with a blue ocean strategy, it is only when the other financial sectors started providing the same services and products to the customers that Commonwealth Bank ultimately landed into red ocean. Though most of its services are liked and demanded by its loyal customers, yet it has been noticed that there are rare few that is hampering the growth o f the organization. It has been seen that Commonwealth Bank hooks upon ACH network. It becomes less efficient in peak financial years and in order to increase its efficiency, the organization must extend the transponder capacity of the same. Reference List Ali, P., Anderson, M.E., McRae, C.H. and Ramsay, I., 2014. The financial literacy of young Australians: An empirical study and implications for consumer protection and ASIC's National Financial Literacy Strategy. Armstrong, G., Kotler, P., Harker, M. and Brennan, R., 2015.Marketing: an introduction. Pearson Education. Bailey, A.A., Albassami, F. and Al-Meshal, S., 2016. The roles of employee job satisfaction and organizational commitment in the internal marketing-employee bank identification relationship.International Journal of Bank Marketing,34(6), pp.821-840. Burns, P., 2016.Entrepreneurship and small business. Palgrave Macmillan Limited. Cascio, W., 2018.Managing human resources. McGraw-Hill Education. Commbank.com.au. 2018.About us. [online] Available at: https://www.commbank-.com.au/about-us.html [Accessed 25 Apr. 2018]. Banker, R., Mashruwala, R. and Tripathy, A., 2014. Does a differentiation strategy lead to more sustainable financial performance than a cost leadership strategy?.Management Decision,52(5), pp.872-896. Dalal-Clayton, B. and Sadler, B., 2014.Sustainability appraisal: A sourcebook and reference guide to international experience. Routledge. DeYoung, R. and Huang, M., 2016. The External Effects of Bank Executive Pay: Liquidity Creation and Systemic Risk. Eva, N., Sendjaya, S., Prajogo, D., Cavanagh, A. and Robin, M., 2018. Creating strategic fit: Aligning servant leadership with organizational structure and strategy.Personnel Review,47(1), pp.166-186. Jaber, M.Y., 2016.Learning curves: Theory, models, and applications. CRC Press. Johnson, G., 2016.Exploring strategy: text and cases. Pearson Education. Johnson, G., 2016.Exploring strategy: text and cases. Pearson Education. Kemper, C.A. and Kalafut, J.F., Bayer Medical Care Inc, 2014.Identification of regions of interest and extraction of time value curves in imaging procedures. U.S. Patent 8,699,770. Scholes, M.S., 2015.Taxes and business strategy. Prentice Hall. Schwartz, L.P., Silberberg, A., Casey, A.H., Paukner, A. and Suomi, S.J., 2016. Scaling reward value with demand curves versus preference tests.Animal cognition,19(3), pp.631-641. Sengupta, A.S., Yavas, U. and Babakus, E., 2015. Interactive effects of personal and organizational resources on frontline bank employees job outcomes: The mediating role of person-job fit.International Journal of Bank Marketing,33(7), pp.884-903. Sia, S.K., Soh, C. and Weill, P., 2016. How DBS Bank Pursued a Digital Business Strategy.MIS Quarterly Executive,15(2). Travostino, F., Lavian, T., Schofield, B. and Monga, I., Rockstar Consortium Us Lp, 2015.Time-value curves to provide dynamic QoS for time sensitive file transfers. U.S. Patent 8,949,846.

Friday, November 29, 2019

Analyzing Political Campaign Advertisements

Introduction A political campaign refers to an organized effort that tries to influence the manner in which decisions are made in a group. Campaign messages usually have the information that a politician or a candidate would like to pass to the voters.Advertising We will write a custom essay sample on Analyzing Political Campaign Advertisements specifically for you for only $16.05 $11/page Learn More For instance, a campaign message may describe policy issues. Such points normally act as a summary of the campaign agenda of the candidate. Advertising of campaigns is one of the mechanisms that are always used by candidates to inform people about their political manifesto. Campaign advertisements can be done through many ways. For example, they can use newspapers, television, and even radio advertisements. Political advertising enables politicians to address a wider audience. Hence, they can persuade many voters to support them. There has been a drastic cha nge in the way political advertisements are done in U.S.A. For example, in 1948 Truman was happy for having greeted approximately half a million voters. He also covered over thirty thousand miles during his campaign period. In 1952, that trend of reaching voters changed when another presidential campaign took place. With the invention of television sets, political adverts started featuring on television commercial advertisements. Eisenhower Answers America In 1952, the first political campaign advertisement featured on television, and it was meant to reach Dwight D. Eisenhower’s supporters. â€Å"Eisenhower, created forty twenty-second television spot commercials entitled, Eisenhower Answers America†. In his advertisement, he talked about finding a solution to corruption, solving the Korean War, and he also informed his audience about how he would improve the economy. In this case, he reached his targeted audience without necessarily shaking their hands.Advertising Looking for essay on political culture? Let's see if we can help you! Get your first paper with 15% OFF Learn More This advertisement enabled him to convince American voters that democrats had over stayed in power since 1933, and they were no longer leading the nation properly. He managed to win overwhelmingly against Adlai Stevenson who was a democratic nominee. Kennedy –Nixon debate In 1960, there was another intensive presidential election campaign, in which John Kennedy managed to seriously defeat Nixon. John Kennedy also came up with close to two hundred advertisements. Two of his advertisements overpowered Nixon’s efforts. â€Å"The first one was an advertisement derived from a speech he had made in Houston. â€Å"In this case, he called for religious tolerance in response to criticisms that Catholicism was incompatible with a run for the Oval Office†. The second one was the remarkable Kennedy –Nixon debate. â€Å"John Kennedy was able to put Nixon on the defensive with his unexpected grasp of the facts, but Nixon held his own in responding to the Kennedy criticisms†. This debate reached approximately eight million viewers and it led to the success of Kennedy in the elections. The debate greatly impacted on Nixon’s Campaign profile which was initially better than Kennedy’s. Conclusion The analysis of election campaign advertisements reveal how various strategies can lead to the success of an election candidate. The advertisements mentioned above depict the democracy that prevails among the American people. In this case, election candidates have to convince voters that they are suitable for public offices. â€Å"Since America has become more culturally diverse, political advertising must become less negative and more dialed into the minds and homes of the American public†.Advertising We will write a custom essay sample on Analyzing Political Campaign Advertisements specifically for y ou for only $16.05 $11/page Learn More Messages should also be customized so that they can reach people with various beliefs and needs in the country. In my view, campaign advertisements are important tools for election campaigns, and they can lead to the success of a candidate if properly used. Works Cited Casey, Shaun. The Making of a Catholic President: Kennedy vs. Nixon 1960. New York: Oxford University Press, 2009. Diamond, Edwin. The Spot: The Rise of Political Advertising on Television. New York: The MIT Press, 2001. Kraus, Sidney. The Great Debates: Kennedy vs. Nixon, 1960. London: Indiana University Press, 2001. Murrin, John and Paul Johnson. Liberty, Equality, Power: A History of the American People. New York: Wadsworth Publishing, 2005. This essay on Analyzing Political Campaign Advertisements was written and submitted by user Jenn1ferSm1th to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Monday, November 25, 2019

