The Politics Of State Matters - 1665 Words

I have never really been a person for politics. It always seemed too easy to see people go into heavy defense mode to prove their points in an indecisive audience and try to share their opinions as facts. Meaningless arguments and pointless feuds start over miniscule topical topics. Fortunately in the area of anthropology, politics comes at a different context than to save its’ usual position for voting or presidential races. In anthropology, I learned about the politics of state matters. Finding out more than leadership but what keeps a group or community together or can tear citizens apart. I am a person who has dealt with projects of direct observation. There’s something inherently interesting from looking at interactions and the†¦show more content†¦I was hopeful that my time observing for APO and its members for a meeting could change my prejudice. For materials, the subjects of this observational study were all of the members in the room but I paid a lot of attention to the Eboard staff. These were all college students that varied in age and college level of freshmen to senior but still in their early to late twenties. The Eboard officers consisted of the President, the Vice President of Service, Director of Communications, Secretary, Sergeant of Arms, Treasurer, Vice President of Membership, Vice President of Fellowship, Pledge Trainer, Conference Chair, and Historian. I had learned that all of the Eboard attend each meeting. The fraternity has both associates and active members. There are a majority of the active members are in the head and represent some of the leadership roles in APO. And even inactive members who are still apart of APO but take time off due to other activities or things happening in their lives where they can’t devote a lot of their time to earning points for service, fellowship, leadership, etc. Because APO was made before women were allowed to join in 1974, APO members would call each and themselves, â€Å"brother† to show a family like closeness to the Roosevelt male students in the past school decades. Even in today’s current age, â€Å"brother† is still a term of endearment even when said to the large female majority in the club. The past Monday went fine with

Economics and Zara - Free Essay Example

Sample details Pages: 3 Words: 750 Downloads: 1 Date added: 2017/09/19 Category Economics Essay Type Argumentative essay Did you like this example? Market Entry Strategy: Case Study of Zara – Internationalisation in China 1. Introduction and Background Amongst the motivations to strategise are to grow fast ahead of the competitors, grow in the line with the industry or to simply catch up and defend an existing status. Despite the challenges, threats and risks, the orientation of various firms are to expand, to reach and to penetrate new markets segments. The working title of the research is initially drafted as – Market Entry Strategy: Case Study of Zara – Internationalisation in China. The study aims to explore the effectiveness of the chosen market entry strategy and mode of entry by Zara in penetrating the Chinese retail market. Whether the strategy proved to be beneficial in its initiative to internationalise the operation of the business will be also explored. Thereby asking, what are the benefits of putting the business within the Chinese business environment? As such, market entry decisions are a multi-approach that requires careful consideration of the firm seeking to widen economies of scope and reach. Zara should take note, however, that market entry decisions depend on the resources and the ability to sustain the competitive edge. In this study, different market entry strategies and its drivers, nature and dynamics will be explored with reference to Zara’s business. Zara’s international strategy framework of market entry, market selection and marketing approach is the driver behind the internationalisation strategy of Zara. When it comes to market entry, the question now is what are the economic and political barriers that take effect on the strategy? 2. Company Profile Owned by Amancio Ortega, Zara, on the other hand, is a clothing company originated in Spain. Inditex Group, the parent company, claims that Zara needed just a couple of weeks to go through the development of a new product and get it to the stores, compared to that of six months which is the industry average. Zara also launches products amounting 10, 000 new designs annually. Though Zara is a vertically integrated company, Zara controls most of the processes in the supply chain whereby 50% of the products are manufactured in Spain, 26% in the rest of Europe and 24% in Asian countries. and (2006) contend that Zara outsourced the production of high labor intensive processes but maintained in-house other capital intensive processes, protecting knowledge and know how. The quick-response capability of Zara is made possible by the three main stages that define the competitive edge of the company: design, manufacturing and distribution. Zara embraces the strategy to focus on operations which can enhance cost efficiency thereby conducting most of the processes in-house. While, the rest of the manufacturing activities including finishing stages are completed through a network of 300 small contractors which specializes in one particular part of the production p rocess or garment type. These contractors work exclusively for Inditex, and are not given more than 4% control of the production services so that if there will be a problem with a single contractor, there will 299 to back them. and (2004) maintain that although its manufacturing costs are 15 to 20% higher than competition, Zara more than makes up for the cost differential through its supply chain to ensure that merchandise in the stores matches what customers want (). Further, the competitive advantages of Zara are because of its cost leadership, fast production and product variation. Zara sells quality, fashionable products at reasonable prices and based on product positioning, Zara is cheaper than its leading rivals as Benetton and Gap. Zara also has the ability to design and finish products to be deli8everd in stores within 4 to 5 weeks hence very quick to get designer-influenced products into their stores. Likewise, the clothing brand has the ability to launch new trends a nd designs in a much shorter period. Zara thereby boasts for low level of inventory, efficient distribution system and high turnover of product. 3. Key Issues Market Entry and/or Operations Market Entry International strategy at Zara is defined by the combined generic strategy of cost leadership and differentiation strategy. There are considerations, however, such as when selecting the Chinese market, labor cost and productivity, distribution cost and shipment cost of raw materials are considered. Other considerations are characteristics or behaviour of consumers and income per capita. In terms of marketing approach, the considerations include the 4Ps inherent to the Chinese consumers and business environment. Market entry considerations include economics, both macroeconomic factors which include tax, political condition and export tariff and microeconomic factors including local competitors, demand and location of store. Regulation from government and local producers protecti on issues are other considerations. Don’t waste time! Our writers will create an original "Economics and Zara" essay for you Create order

