Laptop Computers: School Utilization and Student Achievement :: essays papers

Laptop Computers: School Utilization and Student Achievement It has become all too evident in today’s society that there is a need for a quality, successful education system. The need for skills in technology are also obvious. Schools across the nation are now trying to achieve both of these goals by providing a laptop computer to each student. Principal John Kozusko, an administrator at one such school claims, â€Å"It’s like a world apart. It’s changed the way teachers teach†¦the way they think about kids.† (Chute, 2000  ¶4) According to Speaker Rick Johnson of the Michigan House of Representatives, â€Å"Students have progressed from learning about computers to learning from them.† (Johnson, 2003,18) This paper will examine how laptops are being utilized in schools and the effect that they have on student achievement. Participation The movement to use laptop computers to provide a first-rate education to all students has quickly been spreading across the nation. Throughout the United States, Microsoft has counted more than 125,000 students and teachers at 800 schools participating in such programs. (Chute, 2000) In researching this topic, I have found documentation of programs in elementary schools, middle schools, and high schools in a number of different states. These states include, but are not limited to, New York, Maine, Pennsylvania, California, Michigan, and Texas. Some schools fund the program on their own, often starting with a pilot program and expanding as funds become available. (Seeing is, nd) Others collaborate with corporations such as Microsoft and Netschools. (Chute, 2000) Additional funding has come from sources such as business donations, personal monies, federal funds, and bond money. (Corcoran, 2002) Laptop Usage The cases described throughout this paper all include schools that provided laptops for students and/or teachers so that the student to computer ratio was 1:1. As stated above, for some schools this was done with a pilot group, while other schools provided computers to all students. Students are then required to bring their laptop to class, ready to use, just as they must bring their textbooks, pencils, and other necessary materials. (Chute, 2000) They are also responsible for charging the battery for their computer and transporting their computer to and from school on a daily basis. How the computer is equipped varies depending on the make of the computer and the operating system and firewalls set up by the schools.

The Audacity of Hope Intro

President Obama once said, â€Å"We are one people† in his speech The Audacity of Hope. Our nation show so much hate and anger but never take the blame. Everyone blames god, but if we are all gods people why do we point the finger at him? Obama’s syntax, diction, and details show that it is time for us to stop the madness and hatred that we have for one another and stand up for each other because we are a family. Obama’s syntax is significant because it get his message across clearly and effectively. For instance, Obama states that â€Å"The true genius of America-a faith in simple dream, [is] an instance on small miracles†.By separating his thoughts he emphasizes to the public by giving his own commentary on the true genius of America. The true genius of America is knowing that the smallest things in life do matter. Obama also said â€Å"Out of many, one. † With this fragment Obama shows that we are in depth. And we are all people although there ar e many different kinds and colors. America’s people are like many flowers in a garden, together we are a masterpiece. He uses simple words to describe his feelings about America.Obama backs up this notion by saying â€Å"We worship an awesome God in the blue states, and we don't like federal agents poking around our libraries in the red states. We coach Little League in the blue states, and yes, we've got some gay friends in the red states. There are patriots who opposed the war, and patriots who supported it. We are one people, all of us pledging allegiance to the Stars and Stripes, all of us defending the United States of America†. He effectively uses the â€Å"Stars and Stripes† as a metaphor for our American flag. In this case red states stand for Republicans and blue states for Democrats.

