The New Beetle Case free essay sample

At a time when American’s were sceptical about the purchase of imported cars, due to lack of availability of spare partes and costly repairs, heightening Germany’s existing image problem in the market, Volkswagen introduced the Beetle in 1949 which turned out to be a phenomenal success and envisaged a cult-following by the 60s. However due to factors, such as Deutsche Mark appreciation, declining hatchback popularity, new environmental legislations all led to a dramatic decline in the sales of the Volkswagen Beetle. The sales after peaking in 1968, died out completely by 1981. Subsequently with a renewed focus to leverage a no. of value propositions from the old beetle such as strong heritage value, focus on unique driving experience and delivering German technology at an affordable value, the company decided to re-model the Beetle to incorporate design features such as –honest, reliable, simple and original to design the New Beetle. After meeting with success through its initial promotional campaigns, the company’s marketing manager Vanzura had decided to target the Baby bloomers with a proposition aimed at ‘indulging in nostalgia’. We will write a custom essay sample on The New Beetle Case or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While rival companies spent upwards of 100 million dollars towards promotional budget, Vanzura would have to content with 25% of the typical budget size, which would further shrink if Vanzura would have to allocate dollars towards promotional expense of the New Passat which had debuted just 5 months ago. With this constraint on its budgetary resources, the company marketing manager set out to decide the marketing strategy to be followed for the new Beetle. The fundamental problem came down to targeting a broad customer base by advertising in the televisions or to position itself to cater to a niche category by advertising in the print media. The old Beetle †¢Beetle was the most successful car model of its time, more than 21 million Beetles were sold. It also was also a huge success in America and had become an true American icon. †¢The Beetle had a huge fan following in the new generation of Americans. It had become a symbol of individuality and personal style. †¢Beetle found a place in Disney movies as â€Å"Herbie the love bug†, and also in the lives of the common American as a member of his family. A brief history of VW and Beetle After the launch of Beetle in America, which turned to be great success, VW of America was set up as a subsidiary to VW. A few car models were also launched like Rabit, Microbus and Karmann Gia sport coupe which were successful as well. However Beetle was still the leading car model for VW as it always contributed more than 65% sales (by volume) for VW till 1974. However, due to strengthening of Deutsche Mark, competition from cheaper Japanese brands VW saw its sales declining in US during 1970s. Due to recession in 1982, declining popularity of hatchbacks and inability to comply with the environmental legislation Beetle was withdrawn from the US markets. VW also took a hit and sales dropped to less than 50000 by 1993. In 1994 a campaign was launched to revive VW and a plan for relaunching Beetle in 1998 was also considered. Bring back the Beetle â€Å"What are you waiting for Doc? Bring back the Beetle. And hurry. † This was the the opening sentence of a letter to Dr Ferdinand Piech, Chairman Volkswagen AG Board of management, which appeared in Chicago Tribune. This reflected the enthusiasm and the anticipation prevailing in the market for the New Beetle. But there were some challenges which were to be addressed before the launch. One of the major challenges was to remove the misconceptions about Beetle. Beetle was considered to be a â€Å"toy car†. This image of Beetle needed a repair to ensure the New Beetle is looked upon as a â€Å"Real, Driveable car†. The Beetle did have a segment of potential customers, ie the Baby Boomers, but for a sustained growth it also had to look beyond and exploit the appeal which Beetle had in other customer segments. Efforts to retain Baby Boomers were also required because the New Beetle was not a replica of the old Beetle. Thus positioning of Beetle was the key concern for VW. Positioning of the new Beetle with the backdrop of old Beetle’s image success coupled with a limited advertising budget was a challenging job and was considered as â€Å"Mission : Impossible† for a marketer. New Beetle: SWOT analysis Strength: The new beetle enjoys an iconic heritage; it is the successor of a car which enjoyed cult following among the mass and the elite alike during its hay-days. The strong brand image of yesteryears associated with the TYPE I Beetle definitely acts as one of its strength. In addition the new Beetle in today’s age of technology leverages its strength of affordable German engineering to provide its users with the joy of a unique driving experience, which the owners can associate with it. And finally, its design principles – honest, simple, reliable and original, which reinforce its penchant to use classic elements and basic shapes with the help of cutting edge technology and modern detail is symbolic of its spirit and historical strength. Weakness: One of the concerns which would keep the marketing unit busy at work would be the ‘toy car’ image which has been tagged to it in the market. However the case exclusively quotes that â€Å"While many people saw the car as more of a toy, the New Beetle had its fair share of fans. † Another weakness of the new Beetle was that it was one of the more expensive cars in the segment which was contrary to its customer’s perception of affordability that they attached to its predecessor. However the main concern for the new Beetle was the limited advertisement budget at its disposal and the consequently low ad recall that emanated from it. Opportunities: Notwithstanding the above facts, there were several opportunities in the arket for the new Beetle which it could take advantage of. The primary being the emergence of a new generation of fun loving consumers who wanted to express themselves by showing off to the world their car and the confidence associated with it. The nostalgia surrounding the car coupled with innovative promotions and attractive lease financing schemes all represent a favourable proposition for the marketing of the car. In addition, the new Beetle seeks to explore the revelation of people’s love for round shapes using this as an opportunity to promote its simple yet modern designs. Threats: While the above discussion paints a rosy picture of the new Beetle, all isn’t well with the car and/or the market in general. A decrease of 5% in the small car segment might be indications of a contract market. This coupled with the propositions of competition from Japanese auto makers, in terms of price and volume represents a growing threat which the new Beetle must look to effectively counter. In addition the loss of exclusivity of dealers meant that the dealers were looking elsewhere to regain costs and were not optimistic about Beetles’ selling strengths. While limited promotional budget represented a weakness in the new Beetles’ marketing campaign it might as well stand for a potent threat, the failure in increase of which might steam-roll the marketing campaign of the new Beetle. New Beetle Value proposition (CCDS): The New Beetle creates substantial value for the customers because of its cutting edge German Technology and revamped stylish looks. The Car also emphasizes on safety with dual air bags and driving comfort. This was adequately communicated to the customers with new ad campaigns especially with the spearhead Drivers Wanted. Again campaign. The Beetle was banking heavily on the nostalgia factor and was promoted with several ads highlighting this feature. The Beetle added perceived value in the customers mind with in built six speaker music systems, and in built air conditioning in the standard package. This coupled with zero maintenance left a very favourable impression in the customers view. The Beetles extended warranty and dealership training programmes ensured that this created value was sustained over a long period. New Beetle: A New Product The New Beetle could be considered as a new product which was being launched. Applying the Booz Allen Hamilton theory, we can see the following characteristics of in the New Beetle. 1. The new Beetle launched with an intention to have the same appeal as the old Beetle had and exploit the emotional attachment which people had with beetle. The new Beetle, however had a different design, better technical features and was â€Å"no replica† of the old Beetle. 2. The new Beetle was to be carefully positioned in the market so that it appeals all segments of customers. It was to be projected as a â€Å"real, driveable car†. This required a repositioning of Beetle in the market. These factors indicate that the New Beetle was a New product, however it did carry the emotions and design principles which the original Beetle had. The Beetle Market Arnold Communications had done a lot of market research to understand the customer and dealer perceptions about Volkswagen. They found that most of the VW consumers were young, slightly affluent and more educated than an average car buyer. The enjoyed the unique driving experience provided by VW cars. VW was perceived to be affordable as well. These notions, followed by the Drivers Wanted campaig set the stage for targeting a huge market for the New Beetle. As per the initial market research VW of America, the New Beetle appealed to a number of different consumer segments. The market included the Baby Boomers and also the new core audience of the 18-34 year olds. Strategy: The target market segment for â€Å"The New Beetle† was demographically diverse though the potential customers embodied qualities such as confidence, individualism and a desire to be the centre of attention. They loved to drive the spirited design and gave more importance to the â€Å"driving experience†. The co-branding campaign with K2 and Trek was consistent with the target audience’s aspirations and desires. The â€Å"Drivers Wanted† was suitable for communicating the basic value proposition of â€Å"The New Beetle† also. Therefore, the company should continue with these two campaigns to utilize the brand awareness that was created. The euphoria created in the market about the launch of new model should be utilized completely. A major section of the target audience is that of baby boomers who are nostalgic about the brand â€Å"beetle†. Hence, by sticking to the original campaign, this euphoria can be capitalized upon. The basic proposition of â€Å"offering German Engineering affordably† is somewhat violated as the price range of â€Å"The New Beetle† is one of the highest in the small car segment. This can be mitigated by helping customers to meet this higher price. The company did it successfully in the past by providing attractive lease financial deals. This strategy should be continued for this brand also. Campaign: The launch has received a euphoric press reception and well orchestrated PR efforts had helped this cause. However, positive press coverage was not enough to sell the product. The company faces a paucity of advertising funds and the most economic and effective campaign would be a combination of TV and Print advertising. The TV campaign should be targeted at the younger generation customers with flashy jazz loving ads. This sub-segment is the main target audience of the â€Å"The New Beetle†. This TV campaign will use the majority of the funds but will create awareness among a broader customer base. On the other hand, print advertising should be targeted at â€Å"the baby boomers† with the value proposition of â€Å"indulging in nostalgia†. A print media campaign in magazines like ‘Architectural Digest’ would be most useful. It has a high ‘Simmons Descriptor’ which indicates the that the readership is high among those people who are conventional and more likely to be associated with the ‘baby boomers’ section.