Biography of Leonardo Da Vinci, Genius Painter, Scientist, Naturalist

Biography of Leonardo Da Vinci, Genius Painter, Scientist, Naturalist Leonardo Da Vinci (April 15, 1452–  May 2, 1519) was artist, humanist, scientist, philosopher, inventor, and naturalist during the Italian Renaissance. His genius, says his biographer Walter Isaacson, was the ability to marry observation with imagination, to apply that imagination to intellect and its universal nature. Fast Facts: Leonardo da Vinci Known For: Renaissance-era painter, inventor, naturalist, philosopher, writer.  Born: April 15, 1452, Vinci in Tuscany, Italy.Parents: Piero da Vinci and Caterina Lippi.Died:  May 2, 1519, in Cloux, France.Education: Formal training limited to abacus school in commercial math, apprenticeship at the workshop of Andrea del Verrocchio; otherwise self taught.Spouse(s): None.Children: None.   Early Life Leonardo Da Vinci was born in the village of Vinci in Tuscany, Italy, on April 15, 1452, the only child of Piero da Vinci, a notary and eventually Chancellor of Florence, and Caterina Lippi, an unmarried peasant girl. He is properly known as Leonardo rather than da Vinci, although that is common form of his name today. Da Vinci means from Vinci and most people of the day who required a last name were given it based on their place of residence. Leonardo was illegitimate, which, according to biographer Isaacson, may well have assisted his skill and education. He was not required to go to formal school, and he passed his youth in experimentation and exploration, keeping careful notes in a series of journals which have survived. Piero was a well-to-do man, descended from at least two generations of important notaries, and he settled in the town of Florence, marrying Albierra, the daughter of another notary, within eight months of Leonardos birth. Leonardo was raised in the da Vinci family home by his grandfather, Antonio, and his wife, as well as Francesco, Pieros youngest brother only 15 years older than Leonardo himself. Florence (1467–1482) In 1464, Albierra died in childbirth- she had no other children, and Piero brought Leonardo to live with him in Florence. There Leonardo was exposed to the architecture and writings of the artists Filippo Brunelleschi (1377–1446) and Leon Battista Alberti (1404–1472); and it was there that his father got him an apprenticeship to the artist and engineer Andrea del Verrocchio. Verrocchios workshop was part art studio and part art shop, and Leonardo was exposed to a rigorous training program, that included painting, sculpture, pottery, and metal working. He learned the beauty of geometry and the mathematical harmony that art can leverage; and it was here that he learned chiarroscuro, and developed the sfumato technique he would become famous for. When his apprenticeship ended in 1472, Leonardo registered in the Florentine painters confraternity, the Compagnia di San Luca. Many of the works he did in Verocchios workshop were often completed by several of the students and/or the teacher, and it is clear that by the end of his tenure, Leonardo had surpassed his master. Verocchios workshop was sponsored by the Duke of Florence, Lorenzo de Medici (1469–1492) also known as Lorenzo the Magnificent. Some of the works painted by Leonardo in his twenties include the Annunciation and the Adoration of the Magi, and the portrait of Ginevra di Benci. Milan (1482–1499) When Leonardo turned 30, he was sent by Lorenzo on a diplomatic mission to bring a lute in the shape of a horses head that he himself had crafted to be given to Ludovico Sforza, the powerful Duke of Milan. With him was Atalante Migliorotti (1466–1532), the first of his long-term companions, who acted as a friend, assistant, secretary, and romantic partner. When Leonardo arrived in Milan, he sent a letter to Ludovico, a letter that was more or less a job application, laying out in detail the type of job he envisioned being useful to the Duke: military and civil engineering. Instead, Leonardo ended up an impresario, producing elaborate pageants for the royal court such as the Masque of the Planets. He designed scenery and costumes and developed fantastic mechanical elements for the plays that would fly, descend or animate for the audience. In this role, he was part court jester: he sang and played the lute, told stories and fables, played pranks. His friends described him as gentle and entertaining, handsome, precise and generous, a valued and beloved companion. The Genius in the Notebook It was also during this period that Leonardo began keeping regular notebooks. Over 7,200 single pages exist today, estimated to be one-quarter of his total output. They are filled with expressions of sheer genius: flights of fancy, precognitive sketches of impossible technologies (scuba gear, flying machines, helicopters) careful, analytical anatomical studies of dissections he performed on humans and animals; and visual puns. In his notebooks and his canvases, he played with shadow and light, perspective, motion, color. His drawings of humans at the time are fascinating: an old warrior with a nutcracker nose and an enormous chin; grotesquely old men and women; and a thin, muscular, curly-haired androgynous figure, the opposite avatar of the old warrior who would provide centuries of delight and speculation for art historians. Of course, he painted while he was in Milan: portraits included several of Ludovicos mistresses, The Lady with the Ermine and La Belle Ferronnià ¨re; and religious works such as Virgin of the Rocks and the astonishing Last Supper. He also made the famous drawing Vitruvian Man, the best of numerous attempts of the day to illustrate what the Roman architect Vitrivius (ca 80–15 BCE) meant when he said the layout of a temple should reflect the proportions of a human body. Leonardo ditched most of Vitriviuss measurements and calculated his own ideal of perfection. In 1489, Leonardo finally earned the job he had wanted in 1482: he received an official court appointment, complete with rooms (albeit not at Ludovicos castle). His first commission was to make an immense sculpture of the Duke of Milans father Francesco sitting on a horse. He made the model of clay and worked for years planning the casting, but never completed the bronze sculpture. In July of 1490, he met the second companion of his life, Gian Giacomo Caprotti  da Oreno, known as Salai (1480–1524). By 1499, the Duke of Milan was running out of money and no longer consistently paying Leonardo, and when Louis XII of France (1462–1515) invaded Milan, Ludovico fled the city. Leonardo stayed in Milan briefly- the French knew him and protected his studio from the mobs- but when he heard rumors that Ludovico was planning to return, he fled home to Florence. Italy and France (1500–1519) When Leonardo returned to Florence, he found the city still shaken from the after-effects of the brief and bloody rule of Savonarola (1452–1498), who in 1497 had led the Bonfire of the Vanities- the priest and his followers collected and burned thousands of objects such as artworks, books, cosmetics, dresses, mirrors, and musical instruments as forms of evil temptations. In 1498, Savonarola was hanged and burned in the public square. Leonardo was a different man when he returned: he dressed like a dandy, spending almost as much on clothing as he did on books. His first patron was the notorious military ruler Cesare Borgia (1475–1507), who conquered Florence in 1502: Borgia gave Leonardo a passport to travel wherever he needed, as his personal engineer and innovator. The job only lasted about eight months, but during that time Leonardo built a bridge supporting a garrison of troops out of a pile of lumber and nothing more. He also perfected the art of maps, drawing villages as they would be seen from the air, accurate, detailed birds-eye views of cities measured with a compass. He also established a friendship with Niccolo Machiavelli (1469–1527), who would base his classic The Prince on Borgia. By 1503, though, Borgia was running amok, requiring mass executions in the towns he occupied. At first, Leonardo seemed oblivious, but when Machiavelli left, so did Leonardo: back to Florence. In Florence, Leonardo and Machiavelli worked on an astonishing project: they planted to divert the Arno river from Pisa to Florence. The project got started, but the engineer changed the specs and it was a spectacular failure. Leonardo and Machiavelli also worked on a way to drain the Piombino Marshes: water, the movement of it, the force of it, was a fascination for Leonardo throughout his life, but the marsh project was also not completed. Michelangelo Artistically, Florence had a huge drawback: Leonardo had acquired a nemesis, Michelangelo. Twenty years younger, but although as gay as Leonardo was, unlike Leonardo, Michelangelo was a pious Christian convulsed by agony over his nature. The two artists communication devolved into a bitter feud. The two men were each commissioned to do battle scenes: hung in separate galleries, the paintings were depictions of frenzied faces, monstrous armor, and mad horses. Isaacson suggests that the upshot of the war of the battle scene was useful to both artists because they were now both luminaries, rather than interchangeable parts. From 1506–1516, Leonardo wandered back and forth between Rome and Milan; another one of his patrons was the Medici Pope Leo X (1475–1521). In 1506, Leonardo adopted Francesco Melzi, the 14-year-old son of a friend and civil engineer, as his heir. Between 1510 and 1511, Leonardo worked with anatomy professor Marcantonio della Torre, whose students dissected humans while Leonardo made 240 meticulous drawings and wrote 13,000 words of description- probably more, those are what have survived. But the professor died of the plague, ending the project before it could be published. And of course he painted: his masterpieces during this period in his life include the Mona Lisa (La Gioconda); The Virgin and Child with St. Anne, and a series of images of Salai as St. John the Baptist and Bacchus. Death In 1516, Francis I of France commissioned Leonardo for another astounding, impossible task: design a town and palace complex for the royal court at Romorantin. Francis, arguably one of the best patrons Leonardo ever had, gave him the Chateau de Cloux (now the Clos Luce). Leonardo was by now an old man, still productive- he made 16 drawings over the next three years, even if the city project was not completed- but he was visibly ill and had likely suffered a stroke. He died on May 2, 1519, at the Chateau. Sources and Recommended Reading Clark, Kenneth and Martin Kemp. Leonardo da Vinci: Revised Edition. London, Penguin Books, 1989.Isaacson, Walter. Leonardo Da Vinci. New York: Simon Schuster, 2017.  Farago, Claire. Biography and Early Art Criticism of Leonardo da Vinci. New York: Garland Publishing, 1999.Nicholl, Charles. Leonardo da Vinci: Flights of the Mind. London, Penguin Books, 2005.

Thursday, November 21, 2019

Towards a Web-based Application to Resolve Physical Pulse Board Issues Thesis

Towards a Web-based Application to Resolve Physical Pulse Board Issues - Thesis Example For instance, in Scrum software development as well as in Lean product development, tools for planning a project using walls and boards have been developed. These methods have so far proved to be very efficient, in so far as the visualization of the work performed, as well as the prioritization of new tasks is concerned. However, there are notable challenges in synchronization, version control and traceability among a company’s different projects. This thesis, investigates how Physical Pulse Board is used and how it can be improved through the introduction of a web-based application for elimination of difficulties of using Pulse board especially in global environment where different people from various locations might need to join the meeting. The paper consists of three parts. In the first part one set of interviews were conducted along with an observation to figure out related difficulties with the use of Physical Pulse Board especially in global environment. Following this, another set of interviews were conducted to help find out how these issues can be eliminated or resolved. Considering that good principles can never be useful, unless they are applied and used in reality, the second part of this report, a web-based application was developed to help bring improvements using Pulse Board in global environment based on the finding from the first part. It was then that evaluation of implemented software was done through a workshop with person A and Person B. It is worth noting that the two persons are the Lean Product Development Specialist chosen for market analysis given that the two had implemented the Physical Pulse Board in their organization. Two major factors which increase complexity inside companies are the number of different products that are produced by these companies, as well as physical location of their teams. This complexity imposes extra waste in different areas like inventory, processes, maintenance, quality, suppliers,

Wednesday, November 20, 2019

Obama Housing Refinance Proposal and Program Essay

Obama Housing Refinance Proposal and Program - Essay Example According to the research findings it can therefore be said that President Obama announced a new plan to help struggling homeowners who are current on their mortgages, but underwater by refinancing. Mortgage rates are currently at historical lows and Obama would like to make refinancing into these historic rates available to more homeowners across the country. Obama anticipates providing relief to about 3.5 million people with underwater mortgages. Obama expect the average homeowner to save roughly $300-$500 a month by refinancing into these new low rates. He explained that refinancing would help free up additional money for consumers, therefore helping to stimulate the economy. Obama faces stiff opposition from Republicans in Congress on his refinancing plan, which must first pass congress. United States is known as the ‘land of opportunities’ and people from all over the world come to the country in hope of a better future. But this land of opportunities is facing some serious crisis lately. The financial crisis of 2008 has hit the country badly and has affected the majority of the population. Approximately 11 million people are suffering from serious financial watershed and they cannot even afford a proper shelter to live in. The reason for these problems in the United States and the attempts that American President Barack Obama made to ease the issues of the citizens will be discussed in this paper. The residents of the United States were mortgaged in large numbers and therefore the collapse of the housing market forced many people out on the streets. The homeowners were to pay off the amount of money that was worth more than their houses which was due to the decrease in property rates all over the country. This is where the decision maker Obama stepped in. He decided to revise the Housing Refinance Proposal that would bring out the homeowners from their misery. Previous Financing Policies The United States government is well known for their ex tra ordinary Housing Finance Policies. The housing policies of the country are considered as standards for the less developed countries. Let’s discuss briefly about the previous Financing Policies that were implemented by the United States government. The United States Housing Policy allowed residents to have tax deductable interest payments. This practice is unique because a certain amount of tax is always applied on the interest payments for loans in different parts of the world (Barth, et. al.178). The deduction of tax meant a great assistance for the house owners of the country. Furthermore, the United States government also set up an organization that would be responsible for providing securities to the loan borrowers. The organization was named as the Federal Housing Administration and the FHA was there to handle the security issues. Therefore no one was denied a loan because of absence of security or collateral. Unfortunately the policies that were devised by the US go vernment did not work even though they contained some points that were exemplary for the rest of the world. The Housing Policy of the US failed dramatically because every other person was given loans that they couldn’t afford. The assumption behind the policies was that property prices will continue to increase in future. The reason behind the failure was also the benefits provided to the borrowers. Giving loans without proper collaterals was a big mistake of US administration. Issues of the existing policies and poverty of people The policies that were set up by the US government were for the prosperity of the homeowners. US being a democratic nation, prevailing policies were not appreciated by all. Many banks austerely protested against the deduction of tax. According to their point of view, excluding the tax would not be fruitful for the banks in the long run. Also the numbers of the customers getting loans certainly increased as a result of these policies. This resulted i n more

Monday, November 18, 2019

Risk aversion Assignment Example | Topics and Well Written Essays - 2000 words

Risk aversion - Assignment Example Generally, the extent of risk aversion is the degree to which the individual prefers the certain income over the uncertain income. In terms of a utility function, this translates to the distance between the utility generated by the certain income and the utility generated by the gamble which has an expected income equal to the certain income. Obviously, for a concave utility function, the utility of the certain income will lie above the utility of the uncertain income with the same expected value. For a convex utility function this will be reversed. These are explained in the diagram below (figure 1). Figure 1: Risk Aversion and the curvature of the utility function In the diagram above, a rational individual is considered whose preferences are represented by the utility function U(.) defined over money incomes X. Suppose the individual has a choice of either playing a lottery with two possible outcomes: X1 and X2, where X2 > X1. To keep things simple let us further assume that both outcomes equally likely to occur. That is, both outcomes X1 and X2 have a probability of occurrence = ?. Thus if X1 is realized the individual gets U(X1) and if X2 realizes, the individual derives U(X2). Then, the expected income from the lottery is ?[X1+X2] and the expected utility is ? [U(X1) +U(X2)]. Now, observe that whether the utility derived by the individual from a certain income of ?[X1+X2] which is equal to U?[X1+X2] lies above ? [U(X1) +U(X2)], the expected utility from the lottery with an expected earning of ?[X1+X2], depends upon the curvature of the function. When the utility function is concave, . This shows that the individual prefers a certain income over and above a lottery with an expected income that is equal to certain income. Extending this logic it is simple to show that a risk loving individual will have a convex utility function while a risk neutral person will have a utility function that has a constant slope. Also, greater the distance between U?[X1+X2] an d ? [U(X1) +U(X2)], the more risk averse is the individual, since the preference for the certain income is even greater in that case. This implies that the more concave the utility function the greater will be the risk aversion of the individual. Similarly, greater the convexity of the utility function, greater will be the individual’s love for risk. Therefore, it can be generally agreed upon that a risk-averse person will have a concave utility function while a risk lover will have a convex utility function. A risk neutral person’s preferences will be designated by a utility function with a constant slope. Now, Mr. D’s Utility function is: Then, and, Since , and thus, Mr. D’s utility function is positively sloped. A positively sloped utility function implies more income is preferred to less by Mr. D. For his attitude towards risk, the curvature (sign of the second order derivative) of the utility function has to be considered. Now, and, Therefore, the ut ility function is convex if the value of the positive parameter and it is concave if the positive parameter . If the utility function is concave, Mr. D is risk averse while if the utility function is convex, then Mr. D is in nature a risk loving person. Therefore, regarding the attitude of Mr. D towards risk, we conclude the following: Mr. D’s attitude towards risk depends on the value of the parameter . If , Mr. D loves

