Reaction Paper for personality developement Essay

I learned a lot with the seminar, the presentation about Personality development is appropriate with the business student like us. The discussion and the explanation are very well set, we truly understand and inspired, and we learned so much about what we are going to do. What I have learned is that, there is no end to the process of self-development, it is just like a lot of things in life which is kind of solid and maybe hard to specify now and again. Every individual should be more effective independent and self-directed learners and It is a continuous improvement process which helps an individual to improve performance in the current job, develop skill and competences realize own full potentials and of course personality makes a person distinctive, unique and exceptional. Every person has different personality and some personalities are better than the others. Human personality should be always praised and no one should ever put anyone down for having a different personality because it will determine the limit of success in order to understand what personality is. This topic that we have emphasizes the stable difference between people and social, emotional and motivational characteristic. It can limit or expand options and choices of lives. It is also been said that personality is shaped through environment, learning, parental and development factors. What I can only say is that, Personality development is a structured and supported process undertaken by an individual whom reflected upon their own learning, performance and achievement and to plan for their personal, educational and career development. It was been thought that we need to improve general skills for study and career management and encourage positive attitude to learning throughout life. The aim and objectives for this Is to improve our capacity to understand what and how we are learning and to review, plan and take responsibility for own learning and career choices. We as a student should keep growing and never stop on learning as it will be a way to our success. I learn so much with the talk. Now I think I will study hard more and develop my skills for me to become successful and have a good life someday.

Investment Appraisal Essay Question Essay

Q3) Using quantitative and qualitative information, suggest which school Felix and Holly should invest in. In the case study we are told that Felix and Holly are finding it hard to decide whether to invest in a soccer school or a netball school. They can use many different investment appraisal techniques which are both qualitative and quantitative in order to identify which investment would be most appropriate or worthwhile. They need to consider the level of risk involved, how quickly the investment will take to pay off and whether the investment will be profitable. There are three main types of quantitative investment appraisal techniques that Felix and Holly could use to identify which investment is most profitable. The first investment appraisal technique is payback and this measures how quickly the investment can be paid back. Using the estimations that Felix and Holly have submitted, the payback period for the soccer school is 3 years and 4 months. The payback period for the netball school is 2 years and 8 months. This means that Felix and Holly would be better off investing in the netball school as it would take a shorter period of time to cover their cost. Another investment appraisal technique that could be used is accounting rate of return. This appraisal measures the profitability of any investment and the profit is expressed as a percentage. Look more:  capital budgeting examples essay For the soccer school the accounting rate of return is 8.8% whereas it is 17.6% for the netball school. The comparison between these two proves that the netball school would be a better investment as the percentage of accounting rate of return is much higher than that of the soccer school. In addition, another quantitative method of appraisal is net present value. Unlike payback and ARR, this investment appraisal considers the value of money over time. It converts all monetary values into today’s values to allow for a realistic assessment of the returns of the years ahead. At 8% over 5 years, both the soccer school and netball school investments have a positive value which means that they are both worthwhile. However the value of the netball school is  £12,430 which is a lot higher than the soccer school value at  £6,950. This means that the netball school would be much more profitable for Felix and Holly as the value of the money is still greater than the soccer school. Qualitative methods of investment appraisal can also be used to identify which school would be most worthwhile for Felix and Holly to invest into. Some important factors that would need to be taken into consideration by Felix and Holly for their business are their objectives, resources available and the economy. A qualitative method of appraisal that can be used is internal rate of return. This investment appraisal allows specific information such as the return on the investment to be calculated. When calculated for the netball school, the internal rate of return is over 20% whereas the internal rate of return for the soccer school is between 16% and 20%. This means that the netball school has a higher rate of return than the soccer school. In conclusion, after using both quantitative and qualitative methods of investment appraisal I have identified that the most worthwhile appraisal would be the netball school. My reasons for this is because it has a shorter payback period which means that it would take a much shorter period of time to pay back. In addition, the accounting rate of return of the netball school was much higher than the soccer school. Moreover, the net present value proves that the value of the money invested within the netball school will be much higher than that invested in the soccer school over a 5 year period. Consequently, the internal rate of return shows that the rate of return on the investment of the netball school is higher than the return on the soccer school. Overall, all the various investment appraisal techniques that have been used have their advantages and limitations. A payback appraisal is quick and easy to calculate and can be easily understood but it does not calculate the overall profitability of the investment or consider timing of cash flows within the payback period. Whereas an accounting rate of return does take cash flows into consideration. It also focuses on the profitability of the investment and is a good source for comparisons. Its limitations are that it ignores the timing of cash flows and the value of money over time. A net present value appraisal considers both timing and size of cash flows but it is a fairly complex system to use. Lastly, the internal rate of return can be easily used to compare different investments but is also very complex to understand and use. All appraisal techniques have many limitations but they are valuable methods to consider when deciding on a particular investment. In this case all four appraisal techniques have been used to conclude that the most appropriate investment would be to invest in the netba ll school.