Bradleys Sacrifice on Love essays

Bradleys Sacrifice on Love essays Milo, in the story The Cinderella Waltz is a tremendously selfish guy. He always wants to stand in the superior position of the relationship. He is not a good communicator to his partner. Because of that, there are some communicative matters existing between he and Bradley. Bradley is a very nice and stereotype guy. He is kind of weak and harmless. Milo is autonomous and Bradley is intimate. Two guys come together and create a gay love relationship with completely different personalities and characters. Moreover, the relationship lasts for years. Does it mean that they love each other? Yes, the relationship works out because of that evil four-letter words: love. Bradley loves Milo. Because of love, Bradley tolerates Milos difference of dealing with the relationship. Because of love, Bradley sacrifices his truly feeling of expression, his little freedom of listening to s song, and his little respect from Milo. Because of love, Bradley comes across all obstacles of mis-understanding, a rguments, conflicts and jeopardize to maintain his closeness relationship with Milo. Bradley loves and follows Milo no matter what kind of person he is, what kind of problems he has. It will last as long as Milo doesnt get away. 2 Bradley tolerates Milos difference of dealing with the relationship. He is able to endure the tensions generated by their inner conflicts without transforming them into a serious conflict between Milo and him. Bradley can recognize Milos sense of independent who perceives himself as uniquely without feeling his partners intimate needs, which is Bradleys desire of partners ...

Flash Fiction Definition and History

Flash Fiction Definition and History Flash fiction goes by many names, including microfiction, microstories, short-shorts, short short stories, very short stories, sudden fiction, postcard fiction and nanofiction. While it can be difficult to pinpoint an exact definition of flash fiction based on word count, consideration of several of its features can help provide clarity about this compressed form of short story. CharacteristicsofFlash Fiction Brevity.  Regardless of the specific word count, flash fiction attempts to condense a story into the fewest words possible. To look at it another way, flash fiction tries to tell the biggest, richest, most complex story possible within a certain word limit.A beginning, middle, and end.  In contrast to a vignette or reflection, most flash fiction tends to emphasize  plot. While there are certainly exceptions to this rule, telling a complete story is part of the excitement of working in this condensed form.A twist or surprise at the end.  Again, there are plenty of exceptions to this rule, but setting up expectations and then turning them upside down in a short space is one hallmark of successful flash fiction. Length There is no universal agreement about the length of flash fiction, but it is usually fewer than 1,000 words long. In general, microfiction and nanofiction tend to be extremely brief. Short short stories are a little longer and sudden fiction tends to be the longest of the short forms, all of which can be referred to by the umbrella term flash fiction. Usually, the length of flash fiction is determined by the specific book, magazine or website thats publishing the story. Esquire magazine, for example, held  a flash fiction contest in 2012 in which the word count was determined by the number of years the magazine had  been in publication. National Public Radios Three-Minute Fiction contest asks writers to submit stories that can be read in less than three minutes. While the contest does have a 600-word limit, clearly the length of reading time is more important than the number of words. Background Examples of very short stories can be found throughout history and across many cultures, but there is no question that flash fiction is currently enjoying an immense wave of popularity. Two editors who have been influential in popularizing the form are Robert Shapard and James Thomas, who began publishing their Sudden Fiction series, featuring stories of fewer than 2,000 words, in the 1980s. Since then, they have continued to publish flash fiction anthologies, including New Sudden Fiction, Flash Fiction Forward and Sudden Fiction Latino, sometimes in collaboration with other editors. Another important early player in the flash fiction movement was Jerome Stern, the director of the creative writing program at Florida State University, which inaugurated its Worlds Best Short Short Story contest in 1986. At the time, the contest challenged participants to write a complete short story in no more than 250 words, though the limit for this contest has since been raised to 500 words. Though some writers initially eyed flash fiction with skepticism, others embraced the challenge of telling a complete story in the fewest words possible, and readers responded enthusiastically. Its safe to say that flash fiction has now gained mainstream acceptance. For its July 2006 issue, for instance, O, The Oprah Magazine  commissioned flash fiction by well-known authors such as Antonya Nelson, Amy Hempel, and Stuart Dybek. Today, flash fiction contests, anthologies and websites abound. Literary journals that traditionally have published only longer stories now frequently feature works of flash fiction in their pages as well. Six-Word Stories One of the most famous examples of flash fiction, often misattributed to Ernest Hemingway, is the six-word story, For sale: baby shoes, never worn. Garson OToole at Quote Investigator has done extensive work tracing the origin of this story if youd like to learn more about it. The baby shoes story has spawned so many websites and publications devoted to six-word stories that it merits special mention here. Readers and writers have clearly been captivated by the depth of emotion hinted at by these six words. It is so sad to imagine why those baby shoes were never needed, and even sadder to imagine the stoic person who picked himself or herself up from loss and got down to the practical work of taking out a classified ad to sell the shoes. For carefully curated six-word stories, try Narrative magazine. Narrative is very selective about all the work they publish, so youll find only a handful of six-word stories there every year, but all of them resonate. For six-word nonfiction, Smith Magazine is well known for its six-word memoir collections, most notably Not Quite What I Was Planning. Purpose With its seemingly arbitrary word limits, you might be wondering what the point of flash fiction is. But when every writer works within the same constraints, whether its 79 words or 500 words, flash fiction becomes almost like a game or a sport. Rules increase creativity and showcase talent. Almost anyone with a ladder could drop a basketball through a hoop, but it takes a real athlete to dodge the competition and make a 3-point shot during a game. Likewise, the rules of flash fiction challenge writers to squeeze more meaning out of language than they might ever have thought possible, leaving readers awestruck by their accomplishments.