English Language Teaching Essay

This paper aims to highlight the importance of teaching sociolinguistic competence to ESL learners in Malaysian schools. Sociolinguistic competence is the knowledge of socio cultural rules of language and of discourse. This type of competence requires an understanding of the socio context in which language is used. It is proposed that carefully designed language activities be carried out by instructors in order to impart sociolinguistic skills to learners. The importance of universal intelligibility should be stressed, as opposed to native accent. Furthermore students should also be taught proper contextual use of English, in accordance to cultural reference and cultural appropriacy should be part of the learners’ core sociolinguistic competence. Keywords: Socio-cultural rules, Sociolinguistic competence, Formal language, Colloquialism 1. Introduction Malaysia is a multi-racial society which is strongly bounded by its system of monarchy. However, Malays form the largest portion of its demography, with Malay as its national language. Though Malay is still the most commonly used lingua franca among Malaysians, English is gaining more importance and relevance in the country. In fact, Malaysians have come to realize that it is no longer necessary, nor desirable to aim at an English native speaker’s speech to achieve their communicative function. However, there has been a strong decline in the levels of English proficiency in the country .This is evident in Malaysians’ everyday speech, which are often marred by grammatical and phonological errors or at times too loaded with â€Å"suffixes† (e.g. lah, lor, meh) and loan words from other languages. English is the second most important language in Malaysia. It is used in  various professions and is an important requirement in Malaysian academic settings. The academic setting is a microcosm of the Malaysian population, which is a mix of interlocutors of different racial and language backgrounds. They may also differ in their English language proficiency levels. Therefore, it could be assumed that in Malaysian schools’ unique language environment, sociolinguistic competence contributes to Malaysian students English language proficiency. 2. Malaysian School Language Policy When Malaysia got its independence in 1957, the government of Malaysia set out on a program to establish Bahasa Melayu as the official language, to be used in all government functions and as the medium of instruction at all levels in the education system. The introduction of a new primary school curriculum which goes by the Malay acronym, KBSR (Kurikulum Bersepadu Sekolah Rendah), and the new secondary school curriculum which goes by the acronym, KBSM (Kurikulum Bersepadu Sekolah Menengah), is an approach to provide holistic, balanced and integrated development of an individual’s potential; intellectual, spiritual, emotional and physical aspect. However in 2002, the government announced a reversal of policy, calling for a switch to English as a medium of instruction for Mathematics and Science at all levels in the education system. Since 2003, Science and Mathematics have been taught in English. Therefore, teachers will be forced to code-switch to make pupils understand the su bject matter. 3. Sociolinguistic Competence Sociolinguistic competence is the knowledge of the sociocultural rules of language and of discourse. This type of competence requires an understanding of the social context in which language is used: the rules of the participants, the information they share, and the functions of the interaction. Only in a full context of this kind can judgement be made on the appropriateness of a ‘particular utterance’, as mentioned by Brown (2000). Lyie Bachman’s (1990) sociolinguistic competence comprises aspects, which deal with factors such as politeness, formality, metaphor, registers, and culturally related aspects of language. For students learning English in Malaysia, sociolinguistic competence should take into account those aspects as proposed by Bachman. Broersma (2001) stated that the process of learning sociolinguistic competence is challenging even in one’s first language. He also proposed that evidence of this can be found in the popularity of â€Å"Miss Manners† columns. He claims if we all had perfect sociolinguistic competence, we wouldn’t need advice about the proper way to send wedding invitations or give a dinner party. Having good sociolinguistic competence means knowing how to â€Å"give every person his or her due.† It means knowing when to be quiet, and when to talk, when to give compliments to others, and when to apologize. It also means being able to read situations and know what is the right thing to say or do. There are an infinite number of combinations of roles, tasks, contexts, and feelings that govern what is appropriate in any given encounter. 