British nursery Essay

During the first day, nothing of great interest seemed to happen. I was quoted by a girl in the afternoon as having ‘big legs that way’ while being gestured to the sky and I discovered the route to the staff room but other than that I seemed to have settled into the working habit pretty quickly. By the time I got home I was exhausted. I felt like I had run a marathon even though the working day was only half an hour longer than a school day and I had taken part in no physical activity. Mum claimed that being with children was much more difficult than people realized. It certainly opened my eyes to the teachers around me that have to deal with us every day! As the week wore on I found myself almost enjoying the effortless days yet also wishing I had slightly more to do. I always got the feeling from my two supervisors that they had done this job for so many years that they felt they didn’t need me. I felt that I was continually offering my help but not to any great success. As lazy as I am though, I guess it was almost my perfect two weeks as I soon learnt that a staff training day was due on the Friday and a strike was happening the next Monday. An eight day fortnight, wonderful! My worst moment was during the first week when a certain boy nearly emptied his stomach contents over my leg at the same time that a boy expected me to clean his ‘accident’ up. When three other teachers were in the room I felt it almost typical that all the drama happened to me, the only individual who didn’t have a clue what to do! Mrs Rusha was very nice, though, and offered to help claiming this to be the norm. The greatest trouble I had was keeping my confidence up throughout the placement. Especially when conducting the interview as done in my work experience booklet. Talking to the staff during lunchtime was also quite difficult for me as I had to be careful about what I said so it didn’t backfire on my mum or the school. She had given me advice beforehand, though, and explained my responsibility so I knew to be cautious of what I said and did. The final day was definitely the one most likely to stay in my memory the longest. A ‘Sponsored Bounce’ had been set up in the hall and as I was the youngest student, with exception to the actual toddlers, I had the honour of going with them. This was an annual set up by the parents association of two large bouncy castles for every child in the school. Admist the cries of delight and some cries of complete fear from the toddlers you could faintly hear the sound of a six foot girl laughing hysterically. It was great fun and I eventually dragged the other teachers onto it so that everyone was enjoying themselves. I also got given an easter egg as a thank you which was touching for me as I’d felt I hadn’t actually done much. I hope my presence was valued by someone there and that I might have taught a child something they’ll never forget. The experience certainly taught me a lot, from helping me find out what teachers get up to outside the classroom to finding out how tough it really is for nurseries to deal with new Government issues all the time. (E. g. a new jollyphonics scheme must now be taught in every British nursery). I got a real insight into working with children and I found that although the children are different and exciting every day, the job isn’t. I couldn’t see myself becoming a nursery teacher as I need more challenges and a better chance of progression in my job. I absolutely admire teachers now and I’ve decided that a job concerning both children and sport could be something I’m really interested in. For now however I intend to get to university for a sports science degree and to keep my options open.