Pragmatist Curriculum Free Essays

I. Introduction As the writer of this paper tried to look around his school, he eventually listened to the noisy swarm of sstudents and suddenly quiet as pupils and teachers move into classrooms and doors close. Suddenly, questions came into the writer’s mind; what’s happening behind those doors? What are sstudents learning? How are the teachers teaching? As school leader, you are bombarded with so many student needs, parent’s concerns, teacher concerns, paper works that it seems futile to think of improving the teaching of every teacher. We will write a custom essay sample on Pragmatist Curriculum or any similar topic only for you Order Now What, indeed, can the writer as only one person, do? Thinking about curriculum is an old thinking about education; it is difficult to imagine any inquiry into the nature of education without deliberate attention to the question of what should be taught. The question of what to teach and how to teach it involves a selection from a vast array of knowledge and beliefs within a culture. Since it is impossible to teach everything, that selection from the culture reflects in part some sense of what is most worthwhile in that culture as seen in relation to the kind of institution the school is and what it can reasonably accomplish. According to Dewey education is â€Å"a continuous lifelong process which had no ends beyond itself but is its own end†. Within learning organizations, Senge stated that â€Å"humane, sensitive and thoughtful leaders transmit their value system through daily behavior†. Bolman and Deal developed a unique situational leadership theory that analyzes leadership behavior through four frames of reference: structural, human resources, political and symbolic. Each of the frames offers a different perspective on what leadership is and how it operates in organizations; and in this case, schools. These frames are maps that aid navigation, tools for solving problems and getting things done†. Leaders especially administrators need to understand their own frame preference and its limits and ideally, combine multiple frames to gain â€Å"clarity, generating new options, and finding strategies that work†. As in all organizations, schools need leaders who can impart a persuasive and durable sense of purpose and direction. In the area of curriculum design and planning, educational researchers shared values, and tacit knowledge about what â€Å"should as a defining aspect of school culture. Values are often ‘espoused’ as opposed to â€Å"in-use’, that is, what people say should and ought to be is often inconsistent with their actual behavior. Schein said that one must look deeper than values to find the essence of a culture. Values, enduring beliefs or tendencies to prefer certain modes of conduct or state of affairs over others are often viewed as the most articulated component of culture. The writer, as the institutional head of the organization is composed of 9 teachers, 4 non-teaching staffs and 1 finance officer which find it easy to lead the organization as one. On the other hand, since this is a parochial school, the organization is connected to the Diocesan Bishop as the president of the corporation and led by the school director. Values define a standard of goodness, quality and an excellence that undergirds behavior and decision making and what people care about. Values are not simply goals or outcomes, values are deeper sense of what is important. Deal and Peterson posited that values focus attention and define success. Given the moral ppluralism of today’s society, moral discipline closely related to intellectual values is important. The goals of academic excellence and value-centeredness need to be operational in the education we offer. II. The Need to Revise: Diocesan Goal of Catholic Education Social forces that can influence curriculum planning can come from far and wide. The ideas and values of various groups of people include their social goals, ideas about cultural uniformity and diversity, social pleasures, ideas about social change, their plans for the future and their concept of culture. Educational decision making as it relates to the school’s mission is important. For example, various groups may attempt to influence educational ppolicy and therefore curriculum better meet the needs of children in urban environments and on the other hand, a group may be trying to do the same for rural children. This illustrates how social forces, issues and values can influence curriculum design. Doll a famous curriculum designer once stated that there tends to be a crisis in current social forces and cultures: economic, political and standards funding as well as technology, special needs, ethnic diversity and mobility issues. These apidly changing demographic factors call for self directed curriculum planners who show