4. Sensitivity to Dialect or Variety The standard variety of English used in our country is the variety that is taught formally in schools and the Standard British English is the linguistic model in the education system of Malaysia. However in Malaysia, English, being the second language, is learnt for a functional purpose. The most important measure of success when a language is learnt for a functional purpose is communicative effectiveness; that is, whether the language enabled the learners to achieve the purpose of learning. A dialect is a language variation spoken by a particular ethnic, social or regional group and is an element of the group’s collective identity (Ogbu, 1999). Each dialect within a language is just as logical, complex and  rule-governed as the standard form of the language (often called standard variety). Malaysian English (or Manglish) is a non-native variety of English and is one of the most prominent features of Malaysia’s linguistic corpus. Baskaran (1994) has categorized ‘Manglish’ into three sociolects, which are: †¢ Acrolect (‘high’ social dialect) – used for official or educational purposes, considered to be the standard educated sub-variety that approximates native competence and is used in formal speech as well as in written forms by speakers who have been educated in English; †¢ Mesolect (‘middle’ social dialect) – used in semiformal and casual situations, a sub-variety that is used in informal situations among fellow Malaysians. †¢ Basilect (‘low’ social dialect) – used informally and colloquially as a ‘patois’ shades into a pidgin used mostly by village peddlers when talking to tourists and other potential customers. 5. Different English Varieties. There are different varieties of English used here in Malaysia. The important issue here is what would be considered as an acceptable variety of English for Malaysian students? In Malaysia, there is a strong tradition of teaching English when learners are still very young. Also, due to home language interferences and strong media influence, which at times popularises Manglish as a more convenient spoken variety, Malaysian students might not have enough exposure to models of Standard English. Parents might communicate with their children in  strong accented English which is unique to each cultural/racial group, or/and even in broken or grammatically incorrect English. This variety of English could be incomprehensible at times. 5.1 Malaysian English (ME) Some words of ME reflect the multilingual traits of the country. The existence of loan words in the lexis of ME is very rampant and common, especially since Malaysia is a Malay dominated country both in language and culture. Moreover there are no lexical equivalents of certain Malay words in English. Listed below is a list of commonly used borrowed words and phrases which have made their way into the repertoire of speech among speakers of Manglish. At the lexical level, some words of ME used by students reflect the multilingual traits of the country. There exist loan words from contact languages such as Chinese (ta-paw, pu-yao) and Bahasa Malayu (makan). Using substrate lexemes plural in the usual English way is common, e.g. kopios coffees (kop-o, black coffee), Menteri Besar (head of state government) and pengarahs (directors). Other cultural expressions adopted in ME, for instance: †¢ Kadhi (religious judge) impose a fine for khalwat (illicit proximity to the opposite sex) †¢ Don’t act so ulufied (backward, not hip) Wear something more stylo (stylish) †¢ Lets go ngerdate (dating), an Indonesian slang very common among the Malays. †¢ Hello thamby, (boy) one cup of coffee please. An example of a short conversation in colloquial Malaysian English (non-standard English) may sound like this: Housewife: Your fish so flabby, no good one. Fishmonger : Like that already hard †¢what. How hard one you want? You want stone, want wood. I can’t find. Housewife : You half-past six lawyer one. Give little bit cheap la, this fish. Fishmonger : Oh, that’s why you said that kind, said my thing flabby, you want Cheap-cheap. Housewife : You don’t want give, I look other places. Fishmonger : Look, look la, wait you come back look for me also. (Adibah Aroin, New Straits Times, 3V December 1992) 6. Awareness of language differences in the classroom Though the use of Standard English is very much desired, one must not dismiss the significance of other varieties of the language, particularly Manglish. Students must be made to realise the importance of Standard English in academic and formal settings; but at the same time be conscious of the communicative function of Manglish. Manglish helps learners to bridge the gap between the use of acrolect among proponents in an academic setting and the basilect used among their peers to facilitate understanding. More importantly, Manglish has a social function of fostering ties. It motivates students to move from one speech to another level through the opening up of communication channels across the sociolects. Students must realise that the main objective of learning English is not to acquire native speakers’ competency but rather to be intelligible among international English speakers and those within their ‘community’. Students  must be conscious that dialects are not inferior languages and that they should be respected, and that Standard English is necessary only in a formal context. 