Saturday, November 16, 2019

Management Structure And Philosophy Of British Airways Management Essay

Management Structure And Philosophy Of British Airways Management Essay British Airways born in civil aviation, the inventory days next to World War 1. This is the first schedule air service in world on 25th August 1919 which passed 90 years and air travel has changed past all acknowledgement. On 25th August 1919, Aircraft Transport and Travel Limited operated first international daily scheduled air service in the world from London and Paris. In 1939 Imperial Airways and British Airways were nationalised and come to a new name British Overseas Airways Corporation (BOAC). BOAC continued to operate long haul services from South America by British South American Airways (BSAA). This company was combined with BOAC in 1949. After 1970 BOAC and British European Airways newly formed British Airways Board. In 1980 Government passes The Civil aviation Act and sell its share in British Airways. In 1981 Lord King appointed as chairman and make a change in management and restored company for profitability and for privatisation. British Airways have high standard cor porate governance which they are committed. The business view is determined by the strategy setting out the sharing option and located for financial outcome service standards and recognize and according to importance improvement chance to deliver those goal. In an amazing tough trading environment British Airways have to point on strong on more close themselves through the immediate situation, while preparing the business for better economic times. In current year they have planed out for a long -term goal for their business. Which is to be the worlds leading global premium airline. This report is a view of British Airways strategy and strategy evaluation . Management structure and philosophy aligned British Airways is committed top level of corporate governance. For good governance the board is responsible by the company shareholders. The board directors ensure that the companys risk assessment, ability to fined solution on management, strategic planning, operating management. Inevitable functions are given authority to committees, consisting of non-executive directors as containing within this section. The company arrange their board meeting four times a year and in generally when necessary, to except all subject related to overall control, strategy of The British Airways and in successful planning of the company. For these desired effect a schedule of the matters wait for board decision has been growing successfully. these schedule has been reviewed at least once in a year. The board leaded by the chairman and the executive management of the company leaded by the Chief Executive. The Board agenda setting is The Chairman responsibility. The Chairman also ensure that the Board member received timely and accurate and clear information. The non-executive directors try to know detailed of the management performance specifically as to the possession of the company principals , strategy of the financial information and management control and risk. All of the directors regularly and timely get information which is company priority in the board meeting. They can also ask company secretary any other information they need. If any non-executive director have any concern about running of the company they have to discuses with one of the non-executive directors or company secretary or the Chairman. The company main aims were to build on Terminal 5s strengths to upgraded the customer experience, make the business continue more cost effective, grow the company operations and make prominent part of the corporate responsibility in the business. The management need to revise their plan and priority to reset when the fuel price going up global downtown meant. The company vision is become most responsible airline in the world and all their corporate responsibility they have to bought tougher under the banner One Destination. it is a great challenging goals for the company for further reduce carbon emission, recycling and reduce waste underrating air and noise pollution. Organisation culture and growth of strategy Despite reduction in economic, British Airways have continued to become larger or grater where it makes economic main idea and meet the needs of their customers. They opened new routes from London to Hyderabad in India and St Kitts; they also opened open skies, their alternatively flying from continently Europe to North America in June 2008, and afterwards purchased LAvion in July 2008, and they have tell publicly the launch of the first London City to New York JFK service to start end of this year. Investing in well organised and subject to influence on new aircraft makes sense, ever in these tough times. With the delivery of their new Boeing 787s delayed, they contracted six Boeing 777-300ER aircraft. In February the one world alliance which involving 10 partner airlines and celebrated its 10th anniversary. The highly success of the alliance is continued, in its development it is now a important point. In august British Airways applied for anti-trust immunity to operate a joint business across the Atlantic where American Airlines and Iberia one world members. The EU and US competition authorities are currently deciding that their major competition in their global alliance, star and sky team already enjoy the route where they should be able to enjoy the same route. Global strategy at the corporate level British airways strategy is global. Most of the countries they have their branch and fly most of the countries of the world. All of the branches of the world, they recruit local people for business communication. British airways most important aim is to make sure that they offer an upgraded service to everyone who chooses to fly with them. They take constantly to large number of customers to get a real understanding of their needs. British airways survey every month on their customer that what is their demand and what type of change their customer want ect. This is vital for the company to secure their position as the worlds leading global premium airline. Their staffs play a vital role in providing the upgraded travel experience. They are committed to excellent service and are investing heavily training customer-facing colleagues. They do training all of the branches of the world they have . Every year the training program rolling which is mainly on service style training. The compa ny has a statement of Business Principles applicable to all employees. The company also has a cod of Business Conduct and Ethics which applies to all employees in global. These are two of a number of Standing Instructions to employees of the group designed to enhance internal control. On the Finance Statement Instructions, these are regularly updated and made available to staff though the Companys intranet. Effective corporate governance remaining key to the business. It maintains a strong and effective internal control environment in global which the company continues to review its control framework to ensure . The producing result of the framework has been under regular review by the management board. The Group will continue to comply with the Combined Code on corporate governance and UK listing Authority rules and apply all of their branch.. Financial performance British airways audit report published on the group and parent company financial statements of British airways Plc for the year ended March 31, and include the Group consolidated income statement, the group and British Airways Plc balance sheets, the group and British Airways Plc cash flow statements, the group and British Airways Plc statements of changes in equity. Under the accounting policies the financial statements set out. Directors remunerations report information describe and also audited. The financial company is made only to the companys members , as a body, in consensus with section 235 of the company Act of the Companies Act 1985. This report have an opinion that is this financial statement give a truth and right view or it is a part of directors remuneration report to be audited. This audit review the corporate governance statement reflects the companys compliance. British Airways all other information included in the annual report and consider either it is reliable with the audited financial statements. The other information include only the directors report and business review, the Remuneration committee, the Chairmans statement, the chief Executives review, the chief Financial officers report and the corporate governance statement are unedited part of the report. British Airways followed the audit in consensus with International Standards on Auditing, issued by the Auditing Practices Board. On a test basis of evidence the audit includes examination which relevant to the amounts and disclosures in the financial statements and part of directors remunerations report to be audited. It also includes an assessment of the significant estimates and judgements made by the directors in the preparation of the financial statements, and of whether the accounting systems are adopt to the Group and the company situation, consistently applied and sufficiently disclosed. The Directors whose are listed in Board of Directors are responsible for the annual report and the financial Statement preparing in according to applicable Law and follow international financial reporting standard as adopted by the EU. They are also responsible for protection the assets of the Group and therefore taking reasonable steps for the avoidance and discover of dishonesty and other irregularities. Environmental change and competitive position Climate change is an issue of importance as a airline company and they have long-term commitment to address it. Their climate change programme covered some of the main areas like policy measures to curb emissions growth, support for scientific research, voluntary carbon offsetting. Their target is to reduce their net CO2 emissions by 50 percent by 2050, relative to 2005. Going for this target will require more invest in new technology, sustainable biojet fuels and cost-effective emission which will be reduce other sectors of economy on global carbon trading market. They are investing in silent aircraft and technology and aim to change the way they fly to reduce the noise of their activates. They have set a target in 2015 reduce 15 percent noise in average. British airways aim is to minimise the west they do and their customer. They trying to reuse and recycle and reduce disposal. 1n 2008 they did 35 recycle at Heathrow and Gatwick and it will be increase on 50 percent in 2010. Conclusion and recommendation In response to delivery delays for British Airways new efficient Boeing 787 aircraft, they have contracted for six Boeing 777 due to start arriving in 2010. They ordered two Airbus A318 aircraft for crossing Atlantic service from London City Airport. As well British Airways ordered six Embraer and five E170 aircraft to replace some of the aircraft whose are currently operated from London City Airport. The Company also improve their performance in ground as well. The main activities of British Airways Plc and its subsidiary responsibility are the operation of international and domestic scheduled air services for the carriage of passengers, cargo and mail and the delivery of subsidiary service. The global airline industry is violently competitive, heavily controlled and totally uncovered to changes in customer behaviour and consumer sureness. The current economic environment presents a new challenge. British airways must have concentrate their efforts to seize long-term opportunities f or growth.

Wednesday, November 13, 2019

Challenging Gender Roles in English Society Essay -- England Literatur

Challenging Gender Roles in English Society The age of Shakespeare was characterized by an overwhelming tendency for women to be looked down upon as the inferior gender. Women of the time were expected to be submissive, dutiful, obedient, and predominantly silent. The idea of an independent, out-spoken woman would have challenged all of the societal values of the time. Shakespeare, however, challenged the traditional patriarchal values of his time by introducing powerful and highly influential female characters in some of his most memorable plays. Lady Macbeth and her earlier counterpart, Volumnia, both serve pivotal roles as dominant and commanding mother figures and also challenge the traditional role of the dutiful wife. Both of these independent, strong-willed women are far ahead of the times in their approach to marital, maternal, and societal involvement. Shakespeare successfully portrays his women in a new light, very different from the perspective with which women were viewed at the time. Both women challenge traditional patriarchal values of English society and establish the female character as a significant and heroic figure among Shakespeare’s prominent male figures. Lady Macbeth, perhaps the most famous of these spirited women, is a particularly prominent character in Shakespeare’s tragic Scottish play, Macbeth. Her decisive and determined mentality serves as the driving force in Macbeth’s journey toward tragedy. It cannot be mistaken that Macbeth’s own desire for greatness is motivated in large part due to his wife’s passionate influence. Lady Macbeth appears to be the dominant partner in the twisted and power driven relationship between herself and Macbeth. She demonstrates her great concern with her husb... ...nglish society, Shakespeare places his female characters at the center of the action, making them equally important, if not more important than their male counterparts. These women, especially, allow the audience to view gender roles and gender restrictions imposed by society in a new light. Perhaps women are not as frail, dim-witted, and incapable as once thought. Shakespeare seems to lead us to the idea of women holding significant yet distinctive roles in society. He has effectively created strong, independent women who do not accept traditionally prescribed gender roles, but instead speak what they will, when they will, and do what they deem best. Through their distinctive actions, each of these women presents alternatives to the traditional patriarchal values of the time period as they establish themselves as thinking, feeling, and essential members of society.