Evidence based task1 Essay Example | Topics and Well Written Essays - 2500 words

Evidence based task1 - Essay Example This in turn tends to affect the overall efficiency of the hospital. Empirical evidence collected by the authors further indicates meager relevance provided towards the improvement of compliance degree when considering hand hygiene in hospitals. The method of data processing used in the article was based on an observational survey conducted by involving 7 hospitals from 1994 to 1997. The data was accordingly segregated on the basis of attack rates of Meticillin-Resistant Staphylococcus Aureus (MRSA), nosocomial infection rates and consumption of handrub disinfectant. The data was further evaluated through Chi-Square analysis and two-tailed p-values besides taking into account the secondary findings available. As mentioned, data analysis in this article was conducted on the basis of Chi-Square and Two-Tailed statistical tools. Measured through the three indicators, i.e. (1) attack rates of Meticillin-Resistant Staphylococcus Aureus (MRSA), (2) nosocomial infection rates and (3) consumption of handrub disinfectant, proportions of the data gathered was treated through logistic regression that rewarded a better insight of the trends in the hospitals concerning the compliance and the non-compliance rates. In alignment with the determined objective, the researchers concluded that their implemented campaign indicated a sustainable improvement in the rate of compliance. The researchers also concluded that along with an improvement in the compliance rate for hand hygiene, nosocomial infections propensity and the propensity of MRSA transmission also increased sustainably. 3. The statistical data provided by the researchers indicated that the compliance rate was increasing following their implementation of the campaign denoting a compliance rate of 47.6% in 1994 and 66.2% in 1997. On the individual quantitative terms, this variation was

Job Analysis Assignment Example | Topics and Well Written Essays - 250 words

Job Analysis - Assignment Example Other overlapping duties I perform include office logistics, which should be handled by the logistics manager but often overflow into my job description. Work standards have been established. They include set durations timelines for activities like cleaning, error margins, and cost effectiveness. For example, the office and all office items should be cleaned between 1800 and 2000 hours daily so that by the time employees arrive in the morning they work in a clean and conducive environment. Questions concerning employee contracts and remuneration, questions concerning employee attitudes and performances, questions concerning reviews and appraisals, and questions concerning staffing (Quible, 2014). I am responsible for keeping employee information confidential. I ensure that each employee’s personal and work information is accessible only by me and senior management, not other employees (Quible, 2014). Ability to identify problems and weaknesses and come up with effective solutions, awareness and understanding of work requirements, and ability to provide logical justifications for actions (Quible, 2014) High level of safety is required, especially since the office is a habitable environment. Standard safety requirements are supplemented with personal responsibility and keenness (Quible, 2014). For equipment, all operating procedures and manuals must be followed. The office manager position is a critical position that requires a lot of skills, knowledge, and acuity to execute effectively (Quible, 2014). The office manager is an important member of the organization and the duties involved demand the highest level of