6.1 Intercultural Media Language The English language and its varieties would make excellent vehicles to create cross-cultural awareness. Students are able to use print and non-print resources of language such to compare the language used in British newspapers and the local dailies. Students will find differences in the use of lexical items and would be able to familiarize themselves with the constructs of ‘Manglish’. They will then proceed to examine larger texts such as novels and plays. This will encourage students to accept their own variety and ‘overcome reluctance to approach another variety once they found that the texts in these other varieties were accessible to them’ (Kachru and Nelson: 1996) 6.2 New English Literatures An excellent method to introduce other varieties of English is through literature. The area of literature opens up multi-traditional aspects of human life, which encourages students to broaden their horizons. By introducing literatures that is very much Malaysian, students will be exposed to new uses and forms of their own language. 6.3 Manglish Discourse Materials, which have features of ‘Manglish’ such as advertisement, obituaries and excerpts from TV and conversations, provide excellent  resources in discussing discourse markers. In this way, students are able to study speech acts such as negotiating, persuading, and apologizing within the structures and cultural context which is most familiar to them. Rather than perceiving it as an obstacle to learning the English language, the recognition of ‘Manglish’ by educational bodies may perhaps be of a great value. 6.4 Importance of Standard Variety I would suggest that students learn to handle formal language in schools. This is because they can easily revert to conversational and colloquial language as and when the context arises. However if one only learns to speak at the colloquial level, one can never rise up to the occasion to speak formal English when the need arises. Formal English requires usage of proper grammar and syntax with appropriate vocabulary. It takes a lot of practice before one can master English at this level. So why short change our students by accepting communication that is only up to the non- native variety level? In fact there is worry in many English speaking countries that teenagers are so used to using colloquial English in their ‘SMS’, that they cannot manage formal English, especially at the written level 7. Sensitivity to Registers The notion of ‘developing a language’ means, adding to its range of social functions. This is achieved by developing new registers. According to Halliday (1978:195), a register is a set of meanings that is appropriate to a particular function of language, together with the words and structures which express these meanings’. Registers are commonly identified by certain phonological variants, vocabulary, idioms and other expressions that are associated with different occupational or socio-economic groups. 7.1 Importance of Registers to Learners The term register includes different aspects of language in various contexts such as field of discourse, modes of discourse, style of discourse and discourse domain. It is important for students to develop styles and registers and recognize how to use them appropriately and be conscious of the need to do so. 7.1.1 Field of Discourse The knowledge of discourse enables students to have the ability to communicate with specialists in a particular field once they’ve understood the use of terminologies used in that field. In The STAR online, 24h March, there was a write up from a concerned parent who felt that teachers needed help in the field of Maths and Science and how crude errors are made such as ‘8 push 4 is 4’ a literal translation from BM (8 tolak 4 ialah 4). Therefore it is important for students to be exposed to mathematical and scientific terminologies because knowledge is power Having knowledge in various fields will help students in their future studies or career such as being proficient in delivering speeches, conducting negotiations, preparing drafts of agreements and in routine business communication. 