Monday, November 11, 2019

Gay Rights Persuasive Speech

What’s the definition of marriage to you? To me, it’s a great bond of two people under holy matrimony. Notice that I didn’t say a great bond of man and woman. Ninety percent of people might disagree on what I have said, but what about the other ten percent? The other ten percent have another twist on the fact that marriage doesn’t necessarily have to be the bond between man and woman, but may be as well, a brilliant bond between man and man or woman and woman. I truly believe that homosexuals should have the right to be able to marry their significant other and should be able to have as many rights as an average married couple because they should go ahead and love the person they really love, without any laws holding them back just because they’re homosexual. Homosexuals should be able to have rights, just like us. The reason that homosexuals choose to marry is due to the fact that marriage isn’t mainly about benefit, or respect, but mainly about love and family; the same reason that heterosexuals (straights) choose to marry. But, the one thing that holds them back is the law. Many states in the U. S banned homosexual marriage due to the fact that marriage between man and woman has been around for the past millennia. Lots of people thinks that same-sex marriage is one of the reasons that and that it supposedly wrecks the balance between traditional marriage and the balance between man and woman that’s supposed to equally balance the differences and family to create a brand- new creation to create man and woman as one. Phooey. People don’t know who is able to enforce marriage. The government has the actual power to marry people but society helps families through the emotional parts. Since marriage has no absolute definition, it’s not fair to not let gays marry. The state should allow gays to be with each other so that they can have a â€Å"marital† relationship. Even though most of society doesn’t accept the fact that homosexuals should marry, they are beneficial to others as well as states. Most homosexuals have the weight of pressure society gives to them in order for them to live a daily and average life. They’re like a very fragile vase ; they are beautiful people on the inside, but shatter instantly if you hurt them. Many homosexuals try very hard to fit in society, and yet society brings them own to a certain extent that they have no choice but to either commit suicide or hide in celibacy. Just think of washing your hair. If shampoo gets in your eyes, you feel an awful sensation and you want to wash it out right away. To homosexuals, fitting in into society and being accepted into society is just like that, but the pain never goes away. It just shatters my heart and feelings that society look down towards homosexuals, and that they tease them just how my older cousin did to me when I was a kid . Perhaps there would be more happy families and fewer sad deaths every day if society was more considerate and content for homosexuals. One of the main things that society doesn’t understand is that the ability to love and commit to each other is such a special gift that no one can take away or give two people the ability to love each other. The state could recognize these commitments, or they couldn’t. If you truly love someone to such a point where you basically die for the right of marriage, then I don’t really get it if the state were to not legalize homosexuals marrying, and at the same time, making many homosexuals die for the sake of legalizing just one tiny law out of thousands, maybe even millions. Homosexuals should have the right to marry their significant other. You all, being very well educated citizens of this so called â€Å"free nation† , should stand up and fight for the protection of another unique human; a homosexual. I would choose to gladly accept a law to rid of the invisible chain that locks the homosexuals to the law. Would you?

Friday, November 8, 2019

Research Methods Using Qualitative Designs Example

Research Methods Using Qualitative Designs Example Research Methods Using Qualitative Designs – Coursework Example Research Methods using Qualitative Designs The incessant incidences of social problems such as obesity, poverty and diabetes 2 have necessitated the use of qualitative research techniques as governments and humanitarian agencies strive to find lasting solution to the challenges that are threatening to engrave the contemporary society. Tight and loose research designs have both been formulated to aid in the research in various incidences. The outright confirmatory nature of qualitative designs obliges use of loose designs that allow the researcher to fully explore concepts and obtainment of data through voluminous case studies as compared to tight designs which are efficient but lack the apposite sample size to authenticate a pattern of occurrence. Prior to a research, a researcher must determine the conceptual framework which sustains formulation of the null and alternative hypotheses by mapping the concepts under investigation. The hypothesis and axioms identified in a case scenario authenticates the need for research. In social sciences, quantitative techniques are perceived to be inappropriate due to the nature of information required and research studies. Qualitative data using sampling methods such as random sampling, simple and stratified sampling enable sociologists obtain finer details regarding a situation. Qualitative data assortment and analysis are labor intensive but can be conducted meritoriously using overwhelmingly small focus groups, narratives, questionnaires and interviews, satisfactory data to answer the research question can be generated. Graphical representation is aided by use of advanced software including SPSS and Epi-info which allows researchers to conduct an in-depth analysis of the raw data. Researchers continue using qualitative data in investigating various sociological aspects due to the presence of improved technology that supports through analysis. Conceptualization, rationality, consistency and efficiency have been augmented a nd better public policies formulated and implemented due to concrete and pertinent deductions derived from researches.

Wednesday, November 6, 2019

Free Essays on Variations Of The Word Love

love are used in the commercial industry. It also shows how the â€Å"vacancies† are filled in with enough of the hearts and lace to be sold. Even though the vacancies are filled with such trivial and meaningless shows of the emotion love, a few of us latch onto the existence of the idea of love and even wait for it to hit us in the face. Nevertheless, as described by Ms. Atwood, the waiting deafens us. â€Å"Then there’s two of us. This word is far too short for us, it has only four letters, too sparse to fill those deep bare vacuums between the stars that press on us with their deafness.† (21-27) She tells us in this quote that even though there is an â€Å"us†, the word love is much... Free Essays on Variations Of The Word Love Free Essays on Variations Of The Word Love Poetry Explication of â€Å"Variations on the word Love† by Margaret Atwood Margaret Atwood’s poem â€Å"Variations on the word Love† is her own cynical views on the word love itself and how it is used too frequently, which has resulted in it becoming almost of no value. The author, who is also the speaker, is articulating the significance of how the word love has become adulterated, trivialized and commercialized. Ms. Atwood is attempting to show how, in her opinion; the word love has reached a point where it has lost its impact and true meaning. Love itself is described as a powerful emotion for another person manifesting itself in deep affection, devotion or sexual desire often occurring suddenly and without warning. As human beings, we require love to be in our lives and are happier when we feel it ourselves. Ms. Atwood's simple â€Å"poem† becomes so complex as it shows her opinion coming across as distain of the manner of which it is now used. â€Å"It’s the right size for those warm blanks in speech, for those red heart-shaped vacancies on the page that look nothing like real hearts. Add lace and you can sell it. (Margaret Atwood â€Å"Variations on the word love† 2-7) It is in this quote that shows the speakers view on how the words love are used in the commercial industry. It also shows how the â€Å"vacancies† are filled in with enough of the hearts and lace to be sold. Even though the vacancies are filled with such trivial and meaningless shows of the emotion love, a few of us latch onto the existence of the idea of love and even wait for it to hit us in the face. Nevertheless, as described by Ms. Atwood, the waiting deafens us. â€Å"Then there’s two of us. This word is far too short for us, it has only four letters, too sparse to fill those deep bare vacuums between the stars that press on us with their deafness.† (21-27) She tells us in this quote that even though there is an â€Å"us†, the word love is much...

Monday, November 4, 2019

Trends and Challenges Paper Essay Example | Topics and Well Written Essays - 1500 words

Trends and Challenges Paper - Essay Example It is a classic case of finding out where the performance management system competes with the annual performance appraisals because the latter do not give the exact details as far as an employee is concerned whereas the performance management system is more comprehensive than anything else. Since the annual performance appraisals are more aligned towards providing value keeping note of how well the employees have fared over the year, the performance management system is more elaborate since it gives each and every instance of the employee’s domains and tells the management whether or not the performance bonus or the increments are due for a certain employee (Schoch, 2011). This is a better indicator of how well the employee is faring and what his expectations are from the organization in the long run scheme of things. Also the employees know that they are being judged for each and every act of theirs within the organization which is a significant understanding that once reache d, can have long-lasting effects and consequences on their work realms. This is such an essential comprehension that will eventually make the performance management systems more effective and compatible with any business as compared to the annual performance appraisals due to their limited scope and usability issues. Evaluate the effectiveness of various performance appraisal methods and possible problems affecting performance appraisals The effectiveness of various methods of performance appraisals lies more on the shoulders of the human resources management department within an organization. It is this department that eventually finds out where the problems actually exist and how these could be overcome within the related settings. Having said that it is significant to note that the performance appraisals are effective only when they are being followed to the core, which speaks for their legitimacy issue since they are at times being seen only as a barometer for finding out whethe r or not an employee has been punctual at work or has been able to complete certain tasks within the set timelines. This is a very wrong precedent because the performance appraisals can do much more than they are thought out to be. What it will eventually tell one and all is the fact that these performance appraisals would not be able to derive value if they are being judged on these points alone (Buckley, 1998). The possible problems that affect the performance appraisals are concerning the change in personnel and improper documentation of employees over a period of time. If the employees keep on coming in within an organization and leaving it on a constant basis, then there is a problem that needs to be addressed and more so with the understanding reached upon with regards to the performance appraisals. The performance appraisals are therefore being seen as a thing of the past when such issues come to the surface and it is about time that the employees seriously start searching fo r better alternatives which they can give to the management regimes. One such is the performance management system which can help their course and allow them to pace ahead with the guarantee that each and every task of theirs is being

Saturday, November 2, 2019

Compare and contrast the advantages and disadvantages of joining a Assignment

Compare and contrast the advantages and disadvantages of joining a professional association - Assignment Example rm, to voice and commiserate, and to provide affiliates a feeling that they are never alone in the hurdles opened by their profession in general (Kjellberg, 2013). Opportunities to discover new techniques, job options, among others, are priceless advantages to group members (Kjellberg, 2013). The disadvantages, on the other hand, of joining these organizations are needless fees, consumes a lot of time, needless expenses, socializing takes the attention away from career development and also they create a lot of pressure to achieve highly among its members (Harvey et al., 2003). Most professional organizations need the reimbursement of yearly fees. There might also be the first application fee (Kjellberg, 2013). Whereas $100 does not appear to be much, it accumulates when the individuals joins the national and state associations of numerous professional organizations (Harvey, 2004). Apart from the membership fees and applications, people also spend money on association lunches, breakfasts and dinners and gas expenses or transportation costs (Harvey, 2004). According to these advantages and disadvantages of belonging to a professional organization, I would opt to join a professional organization because I need access to the information, which will influence my practice. I also need people who will advocate for me in front of others and people who will develop me professionally, thus my decision to join a professional

Thursday, October 31, 2019

Autism in a Child at School Essay Example | Topics and Well Written Essays - 2750 words

Autism in a Child at School - Essay Example These children are often wrongly dismissed by many teachers in ordinary schools as having normal behavioural problems and are not given the special kind of treatment and education that they need. Instead, they are treated just like other kids in most schools leading to poor performance on their part. Many a times, private schools refuse to admit children with autism giving reason that they are ill equipped to deal with autism in the classroom. The handful of schools that admit these special needs children are very expensive and have a limited capacity, meaning they can only accept a limited number of children (Cowly, 2010). It is therefore the mandate of teachers in special needs education and parents with an autistic child to ensure that they acquire quality education and stand a fair chance at life after school, and this is the subject of this research paper. The research discusses in depth different aspects of autism in children in school and is divided into different sections for comprehensiveness. First, it discusses the legal definition of special education needs. The second section talks about the role of the learning support worker/ teaching assistant regarding supporting an autistic child in school. Third, Workplace behaviour policy and procedure in schools that will ensure creation of quality environment for supporting children with autism in schools is discussed. ... Special Education Needs Special Needs Education refers to the process of providing education to students with special needs in the best possible way that recognizes and addresses the individual needs and differences of the students. The achievement of the objectives of this delicate task requires planning of individual and carefully monitored teaching procedures, carefully designed teaching materials and equipment, well thought out settings and any other measures that will help children with special needs to achieve the required level of confidence and self esteem to succeed in school work (Haddon, 2004). There is general agreement between professionals and parents that it takes a lot of hard work to help children with autism get the best out of the classroom. This is because every child with an autism spectrum disorder is unique, with various characteristics and styles of learning. This therefore requires an education curriculum that is wide enough to accommodate the whole spectrum. Effort must therefore be made to create these conditions that are not available in ordinary classrooms. Students with ASD will benefit more in an environment with additional educational services like use of unconventional teaching methodologies; use of technology developed for their aid and auxiliary facilities such resource centers. These measures are what set special education apart from general education, which is the type of learning in education centers for normal children. Special education has in the past been used to refer to a special instruction set or approach meant to enhance the learning process of special need children who are slow learners. Children with autism have however shown a high level of intellectual giftedness that usually surpasses that of ordinary