Native American educational traditions passed Essay Example for Free

Native American educational traditions passed Essay Before contact with Europeans, Native Americans developed an effective system of informal education call aboriginal education. The system included transmitting knowledge, values, skills, attitudes, and dispositions to the next generation in real world settings such as the farm, at home, or on the hunting ground. Education was viewed as a way to beautify and sharpen the next generation and prepare them to take over the mantle of leadership. The purpose of education was for an immediate induction of the next generation into society and preparation for adulthood. Education was for introducing society with all its institutions, taboos, mores, and functions to the individual. Also, education was intended for making the individual a part of the totality of the social consciousness. Native American education delineated social responsibility, skill orientation, political participation, and spiritual and moral values. The cardinal goals of Native American education were to develop the individual’s latent physical skills and character, inculcate respect for elders and those in authority in the individual, and help the individual acquire specific vocational training (Franklin, 1979). Native American education was also for developing a healthy attitude toward honest labor, developing a sense of belonging and encouraging active participation in community activities. Both boys and girls had equal access to education. Boys were taught by their fathers, uncles, grandfathers, and other male elders. Girls were instructed by their mothers, aunts, grandmothers, female elders and other members of their families. Sometimes, both boys and girls received instruction at the feet of either male or female elders (Mould, 2004). There were barely any dropouts and the community ensured that every child received a full education. Youth appropriate information and knowledge was not hidden from any child. Several teaching strategies, including storytelling, were utilized to pass on knowledge and culture to the youth. In fact, Mould (2004) believed that storytelling was a sacred and vital part of a Native American youth’s education. Knowledge and culture were passed down orally, â€Å"crafted into stories that would instruct, inspire, provoke, question, challenge, and entertain† (Mould, 2004). Often, the youth would gather together to listen to the elders as they related the knowledge once entrusted to them when they were children (Mould, 2004). The philosophy of education was that of the development of the individual as well as the whole society (Johnson et al. , 2005). Educational philosophy also emphasized the importance of nature. The pursuit of knowledge and happiness were subordinated to a respect for the whole universe. According to Johnson, knowledge was equated with an understanding of one’s place in the natural order of things and educators were encouraged to study and teach the physical and social world by examining the natural relationships that exist among things, animals, and humans. Studying ideas in the abstract or as independent entities was not considered as important as understanding the relationships among ideas and physical reality. The essential components of an educational experience included hands on learning, making connections, holding discussions, taking field trips, and celebrations of the moment (Johnson et al. , 2005). These highly effective teaching methods were utilized by adults to transmit culture to or educate the next generation. The youth learned at their own pace and barely competed against one another. The youth were taught to be supportive and nurturing of one another in the learning process. As a result of the holistic education that all youth were exposed to in the period before their contact with Europeans, there were barely any miseducated Native American children. At the time of European contact with Native Americans (from 1492), an advanced system of informal/aboriginal education had been developed by Native Americans as noted earlier. That system was misunderstood by Europeans who thus made efforts to impose their formal system of education on Native Americans. After contact with Europeans, formal education for Native Americans was initially conducted by missionaries and private individuals until the 1830s. There were increased European government efforts to formally educate Native Americans after the passage of the Indian Removal Act (1830) which forced Native Americans onto reservations (Tozer 2009). The purpose of formal education of Native Americans, as far as Europeans were concerned, was forced acculturation or assimilation to European culture (Tozer 2009). The aim of the European system of education was to â€Å"civilize†, Christianize, and Europeanize the Native Americans in European-controlled schools. To achieve this purpose and aim, many Native American children were forcibly removed from their homes and enrolled in European-controlled schools. By 1887, about 14,300 Native American children were enrolled in 227 schools run by the Bureau of Indian Affairs or by religious groups (Tozer 2009). The schools were operated based on an Anglo-conformity assimilationist approach. The Anglo-conformity assimilationist approach included the following: 1) Educating the Native Americans away from their culture due to the philosophy of Europeanization or Christianization or â€Å"civilizing† of the Native American through education; 2) Intensive efforts were made to destroy extant Native American cultures by excluding Native American cultures from the school curriculum; 3) Concerted efforts were made to prevent Native American students from following their own culture; and 4) Native American students were punished for speaking their native languages (Feagin Feagin, 2003). This approach motivated European American educators to force Native American students into boarding schools where it was believed that it would be easier and much more effective to Europeanize, Christianize, and â€Å"civilize† them. Students were forced to dress like Europeans, convert to Christianity, and take European names. Students who refused to conform were severely punished. The effects of the Anglo-conformity assimilationist approach on Native Americans cannot be overemphasized. Many of them lost or became confused about their cultural identity. Some tended to know a lot more about European culture, history, philosophy, and languages than about their own culture, history, philosophy, and languages. Europeanization, Christianization and â€Å"civilizing† of Native Americans through formal education seriously undermined the very foundation of Native American cultures and alienated many Native Americans from their own cultures and environment. Formal education forced many Native Americans to absorb European lifestyles and led to individualism as well as serious weakening of traditional authority structure and kin group solidarity. Many Native Americans lost faith in their own cultures and civilizations and absorbed those of Europeans. Some have neither fully adopted European culture nor fully embraced Native American culture and consequently swing between the two in a state of cultural confusion. Eurocentric education has been a miseducation of Native Americans as has been for all minority groups in the United States. These and many other political, social and economic effects of formal education on Native Americans have permeated Native American cultures till today. European American teachers and administrators have blamed Native American educational problems on cultural differences. This is known as cultural deficit theory. According to cultural deficit theorists, disjuncture’s or differences or deficits between the culture of the home and the culture of the school are the reasons for the poor academic achievement of non-European students (Johnson et al. , 2005). European American schools focus only on the dominant culture and expect all students to operate as if they are members of the dominant culture, giving an advantage to students from the dominant group and a disadvantage to those from minority groups (Johnson et al., 2005). What cultural deficit theorists advocate is that students from minority groups, including Native American students, must reject their own cultural patterns and absorb European American cultural patterns in order to be successful in school. Thus, in an effort to assist their students to be high achievers in school, many European American teachers have attempted to make their students â€Å"less Native American† by educating them away from their own cultures and imposing Anglo-European culture on them. Many schools and textbooks exclude Native American experiences and their immeasurable contributions to this society and the rest of the world and provide little to nothing to assist Native American children identify with their own cultures. From the 1930s some boarding schools were replaced by day schools closer to reservations and a bilingual policy of educating Native American students in both Native American languages and the English language was discussed (Feagin Feagin, 2003). Since the 1960s, organized protest has led to increased government involvement and aid for primary, adult, and vocational education for Native Americans on and off the reservations. Federal and local governments have focused more attention on local public schools (outside the reservations) and Bureau of Indian Affairs (BIA) schools in the reservations. For greater inclusion of Native Americans in their own education, Native American advisory boards have been organized in mainstream public schools. More Native Americans have been added to school faculty and staff. Native American art, dances, and languages have been included in the school curriculum. The central curriculum taught in both BIA and mainstream schools have remained the same from colonial times until recently. The curriculum indoctrinates Native American children with the same European American values as in the past (Feagin Feagin, 2003). In many reservations today however, there are efforts to reverse this by teaching students in Native American languages and culture from the early years of their education. In the Choctaw Reservation in Choctaw, Mississippi for example, students are taught in the Chahta and English languages in the first three years of formal schooling and in the English language from the fourth grade onwards. Throughout their schooling to the high school level, they are taught and exposed to Choctaw culture and encouraged to speak the Chahta language in and outside of school. One of the essences of the Annual Choctaw Indian Fair is to educate both the youth and adults in Choctaw cultural practices and traditions and to transmit Choctaw culture to the next generation. The author of this article, who happens to be an African and from a continent which has had similar experiences as those of Native Americans, greatly applauds the new forms of formal education among Native Americans on the reservations, which include an integration of the Native American system before their contact with Europeans and aspects of the European system as a way of preserving what is left of Native American cultures, preparing contemporary Native American youth for their real world settings, and meeting the needs of Native Americans. The large scale migration of many Native Americans to the cities since the 1950s has led to a decline in the number of children in BIA schools. By the early 1990s less than ten percent (10%) of Native American children attended BIA schools (Feagin Feagin, 2003). Today, most Native American children attend mainstream local public schools due to the fact that majority of Native Americans live off reservations with their children (United States Census Bureau, 2001). The mainstream educational system has however failed to meet the needs of Native American students. The failure stems from the absence of a Native American perspective in the curricula, the loss of Native American languages, the shift away from Native American spiritual values, and the racist and discriminatory activities of many European American teachers and administrators (Feagin Feagin, 2003; Schaefer, 2004). Perhaps, mainstream educators could borrow the new forms of formal education being practiced on the reservations which seem to much better meet the needs of Native American students rather than continually imposing the Eurocentric system which has not worked for Native Americans. With regard to higher education, since the 1960s, many mainstream colleges have established Native American Studies centers to provide facilities for the study of Native American issues (Feagin Feagin, 2003). By the late 1990s, more than 134,000 Native Americans were enrolled in colleges and universities throughout the United States (Schaeffer, 2004). Majority of the students attended predominantly European American public colleges and universities. Some of the students were not very successful due to the ingrained racist and discriminatory practices in those institutions. Consequently, many Native American students dropped out of those institutions. In general, Native American formal educational attainment has remained lower than that of the general population due to the Eurocentricity of the educational system. By 1990, less than two-thirds of Native Americans over the age of twenty-five were high school graduates compared to three-fourths of all Americans in that age range. Native American students in mainstream schools are disproportionately placed in special education classrooms. The proportion of Native American students who drop out after tenth-grade is 36%, the highest of any racial or ethnic group and more than twice that of European Americans (Schaeffer, 2004). In view of the aforementioned issues in education among Native Americans, a Department of Education Task Force organized in the late 1990s recommended the following for addressing Native American educational issues: implementation of multicultural curricula that inculcate respect for Native American history and culture, and establishment of programs that guarantee that Native American students learn English well. The task force assumed that if Native American students learn English very well then they will be successful in school, an assumption which is traced to the cultural deficit theory discussed above. Today, many Native American students attend Native American-controlled community colleges. The community colleges integrate Native American history and culture into courses. More attention is given to students and their cultures in the Native American-controlled educational institutions. Native Americans had established an effective educational system which ensured the smooth transmission of their cultures to the next generation before their contact with Europeans. The system included passing on of knowledge, values, attitudes, skills, and dispositions required for successful functioning of every individual in real world settings. Access to education was denied neither to male nor female while all children were taught to support and nurture one another and not necessarily compete against one another in the learning process. Learning was undergirded philosophically by a reverence for nature and a sense of humans’ responsibility to nature (Johnson et al. , 2005). The arrival of Europeans from 1492 onwards led to the imposition of a Eurocentric educational system which was underpinned by an Anglo-conformist assimilationist approach discussed above. This approach included educating Native Americans away from their cultures as a way of rendering them â€Å"less Native American† and more European American. The Anglo-conformist assimilationist approach in the formal education of Native Americans has left many of them miseducated and quite confused about their cultural identity. The political, economic and social impact of the European aim of Europeanizing, Christianizing and â€Å"civilizing† Native Americans through formal education are discussed at length in a paper presented by the author at the National Association of Native American Studies Conference in 2004. Fortunately, today, Native American leaders are successfully making efforts to reverse the adverse effects of the imposed Eurocentric educational system by synthesizing traditional Native American educational practices with European American practices. Works Citied Feagin, J. R. and Feagin, C. B. (2003). Racial and ethnic relations. Englewood Cliffs, New Jersey: Prentice- Hall Johnson, J. A. ; Dupuis, V. L. ; Musial, D. ; Hall, G. E. ; and Gollnick, D. M. (2005). Introduction to the foundations of American education. Boston, Massachusetts: Allyn and Bacon. Mould, T. (2004). Choctaw tales. Jackson, Mississippi: University Press of Mississippi. Schaefer, R. T. (2004). Racial and ethnic groups. Upper Saddle River, New Jersey: Pearson Education, Inc. Steven Tozer (2009) School and Society : Historical and Contemporary Perspectives. McGraw- Hil Publishing Company.