responsibility for their local and world communities. Global perspectives and understanding, the ability to communicate clearly and the ability to relate well interpersonally are critical in a multicultural society and a technology- orientated world market. Curricula for the future emphasize the learner’s development as much as the content to be learned. Critical and creative thinking serve as the point and counterpoint as sstudents construct knowledge using multiple perspectives, talents, modalities and mediums. Tthroughout our lives, in the various stages of development, we experience change in our behavior, feelings, attitudes, thoughts, values, etc. Many of these changes are highly individual and can be a response to life events to a simple unfolding of our unique characteristics. Nonetheless, there are regular and predictable physical, mental and social changes that most people undergo in some way. Part of our life is determined by biological heritage (nature) while part is due to environment (nurture). The interplay of these has been studied by developmental psychologists and three have become legendary in the fields of development: Piaget (cognitive), Kohlberg (moral) and Erickson (identity). Like Piaget, Erickson came to the conclusion that children should not be rushed in their development, that each developmental phase was important and should be allowed time to full unfold. Kohlberg followed the development of moral judgment beyond the stages studied by Piaget, who said that logic and morality develop through constructive stages. Kohlberg determined that moral development continues through the person’s lifespan. Curriculum is no longer a simple matter of reading, writing, and arithmetic. Today, curriculum includes what sstudents can do with the content and how well they think, problem solve and work as a member of a team. Instruction goes beyond isolated memory drill to helping sstudents synthesize information to gain a deeper understanding of concepts and generalization that will have lasting value as they structure knowledge and interpret their world. Thus, diocesan directors of parochial school are currently working on the transition for change of curriculum. It is very crucial to know and be very cognizant to the changes, and as much as possible to have a paradigm shift of accepting contemporary techniques and curriculum, as connected to the instruction itself. Curriculum planners must ask themselves what skills; knowledge, attitudes and abilities must sstudents possess to operate successfully in the 21st century. Thus, the curricular design of the Diocese in connection to K to 12 caters to the challenges of the 21st century education. Some curricula draw lessons from the past and all curricula prepare sstudents for the future. To successfully prepare student to live and work within globally networked systems, curriculum developers must listen to business and economic futurist. Curriculum and instruction are heavily weighted with innovation, in deciding how to proceed; curriculum planners need to weigh today’s educational needs against past practices and their beliefs about teaching and learning for the future. III. Revising the Whole Curriculum: Religion as Core of the Curriculum As a neophyte administrator, the writer dreamt big especially in his school. Thus, he decided to try and suggest to have a taste of a different curriculum where both teachers and sstudents would benefit. As committee of the new curriculum starts the design for the diocesan school, it was decided to have a transition plan so that in one way or another it will be very helpful in implementing the curriculum to the member schools. As a member of the committee, the researcher was task to craft the necessary transition plan for the velvetiness of the transition. Thus, the transition plan of the Catholic School of the Diocese of Imus was attached to this action research for reference. The new time allotment of the subjects for the new curriculum is also attached to be able see and determine the strengths and weaknesses for better development in each subject area. As a Catholic School within the vicinity of the Diocese of Imus, it was agreed upon that the school where the writer is connected will implement the RCC or the Religion as the Core of the Curriculum using the WBLS (Whole Brain Learning System) as strategy. Thus, in very evident that the new curriculum that will be implemented the next academic year will be somehow different for it allocates a more time on subjects like Christian Living Education (CLE) and Values Education using the Transformative Values as initiated by the CEAP (Catholic Educational Association of the Philippines). RCC or the Religion as Core of the Curriculum is shared mandate that distinguishes Catholic schools from private and public schools. How to cite Pragmatist Curriculum, Papers