Tuesday, October 29, 2019

Case Study Questions Essay Example for Free

Case Study Questions Essay 1. What are the inputs, process, and outputs of UPS’s package tracking system? 2. What technologies are used by UPS? How are these technologies related to UPS’s business strategy? 3. What strategic business objectives do UPS’s information systems address? 4. What would happen if UPS’s information systems were not available? Answer: 1. A. Inputs * Package Information * Customer Information * Destination * Current Location of the parcels B. Process * The data are transmitted to a central computer and stored for retrieval. Data are also organized so that they can be tracked by customer. C. Output * Smart Labels * Signatures of Receiver * Proof of delivery * Receipts 2. Technologies used by UPS * DIAD (Delivery Information Acquisition Device) * Barcode scanning systems * Smart Labels * Wired and Wireless Communication Network (GPRS, CDMA) * Desktop and Central Storage â€Å"Best Services and Lowest Rates† Because of the advance integration of UPS’s technology. It can provide services cheaper and more efficiently. That technology solves problems like logistics and supply chain management, freight forwarding, customs brokerage, mail services. 3. Strategic Business Objectives of UPS’s information systems address * Operational Excellence UPS manage to cut down costs and save M 28 Miles by their truck using advanced technology. * New Products, Services and Business Models The information systems of UPS created new way on how to offer delivery service. It has transformed the way the company gathers information, creating routes etc. * Competitive Advantage UPS had already its operational excellence and New Products, Services and Business Models which means the UPS already gain a competitive advantage. Having this kind of technologies that they use like DIAD made them do things better than their competitors. 4. If UPS’s Information Systems were not available: * Operational costs could be higher. * Millions of gallons of fuel could be burnt. * Millions of miles could be driven. * UPS’s would not be able to track their parcels and deliver them efficiently if these systems were not available. MIS in Action