Scarce Resources Essay Example | Topics and Well Written Essays - 1000 words

Scarce Resources - Essay Example He has the tendency to demand resources even though he does not need them. He may need a mobile phone. But, due to the enticements he receives from TV commercial and other forms of advertisements, he might want more features and capabilities of this product that is beyond his personal and professional needs. The truth that resources are scarce and humans have unlimited wants comprise the economic definition of scarcity. According to Investopedia, scarcity is "the basic economic problem which arises from people having unlimited wants while there are and always will be limited resources." Scarcity is an economic fact that points out the global condition wherein human wants outnumbers "the available supply of time, good and resources (Scarcity vs. Abundance)." This is the fact on which the science of economics is founded on. Resources, especially the non-renewable ones, are limited in its existence. It is therefore the job of the economists and managers to use them efficiently and effectively for the extending its use in its fullest potential. In all aspects and all levels of the economy managing the scarce resources plays a vital role. From households, community, to the national and the international level, proper allocation, distribution, and use of resources is very much needed. Whether it may be the buying of ingredients used for cooking a meal or imposing tariffs and other international trade policies on different commodities and services, effective management of resources is a critical responsibility shouldered by the household managers. For efficient resource distribution economists should do various economic decisions. Usually economic managers, from a household to a global setting are obliged to make trade-offs to maximize the use of different resources. Trade-offs are made when choices are made (collectively or by an individual) to get less of one resource to get more of others (Johnson). If, for example, a mother has to choose between purchasing bread and mayonnaise for her household, she has to make sure that the trade off made will be beneficial to optimize the satisfaction of her family. To evaluate the effectiveness of trade-offs made, opportunity costs should be highly considered. Opportunity cost is the highest esteemed or valued alternative that must be sacrificed to get something. In our last example the mother might consider that the value of bread is greater than the value of the mayonnaise on the basis that it is consumed more. The opportunity cost will be greater if the mother buy more mayonnaise than bread. In this scenario, we can say the trade-off is not economical. Scarcity in Households Jelin (1990) considers a household as social unit consisting of "undifferentiated set of individuals who equally share all activities linked to its maintenance." It is the most basic of social organizations, "a microcosm of relations of production, reproduction, and distribution." In a household setting, the allocation and distribution of resources is dynamic depending on its adaptation to internal and external influences. Daily activities in a household are highly influenced by political, social and other institutions. With all these changes in a household's daily activities the need of effective resources management is very necessary.

Week 4 discussion 1 and 2 Essay Example | Topics and Well Written Essays - 250 words

Week 4 discussion 1 and 2 - Essay Example Freud’s theory asserts that crime is an act that is affected by mental disorder, which causes a conflict between the id, ego and superego, or it may result from an incorrect recording in one of the stages in development. The mental disorder is usually manifested as behavioural problems like social passivity or full aggression. The theory believes that criminal activities committed by individuals are due to personality defect that were affected and disrupted by lack of progressions during childhood developmental stage. A pointing example is that, a boy who commit crime were twice more likely to have experienced severe punishments from their parents. Another study done on juvenile offenders showed that young offenders who were separated from their natural mothers were prone to delinquency in their adolescence stage. Such a study asserts that the association between a child in his/her tender age and their primary caregiver forms the baseline for personality and development in their moral behaviours in adulthood. Defence mechanism as discussed by Freud has an influence in the development of criminal behaviour. For example, in a defence mechanism like displacement; an individual who gets frustrations from their employer may displace the hunger back to children at home by beating or verbally abusive. In addition, his action can lead to misdemeanour like maim which is an offence. However, some defence mechanism like sublimation may prevent an individual from committing an offence. For example, an aggressive person who feels like killing people can go and work in an animal slaughterhouse and slaughter animals rather than kill human beings (Gedo, 2002). Freud theory has some pros and cons. On the pros, the theory provides an insight as to why an individual is involved in criminal activity, and this can be used by a defence counsel in court to seek for the reduction of charges against an accused. However, the

Anything Essay Example | Topics and Well Written Essays - 500 words - 8

Anything - Essay Example In order for one to get good housing the amount of money he is paid becomes a factor. This essay will examine the trends in house inequalities and the financial position of an individual in details. The constant gap in house ownership rates between whites and black has continued to increase though barriers in homeownership for the minority groups were lifted long time ago. The current housing policy now targets minority homeownership with the specific intention of closing the gap in house ownership among different groups. The informal development of urban land which was traditionally perceived as an important way through which the poorest residents of the urban centers got shelter. This has changed since increasingly middle, and high-income households are buying land informally for housing. It is clear that those workers who are able to learn new working skills especially in technology will benefit from higher salaries. But on the other hand those who are used to carrying out routine jobs which can be handled by computers and robots will be competing with few jobs or will be pushed into low-skill jobs and hence it will be difficult for them to afford buying better houses (Tally 22). Opportunities for middle-income households to purchase a house on the formal market are limited. Those who come from the families with low income struggle to construct low-cost housing though this is hindered by fluctuations in the price and availability of raw materials which increases construction time and expenses and can stretch the budgets of the developer beyond the monetary capability of the scheme. High monthly costs in both the rental and ownership markets compared to low land prices has encouraged middle-income households to seek shelter through informal channels. Growing demand for informal land has thus placed pressure on supply, resulting in rising land prices, effectively reducing accessibility by