Bosch Strategy :: essays research papers

Dublin Institute of Technology Table of contents 1 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......  Ã‚  Ã‚  Ã‚  Ã‚  04 2 Company Profile†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.........  Ã‚  Ã‚  Ã‚  Ã‚  05 2.1 History and development†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  05 2.2 The foundation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  06   Ã‚  Ã‚  Ã‚  Ã‚  2.3 Size and Scope†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  07 3 Mission Statement†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦......  Ã‚  Ã‚  Ã‚  Ã‚  08 3.1 Attitude and Commitment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  08 3.2 Values†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  09 4 Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦............  Ã‚  Ã‚  Ã‚  Ã‚  09 4.1 Corporate Strategy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  09 4.2 Business Strategies†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10 5 Organisational Structure†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...  Ã‚  Ã‚  Ã‚  Ã‚  12 5.1 Business Sectors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  12 5.1.1 Automotive Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  12 5.1.2 Industrial Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  13   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5.1.2.1 Automation Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  13   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  5.1.2.2 Packaging Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  14 5.1.3 Consumer Goods and Building Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  14 5.2 Organisational Structure and Hierarchy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  15 5.2.1 CEO†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  16 5.2.2 Heads of Sectors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  16 5.2.3 Heads of Divisions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  17 6 Employment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  Ã‚  Ã‚  Ã‚  Ã‚  18   Ã‚  Ã‚  Ã‚  Ã‚  6.1 Performance and development discussions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  18 6.1.1 The Performance Review Discussion (PRED/MAG)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  18 6.1.2 The Individual Development Discussion (MEG)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...  Ã‚  Ã‚  Ã‚  Ã‚  19 6.1.3 The Management Potential Review (MED)†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  19 6.2 Bosch employee motivation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  20 7 Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...23 7.1 Analysis of organisational characteristics.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦23 7.1.1 Level of centralisation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  23 7.1.2 Level of Bureaucracy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦24 7.1.3 Level of hierarchy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..24 7.1.4 Level of authority and control†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦25 7.1.5 Level of labour organisation and complexity†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  26 7.1.6 Level of Formalisation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  26 7.2 The SWOT Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  27 7.2.1 Strengths†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  27 7.2.2 Weaknesses†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...  Ã‚  Ã‚  Ã‚  Ã‚  28 7.2.3 Opportunities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  29 7.2.4 Threats†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  Ã‚  Ã‚  Ã‚  Ã‚  30 8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.............  Ã‚  Ã‚  Ã‚  Ã‚  30 9 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.............  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  32 1 Introduction In the present paper, the company Robert Bosch GmbH will be presented. The target of this paper is to give a broad overview of the company’s structure and to analyse its current situation and strategy. Starting with chapter 2, the reader will get an idea of Bosch’s company profile. In this chapter the Bosch history and the company’s development over time will be envisioned as well as the Bosch foundation. Chapter 3 will look at the company’s mission, its attitudes and values. The next chapter will look at the company’s corporate and business strategy, followed by Bosch’s business sectors and its international structure described in chapter 5. The following chapter will give some information on employment at Bosch and employee motivation This will be followed by an analysis of this worldwide operating company, regarding the strengths and weaknesses as well as the opportunities and threats that Bosch might face in the future. Finally chapter 8 concludes the paper. Sources for this paper have been literature, the Annual Report 2003, further Bosch publications and internet sources. 2 Company Profile 2.1 History and development The company began as a â€Å"Workshop for Precision Mechanics and Electrical Engineering† which the founder Robert Bosch opened in Stuttgart in 1886. The company’s international activities can look back on a long tradition: as early as 1898, only a few years after having found his company, Robert Bosch opened his first representative office in London. The next step towards internationalisation followed one year later with the foundation of a second Bosch representative office in Paris to provide the French and Belgian markets. Particularly important for the further development of the foreign organisation was the opening of an agency in New York in 1906 and the commencement of production in the USA in 1910.