7.1.2 Modes of Discourse Modes of discourse can be either written or verbal. Students who are not very well versed in their speech may produce ungrammatical, short, incomplete sentences, filled with false starts, fillers and pauses. Tongue (1968:83) has defined ‘fillers’ as a term used to indicate those items of language which communicate no particular denotative meaning but which are used to indicate the emotive, affective attitudes of the speaker, or sometimes simply to fill a pause or a moment of hesitation or reflection in the stream of speech. The most well known is the â€Å"suffix† lah or sometimes pronounced la, which realises different pragmatic functions as illustrated below: †¢ Emphasizing support e.g. I agree lah †¢ Persuading e.g. †¦ .you must do it in a proper way lah †¢ Complementing e.g. that’s a good idea, good lah Other common fillers used are ‘bah’ (by the Sabahans), ‘mah’ (by the Chinese) and â€Å"a?† or â€Å"ah†. â€Å"Ah† serves to function as fillers or breaking points as well as bringing out a question force as shown below. †¢ No point helping friends who are not interested, do you agree with that, ah? Other features of Malaysianess include the use of tag questions in particular the use of â€Å"isn’t it?† and adding the phrase â€Å"or not† to the preceding instead of presenting two alternatives. †¢ We’ve done it, isn’t it? †¢ You want to follow or not? Students must be mindful that usage of such a variety of English is accepted in informal settings. However in a formal setting, the standard variety of English is necessary and is the acceptable norm. With the changing role and the decline in the standard of English in Malaysia, it is found that instances of deviation from Standard English have increased in frequency. Though there is an attempt to use the Standard English, inadequate exposure and lack of knowledge result in the many basic Standard English deviations, which are found even in the speech of educated users of the language. As far as Malaysian students are concerned, these irregularities are usually tolerated and overlooked, as long as they do not interfere too greatly with communicative purposes. At present, indication of these irregularities may be observed in the spoken mode, as many students seem to feel quite free to incorporate features of the local dialect, into their speech, be it in a formal or informal situation . 7.1.3 Style of Discourse An important issue is how students use their verbal repertoire and what are the uses they will put them to. According to Halliday (1978), there are factors, which affect the way people use language. Halliday classifies this as field, mode and tenor. Field refers to ‘why’ and about what a communication takes place, mode is about ‘how’, and tenor is about to whom. For example, in writing a letter, one might start: â€Å"l am writing to inform you that†¦.† but in another letter, the same person might write: â€Å"I just  want to let you know that†¦Ã¢â‚¬  According to Joos (1967), there are five types of formalities: 1) Frozen style is more characteristic of writing than speech e.g. Students should make their way at once to the upper floor by way of the staircase. 2) Formal style uses sentences that show careful planning and logical development of ideas e.g. Students should go up the stairs at once. People who have limited shared background use consultative style; sentences are complete and some background information is given e.g. Would you mind going upstairs right away, please? People who have a shared background use casual style; it is marked by slang, profanity and incomplete sentences e.g. Time you all went upstairs now. Intimate style is the style, which is highly economical and is accompanied by a lot of non-verbal communication; people who know each other very well use it e.g. Up you go, fellows! It seems to me that it is in the area covered by consultative, formal and frozen, that our students need to be competent in. They ought to know which style to use when an occasion arises. Once a student said to his teacher in class: â€Å"Would you be so kind to explain again?† and a moment later, he said, â€Å"I want you to explain this question again†. This shows that the student is not consistent in the level of formality. In a classroom situation, the second one is acceptable but the first one is too formal. Our students fail to take into account the relationship between participants and situations or settings. Students need to be aware that a formal setting requires formal speech and that they may use colloquial words or phrases in an informal setting. They need to be aware that using language often involves how formal one needs to be in a situation. 