Report Communication proccess in Wivenhoe hotel Essay

Report Communication proccess in Wivenhoe hotel - Essay Example And thus NOISE to Mr. John could be his very engagement at always. Noise to Mr. Robinson could be poor reception, lack of hearing information sending to him clearly and many others. Mr. Huge as Secretary always busy with incoming calls, and that might be where NOISE arise. Susana can always be ups and downs, and she might forget many things MEDIA/ CHANNEL TYPES OF CHANNEL: General Manager: The General Manager can Communicate by the use of word of mouth, including writing messages Likewise Mr. Robinson can explore to the use of verbal and written communication as well. Paullina can also communicate verbally and also in written form Susana can only adapt to communicate verbally as she cannot vow to writing messages to their esteem customer which will look very odd. HOW: Meeting and Sending Letters Emails, Calls Advertising and Emails messages Minor Meeting Noise When people are called to attend a meeting, they might be tired and boring as it may turn long and uninterested. What is boring and problematic in oral communication is that, it can interrupt unprecedented. Example, Paullina may be interrupt by roaring of car engines while she is communicating orally with customers. Customer may likely avoid phone calls as ringing and roaring of phones might interrupt his other activities. A customer may decide not to check his email messages especially that of junk, and that is another problem of noise Oral expression without seeing visible can also disturb customer THE RECEIVER New and old customers Organizations and Companies locally FEEDBACKS How Communicating Customer can reply via email or letter, while an instant reply can be given on meeting periods. However,... (Overview) "Communication is defined as a process by which we assign and convey meaning in an attempt to create shared understanding. This process requires a vast repertoire of skills in intrapersonal and interpersonal processing, listening, observing, speaking, questioning, analyzing, and evaluating. Use of these processes is developmental and transfers to all areas of life: home, school, community, work, and beyond. It is through communication that collaboration and cooperation occur..." What is boring and problematic in oral communication is that, it can interrupt unprecedented. Example, Paullina may be interrupt by roaring of car engines while she is communicating orally with customers. We have a very means of communication, while we have drew attentions of lots of customers and organization to patronize with us through our communication motivation processes. We adapts to 2 ways of communication, synchronous, which chanced us to get immediate replies to our messages, while we also adapts to asynchronous, which we receives via letter and emails as well. We also adapt 2 means of communication, verbal and visual. Our General Manager and other Staffs have jointly working hard to see that new facilities as mean of more improvement are started.

Early Colonial Constitutions Research Paper Example | Topics and Well Written Essays - 2000 words

Early Colonial Constitutions - Research Paper Example ystem with several shortcomings became a vital element in the preparation of a new constitution for America and the colonial empire itself; the question is worth a thorough investigation. According to Scott (2011), Colonial governments by the Englishmen were said to have been formed in American colonies; however, they attained full development after they separated. Recently, Americans have started giving the topic a lot of attention just like the English writers gave it earlier on which is still a spectacle for many on why the sudden urge to know more about it. The colonial constitutions were simply early systems of governments formed in colonies. Some like those in Massachusetts from inception were established for the purpose of separating. Others like those in Virginia were meant to maintain the connection between them and their mother country and are still used up to date. The shallow but, still extremely prevalent view would result in the split-up of American colonies. George III, together with his advisers, was responsible for the blunders that resulted to the separation. Wallis (2010) notes that the biggest mistake was the failure to agree on a mutual understanding that was as a result of distance and complications of communication and religious sympathy differences. An example of a wrangle due to miss understanding arose when one among the many protestant parties triumphed in an election. When independence was declared in England, European settlers had stayed in America for approximately 250 years. Though the colonists were under the British crown the colonized colonies worked independently and had a vast experience in self- governance. Many urban towns held meetings and seminars to boost public businesses and some colonies had the program input in their governments’ programs. Later on they started to rebel as they felt that the British were continuously increasingly suppressing their self-governance. Before the 1750s colonists used to pay very few