Availed By The Importer Or The Manufacturer -Myassignmenthelp.Com

Question: Discuss About The Availed By Importer Or The Manufacturer? Answer: Introducation The existence of a duty of care in common law is done through the application of various tests. One of the primary test for analyzing whether the duty exists of not is the caparo test as provided through the landmark case of Caparo Industries pIc v Dickman [1990] 2 AC 605 House of Lords. According to the principles of this test if a person can be harmed foreseeably by the actions of another the other person owes him a duty of care. However to establish that there was negligence in the situation the duty of care has to be contravened. The objective test is best applied for determining the breach of the duty of care owed by a person. The objective test had been used in the case of Vaughan v Menlove (1837) 3 Bing. N.C. 467 where a reasonable person would have been placed in the position of the defendant and then analyzed whether they would have taken the same decision or not which was taken by the defendant, If the decision would involve additional care than the duty would be deemed to be violated by the defendant. The existence of a duty of care and a breach of duty of care alone is not capable of establishing a tort of negligence. Whether the violation of the duty has caused the injury to the person is also considered for the purpose of establishing negligence. The most popular test which is applied for determining the element of causation is known as the but for test. The provisions of the test have been provided in the case of Barnett v Chelsea Kensington Hospital [1969] 1 QB 428. According to the test the injury should not have been caused of the negligent act was not present, that is if the injury would have been caused irrespective of the negligent act there is no claim of negligence. As stated in the case of Murphy v Brentwood DC [1991] AC 398 a person can only claim damages in relation to negligence which are reasonably foreseeable in a objective manner. The aggrieved party is not entitled to any additional damages. Contributory negligence is a form of defense which can be taken by a wrongdoer against the aggrieved party. According to the concept in case the injury had been caused to the plaintiff because of his or her own negligence than the claim of damages by such person is either reduced or totally defeated. In the case of Railways v Halley [1978] 20 ALR 409 the court held that the damages of negligence were to be reduced as there was contributory negligence on the part of the plaintiff. ACL through part 3-5 provides rules in relation to the right of consumers against the manufacturers towards product liability of dangers goods. These provisions are provided through Section 138-150 of the ACL. The manufacturers and importers liability in relation to those products from which safety issue may arise are dealt with by the sections. The following rights are bestowed upon individuals who are subjected to injury by such products. As per section 138 and 139 of the ACL any person getting injured through the use of a product as the right to bring a claim against the manufacturer and the importer Section 140 and 141 states that a claim against the manufacturer and the importer can be bought by a person whose real property or goods have suffered damages due the use of such product Section 142 of the ACL however provides certain defenses to the importers and manufacturers. The defense can be availed in the following situation The defect did not exist when the goods were manufactured The defect resulted out of any legal compliance towards the standard of goods Any technique or scientific knowledge when the goods were manufactured was not adequate to discover the defect. The product was a mixture of other products which were defective Application The above discussed rules have to be applied in order to determine the common law rights of Ann and Carol against Bruce. According to the application of the Capro test as per the Caparo case it can stated that it was reasonably foreseeable for Bruce to known that his actions can harm those who are nearby. Thus as per the neighbor principle Bruce owes a duty of care towards Ann and Carol. However a reasonable person in the same situation would not have taken any additional care as he would not now that the mower may explode. Therefore as the duty of care was not violated through the application of the objective test it can be stated that there was no negligence on the part of Bruce against Ann and Carole. The second issue is in relation to determining the whether there is any negligence by the importer and manufacturer against Bruce, Carol and Ann along with any defenses. As per the application of the neighbors principle and the Capro test as provided through Donoghue and Caparo case respectively it can be stated that the importer and manufacturer both have a duty of care towards Bruce, Ann and Carol. This is because it is reasonable foreseeable for them that if a defective product is provided it can harm the users along with those who are nearby. A reasonable person in the same situation would have ensured that there is no defect in the machine and thus according to the application of the objective test the duties of care have been violated. By applying the But For it can be determined that a injury to Bruce, Ann and Carol would not have been caused if the machine was not defective. Thus were all three elements of negligence have been established in can be said that a negligence claim is present in the situation. In addition the defense of contributory negligence is also not applicable in this case as there is no fault of any party involved as provided by the case study. The damages which can be claimed by Bruce, Ann or Carol include Bruce: compensation for being unable to work for six months, the incurred extensive medical expenses and cost of window replacement but not the damage of disk as it was not reasonably foreseeable Ann: compensation for fractured legs and severe cuts and being unable to work for three months The third issue is in relation to the rights of Bruce, Ann or Carol against the importer and manufacturer under the provisions of ACL. As per section 138-141 they have the right to claim damages for personal injury as well as any injury to property. Thus the damages which were provided in common law would be applicable here as well along with the loss of Erics data contained in the Disk. The possible defenses which the importer and manufacturer may rely on in the situation are provided in section 142. However as per the facts of the case study none of the defenses can be successfully availed by the importer or the manufacturer. Conclusion Thus it can be concluded that Bruce has no liability against Ann and Carol under the provisions of common law Hanks, Distributor and Mower have tortuous liability against Ann, Bruce and Carol as per the provisions of negligence in common law and they cannot avail any defense. Ann, Bruce or Carol have the right to claim compensation in accordance to section 138 to 141 of the ACL The defenses under section 142 are not applicable in this case References Railways v Halley [1978] 20 ALR 409 Murphy v Brentwood DC [1991] AC 398 Barnett v Chelsea Kensington Hospital [1969] 1 QB 428 Vaughan v Menlove (1837) 3 Bing. N.C. 467 Caparo Industries pIc v Dickman [1990] 2 AC 605 Donoghue v Stevenson 1932 AC 562 Competition and Consumer Act, 2010 Grant v Australian Knitting Mills. PC 21 OCT 193