Types Of Language Learning Strategies Education Essay

Chapter 4IntroductionThis chapter focuses on the findings obtained from the information collected through the study. Respondents of the study were the ADFP and ACTP pupils of the American Degree Programme in INTEC, UiTM Shah Alam. The informations collected were analyzed utilizing the SPSS package bundle version 16.0. The findings are presented based on the research inquiries in chapter 1: What are the acquisition schemes used by the respondents? What is the degree of college self-efficacy among the respondents? What is the degree of academic accomplishment among the respondents? What is the relationship between larning schemes and self efficaciousness on academic accomplishment? What is the part of each discrepancy of independent variable towards academic accomplishment?Table 4.1Demographic Background of respondents harmonizing to gender andethnicity ( n=285 )Respondents Profile Frequency ( n ) Percentage ( % )GenderMale 162 56.8 Female 123 43.2EthnicityMalay 138 48.4 Chinese 91 31.9 Indian 31 10.9 Others 25 8.8Entire 285 100Table 4.1 presents the demographic information of the respondents involved in this survey. More male pupils participated in the survey with a per centum of 56.8 % compared to 43.2 % who were female pupils. On another class of ethnicity, Malay pupils were the chief respondents in this survey with a per centum of 48.4 % while Chinese pupils comprised about 31.9 % of the entire sample. Another 10.9 % of the respondents are of Indian ethnicity while the concluding 8.8 % are of other ethnics.Table 4.2Descriptive Analysis of Types of Language Learning SchemesTypes of Language Learning Mean Std. DeviationSchemesMemory Schemes 2.8612 0.5866Cognitive Schemes 3.4639 0.4853Compensation Strategies 3.4515 0.6241Metacognitive Schemes 3.5789 0.6301Affectional Schemes 2.8117 0.6833Social Strategies 3.6439 0.6924Table 4.2 presents the informations on the types of linguistic communication acquisition schemes used by the respondents. The findings show that most respondents us e Social Schemes ( M= 3.6439, SD= 0.692411 ) followed by Metacognitive Strategies ( M= 3.5789, SD= 0.63011 ) and eventually Cognitive Schemes ( M= 3.4639, SD= 0.48529 ) . From the findings, it can be inferred that the respondents benefit the most from utilizing societal schemes, metacognitive schemes and cognitive schemes in their procedure of linguistic communication acquisition. This means that in footings of utilizing societal schemes, the respondents learn linguistic communication best through inquiring inquiries in category, collaborating with others who are adept in the linguistic communication and sympathizing with others for illustration, through developing cultural apprehension. In other words, these respondents learn best when socialising with others in the mark linguistic communication. The findings besides revealed that the respondents who uses metacognitive schemes. This means that respondents using metacognitive schemes tend to focus on their acquisition for illustration associating new cognition with what they already know, set uping and be aftering their acquisition and ego measuring themselves in their acquisition advancement. In short, these scholars plan out their learning advancement and associate their new cognition to old schemes. Respondents practising cognitive schemes in larning the mark linguistic communication tend to utilize patterns for illustration utilizing expressions and forms or concentrate on the chief thought of a message when reading a text. These scholars are besides prone to make a batch of analysis and do logical thinking for illustration by analysing looks and eventually create construction in footings of either having input or end product for illustration taking notes.Table 4.3Descriptive Analysis of Domains of College Self EfficacySpheres of Mean Std. DeviationCollege Self EfficacyCourse Self Efficacy 6.9464 1.3234 Roommate Self Efficacy 7.6044 1.2662 Social Self Efficacy 6.8097 1.3726 The findings in table 4.3 shows that respondents have high ego efficaciousness when covering with roomie ego efficaciousness ( M= 7.6044, SD= 1.2662 ) followed by class ego efficaciousness ( M= 6.9464, SD= 1.3234 ) and societal ego efficaciousness ( M= 6.8097, SD= 1.3726 ) . The findings indicate that the respondents are more confident in tie ining with their roomies and finishing undertaking related to their surveies. However societal wise, the findings shows that the respondents are less confident about themselves socialising in major module events or in their interpersonal accomplishments with others such as doing new friends.Table 4.4Distribution and Percentage of Respondents ‘ Cumulative Grade Point Average ( CGPA )Accumulative Grade Frequency ( N ) Percent ( % )Point Average ( CGPA )Low ( & A ; lt ; 2.49 ) 2 7 Moderate ( 2.50 – 3.49 ) 217 76.1 High ( 3.50 – 4.00 ) 66 23.2Entire 285 100Table 4.4 studies on the degree of academic accomplishment of the respondents. From the information, it shows that a bulk of the respondents have mean academic accomplishment with a per centum of 76.1 % runing from 2.50 – 3.49. 23.2 % of respondents have high CCPA runing from 3.50 – 4.00. The staying 7 % have low academic accomplishment runing from less than 2.49. This findings show that the bulk of respondents from the American Degree Programme have moderate scope of CGPA.Table 4.5Correlation Matrix between Types of Language Learning Strategies on Academic AchievementLanguage Learning SchemesMemory Schemes -0.236** Cognitive Schemes 0.098 Compensation Schemes 0.082 Metacognitive Schemes 0.092 Affectional Schemes -0.324** Social Strategies 0.130* ** . Correlation is important at the 0.01 degree ( 2-tailed ) . * . Correlation is important at the 0.05 degree ( 2-tailed ) . Table 4.5 shows the relationship of linguistic communication larning schemes on academic accomplishment. By utilizing Pearson Correlation to find strength of the relationship between the independent variables and academic accomplishment, it was found there are three schemes that show correlativity with academic accomplishment which are associated with academic accomplishment. Those linguistic communication larning schemes are Memory Strategies, Affective Strategies and Social Strategies. The relationship between Memory Strategies, Affective Strategies and academic accomplishment shows a negative and really weak relationship with their R and P values ( r= -0.236 p= 0.000, r= -0.324 p= 0.000 ) severally. This suggests that the more the respondents use both Memory and Affective Strategies in their linguistic communication acquisition, the lower their academic accomplishment would be. On another note, Social Strategies indicate a positive but really weak correlativity with respondents ‘ academic accomplishment with its R and P value at r= 0.130, p= 0.029. This suggests that the more respondents use Social Schemes in their linguistic communication acquisition, the better they perform academically.Table 4.6Correlation Matrix between Domains of College Self Efficacy on Academic AchievementCollege Self-EfficacyCourse Self Efficacy 0.226** Roommate Self Efficacy -0.031 Social Self Efficacy 0.151* ** . Correlation is important at the 0.01 degree ( 2-tailed ) . * . Correlation is important at the 0.05 degree ( 2-tailed ) . Table 4.6 studies on the correlativity on spheres of college egos efficaciousness with respondents ‘ academic accomplishment. Both Course Self Efficacy and Social Self Efficacy show that there is a positive yet weak and really weak relationship between the two variables on academic accomplishment with their R and P values ( r= 0.226 p= 0.000, r= 0.151 p= 0.011 ) severally. This consequence suggests that similar of Social Strategies bespeaking that the higher the respondents ‘ ego efficaciousness in footings of Course and Social, the better the respondents would execute academically.Table 4.7An analysis of Multiple Regression on Academic AchievementTo find the part of each independent variable towards academic accomplishment, the ENTER method of multiple arrested development analysis was employed. To place the forecasters of academic accomplishment, the subscales from each spheres ‘ multiple additive arrested development was proposed. The nine subscale forecasters ar e Memory Strategies ( x1 ) , Cognitive Strategies ( x2 ) , Compensation Strategies ( x3 ) , Metacognitive Strategies ( x4 ) , Affectional Strategies ( x5 ) , Social Strategies ( x6 ) , Course Self Efficacy ( x7 ) , Roommate Self Efficacy ( x8 ) and Social Self Efficacy ( x9 ) . The equation of the proposed multiple additive arrested development theoretical account are as follows ( equation 1 ) : Y1=b0 + b1x1 + b2x2 + b3x3 + b4x4 + b5x5 + b6x6 + b7x7 + b8x8 + b9x9 + vitamin E Equation 1 Where: b0 = Intercept b1-4 = Slopes ( Estimates of Coefficients ) Y1 = Academic Achievement x1 = Memory Strategies x2 = Cognitive Schemes x3 = Compensation Schemes x4 = Metacognitive Schemes x5 = Affective Schemes x6 = Social Schemes x7 = Course Self Efficacy x8 = Roommate Self Efficacy x9 = Social Self Efficacy vitamin E = Random ErrorVariables Un-Standard Standard T Sig. ( P )Coefficients Coefficientsiiˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iˆ iiˆ( Constant ) 3.105 17.655 0.000 Memory -0.153 -0.270 -4.354 0.000 Schemes Cognitive 0.049 0.071 1.001 0.318 Schemes Compensation 0.021 0.040 0.730 0.466 Schemes Metacognitive 0.058 0.111 1.589 0.113 Schemes Affectional -0.159 -0.328 -5.609 0.000SchemesSocial 0.063 0.132 2.080 0.038 Schemes Course Self 0.059 0.237 3.806 0.000EfficacyRoommate Self -0.027 -0.102 -1.697 0.091 Efficacy Social Self 0.016 0.066 0.998 0.319 Efficacy F Statistic = 11.191 Adjusted R-squared = 0.244 R2 = 0.268 Based on the ENTER method which is presented in Table 4.7, the consequences show that there are two forecaster variables that were found important towards academic accomplishment. The two forecasters are Affectional Strategies ( x5 ) and Course Self Efficacy ( x7 ) with their T and P values severally ( t= -5.609 p= 0.000, t= 3.806 p= 0.000 ) . In order to seek the comparative importance of both forecasters in foretelling academic accomplishment, the standardised arrested development between coefficients were besides shown in Table 4.7. Standardized coefficients play an of import function for comparative intents as the values of the different variables have been converted to the same graduated table. In this multiple arrested development, both dependent and independent variables were standardized to hold a mean of 0 and a standard divergence of 1. Therefore, when an independent variable gives a high beta coefficient, there is an indicant that the variable is extremely of import in lending to the anticipation of the standard variable. Hence, based on the values reported in the tabular array, the highest beta coefficient was derived from Affective Strategies with a value of -0.328. This indicates that Affective Strategies was the strongest subscriber to the overall equation. This variable was followed by Course Self Efficacy with a beta coefficient of 0.237. To reason, the multiple arrested development theoretical account for academic accomplishment in standard mark units is presented as followers: Y1=3.105 + 0.159Ãâ€"5 + 0.059Ãâ€"7 + vitamin E Equation 2 Where: Y1 = Academic Accomplishments x5 = Affective Schemes x7 = Course Self Efficacy vitamin E = Random Error Table 4.7 besides shows the coefficient of finding where R-squared, is the value that indicates the per centum of the entire fluctuation of dependent variables that are explained by the independent variable. Therefore, as presented in Table 4.7, the entire sum of discrepancy of standard variable that is predictable from the two forecasters are 26.8 % , and the adjusted R-square alteration of 24.4 % . The adjusted R-square gives a better appraisal of the true population value, therefore the part of the forecaster variables towards the discrepancy in the standard variable in this survey are reported based on the adjusted R-square value. Therefore, the overall arrested development theoretical account has been successful in explicating about 24.4 % of the adjusted discrepancy in academic accomplishments. In short, merely two variables were found to be significantly linked to academic accomplishments at a important degree of 0.05. Those two variables are as reported which are Affectional Schemes and Course Self Efficacy. Both Affective Strategies and Course Self Efficacy were found to hold a important relationship with academic accomplishment. Therefore based on the multiple arrested development analysis, the consequences show that Affective Strategies and Course Self Efficacy history for 24.4 % which explains the discrepancy of academic accomplishment.