The significance of the Copenhagen Conference Essay

The significance of the Copenhagen Conference - Essay Example However the new Obama administration seems open to the issue. In the past, the US has treated climate change as a non-issue, focusing on it only during political campaigns. Presently there are signs that the US government might reconsider its hard-line stance on global warming. It had already agreed to cut its emissions by 17% in 2005. By the year 2030, US plans to cut emissions by 42% and 83% by 2050 (Broder). China is also one of the world’s biggest air polluter and a lot of pressure has been put on that country’s government to come up with platform to regulate the emissions that come from industries in China. China has already agreed to cut CO2 emissions per GDP unit by 40 to 45% by the year 2020 (Zhi Lin). The whole world certainly agrees that global warming needs to be addressed as a matter of urgency. For instance the UK has already formally agreed to cut emissions by 20%. Countries in the European region also agreed to cut their emissions by the same margin (Bulow). As a result of global warming, the world is becoming hotter. The Polar Regions are melting and this in turn is causing the sea level to rise. It has been said that some islands might disappear if the situation is not addressed. Deserts are increasing and many people are going without water and food. This is not what the world wants, and the sooner this climate issue is resolved, the better it will be for everyone (Anup). The conference comes at a time when the world is hard pressed to address factors that have led to global warming and severe climate change in various parts of the world. If the world leaders come to a practical agreement, this could be a huge step towards saving the world from utter destruction. However the conference might end up like so many climate-based conferences before it, which did not produce any conclusive solution to the problem of

Social Media Campaign (350 Points) Essay Example | Topics and Well Written Essays - 2000 words

Social Media Campaign (350 Points) - Essay Example The analysis of the Starbucks Company in the advertising World will be based on media planning, media buying and interactive marketing section of the Austin’s advertising website (University of Texas, 2015). The Starbucks Company has a media planner whose role is to determine the best advertising options for the company’s coffee brand. These options can be traditional like the use of newspapers or the modern methods that entail the use of facebook and twitter handles. The determination on which method of advertising to choose from depends on the seasons as depicted in sales. Mobile (social media), print, broadcast, outdoor, public service, product placement and online advertisement are used by planners. This is used as communication tools between the planners and the clients that they represent. The media platforms are also used for advertisement campaigns (University of Texas, 2015). The media buyers, who are the clients’ deal breakers, normally reach the clients through social media among other means. This facilitates easy, efficient and effective communication as they make suitable deals for their clients. They advise the customers on the best products to buy through providing information on the available products and their prices. Most of the skilled buyer’s time is normally spent on advertising Starbucks’ products where they get some commission upon selling a particular product. However, for sales to get to the negotiation point, the advertisement must have been fully done through the social media and other avenues including websites. The online advertising campaigns are normally marketed as per the market dynamics, thus need for the buyer to be fully aware of the local market. The media buyer role is to negotiate the best placement of Starbucks’ brand on online advertisement (including social media), local TV, outdoor or radio ad vertisement of their brand (University of Texas, 2015). Twitter,

COMMUNICATION IN BUSINESS - case study format Essay

COMMUNICATION IN BUSINESS - case study format - Essay Example The perceptions about time, the power of analysis and integration etc can also be different in different cultures. Political, economical, social and technological parameters can affect the business management process. These parameters are different across diverse cultures. Some countries may have democratic administrations whereas some other countries may have autocratic administrations. Moreover, economic growth, religions and the development of technology etc need not be the same in different countries. Business management styles need to be adjusted or fine tuned based on these parameters in order to manage a business successfully across cultures. Terms of Reference â€Å"In global firms, the effective management of cultural diversity which was once a concept, became imperative for the firms survival now† (Adler & Gunderson, 2007, p.128). I am working as a management consultant and Microsoft has recently approached me to prepare a management report for them in doing business in India. They specifically asked me to give more emphasize to the management challenges Microsoft may face in India. Microsoft discards the idea of a joint venture in India and they preferred making an independent unit in India. They are aware of the fact that because of the above decision, they have to do everything from A to Z in order to setup a business unit in India. So, they asked me to study the probable management issues they may face in India related to culture. This paper is written as a report to Microsoft about the possible management issues Microsoft may face in their Indian operations. Overview of the situation America and India are some of the largest democratic countries in the world even though, they differ heavily in many other aspects. Even though democracy is prevailing in both of the countries, the functioning of the political systems is entirely different. Even though both the countries are secular democratic, Christians dominate the American population where as Hindus dominate the Indian population. â€Å"India is an enormously hierarchical society (arguably the most hierarchical in the world) and this, obviously, has an impact on management style† (Indian Management Style, n.d) Most of the Indian organizations consist of people from different parts of the country and the management should address the cultural diversity aspects all the time. India consists of 28 states and 6 union territories; most of them are extremely diverse as far as culture and language are concerned. Because of the influence of left parties, the influence of trade unionism in India is more than that in America. Left trade unions can create problems to Microsoft, because of their declared stands against the capitalist countries and monopolies. However, considering the huge growth potentials of India Microsoft can neglect these challenges. At the same time, Microsoft needs to spend more time on learning about the diverse Indian culture in order to manage thei r business successfully in India. â€Å"Management practices are always culturally bonded† (Guidham, 2002, p.52). Analysis based on Trompenaars and Hampden-Turner cultural model The major elements of Trompenaars and Hampden-Turner cultural model of management of international business are; Universalism vs. Particularism, Analyzing vs. Integrating, Individualism vs. Communitarianism, Inner-directed vs.