Saturday, October 26, 2019

Improving Youth Livelihood through Institutional Support

Improving Youth Livelihood through Institutional Support Strengthening Technical, Vocational Education and Training Institutions for Improved Livelihood Skills ACRONYMS ANDP Activists Network for Disabled People AYODA Africa Youth Development Association CLHE Candle Light for Health and Education CSS Central and South Somalia DFID Department for International Development DRC Danish Refugee council DRP Disaster Recovery Plan EBT Enterprise- Based Training EC European Commission IAS International Aid Service ICRA Islamic Childrens Rescue agency IBT Institution Based Training IDPs Internally Displaced Persons IICO International Islamic Charitable Organization ILO International Labour Organization IOM International Office of Migration MOE Ministry of Education NFE Non Formal Education NGO Non-Governmental Organization PEER Regional Programme for Education in Emergencies PIDAM Puntland Institute of Development Administration and Management SCD Save the Children, Denmark SIDA Swedish International Development Cooperation Agency SOSTA Somali Skills Training Association STEO Skills Training Employment Opportunity TVE Technical and Vocational Education TVET Technical and Vocational Education Training UNCTAD United Nations Conference on Trade and Development UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Childrens Fund VTC Vocational Training Centre WFL Water for Life WFP World Food Programme WHO World Health Organization US AID US Agency for International Development Fact Sheet Somalia[1] Somalia is situated in a place where most of the bordering countries are unstable except Kenya which has also observed post election violence in December 2007. It has border with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a civil war since early nineties, the civil war has disrupted livestock breeding and agriculture which are the main stay of local economy. The major reason of civil war is due to the hidden interests of business community which is benefitting from the prevailing situation and other reason is clan based conflicts which are also at large. There are three main clans â€Å"Daroud, Hawaya and Issak â€Å".Somalia had an invasion from Ethiopian forces in December 2006 but now they have also evacuated but the fight is still going on between Al-Shabab and government forces. Puntland and Somaliland regions have declared themselves to be autonomous of the federal government at Mogadishu. Important statistics are as under: Area 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% water Total irrigated land 2000 sq km in 2003 Population 9,558,666 (85th[2]) Density 13/sq km (198th) 100% population belongs to Sunni Muslim branch of Islam. GDP-PPP US $ 5.575 Billion (153rd) GDP Per Capita US $ 600 (222nd) Livestock and Agriculture 65 %, Industrial Sector 10% Services Sector 25 % Exports 65% Livestock, remaining fish, hides/leather frankincense (aromatic gum)) etc Foreign Remittances US $ 2 billion/year Internet usage increased 44900% from year 2000 to 2007, highest in Africa Urbanization 8% increase per year, one of the highest in Africa, currently 34 % population lives in cities. Literacy Male: 24%, Female : 36%, 14%, 22% of Somali children are enrolled in Primary schools[3] Executive Summary There had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector. An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. , For this purpose I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to discuss, evaluate and consolidate its finding after interaction with MOE officials, VTC managers, trainers, donors and experts from relevant technical and vocational education sectors. The thesis also discussed in detail valuable contribution made in the TVET field by other stakeholders in Somalia. The existing management system of VTCs was analyzed. A workable management model for a VTC has been worked out for uniform implementation. The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia. Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. PART I 1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES 1.1 INTRODUCTION AND BACKGROUND Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development programmes as well as a fundamental component of reintegration. Acquisition of livelihood skills results in battling poverty and social exclusion in favour of self-employment. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled manpower that becomes self-employed and thereafter creates employment opportunities within their enterprises for others. It is within this framework that UNESCO PEER and other stakeholders like Diakonia and SCD has been implementing TVET projects in Somalia with the financial support of partners mainly the EC, SCIDA, Italian and Norwegian Governments. TVET curriculum/syllabi according to the market demand, training of centre managers, instructors and provision of support materials and textbooks to vocational training centres (V TCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER. Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. These courses were properly managed by government and the youth joined these institutions and specialized in various courses that enabled them to earn a living. Most of these institutions were, however destroyed or run down during the civil war period. Consequently, the youth who dropped out of school or were never enrolled in schools at all, found themselves helpless without any livelihood skills. This problem was aggravated by returnees who also had no skills. The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups. 1.2 PURPOSE The main purpose is to identify and propose the best options in terms of training of youth for improving their livelihood skills through institutional development and income generation activities. The needs assessment of the VTCs was carried out to propose new skills according to the market demand. 1.3 OBJECTIVES i. To review the current approach to delivery of TVET and provide policy advice; ii. Conduct baseline study; iii. To Conduct needs assessment and skills gap analysis; iv. Review existing syllabuses developed by various stakeholders v. To study the management of the one Technical and Vocational Education Centre and on the basis of the findings recommend, the model to be applied to other TVET institutions. 1.4. SCOPE I planned to cover the whole of Somalia for my thesis but due to insecurity in the Central South Somalia, I was not cleared to go there. The research took place in the Puntland State of Somalia (PSS) and Somaliland. The research targeted the Non Formal and technical and vocational Education sub-sector using the IDPS, Refugees, Returnees, pastoral communities and ex militia as research subjects. 1.5 SIGNIFICANCE i. It will act as a catalyst for streamlining the TVET sector in Somalia. ii. The need to have better understanding of the ground realities was brought out in the study for better decision making. iii. The requirement to have a coordinated strategy in TVET field has been highlighted. Better coordination between various stakeholders will contribute to optimum utilization of available resources. iv. Will act for capacity building of MOE, VTCs and other stakeholders. 1.6. METHODOLOGY A number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia. 1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERS Site visits were arranged by the field staff of UNESCO PEER in consultation with the Ministries of Education in both Somaliland and Puntland. My movement was however, hampered by the adverse security environment, making it difficult to visit such places as Galkayo, in Puntland and Berbera and Burao in Somaliland. Movement in Central South Somalia remained restricted. Site visits were conducted in Bossasso, Hargeisa and Borama as shown in the table below; VISITS AND MEETINGS WITH STAKEHOLDERS REGION PLACE DATES INSTITUTIONS VISITED GAROWE 13-15 Dec 2009 Ministry of Education Garowe VTC PUNTLAND BOSSASSO 16-18 Dec 2009 1. PIDAM- Puntland Institute of Development, Administration and Management 2. Dan Door VTC 3. Bossasso College of Health Sciences 4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops 5. Telecommunications offices 6. Puntland Hospital SOMALILAND HARGEISA 18-20 Dec 2009 1. Hargeisa Training Institute 2. HAVOYOCO 3.FAO 4.I LO 5. Save the Children Denmark 6.ANDP( Activist Network for Disabled People) 7.ICRA( Islamic Children Refugee Agency BORAMA 20-22 Dec 2009 8.AYODA (AfricaYouth Development Association 9.SOSTA( Somaliland Skills Training Association) 10 Dalphis Furniture Workshop Due to security constraints the following institutions which offer technical and vocational courses could not be visited: i. SIITCO(Scientific Institute and Information Technology College) ii. BVTC( Burao Vocational Training Centre) iii. Candlelight for Health Education and Environment, iv. GAVO NGO Berbera The meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland[4] to discuss the TVE, was very productive. The key issues like selection criteria for the trainers and trainees, adoption of standardized curriculum developed by UNESCO-PEER through out Puntland were discussed at length. It was apparent that the government was committed to getting the TVET Policy in place, it had commissioned Save the Children Denmark which had developed a TVET policy for Puntland and Somaliland and once established, future funding by donors would need to be channeled through the MOE for effective planning and quality control by the governments. A similar visit and discussion with the senior management of the Ministry of Education in Somaliland[5] covered the strategy, policy and future planning. Unlike in Puntland, the management of TVET was being managed within institutional framework. In the course of these visits and meetings with other stakeholders, I gained detailed prevailing knowledge about the TVET and Livelihood skills among other aspects of the TVET Outcome of Field Visits to Puntland and Somaliland.  · It was felt that the MOE officials need more capacity building before they can effectively handle or deliver.  · Similarly the VTC managers and trainers though very keen would benefit from additional training and upgrading courses.  · The VTCs need to be improved in every manner, from repairs of buildings to provision of training equipment.  · The trainee students particularly the girls are very keen to proceed with TVET and would like diploma and degree courses to begin as soon as possible.  · The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking time to implement it due to various constraints. Trainees eager to learn new skills PART II 2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET 2.1 DEFINITION OF TVET AND BENEFICIARIES According to the Guidelines issued jointly by UNESCO and ILO and adopted by UNESCO General Conference at its 31 Session in 2001 and recommended for implementation by countries according to their socio-economic status, [6]TVET (Technical and vocational education and training) is defined accordingly as â€Å"a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.† It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities. In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include; out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities 2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVET Organizationally, in both Somaliland and Puntland, TVET is regarded as part and parcel of Non Formal Education and is headed by a Director of Non Formal Education in the same way Formal Education is headed by a Director. It was not possible for me to establish whether similar arrangement exists in Central South Somalia. The TVET institutions in both Somaliland and Puntland are understaffed. Through National and Regional Councils for technical and vocational education training, the units are expected to: i) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes, ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the trainees; iii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme: Ø Quality admission criteria and standards which should be reviewed and evaluated periodically Ø Acceptable quality of curriculum and teaching materials Ø Acceptable ratio of teaching and training staff to learners Ø Staff qualifications Ø Physical facilities and layout Ø Quality and type of equipment Ø Trainee qualification requirement A theoretical organizational frame work is reflected in the organizational chart below Source; MINISTRY OF EDUCATION IN SOMALILAND[7] The units are constrained by the following factors: * Understaffing of the units makes implementation of the above functions difficult * Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability. 2.3 INTERVENTION STRATEGIES From the discussions held between me and the Ministries of Education, some UN agencies and international and local NGOs, the following intervention strategies in Somalia were mentioned:[8] Programme proposals are developed by UN agencies and other stakeholders and their viability discussed with the local authorities who sign letters of agreement with the stakeholders defining their respective responsibilities; Multi-sectoral approach, where organizations form themselves into a consortium to implement certain programme activities or UN agencies in strategic partnerships Area-based approach in which local administrators are beneficiaries and act as beneficiaries and implementing partners at the same time Specific capacity building activities with local institutions During the various meetings and discussions, it was observed that no home grown interventions initiated by local authorities and implemented jointly with willing donors. 2.4 TVET DELIVERY STRATEGIES The methods of delivery of TVE in Somaliland and Puntland are still predominantly either IBT, Institutional based training, through full time training in establishments or EBT, Enterprise based training, in business establishments. The main differences being as shown in the table below TABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELS Centre-Based Training Mode Enterprise-Based Training Mode 1. Recruitment of Trainees 2. Training in theory, practical and entrepreneurship (6 Months) 3.Industrial attachment (2 months) and contracts 4.Assessment of skills and products 5.Centre-based Certification 1. Conducting Training needs assessment 2.Designing appropriate syllabus 3. Recruitment and selection of trainees 4. Identification recruitment of host trainers 5. Training (8 Months) 6. Work-based self employment programmes 7. Enterprise-Based Assessment and Certification Source: Summarized from discussions with training management Discussions with some stakeholders and previous studies by UNDP[9] cited the following constraints in the EBT mode of training * It takes too long to conduct needs assessment and design tailor made courses for enterprise-based training * Limited resources and lack of program sustainability on the part of EBT due high cost of machines * Conflict between trainee needs and customer needs, the latter tend to command priority * Limited training capacity in the both personnel and learning space by trainee While institutional based training organized on full time basis requires a lot of resources and may ensure quality training, EBT comes in handy due to tailor made course. Full time institutional training may lock out young adults and working populations that need to study part time. RECOMMENDATIONS I. As a matter of policy , it is recommended that training institutions and the governments in Somalia consider adopting flexible modes of delivery based on part time participation, involving work and training as follows: a) Day release system-in which workers attend an educational or training establishment for agreed period in a week b) Sandwich system where learners-alternate between educational institution and firm, factory or other establishment c) Block release workers are released to attend a specific programme for a specified period. d) Open and distance education programme by correspondence 1. Local authorities in Somalia should be actively involved in designing home grown projects that address local need. 2. The governments and other agencies should work closely with host trainers for better standard of training through financial and material support including training and certification personnel. 3. Due to possible conflict of interest, local personnel who are identified beneficiaries should not act as implementing partners at the same time. PART III 3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES In order to conduct a base line study of the institutions visited and those which were not visited, a questionnaire was used and covered the following aspects. There was another detailed questioner of 15 pages which was used to collect the data and was sent to Prof Kim for review Name of the institution Number of trainees enrolled in each course Number of instructors in each course Qualification of instructors in each course. Machines available Training aids available New trades in demand New training aids / machines required? Trainees ending the course The employment status of former trainees Water, Electricity, Toilets Overall environment of education within the institutions Political stability, law order and other conditions required for education The majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutions; TABLE 3 TVET COURSES OFFERED TVET CENTRE YEAR FOUNDED OWNERSHIP TRADES OFFERED Havoyoco VTC 1998 NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco) Centre- Based Vocational skills training in i) Woodwork (joinery and fitting) ii) Electricity iii) Metal work iv) Masonry v) Computer Studies vi) Garment making vii) Office Management Basic Literacy and Numeracy Enterprise-Based Vocational Training. Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE) 1998 Government- Ministry of Education i) General agriculture ii) Animal Husbandry iii) Food Processing iv) Marketing Burao Vocational Training Centre 1998 NGO-Candle Light for Health and Education (CLHE) i) Accounting ii) Computer Studies iii) Typing iv) Secretarial Studies v) Plumbing vi) Basic Literacy and Numeracy Berbera Port Vocational Training Centre 1996 Government-Port Authority/ UNDP Port Related Technical Skills i) Cargo handling equipment ii) Power supply and illumination iii) Diesel mechanic iv) Machinist course Other Technical courses i) Motor vehicle mechanic ii) Plumbing and pipe fitting/welding iii) Auto Mobile electrician course iv) General Electrician (house wiring) v) Woodwork vi) Computer hardware and maintenance Office-related Skills i) Secretarial Studies ii) Personnel Management iii) Business Accounting iv) Cost Accounting v) Business Management vi) Computer Applications Dan Dor Vocational Training Centre 2001 NGO-Dan Dor (Direct Aid to Nature Development Organization) i) Woodwork ii) Electricity iii) Metal work iv) Garment making v) Auto Mechanics Bossasso Port Training Centre 1996 Government in conjunction with Bossasso Port Authority i) Financial Accounting I ii) Financial Accounting II iii) Cost accounting II iv) Management Accounting v) Business Mathematics and Statistics vi) Business Law vii) Basic Economics IV viii) Computer Application ix) Management Principles Source: Information gathered from the field[10] The trades offered in the following established training centres are analyzed to illustrate vocational demand for some of the courses offered. TABLE 3.1 SKILLS OFFERED IN HARGEISA AND BOSSASO TECHNICAL INSTITUTES HARGEISA T I BOSSASSO TI Skills offered Skills requested Skills offered Skills requested Syllabuses developed by UNESCO Electricity Automobile repair training Electricity and cooling system Nursing and Midwifery Agriculture Plumbing Metal work fabrication Fisheries Beauty Saloon Basic Accounting II Carpentry Electronic equipment repair Plumbing Masonry Basic Accounting I Masonry Carpentry Computer Studies II Computer/IT painting and Art Computer Studies I Commerce Building and construction Carpentry and Joinery Secretarial Studies Electrical Installation Logistics and Storekeeping Garment Making ICT Hospitality Operations II Garment making Hospitality Operations Masonry Metal Fabrication Plumbing II Plumbing III Source: Data collected during the field visits UNESCO PEER developed syllabuses to meet demand but the following can be observed from this table: 1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO[11] a) Automobile repair b) Commerce c) Electricity and cooling system d) Fisheries e) Painting and Art 2. There is demand which has not been met in the following fields: a) Nursing and midwifery b) Beauty Salooning 3. In the UNESCO PEER study of 2002[12] demand was expressed for the following fields: a) Business adminstration b) Import Export management c) Vetrinary d) Well Engineering e) Salesmanship f) Natural resources management 4. Demand is determined by the following factors: a) Environment activity; pastorists need vetrinary services, communities near the sea and river valleys require fishing techniques and those in dry and arid areas require well engineering while farming communities will go for Agriculture. b) Skills in the market for formal employment c) Skills for self employment. d) Traditional trades such as carpentry, masonry,electrical installation and garment making seem to enjoy popularity but the new ones are yet to have a foothold in livelihood skills. 5. From the baseline study information received and discussions with stakeholders analyzed, the following situation still prevails in the Sub-sector: a) Somalia is fit for intervention in almost all fields of livelihood and skills development. The best way to intervene is through development of skills through TVET. This is the shortest way to both becoming self earning or getting a job opportunity. b) The TVET centres still lack qualified trainers, training equipment and text books in relevant TVET programmes Some of the available text books are still written in English and due to the low academic level of trainees, they cannot use books effectively while Somali translation versions do not exist c) The standard curriculum developed by UNESCO-PEER needs to be adopted in all VTCs in order to have a common syllabi. It will also help to determine a common grading system and the quality of the grading system will improve. RECOMMENDATIONS 1. Planning for higher levels courses needs to be done for enhancing management, administrative and technical skills of the VTC managers and business executives by stakeholders. The following subjects which have been identified as creating skill gaps and which by their very nature should be used in regular full time training institutions be developed by UNESCO PEER which has accumulated experience in this area: a) Business Administration b) Import Export Management c) Veterinary d) Natural Resources Management e) Well Engineering f) Automobile repair g) Commerce h) Salesmanship 3. Issues related to management and inadequate facilities are taken up by institutional managers, who should develop master plans for these institutions with a view to making them sustainable. 4. TVET managers should work out a mechanism for getting some of the textbooks in specified courses translated to facilitate their use by trainees PART IV 4. INVOLVEMENT OF STAKEHOLDERS IN CAPACITY BUILING AND OTHER ACTIVITIES IN SOMALIA. A number of donor organizations, UN agencies and local and international non governmental organizations are active in supporting capacity building and other activities in Somalia. The information summarizes interventions and achievements. Some of the agencies may wish to partner with others for implementation of programmes. Due to time constraint, and insecurity mainly in Central south Somalia, this information was obtained partly online in order to ensure accuracy of what is reported. These activities for these organizations are summarized in the table below and reported in detail after the table. TABLE 4 ORGANIZATIONS ACTIVE IN TVET IN SOMALIA ORGANIZATION PROGRAMME LOCATION TARGET GROUP RESULTS Present status UNDP Recovery and sustainable livelihood program- agriculture based skills CSS in middle Shabelle IDPS 3300 trained in Agriculture and book keeping skill 1350 are in gainful employment Consortium headed by SCD PETT Project Northern Somalia Youth, girls, women and other vulnerable groups 5500 trained in various vocatio Improving Youth Livelihood through Institutional Support Improving Youth Livelihood through Institutional Support Strengthening Technical, Vocational Education and Training Institutions for Improved Livelihood Skills ACRONYMS ANDP Activists Network for Disabled People AYODA Africa Youth Development Association CLHE Candle Light for Health and Education CSS Central and South Somalia DFID Department for International Development DRC Danish Refugee council DRP Disaster Recovery Plan EBT Enterprise- Based Training EC European Commission IAS International Aid Service ICRA Islamic Childrens Rescue agency IBT Institution Based Training IDPs Internally Displaced Persons IICO International Islamic Charitable Organization ILO International Labour Organization IOM International Office of Migration MOE Ministry of Education NFE Non Formal Education NGO Non-Governmental Organization PEER Regional Programme for Education in Emergencies PIDAM Puntland Institute of Development Administration and Management SCD Save the Children, Denmark SIDA Swedish International Development Cooperation Agency SOSTA Somali Skills Training Association STEO Skills Training Employment Opportunity TVE Technical and Vocational Education TVET Technical and Vocational Education Training UNCTAD United Nations Conference on Trade and Development UNDP United Nations Development Programme UNESCO United Nations Educational, Scientific and Cultural Organization UNHCR United Nations High Commissioner for Refugees UNICEF United Nations Childrens Fund VTC Vocational Training Centre WFL Water for Life WFP World Food Programme WHO World Health Organization US AID US Agency for International Development Fact Sheet Somalia[1] Somalia is situated in a place where most of the bordering countries are unstable except Kenya which has also observed post election violence in December 2007. It has border with Djibouti,Kenya, YemenandEthiopia. It has been in midst of a civil war since early nineties, the civil war has disrupted livestock breeding and agriculture which are the main stay of local economy. The major reason of civil war is due to the hidden interests of business community which is benefitting from the prevailing situation and other reason is clan based conflicts which are also at large. There are three main clans â€Å"Daroud, Hawaya and Issak â€Å".Somalia had an invasion from Ethiopian forces in December 2006 but now they have also evacuated but the fight is still going on between Al-Shabab and government forces. Puntland and Somaliland regions have declared themselves to be autonomous of the federal government at Mogadishu. Important statistics are as under: Area 637,667 sq km 246,201 sq miles, semi arid, 2% arable, 1.6% water Total irrigated land 2000 sq km in 2003 Population 9,558,666 (85th[2]) Density 13/sq km (198th) 100% population belongs to Sunni Muslim branch of Islam. GDP-PPP US $ 5.575 Billion (153rd) GDP Per Capita US $ 600 (222nd) Livestock and Agriculture 65 %, Industrial Sector 10% Services Sector 25 % Exports 65% Livestock, remaining fish, hides/leather frankincense (aromatic gum)) etc Foreign Remittances US $ 2 billion/year Internet usage increased 44900% from year 2000 to 2007, highest in Africa Urbanization 8% increase per year, one of the highest in Africa, currently 34 % population lives in cities. Literacy Male: 24%, Female : 36%, 14%, 22% of Somali children are enrolled in Primary schools[3] Executive Summary There had been number of stakeholders working in the field of TVET in Somalia resulting in different policies and guidelines given by the state governments, different organizations and donor agencies according to their own mandate. There was no uniform approach being followed by different organizations working in the field of income generation and TVET activities. I felt the need to have a standardized approach for better delivery in the TVET sector. An in-depth analysis was carried out on Overview of TVET management in Somalia, study of TVET institutions, Management model, a content analysis of UNESCO PEER assisted syllabuses and review of economic sectors and recommendations made after each part of this thesis report on each of these thesis components. , For this purpose I remained in Somalia from 12 Dec 2009 till 23 Dec 2009.Detailed meetings were held to discuss, evaluate and consolidate its finding after interaction with MOE officials, VTC managers, trainers, donors and experts from relevant technical and vocational education sectors. The thesis also discussed in detail valuable contribution made in the TVET field by other stakeholders in Somalia. The existing management system of VTCs was analyzed. A workable management model for a VTC has been worked out for uniform implementation. The TVET curriculum designed by UNESCO-PEER with the help of Italian Government has been recommended to all stakeholders to be adopted as standard syllabi for entire Somalia. Finally overall analyses of the TVET situation in Somalia have been carried out to give recommendations for best possible way for improvement in this field. The need to have overall coordination between all stakeholders for TVET has been highlighted to make any intervention meaningful and effective. It is expected that based on the thesis and the recommendations Somali Education Authorities and key implementation partners regarding the appropriate strategies to be implemented for addressing the most important areas in the field of TVET. PART I 1. BACKGROUND TO THE THESIS AND VISITS TO TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES 1.1 INTRODUCTION AND BACKGROUND Technical and vocational education and training (TVET) in conflict and post conflict areas is a critical component of the socio-economic development programmes as well as a fundamental component of reintegration. Acquisition of livelihood skills results in battling poverty and social exclusion in favour of self-employment. This helps to reduce unemployment, among marginalized population in conflict and post conflict countries. TVET acts for creation of skilled manpower that becomes self-employed and thereafter creates employment opportunities within their enterprises for others. It is within this framework that UNESCO PEER and other stakeholders like Diakonia and SCD has been implementing TVET projects in Somalia with the financial support of partners mainly the EC, SCIDA, Italian and Norwegian Governments. TVET curriculum/syllabi according to the market demand, training of centre managers, instructors and provision of support materials and textbooks to vocational training centres (V TCs) and initiation of standardized assessment and certification are examples of activities undertaken by UNESCO-PEER in Somalia. The syllabi and support materials so far developed have been popular with the users and a number of countries have shown interest to adapt them through the assistance of UNESCO-PEER. Prior to the civil war that culminated in the collapse of the government in 1991, Somalia had functioning technical and vocational institutions in Mogadishu, Merka, Biadoa, Galkayo, Wajid, Kismayu, Bossaso, Burao and Hargeisa that specialized in a range of technical courses and traditional trades at craft and artisan levels. These courses were properly managed by government and the youth joined these institutions and specialized in various courses that enabled them to earn a living. Most of these institutions were, however destroyed or run down during the civil war period. Consequently, the youth who dropped out of school or were never enrolled in schools at all, found themselves helpless without any livelihood skills. This problem was aggravated by returnees who also had no skills. The Ministries of Education in Puntland, Somaliland and Central South Somalia in collaboration with international agencies have played significant rolls in catering for the training needs of the youth and other vulnerable groups. 1.2 PURPOSE The main purpose is to identify and propose the best options in terms of training of youth for improving their livelihood skills through institutional development and income generation activities. The needs assessment of the VTCs was carried out to propose new skills according to the market demand. 1.3 OBJECTIVES i. To review the current approach to delivery of TVET and provide policy advice; ii. Conduct baseline study; iii. To Conduct needs assessment and skills gap analysis; iv. Review existing syllabuses developed by various stakeholders v. To study the management of the one Technical and Vocational Education Centre and on the basis of the findings recommend, the model to be applied to other TVET institutions. 1.4. SCOPE I planned to cover the whole of Somalia for my thesis but due to insecurity in the Central South Somalia, I was not cleared to go there. The research took place in the Puntland State of Somalia (PSS) and Somaliland. The research targeted the Non Formal and technical and vocational Education sub-sector using the IDPS, Refugees, Returnees, pastoral communities and ex militia as research subjects. 1.5 SIGNIFICANCE i. It will act as a catalyst for streamlining the TVET sector in Somalia. ii. The need to have better understanding of the ground realities was brought out in the study for better decision making. iii. The requirement to have a coordinated strategy in TVET field has been highlighted. Better coordination between various stakeholders will contribute to optimum utilization of available resources. iv. Will act for capacity building of MOE, VTCs and other stakeholders. 1.6. METHODOLOGY A number of meetings and visits were held with different stakeholders, NGOs and UN agencies working in the field of TVET. This was done in close collaboration with the Somali Ministries of Education at various levels, and other stakeholders involved in Vocational Education. Vocational Training Centers were visited and interaction was carried with their managers, students and trainers to find out their potential, weaknesses and requirement for upgrading and other Livelihood Skills opportunities An assessment of the job market was carried out to find out the livelihood skills required in Somalia. 