So close to the Border

Pavel lay in the frost frozen. The frost spitting and eating away at the skin on his face and hands. Too dangerous to move. Undressed, just the upper body covered with a think pyjama like shirt, sleeves too small only reaching just below the elbows. The shirt soaked though with icicles dangling off the edges. He lay there motionless with no thought about how cold it was, just concentrating on those guards, standing there wrapped in their thick coats smoking slowly. With no moon this night there is only two faint body like structures with two orange circles floating in the air. Not much longer to wait for the change of guards. These eager but nerve racking moments, with the urge to just to run from the camp but thinking if he could just wait a few moments. Freedom was waiting for him just over the border. The scent of waffles wafting through the air making his stomach really churn. With the wire cutters in his hands, which were buried at least a foot into the snow just waiting†¦ All it needs is a few snips and there's a whole in the thick barbed wire. He lay there watching as the guards threw away their cigarettes. He had precisely 3mins to get out of the camp to a small amount of safety. He knew that he would only be safe once he had crossed the border. Pavel had no idea what date it was, he could only tell that it was probably about 7:00 for the sun had set along time ago. Now was his only chance. He began cutting away at the wire, panicking. Finally the hole is cut. Crouching low so that he doesn't give away his silhouette, he slowly moves across an open plain, which goes on for about 75 yards. Once he reached the brush he gets out his secretly hidden map. It is sewn in on a handkerchief, which his Uncle gave him just before he died. He could not see the map. He knew that the direction he was heading in was south which was the general direction he was going in. He could tell that he was going south for the south wall was where the people who were going to be gassed had to line up before being taken away. He had escaped from the direction of the south wall. Pavel is a seventeen-year-old boy. He was born through a Christian family but adopted by a Jewish family about 14 years before the war broke out. They counted him as Jewish even though he had not been circumcised because he was found in a Jewish temple and his records were found of his life and about being adopted. He was straight away sent to the camp in Auschwitz and sentenced to death after a few years of labour. He escaping for it almost time for him to meet his death and he wants to find the rest of his family. He was caught in the church. His family got away. I am frozen with fear now. I had got the main part done which was getting out of the camp. I can't think what to do. I lay still, huddled up on the ground, just staring out into the night. It's a big country, but now made small for there are troops stationed everywhere. The sirens might even go of back at the camp in about 30 minutes. I started walking when a German sentry walked on to a path directly coming my way. I could tell there was no news of an escape; otherwise these soldiers would be looking a lot more alert. They rifles were slung up on their shoulders and dangling while they were smoking calmly. I waited for them to move past me. I didn't want to give myself away already. The footsteps died out in a just a matter of seconds. I struggled to get back up and when I did I staggered in the brush along the path in the southern direction. I was walking for about an hour now and had past quite a few machine gun posts. My aim was to get to Hungary, I don't know how but I was going to do my best. I heard noises and smoke from the chimney of a hut. For a moment a thought it was just drunk soldiers. I crossed the path and came close up to an open window. The soldiers were not drunk. I saw them loading rifles and magazines with bullets and from my faint knowledge of German language they were talking about an escape from Auschwitz. I knew this was I. I waited for the Germans to go. I heard their motorbikes revving up and watched them leave up the windy path. I didn't have a clue where I. I went close to the light coming out from the window and I took out my handkerchief. I found the area that I was in. I was astonished by how good this map was to me. It had fooled the guards at Auschwitz and now it was going to get me past the border. I realised I sill had around 100 kilometres to go before I reached the border. It sounded a long way. I saw nobody inside the hut. I could see German trench coat near the window and I reached across to grab. A voice suddenly in a gentle tone said, â€Å"Food? † I didn't reply. I was paralysed with fear and a turned around after a few seconds. Again came the voice of a young man, â€Å"Would you like some food? † I replied, â€Å"You're Polish? † His accent seemed a bit funny but I assumed he was a decent person. â€Å"Yes†, said the man, â€Å"You have runaway haven't you. You're Jewish aren't you? Would you like some food? † Ignoring the offer I carried on the conversation. † I am. Do you think there is any way I could get to the border quickly? My feet have worn out. I have no shoes. Will the Germans be coming back here? † † They will, but don't worry your safe here. You must be so tired and cold. You can stay in my cellar; the Germans think this will be the last place someone would stay. I have wine going to the Germans a the border, you might be able to hitch a lift. † I didn't yet know if I could trust this man and his ideas for me. â€Å"Could I have some food and some shoes? † I asked. He stood there thinking. † I don't have shoes but I do have some food. Here. † He lay down some bread and butter. I was happy. There was about half a loaf. In Auschwitz we only got about 3 slices of bread without butter a day. I had suffered bad symptoms. I kept on fainting. I finished eating all I could and got up. I was being very cautious of this man. He led me outside the hut and there was a little door entering the ground. I jumped in. His last words ever to me were, â€Å"You can stay here for the night. The delivery truck will beep when he gets here so you will hear it and wake up. I will tell him of the situation. † â€Å"Thank you. Thank you so much. † The door shut and me last glimpse of light faded to nothing. BEEP! I heard the sound of the truck and there was light coming through the cracks of the door. I opened the door slightly and peered out through the gap. There was a black truck there. I knew what to do. I climbed out and jumped into the back. There were some empty cargo boxes and full ones. The full ones were at the back of the truck and the empty were towards the front. I jumped into an empty box. I was worried. I didn't know who was driving, what if it was a German in disguise and this whole thing was a set up to get me returned back to the camp. The engine started off and the vehicle started moving. I never realised it but there was food in the box. There was some bread and cheese. I thought this was a luxury. The truck had been driving for about half a day. I thought we were lucky because we had not been stopped once. The truck glided gently into a halt and I heard some voices. I heard the driver explaining that we have wine for the officers on the border. The back of the truck opened up. I could see a German officer through the holes in the box. He stepped into the back and opened up a box. I could tell by his face that he was satisfied. He took two bottles and gave thumbs up to somebody. I heard the back door slam and the truck started off again. The driver gave a tap to the wall between the front and back of the truck. I assumed this was my call to get out. I slipped out of the box into the night. I could see the watchtowers and there were lights moving all over the fields. The place was swarming with Germans. I thought this was going to be the last of me. I knew I wasn't going to make it. I heard the truck go off and I started to make my way out of the area because it could be the centre of attention to the Germans. I was trundling my way through deep snow when I spotted a German post. I avoided it and found my self in the middle of a spotlight. My instincts were just to run. I heard bullet fire. I then got shot in the back. I was just at the barbed wire and I started hacking away at it with my wire cutters. At this moment Pavel was shot in the back of his neck. He carried on cutting through. Eventually a hole was made. Shots were landing all around him from MP40 fire. He jumped through the barbed wire and his ragged trench coat got stuck on the wire. He tried to set himself free and got shot in the back. There was just a little whole in his back but the round exploded in his stomach as it came out. HE carried on trying to set himself free when six German soldiers approached with their rifles locked into their soldiers. Each of them aimed at Pavel and fired. Pavel lay there strewn along the barbed wire. He did not know this but he died two days before his eighteenth birthday and his family had all died in concentration camps. This is not based on a true story but this would have happened a lot in the world war two in Poland.