8. Cultural References and Figures of Speech An overall understanding of the significant role of cultural variables in cross-cultural interactions will act as a bridge to mutual understanding and acceptance in situations of cultural conflict. Students must be aware that in certain cultures, the people are expected to respond to certain  utterances in an appropriate way, which is of the linguistic norm. 8.1 Importance of Cultural Appropriacy A possible way of dealing with varied cultural behaviour is to sensitise students to the unique characteristics of other cultures. Students should develop cultural tolerance and show understanding for other people’s differences. The ability to be tolerant is necessary for anyone hoping to avoid miscommunication. It involves the learner recognizing that every culture has its own logic, its own integrity and that no one culture is any better (or, for that matter, any worse) than any other. Malaysian idiomatic expressions used by learners could only be understood at the local context. Some are even fond of the idea of contextualization these days. It truly gives a Malaysian flavour to our speech. Localised expression appeals to the average man in the street. Having a common speech pattern somehow helps some students to bond quickly and so it helps to establish friendship between like-minded people. 9. Ways of Improving Students Sociolinguistics Competence The lack in cross-cultural understanding or sensitivity on the part of the teacher has serious implications because it affects classroom management and consequently, student’s learning. There are various activities that can be carried out in classrooms to instil cultural understanding. Learning how to perform particular speech acts in both formal and informal settings,  learning particular â€Å"ways of speaking†, like story telling, narratives, joke-telling, simply learning to chitchat, are all important in learning how to speak proficiently. Syaharom Abdullah (1995) believes that students will become conscious of the values and expectations, which are basic in a culture through dialogue practice or role-play. In learning English, the student has to learn how to use and interpret the sociolinguistic rules of English in various contexts. To achieve this, the learner must develop an awareness of areas in which the sociolinguistic system of his own culture differs from those of other cultures. Teachers can design some problem-solving exercises in order to do so. 10. Conclusion It is obvious that sociolinguistic competence offers more insights in learning a language. Problems may arise for students’ who may not be familiar with the various context of language use. By means of getting acquainted with the various cultures of Englishes and updating their knowledge about language learning, students may be better able to accomplish the goals of engaging themselves in the pragmatic, authentic, functional use of language for meaningful purpose. It is important that the second language instructors in Malaysia be familiar with sociolinguistics. Teaching language is not just about learning the rudiments of the language but also various cultural refinements. Students must be made aware of formal and informal language use. They should be knowledgeable as to appropriate expressions for different context. Students must be mindful as to when they can resort to colloquial language and when formality is necessary. Lastly students need to be made aware that mastering English does not mean acquiring native proficiency, but rather having universal intelligibility. References Adibah A. (1992). The New Straits Times, SO†1 December. Bachman, L. (1990). Fundamental Considerations in Language Testing. Oxford University Press. Baskaran,L. (1994). The Malaysia English Mosaic. English Today 37 Vol. 10. Brown H. Douglas, (2000). Principles of Language Learning and Teaching, Fourth Edition, Longman. Broersma, D. (2001). â€Å"‘You’re So White, So Fat, and So Hairy!†: Developing Sociolinguistic Competence in a Second Language.† In Helping Learners Develop Second Language Proficiency, L. J. Dickerson (Ed.), pp. 200-205. Colorado Springs: Mission Training International. M.A.K. Halliday. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning, Baltimore: University Park Press, 1978; London: Edward Arnold, 1978. Joos, Martin. (1967). The Five Clocks, New York: Harcourt, Brace & World. Kachru. B.B. and Nelson, C.L. (1996). World Englishes. In Sociolinguistics and Language Teaching. USA Cambridge University Press. Morias, Elaine. (1994). Malaysian Business Talk: A Study of Conflict and Non-Conflict in Verbal Interactions. PHD Thesis, University of Malaya. Syaharom Abdullah. (1995). Thai Tesol Annual Conference, January 1995, Universiti Utara Malaysia. Test/cultural kind-html. The Star On Line, 24th March, 2003. Tongue, R.K. (1979). The English of Singapore and Malaysia. Singapore, Eastern University Press. Ogbu, J.U. (1999). Beyond Languages: Ebonies, Proper English and Identity in a Black- American Speech Community. American Educational Research Journal, 36 147-184.