1.7 VISITS TO TRAINING CENTRES AND MEETINGS WITH STAKE HOLDERS Site visits were arranged by the field staff of UNESCO PEER in consultation with the Ministries of Education in both Somaliland and Puntland. My movement was however, hampered by the adverse security environment, making it difficult to visit such places as Galkayo, in Puntland and Berbera and Burao in Somaliland. Movement in Central South Somalia remained restricted. Site visits were conducted in Bossasso, Hargeisa and Borama as shown in the table below; VISITS AND MEETINGS WITH STAKEHOLDERS REGION PLACE DATES INSTITUTIONS VISITED GAROWE 13-15 Dec 2009 Ministry of Education Garowe VTC PUNTLAND BOSSASSO 16-18 Dec 2009 1. PIDAM- Puntland Institute of Development, Administration and Management 2. Dan Door VTC 3. Bossasso College of Health Sciences 4.East Africa Fishing Factory, Tannery, Radio and Electronic repair shops 5. Telecommunications offices 6. Puntland Hospital SOMALILAND HARGEISA 18-20 Dec 2009 1. Hargeisa Training Institute 2. HAVOYOCO 3.FAO 4.I LO 5. Save the Children Denmark 6.ANDP( Activist Network for Disabled People) 7.ICRA( Islamic Children Refugee Agency BORAMA 20-22 Dec 2009 8.AYODA (AfricaYouth Development Association 9.SOSTA( Somaliland Skills Training Association) 10 Dalphis Furniture Workshop Due to security constraints the following institutions which offer technical and vocational courses could not be visited: i. SIITCO(Scientific Institute and Information Technology College) ii. BVTC( Burao Vocational Training Centre) iii. Candlelight for Health Education and Environment, iv. GAVO NGO Berbera The meeting, which took place with Director of Non Formal Education (NFE) and other officials from the Ministry of Education in Puntland[4] to discuss the TVE, was very productive. The key issues like selection criteria for the trainers and trainees, adoption of standardized curriculum developed by UNESCO-PEER through out Puntland were discussed at length. It was apparent that the government was committed to getting the TVET Policy in place, it had commissioned Save the Children Denmark which had developed a TVET policy for Puntland and Somaliland and once established, future funding by donors would need to be channeled through the MOE for effective planning and quality control by the governments. A similar visit and discussion with the senior management of the Ministry of Education in Somaliland[5] covered the strategy, policy and future planning. Unlike in Puntland, the management of TVET was being managed within institutional framework. In the course of these visits and meetings with other stakeholders, I gained detailed prevailing knowledge about the TVET and Livelihood skills among other aspects of the TVET Outcome of Field Visits to Puntland and Somaliland.  · It was felt that the MOE officials need more capacity building before they can effectively handle or deliver.  · Similarly the VTC managers and trainers though very keen would benefit from additional training and upgrading courses.  · The VTCs need to be improved in every manner, from repairs of buildings to provision of training equipment.  · The trainee students particularly the girls are very keen to proceed with TVET and would like diploma and degree courses to begin as soon as possible.  · The UNESCO-PEER worked curriculum has been adopted by Somaliland with Puntland taking time to implement it due to various constraints. Trainees eager to learn new skills PART II 2 OVERVIEW OF THE MANAGEMENT AND DELIVERY OF TVET 2.1 DEFINITION OF TVET AND BENEFICIARIES According to the Guidelines issued jointly by UNESCO and ILO and adopted by UNESCO General Conference at its 31 Session in 2001 and recommended for implementation by countries according to their socio-economic status, [6]TVET (Technical and vocational education and training) is defined accordingly as â€Å"a study of technologies and related sciences, and the acquisition of knowledge, skills and attitudes related to occupation in various sectors of economic and social life.† It approaches the target beneficiaries to gain quality training which can bring stability and prosperity in their lives through income generation activities. In the Somalia context, the beneficiaries of training for occupational fields, alleviation of poverty and empowerment include; out of school youth due to drop out, demobilized soldiers, returnees, disabled persons, young adults of 18-24 years, girls and women heads of households whose husbands have either fled the country or killed in civil strive, refugees and secondary school leavers. These categories of Somali nationals benefit from interventions organized by international and local non governmental organizations, UN agencies and donor communities 2.2 INSTITUTIONAL FRAMEWORK IN THE MANAGEMENT OF TVET Organizationally, in both Somaliland and Puntland, TVET is regarded as part and parcel of Non Formal Education and is headed by a Director of Non Formal Education in the same way Formal Education is headed by a Director. It was not possible for me to establish whether similar arrangement exists in Central South Somalia. The TVET institutions in both Somaliland and Puntland are understaffed. Through National and Regional Councils for technical and vocational education training, the units are expected to: i) Plan and coordinate TVE Programmes, monitor supply and demand for goods and services, knowledge and skills in demand and approve new TVE Programmes, ii) Provide a sound financial framework in which TVE costs are shared among the government, industry, community and the trainees; iii) Establish a quality assurance mechanism that should enable the units to direct the following aspects of the TVET programme: Ø Quality admission criteria and standards which should be reviewed and evaluated periodically Ø Acceptable quality of curriculum and teaching materials Ø Acceptable ratio of teaching and training staff to learners Ø Staff qualifications Ø Physical facilities and layout Ø Quality and type of equipment Ø Trainee qualification requirement A theoretical organizational frame work is reflected in the organizational chart below Source; MINISTRY OF EDUCATION IN SOMALILAND[7] The units are constrained by the following factors: * Understaffing of the units makes implementation of the above functions difficult * Management and implementation of TVET is decentralized and left in the hands of various stakeholders including UN agencies, NGOs and Government institutions. The State Governments do not have the resources to run these institutions in an efficient manner. This state of affairs makes the management and control of standards difficult in a situation where implementation may be determined by donor interest. The institutions lack strategies for sustainability. 2.3 INTERVENTION STRATEGIES From the discussions held between me and the Ministries of Education, some UN agencies and international and local NGOs, the following intervention strategies in Somalia were mentioned:[8] Programme proposals are developed by UN agencies and other stakeholders and their viability discussed with the local authorities who sign letters of agreement with the stakeholders defining their respective responsibilities; Multi-sectoral approach, where organizations form themselves into a consortium to implement certain programme activities or UN agencies in strategic partnerships Area-based approach in which local administrators are beneficiaries and act as beneficiaries and implementing partners at the same time Specific capacity building activities with local institutions During the various meetings and discussions, it was observed that no home grown interventions initiated by local authorities and implemented jointly with willing donors. 2.4 TVET DELIVERY STRATEGIES The methods of delivery of TVE in Somaliland and Puntland are still predominantly either IBT, Institutional based training, through full time training in establishments or EBT, Enterprise based training, in business establishments. The main differences being as shown in the table below TABLE 3 COMPARISON OF IBT AND EBT TRAINING MODELS Centre-Based Training Mode Enterprise-Based Training Mode 1. Recruitment of Trainees 2. Training in theory, practical and entrepreneurship (6 Months) 3.Industrial attachment (2 months) and contracts 4.Assessment of skills and products 5.Centre-based Certification 1. Conducting Training needs assessment 2.Designing appropriate syllabus 3. Recruitment and selection of trainees 4. Identification recruitment of host trainers 5. Training (8 Months) 6. Work-based self employment programmes 7. Enterprise-Based Assessment and Certification Source: Summarized from discussions with training management Discussions with some stakeholders and previous studies by UNDP[9] cited the following constraints in the EBT mode of training * It takes too long to conduct needs assessment and design tailor made courses for enterprise-based training * Limited resources and lack of program sustainability on the part of EBT due high cost of machines * Conflict between trainee needs and customer needs, the latter tend to command priority * Limited training capacity in the both personnel and learning space by trainee While institutional based training organized on full time basis requires a lot of resources and may ensure quality training, EBT comes in handy due to tailor made course. Full time institutional training may lock out young adults and working populations that need to study part time. RECOMMENDATIONS I. As a matter of policy , it is recommended that training institutions and the governments in Somalia consider adopting flexible modes of delivery based on part time participation, involving work and training as follows: a) Day release system-in which workers attend an educational or training establishment for agreed period in a week b) Sandwich system where learners-alternate between educational institution and firm, factory or other establishment c) Block release workers are released to attend a specific programme for a specified period. d) Open and distance education programme by correspondence 1. Local authorities in Somalia should be actively involved in designing home grown projects that address local need. 2. The governments and other agencies should work closely with host trainers for better standard of training through financial and material support including training and certification personnel. 3. Due to possible conflict of interest, local personnel who are identified beneficiaries should not act as implementing partners at the same time. PART III 3.0 STUDY OF TECHNICAL AND VOCATIONAL EDUCATION AND TRAINING CENTRES In order to conduct a base line study of the institutions visited and those which were not visited, a questionnaire was used and covered the following aspects. There was another detailed questioner of 15 pages which was used to collect the data and was sent to Prof Kim for review Name of the institution Number of trainees enrolled in each course Number of instructors in each course Qualification of instructors in each course. Machines available Training aids available New trades in demand New training aids / machines required? Trainees ending the course The employment status of former trainees Water, Electricity, Toilets Overall environment of education within the institutions Political stability, law order and other conditions required for education The majority of TVET centres did not provide the information required partly due to the limited time available to me necessitating obtaining some of the information online. Most of the information requested was not available online from most of the TVET centres but it was possible to obtain the information in the table below on the trades offered in the following institutions; TABLE 3 TVET COURSES OFFERED TVET CENTRE YEAR FOUNDED OWNERSHIP TRADES OFFERED Havoyoco VTC 1998 NGO-Horn of Africa Voluntary Youth Committee formed in 1992 (Havoyoco) Centre- Based Vocational skills training in i) Woodwork (joinery and fitting) ii) Electricity iii) Metal work iv) Masonry v) Computer Studies vi) Garment making vii) Office Management Basic Literacy and Numeracy Enterprise-Based Vocational Training. Amoud Vocational Centre for Agricultural Technology and Environment (AVOCATE) 1998 Government- Ministry of Education i) General agriculture ii) Animal Husbandry iii) Food Processing iv) Marketing Burao Vocational Training Centre 1998 NGO-Candle Light for Health and Education (CLHE) i) Accounting ii) Computer Studies iii) Typing iv) Secretarial Studies v) Plumbing vi) Basic Literacy and Numeracy Berbera Port Vocational Training Centre 1996 Government-Port Authority/ UNDP Port Related Technical Skills i) Cargo handling equipment ii) Power supply and illumination iii) Diesel mechanic iv) Machinist course Other Technical courses i) Motor vehicle mechanic ii) Plumbing and pipe fitting/welding iii) Auto Mobile electrician course iv) General Electrician (house wiring) v) Woodwork vi) Computer hardware and maintenance Office-related Skills i) Secretarial Studies ii) Personnel Management iii) Business Accounting iv) Cost Accounting v) Business Management vi) Computer Applications Dan Dor Vocational Training Centre 2001 NGO-Dan Dor (Direct Aid to Nature Development Organization) i) Woodwork ii) Electricity iii) Metal work iv) Garment making v) Auto Mechanics Bossasso Port Training Centre 1996 Government in conjunction with Bossasso Port Authority i) Financial Accounting I ii) Financial Accounting II iii) Cost accounting II iv) Management Accounting v) Business Mathematics and Statistics vi) Business Law vii) Basic Economics IV viii) Computer Application ix) Management Principles Source: Information gathered from the field[10] The trades offered in the following established training centres are analyzed to illustrate vocational demand for some of the courses offered. TABLE 3.1 SKILLS OFFERED IN HARGEISA AND BOSSASO TECHNICAL INSTITUTES HARGEISA T I BOSSASSO TI Skills offered Skills requested Skills offered Skills requested Syllabuses developed by UNESCO Electricity Automobile repair training Electricity and cooling system Nursing and Midwifery Agriculture Plumbing Metal work fabrication Fisheries Beauty Saloon Basic Accounting II Carpentry Electronic equipment repair Plumbing Masonry Basic Accounting I Masonry Carpentry Computer Studies II Computer/IT painting and Art Computer Studies I Commerce Building and construction Carpentry and Joinery Secretarial Studies Electrical Installation Logistics and Storekeeping Garment Making ICT Hospitality Operations II Garment making Hospitality Operations Masonry Metal Fabrication Plumbing II Plumbing III Source: Data collected during the field visits UNESCO PEER developed syllabuses to meet demand but the following can be observed from this table: 1. According to the need of the market following subjects were developed in the two training institution not covered by UNESCO[11] a) Automobile repair b) Commerce c) Electricity and cooling system d) Fisheries e) Painting and Art 2. There is demand which has not been met in the following fields: a) Nursing and midwifery b) Beauty Salooning 3. In the UNESCO PEER study of 2002[12] demand was expressed for the following fields: a) Business adminstration b) Import Export management c) Vetrinary d) Well Engineering e) Salesmanship f) Natural resources management 4. Demand is determined by the following factors: a) Environment activity; pastorists need vetrinary services, communities near the sea and river valleys require fishing techniques and those in dry and arid areas require well engineering while farming communities will go for Agriculture. b) Skills in the market for formal employment c) Skills for self employment. d) Traditional trades such as carpentry, masonry,electrical installation and garment making seem to enjoy popularity but the new ones are yet to have a foothold in livelihood skills. 5. From the baseline study information received and discussions with stakeholders analyzed, the following situation still prevails in the Sub-sector: a) Somalia is fit for intervention in almost all fields of livelihood and skills development. The best way to intervene is through development of skills through TVET. This is the shortest way to both becoming self earning or getting a job opportunity. b) The TVET centres still lack qualified trainers, training equipment and text books in relevant TVET programmes Some of the available text books are still written in English and due to the low academic level of trainees, they cannot use books effectively while Somali translation versions do not exist c) The standard curriculum developed by UNESCO-PEER needs to be adopted in all VTCs in order to have a common syllabi. It will also help to determine a common grading system and the quality of the grading system will improve. RECOMMENDATIONS 1. Planning for higher levels courses needs to be done for enhancing management, administrative and technical skills of the VTC managers and business executives by stakeholders. The following subjects which have been identified as creating skill gaps and which by their very nature should be used in regular full time training institutions be developed by UNESCO PEER which has accumulated experience in this area: a) Business Administration b) Import Export Management c) Veterinary d) Natural Resources Management e) Well Engineering f) Automobile repair g) Commerce h) Salesmanship 3. Issues related to management and inadequate facilities are taken up by institutional managers, who should develop master plans for these institutions with a view to making them sustainable. 4. TVET managers should work out a mechanism for getting some of the textbooks in specified courses translated to facilitate their use by trainees PART IV 4. INVOLVEMENT OF STAKEHOLDERS IN CAPACITY BUILING AND OTHER ACTIVITIES IN SOMALIA. A number of donor organizations, UN agencies and local and international non governmental organizations are active in supporting capacity building and other activities in Somalia. The information summarizes interventions and achievements. Some of the agencies may wish to partner with others for implementation of programmes. Due to time constraint, and insecurity mainly in Central south Somalia, this information was obtained partly online in order to ensure accuracy of what is reported. These activities for these organizations are summarized in the table below and reported in detail after the table. TABLE 4 ORGANIZATIONS ACTIVE IN TVET IN SOMALIA ORGANIZATION PROGRAMME LOCATION TARGET GROUP RESULTS Present status UNDP Recovery and sustainable livelihood program- agriculture based skills CSS in middle Shabelle IDPS 3300 trained in Agriculture and book keeping skill 1350 are in gainful employment Consortium headed by SCD PETT Project Northern Somalia Youth, girls, women and other vulnerable groups 5500 trained in various vocatio