Arousal Theories Essay Example for Free

Arousal Theories Essay During the rallies, you could see that their arousal levels were increasing because he kept hitting the shuttle harder and harder each time and because he is in the autonomous stage of learning, as arousal levels increased, so did their performance as they won most rallies. Theory: Drive theory – this theory states that as arousal levels increase, so does performance/dominant response. With cognitive learners, their dominant response is usually incorrect, so low arousal levels work best as their dominant response is decreased. With athletes in the autonomous stage, their dominant response is usually correct, so high arousal levels work best as their performance increases. Inverted U theory At low levels of arousal, performance will be below par, the athlete is not psyched up. As arousal increases so does performance, up to an optimal point. After this point, further increases in arousal lead to declines in performance. Each athlete has their own optimal level of arousal. Optimal arousal is higher for more simple tasks and lower for more complex tasks. An increase in arousal causes improvement in performance up to an optimal point (moderate arousal level). After this point, increased arousal leads to deteriorated performance. Catastrophe theory – like the inverted U theory, catastrophe theory claims that as somatic arousal increases then the quality of performance improves. Performance will reach maximum potential at the optimum level only if cognitive arousal anxiety is kept low. If high cognitive anxiety coincides with high somatic arousal the athlete will go beyond the optimum level of arousal and is thought to have gone over the edge, where performance drops shown by a vertical line on the graph. After this, the performer can rejoin the upward curve of arousal and gain the optimal threshold again, to do this they have to lower cognitive anxiety.