The Contingency Theory Of Management

Starbucks has evolved one of the fastest flourishing companies in the United States. Get downing from 1992, the company ‘s net gross improved at a compounded growing rate of 20 % , to $ 3.3 billion in financial 2002. Gross net incomes have grown at an one-year compounded growing rate of 30 % to $ 218 million in financial 2002, which is the highest figure in net earning of company ‘s history ( See Exhib it 1 ) . As Business Week tells it: On Wall Street, Starbucks comes last biggest growing narrative. Its stock, including four splits, has raised more than 2,200 % over the old decennary, exceling Wal-Mart, General Electric, PepsiCo, Coca-Cola, Microsoft, and IBM in aggregative return. Now at $ 21 [ September 2002 ] , it is vibrating near its all-time high of $ 23 in July [ 2002 ] , before the overall pronounced bead. 1 To go on this rapid gait of growing, the house ‘s senior executives are looking to spread out internationally. Specifically, they are interested in farther enlargement in Europe ( including the Middle East ) , Asia Pacific ( including Australia and New Zealand ) and Latin America. Expanding in these three continents represents both a challenge and an chance to Starbucks. While the chance of increased grosss from farther enlargement is readily evident to the company ‘s top direction, what is non clear is how to cover with turning â€Å" anti-globalization † sentiment around the universe. This instance looks at issues that are originating as Starbucks starts to rule java markets around the universe and explores the alterations which might be required in scheme. The 25-year end of the company is to be an enduring, and great company with the uttermost respected and recognized trade name in the universe, known for inspiring and fostering the human sprit. The mission statement of the company is to joint several steering rules to estimate the rightness of house ‘s determination. In depicting Starbucks ‘ echt attack towards competition, Fortune notes: The scheme is straightforward: Blanket an country wholly, even if the shops cannibalize each other ‘s concern. A new shop will frequently pull off to capture about 30 % of the gross revenues of a nearby Starbucks, but the company takes this as a good thing: The everywhere attack of the Starbucks cuts down the costs direction and bringing, it decreases the client lines at single shops, and increases pes traffic for all the shops in an country. Last hebdomad 20 million people purchased a cup of java at a Starbucks. No American retail merchant has a highest figure of client visit. A typical client Michigans by 18 times a month ; since the company went public, It has climbed an norm of 20 % a twelvemonth. Even in down economic system, Starbucks traffics have risen between 6 to 8 per centum a twelvemonth. Possibly even most noticeable fact that Starbucks has managed to bring forth those sorts of the Numberss with virtually no selling by giving merely one per centum of one-year income on advertisement. For several old ages, Perceivers have found that US coffee-bar market may be nearing towards impregnation. They point to tag consolidation, as bigger participants of java saloon snap up some of the smaller java saloon rivals. More, they take a note that Starbucks ‘ shop base is excessively maturing, and making to lag in the growing of unit volume and house net income. In the response of that, some point, Starbucks has changed its way towards foreign markets for the continued growing. For illustration Business Week notes: To counterbalance the hesitating returns of its first decennary, Starbucks has no pick but to export its construct smartly. Indeed some perceivers give Starbucks merely 2 old ages maximal before it saturates the U.S. market. The concatenation now [ in August 2002 ] operates 1200 international mercantile establishments, from Beijing to Bristol. This gives immense room for grow. Infact, about 400 or its planned 1200 new shops in this twelvemonth would be constructed overseas, which will stand for a 35 % rise in its foreign base. Starbucks hopes to duplicate the measure of its shops globally, to about 10,000 in 3 twelvemonth period. Our attitude towards international enlargement is to set focus foremost on the partnership, and state 2nd. We believe in local connexion to get everything up and working. Finding the right local spouses is the key to negociate local ordinances and others jobs. We search for spouses who are common in our values, civilization, and motivations about community development. We are fundamentally interested in spouses who could steer us in the procedure of induction in foreign location. We are seeking the houses with: ( 1 ) common doctrine to ours in footings of shared values, corporate citizenship, and committedness to be in the concern for long draw, ( 2 ) experience with multi-unit eating house, ( 3 ) For the bar of impersonators, holding resources to spread out the Starbucks construct rapidly. , ( 4 ) To pick premier existent estate locations, holding strong real-estate experience along with cognition, ( 5 ) Must be holding cognition of retail market, and ( 6 ) committedness of the peop le should be available to our undertaking. In an international joint venture, it is the spouse that chooses shop sites, does all the preparatory and choice work, which are so submitted for blessing to Starbucks. Cydnie Horwat, VP for International Assets Development Systems and Infrastructure, elaborates how a Starbucks market entry program initiates with trade name edifice, which afterwards facilitates further rapid enlargement in a state: When come ining a market foremost, we look for different things in the initial 1 to 3 old ages than subsequently on. During these early old ages we are developing our trade name. Our shops are the largest beginning of advertisement, as they do n't make a batch of separate advertisement. Therefore we possess higher investing in shops in the first 3 old ages. Approximately 60 to seventy per centum of shops which are opened in these initial 3 old ages are our biggest brand-builders. Before 10 old ages, we had 125 shops and 2000 employees. Today we have 62,000 employees working in 30 different states outside of North America, who are functioning about 22 million clients in a hebdomad. Our nucleus client comes about 18 times a month. With the bulk of grownups throughout ball imbibing 2 cups of java a twenty-four hours and with Starbucks holding less than seven percent portion of aggregative java ingestion in the U.S. and less than one per centum globally, these are the initial yearss for the growing and advancement of company. We have got a theoretical account that is rather good tested from market to market. Starbucks is good on its way to go a planetary trade name. Harmonizing to Business Week: [ T ] he Starbucks name and image is associated with 1000000s of people around the universe who consume its merchandises. In Business Week study of the top hindered international trade names published in August 5 [ 2002 ] It came one of the quickly turning trade names. At a clip when one corporate star after another has collapsed to earth, brought down by disclosures of net incomes misstatements, executive greed, or worse, Starbucks has non faultered. But being a international company is non risk free. As Business Week points out, Global enlargement carries a large hazard for Starbucks. For one thing, it makes decreased money one every overseas shop as most of them are operated with local spouses. While this makes easier to get down on foreign sod, it decreases company ‘s portion of the net incomes to merely 20 to 50 per centum.