Kokoro written by Natsume Soseki Essay Essays

Kokoro written by Natsume Soseki Essay Essays Kokoro written by Natsume Soseki Essay Paper Kokoro written by Natsume Soseki Essay Paper Natsume Soseki throughout this fresh went into great item about friendly relationship and the different phases of friendly relationship. With a small aid from a adult male he met on the beach at Kamakura he went from a immature adult male seeking to hold on the hereafter to a really intelligent university alumnus with all his ethical motives set directly. Soseki’s novel the Kokoro ( â€Å"The bosom of things† ) was a really pleasant novel to read. This novel was written in 1914 which was two old ages after the decease of Emperor Meiji. Throughout this novel a batch of inquiries were raised and for the most portion finally answered. Nipponese people during Meiji epoch ( 1868-1912 ) were in the thick of a major reformation. The moderateness of the state of Japan. Natsume Soseki at the ulterior parts of the motion was possibly the most profound and most various novelist of them all [ 1 ] . Nipponese people at this clip largely lived in Traditional lodging. By this I mean houses were normally one narrative basic necessities nil like some of the houses that are being built today. Sensei [ 2 ] on the other manus lived in non traditional lodging therefore intending he had some sort of wealth. After a few visits that Soseki had given Sensei at his diggingss I began to recognize that Nipponese people at this clip were really low. Although Sensei was really baffled on why Soseki continued to see him and seek cognition from him there was neer a point in the book that Sensei wished anything harmful or bad upon Soseki. Around this clip of the first meeting of Soseki and Sensei. Soseki was traveling through a alteration every bit good. It states that over the couple months that Soseki went place to be with household and his return to Tokyo that he was no a University pupil. This caught my oculus because it states that he was a college pupil before [ 3 ] . After much research on this subject I could merely come to a few premises of what this could intend. First â€Å"College† pupil might intend high school pupil here in the US. Secondly it might intend undergraduate whatever the true significance behind it is it decidedly caught my oculus as fascinating that their educational system was different. Sak’e was a traditional alcoholic drink in Japan at the clip. Sensei states â€Å"Drinking sak’e does you good to imbibe on occasion [ 4 ] † . I could non get down to believe that during this reformation that Japan was traveling hrough that Sensei was the lone one imbibing sak’e. Although Sensei’s married woman was non the biggest fan of the drink Sensei sure did bask it. Looking at the relationship between Sensei and his married woman I couldn’t aid to detect the utmost devotedness they had towards each other. Although throughout the book Sensei’s married woman Shizu ever seemed to show herself more. you could state that Sensei had the same devotedness. Shizu was ever really obedient to Sensei demands. I imagine that this was usage for adult females at this clip in early Japan to be really obedient to their hubbies. It’s about this clip when Sensei foremost learns about the Sosekis ( Soseki ) male parent being highly ill. After hearing the symptoms of his father’s unwellness the reader begins to recognize that Sensei is highly smart and knows far more so the typical adult male during this epoch. Yet Sensei remains unemployed. In today’s universe most college pupils continue their instruction after high school for one intent and that intent is normally to acquire a nice occupation and to go fiscal independent. Chinese people during this clip by know agencies had the same province of head as us in the United States right now. Throughout this novel I besides began to inquire about how Chinese people interacted with each other Sensei was really privy and did non desire fondness from anybody he besides was really loath to swear anyone at one point Sensei asks. â€Å"is your household really wealthy† [ 5 ] he so goes on to state that if you â€Å"Give a Gentleman money. and he so becomes a knave [ 6 ] . Sensei could non hold been more right. His misgiving in people and his generalisation of the people of his twenty-four hours seemed to be slightly brainsick to the university pupil he had told. Subsequently on in the book the Soseki male parent has passed along with his female parent around the same clip. His uncle who he had trust in persuade him to allow him take over the house and the heritage while he was in Tokyo go oning his instruction. Certain plenty the exact words Sensei had told his equal happened. The uncle dwindled the heritage of the Soseki therefore doing hatred between the two sides. At this clip I feel like really few people could be trusted wholly. If you had money there were ever people seeking to pull strings you and steal what in kernel was given to you. Sensei said he could swear cipher and liked no organic structure except his married woman. The Soseki after the loss of heritage to his uncle â€Å"I have come to detest the full human race† [ 7 ] . This sounds precisely like something Sensei would hold said therefore taking to oppugn if most people at this clip felt this manner. This novel was really gratifying to read. I must acknowledge I’m non a large reader but this novel kept me hooked. That being said the last point I would wish to acquire to is a really serious one self-destruction. Suicide is a really serious job in today’s universe. Honestly before reading this novel I truly merely thought it was a job now and non so much in the early 1900s. What surprises me the most is these three work forces in this novel committed self-destruction because they all felt they were disconnected if you will to what they had yearned for. None of them tried to reconnect. I can non assist but inquire at these times was it really traditional for a adult male or adult female to perpetrate self-destruction. Between illnesses these work forces were confronting to the every twenty-four hours emphasis of fiscal stableness and the devotedness these work forces had towards their married womans suicide might hold been thought as the best option at the clip.

Funny Mole Day Jokes and Humor

Funny Mole Day Jokes and Humor Mole Day is  October 23 from 6:02 a.m. to 6:02 p.m. in honor of Avogadros Number (6.02 x 1023). A  mole  is a unit of measurement used when existing measurements are inadequate and its particle measurement is based on Avogadros number. Like Pie Day which is celebrated on March 14 due to the fact that it mirrors the pie number, Mole Day is celebrated on either October 23 or June 2 due to the dates being similar to Avogadros number. What better way to celebrate a holiday born out of chemistry humor than with jokes? Mole Day Jokes Q: What did Avogadro teach his students in math class?A: Moletiplication Q: What do you call a 10th grader who is taking chemistry?A: A sophomole. Q: Why does Avogadro like Cindy Crawford?A: Shes his favorite super-mole-dle (and she has a mole). Q: Why is it bad to tell mole jokes?A: Its mole-itically incorrect   Q: What did the generous mole say when people crashed his party?A: The mole the merrier! Q: What are mammoles?A: Four-legged animoles! Q: How would you describe a stinky chemist?A: Mole-odorous Q: What kind of fruit did Avogadro eat in the summer?A:  Watermolens Q: What kind of test do chemistry students  like best?A: Mole-tiple choice. Q: Why is Avogadro so rich?A: Hes a multi-mole-ionare! Q: Which tooth did Avogadro have pulled?A: One of his molars. Q: What does Avogadro put in his hot chocolate?A: Marsh-mole-ows! Q: What did one mole say to the other?A: We make great chemistry together. Q: Why was there only one Avogadro?A:  When they made him, they broke the Moled. Q: What illness kept Avogadro in bed for two months?A: Moleonucleosis   Q: What do you get when you have a bunch of moles acting like idiots?A: A bunch of Moleasses   Mole Day Pledge #1 I pledge allegiance to the mole, and to the science from which it comes, one SI unit, extremely divisible, with micromoles and millimoles for all. ~ R. Thomas Myers - Kent State University, Kent, OH Mole Day Pledge #2 I pledge allegiance to the mole, to the International Union of Pure and Applied Chemistry, and to the atomic mass for which it stands, one number, most divisible, with atoms and molecules for all. ~ Sylvia Cooper - Morgantown High School, Morgantown, WV Mole Day Definitions In addition to pledges and one-line jokes, there are plenty of opportunities for mole puns: Demoleition: destruction moles cause in your yard (or on your chemistry paper, if you forget Avogadros number)Dismole: being sad on Mole DayImoleble: anything that is completely unrelated to a moleMol: the symbol for mole (of course!)Mole-mole: a mole double agentMolearchy: government controlled by Moles Mole Day is celebrated more than once a yearMolebile: a mole decoration which hangs from the ceilingMolect: the obsessive collection of Mole Day t-shirts, games, and other stuffMolectomy: the study of mole anatomyMolehill: a small mound  of dirt in your backyard made by burrowing molesMoleism: the reverence given to moles on Mole Day or on any day by a chemistMolelaberate: working together on a Mole Day projectMoleodic: a word describing the sound of Mole Day songsMoleskito: a tiny winged mole-like creature that drinks the blood of a person who forgets the date of Mole DayRemolte control: a devise used to watch television shows about chemistry and molesRemoletly: having to do with a mole, barely Sophmole: anyone in the tenth grade who is taking chemistryThermole: an adjective describing one  mole of an explosive

RP Essay Example | Topics and Well Written Essays - 250 words

RP - Essay Example The positivists view of realist exhausts in empirical structure in order to understand the ontology of economic regulaties (Lopez, J. 2001) 11 Marxism differentiates between an intransitive reality, which may exists independently of human knowledge, and the socially produced world of science and empirical knowledge. Bhaskar’s influence is also acknowledged in the ontology in the philosophy of social science (Sayer,A., 1992) 11 Critical realist philosophy has increasingly encouraged the influence of international realtions. The ontology is also credited to Bhaskar (1998). The private sector in Omani is affected by both politics and international realtions. 11 Most organisations know what good strategy and leadership development are and that good management makes a real difference to organisational performance. There is strong evidence to support this contention: historically, the greatest business leaders have driven economic prosperity and growth (BIS, 2012). The BIS findings are further confirmation of the opinion held by Mabey and Ramirez (2004), wherein they analysed that leadership and management development (LMD) leads to superior performance across companies of all sizes, sectors and national location. Managers as well as leaders at all levels, and not just those at the top, need a common set of skills associated with their management and leadership role, and these need to be developed. Just assuming that well qualified or professional people will be able to assume the management role on promotion does not necessarily help them become effective (Wolff, 2008). Some approaches to LMD are concerned predominantly with organisational strategies while other models strongly emphasize individual aims. There is a range of opinion between these two views, from those who argue that ‘organisational’ strategy may be imposed by leaders on the less powerful