Leadership As Construction Of Meaning Philosophy Essay

Leadership As Construction Of Meaning Philosophy Essay As human beings it seems necessary for us to try to put meaning on things to have a better understanding of our world. This process of making sense fulfills our fear (conscious or not) of not controlling our life. Sensemaking is a natural, ongoing and endless process. It implies trying to structure the unknown (Waterman, 1990, p.41) or making something sensible (Weick, 1995, p.16). Sensemaking requires three basics elements: frame, a cue and a relation between these two. Frame of references represents the past moments of the socialization whereas cues are the present moments of experience. The relation between these two must be plausible to extract meaning. Because sensemaking is not just a process as understanding, interpretation or attribution, it requires grasping the seven properties of sensemaking. Indeed, Weick sees sensemaking as a process that is grounded in identity construction, retrospective, enactive of sensible environments, social, ongoing, focused on and by extracted cues, and driven by plausibility rather than accuracy (Weick, 1995, p.17). Identity is a dynamic concept in continual redefinition. In fact, depending on the situation, we adapt our identity. For instance, my identity with my teachers is not the same than the one that I adopt with my friends. As a result, my identity is different according to the different sensemaking of the situation. However, all of those adjustments develop my frame of references. We extract meaning from cues by regarding our frame of references. In this way, sensemaking is a retrospective process: how can I know what I think until I see what I say? (Weick, 1995, p.18). If I take for example the situation where I hear the ambulance siren on the street, I will suppose that there is an accident in the neighborhood. Thus, I understand this stimuli (the siren) by isolating the cue and put off meaning from it. Nevertheless, it is only because I have already experienced it (and so it is on my frame of references) that I can make sense of it. Despite of it, we have to be also conscious that our attention of past events is influenced by what is occurring now, by the new situation and what I am now. This process is reinforced by social interactions. Human being is social so we need a common understanding to interact with each other. Those interactions influence our frame of references because we need a shared meaning to understand each other. One other interesting fact on Weicks theory is the role of interruptions. Since sensemaking is an ongoing process, we always find ourselves in the middle of complex situations which we try to disentangle by making, then revising, provisional assumptions (Weick, 1995, p.43). Consequently, we need interruptions on our projects to understand. Interruption is a signal that important changes have occurred in the environment (Weick, 1995, p.46). So, it forces and facilitates a time of reflection. A focus on environment is also necessary. In fact, we often forget that we are a part of our environment. Of course our environment influences our sensemaking but there is no single fixed environment. In other words, we also influence our environment by our actions. More than that, we create environment when we try to adapt ourselves to it. It is a mutual influence. To conclude, what is extracted as cues is not pre-given, but is contingent on context, frames of reference and actions. However, sensemaking is not about truth; sensemaking is about the embellishment and elaboration of a single point of reference or extracted cue (Weick, 1995, p.57). We just need something plausible, that makes sense for us. What is necessary in sensemaking is a good story (Weick, 1995, p.61). question 2: Management of meaning Leaders are entrepreneurs of meanings (Popper, 2011). This expression illustrates the main leaders role in the organization; leader must be a sensegiver. Also called the management of meaning, this activity consists in trying to influence followers understandings. Leader must convince his or her followers to embrace a new vision. In order to fulfill this mission, the leader should first provide directions, which could disconfirm the existing understanding. Consequently, the leader has to create a picture, as inspiring as possible, to motivate them. It is necessary that the followers integrate that the current position is wrong or not enough, and that they need to move in another direction. The leader would personify the guide to this desirable future. In spite of it, the leader could also use the bracketing process in order to enhance the followers perception of the organization. This could take the shape of labeling which convey the meaning of competition with other organizations. This strategy will improve the team spirit within the followers. The other solution for the leader could be using symbolic actions. In other words, by the management of meaning the leader legitimate his or her position. However, the main purpose remains to communicate a message to the followers. Those who succeed are the one who frame and define the reality of followers. As a result, those who fail are the one who did not communicate effectively. Several raisons could be mentioned. First of all, the leader and the vision are interrelated. That implies that if something goes wrong, that is the leaders responsibility. Nevertheless, in this particular case, the leader did not fail in sensemaking, just in business decision. So the real failure in management of meaning occurs when followers do not accept to be led by the leader or when they abandon him or her. The main mistake in this situation comes from the communication of the message. Indeed, the leader did not embody correctly the story that she or he relate to his or her followers. Moreover, it could also stem from that the new vision is too much in opposition with the collective frame of references. Consequently, there is no more shared meaning, necessary for a shared action. Indeed, all organizations depend on the existence of shared meanings and interpretations of reality, which facilitate coordi nated action. The actions and symbols of leadership frame and mobilize meaning (Bennis and Nanus, 2004, p.37). In those circumstances, it is quite impossible for the followers to extract the meaning of this new vision. As Bennis and Nanus express: the management of meaning, mastery of communication, is inseparable from effective leadership (2004, p.31). More than that, you lead by voice (Bennis and Nanus, 2004, p.137). If nobody could hear you, nobody will follow you; that is why management of meaning is necessary to lead effectively. question 3: Role of the followers in leadership The relationship between the leader and followers is dynamic. This relation illustrates an implicit contract between these two; the leader assumes all responsibilities if followers accept to be