Project Management Essay Example | Topics and Well Written Essays - 1500 words - 12

Project Management - Essay Example These activity lists proposes all the scheduled activity which will help to complete the project quickly. Implementation of work package during project leads concurrent work on various different mechanism of a project at the equivalent time by multiple teams. Most of the times, the completion of work package has been overseen by the managers or supervisor or a team leader of a project team. Moreover work packages reduce the activity cost and other indirect costs like cost of material, cost of transportation, cost of labor etc. Work breakdown structure is a deliverable and oriented decomposition of a specific project into smaller components. One of the important uses of work breakdown structure is that this structure proposes cost control standard for the future project activities which may or may not be similar. Moreover work breakdown structure starts off with a generalized goal in a quality planning process and helps to identify the progressive narrow level of action that is needed in order to achieve the project objectives. While implementation of work breakdown structure the team should have in depth understanding of the tasks required. Work breakdown structure is the critical input which identifies the risks subsequently in macro and micro level of work packages. To identify the cost variances and scheduled variances, project managers quite often use the performance measurement baseline. The performance management baseline is the collection of work packages that estimates work effort and duration of every work packages. Moreover it controls cost of resources. After determination of scopes and approaches towards a project, work breakdown structure is constructed to complete the work packages efficiently. These will help a project team to identify the project activities. The key elements are required to construct a project work that is the resources. Project managers need to apply

Team Discussion and strategic paper Essay Example | Topics and Well Written Essays - 1000 words

Team Discussion and strategic paper - Essay Example He must be clear in his mind about the strategies for the smooth functioning of the business. He should have a thorough research about the success and possible challenges to his business idea before setting it up. â€Å"A balanced scorecard analysis (Developed by Dr. Robert Kaplan and Dr. David Norton) will help the entrepreneur in defining the vision and strategies of his business and translate them into action. The entrepreneur must ensure that his strategies are well known to his employees to ensure the success of his business. The proposed business must be analyzed under different perspectives like Learning and growth, business process, customer and financial perspectives. Within each perspective, identify what needs to be done in order to achieve the overall mission like, What must we do (from each perspective) to achieve the overall mission? What is â€Å"This perspective focuses on how an organisation is improving its ability to innovate, improve and learn in order to support success with the critical operations and processes defined in the Internal Process Perspective. This may include employee training and corporate culture attitudes.† (Balanced scorecard) Innovation always creates leaders in the market. Consumers are always going after new trends and hence the success of a business depends on the innovative strategies of the entrepreneur. For a baby clothing store, the entrepreneur must analyze the current trends and he must be capable of designing new varieties of clothes for kids depend on the consumer interests. Following what others are doing may not help him to compete in the market. The employees must be well versed in the current scientific management theories which will help them in dealing with customers, marketing, accounting, purchasing estimations, etc. For that purpose the entrepreneur must provide adequate training to the employees to make them aware of the current trends in business, corporate strategies and

Strategy Implementation - NIKE Essay Example | Topics and Well Written Essays - 750 words

Strategy Implementation - NIKE - Essay Example For a large capital company, these continued gains are an amazing performance. This paper is a strategy implementation for Nike. (Nike Inc., 2012) While the statistics above shows strength in Nike’s strategy, this ratio has several limitations. It does not account for the money’s time-value, in addition to the risk associated, with an investment or stock (Harper, 2012). The ratio also overvalues investments as the equation overlooks long-term costs in favor of short-term savings. Finally, since they can be calculated using different criteria, these ratios have a problem with consistency. The Inventory Turnover of a company, in accounting, is a measure of the frequency at which inventory is used or sold in a set period, for example, a year (Ozyasar, 2012). The equation for its calculation involves dividing the cost of goods sold by average inventory. It is also referred to as stock turnover or inventory turns. For Nike, the inventory turnover has been dropping, although not drastically. These ratios show that while Nike does well with money collection, it has much slower in selling or using inventory in the past three years. (Nike Inc., 2012) This ratio has several limitations. ... Finally, low inventory levels could lead to lost sales. The inventory turnover ratio fails to tell the organization if it could have sold extra if it had higher stocks. Nike intends to move its global organization into organizational learning and sustainable practices with an aim to increase sales (Balch, 2012). These strategies are also aimed at spreading the appreciation of sustainability through the entire organization, as well as demonstrate value to customers and business. In the 21st century, successful integration of corporate responsibility with the heart of the business is mandatory. Nike is adopting environmental efforts aimed at being part of its wider sustainability program. Nike is striving to minimize the negative impacts, which their processes have on the environment during the product life cycle from design all the way to manufacturing. They are also extending this to the products post-consumer use, as well as the product’s ultimate disposal. They have institut ed a program called NEAT that strives to recycle manufacturing waste left over from shoes (Balch, 2012). The solid waste from Nike shoes, especially cured rubber used for the manufacture of soles, is now converted into new soles This is expected to create value addition to the consumer since they are environmentally friendly, which is now a major global issue. This builds on one of the company’s core values; doing things with a difference as standing still is seen as dangerous while failure to take risks is seen as more dangerous. For Nike, collaboration is vital if they are to stay ahead with innovation (Balch, 2012). They are thus continually seeking insight from regular athletes and partners from inside and outside the industry, with an aim to improve