led and the other way round. This contract cannot exist without the mutual consent of both parts. Each of them needs the other to exist; and consequently each of them influences the other. Both are active sensemaker and sensegiver. As a result, leadership comes out as the product constructed by the leader and the followers. Though followers are often underestimated in the leadership, according to this dynamic relationship, they seem to have a role to play. Followership appears as an active role of followers play in shaping the interdependency of leader/followers interactions (Crossman Crossman, 2011). Any leader could exist without followers and no action is possible without followers. The role of leader is, in this way, to influence followers to move into action; but to reach this goal, lead ers need to make sense. This process is called the management of meaning. An essential factor in leadership is the capacity to influence and organize meaning for the members of the organization (Bennis and Nanus, 2004, p.37). As consequence, leaders are responsible to manage meanings into the organization, express it. Since followers have their own frame of references, they will not follow any type of vision. They require finding meaning in the leader vision. In other words, followers influence the way of the leader makes sense and so the leadership. Consequently, the leader has to adapt himself or herself to the collective frame of references; and so fit to followers expectations. To be in harmony with followers expectation, the leader should reflect about the main motivations of the followers to be led. Three principal explanations are formulated: the search for safety, someone responsible of the consequences, and/or someone as a prototypical of the group. As a result, the leader must shape structure to comfort followers, enunciate goals to motivate them and finally take all the responsibility (and so the risk) to fulfill the requirement of safety. In other words, leader has to act as a guide. The only way to embrace this role is to create a picture as inspiring as possible. Leader has to provide a plausible meaning in a complex environment and so he must make sense of an uncertain situation that initially makes no sense (Weick, 2009, p.9). To reach this goal, leader owns several supports as symbols, using cues and bracketing them or fit with the collective frame of references. Those will help him or her to get going the collective action. Indeed, since sense making is social, shared understanding is required to a shared action. To conclude, followers practice an important influence on the leadership. In fact, leader has to convince followers to be led. Consequently, followers appear as the judge of the leadership and allocate the legitimacy of the leader. As a result, leader has to remain in harmony with the collective frame of references in order to provide a common meaning and so to enhance the collective action. Leadership involves just three things a leader, followers and a common goal (Bennis and Thomas, 2007 p.137). qUESTION 4: Leadership as a multi-communicative activity We are living in a complex world where any situations could support a multiplicity of meanings and counter stories. The circumstances are the same in an organizational level. (FACE A) Face to this condition, leaders create meaning out of events and relationships that devastate nonleaders (Bennis and Thomas, 2007, p.17). Leaders are expected to give sense in those situations; we see them as sensegivers. To reach this purpose, leaders have to bracket the experience. In other words, they isolate small piece of experience (called cues) and put off meaning from them. After that, leaders can suggest a meaning. Leaders articulate and define what has previously remained implicit or unsaid; then they focus for new attention (Bennis and Nanus, 2004, p.37). To reach this purpose, leaders own a toolbox to convey effectively this new meaning. The most common tool remains speaking. Most of the great leaders that we know were famous for their ability to speak. In fact, leader and orator are often confused. Linguistic intelligence (Gardner, 1996) appears as a necessary skill. However, master rhetorical speech allows leaders to convince people with words but also with the way of delivering the speech. In fact, in this type of speech, the ton of the voice fit the state of mind of the leader and so attention of the message. The aim is to convey emotions and feeling in order to give life to the leaders vision and so motivate followers in their way. To be as convincing as possible, leaders have to embody the story. That implies relating personal stories, full of example and illustrations. Because they truly believe in what they say, leaders are authentic and so more convincing. They are a prototypical of the group and an exemplification of the message which suppose a strong identification to them. This would increase leaders legitimacy. Leaders could be seen as an actor who embodies perfectly the story. In fact, a lot of comparisons are made between performing leadership and theatre. This tool of performing is often assimilated to drama. In this way, metaphors are required to create stronger meaning. Indeed, metaphors highlight certain interpretations and in the same way hide others. Consequently, theories, building on unspoken metaphors, guide our perception and understanding. Performing also suggests enactment of leaders. Moving, use gestures, screaming but also use the silence is required to create emotions to the audience. Performing is a co-production between leaders and followers; each of them has a special role to play. So, highlight the main points of the message makes the audience react to it. Consequently it will improve the audiences involvement. Finally, using symbols adds power to the message. In fact, the message must be clear and easily understandable in order to touch everyone. Pictures, illustrations and symbols make it more shareable; and collective action is only possible with a shared meaning. All things considered, leadership is a multi-communicative activity. Leaders have choice concerning the way they want to convey their message. However, one important thing needs to be kept in mind: communication leads to community, that is, to understanding, intimacy (Rollo May). question 5: Frames of references both enables our sensemaking but in the same time restricts our sensemaking Frames enables people to locate, perceive, identify and label occurrences in their lives and world. Frames of references are shaped by experiences, values, education, knowledge and interaction with others. Sensemaking is an endless process because of the continuous flow of experiences. Thus, our frame of reference is modified and developed all the time. More you see, more you know express that frames of references enable our sensemaking. In fact, as I have said before, sensemaking is a retrospective cognitive process. More you experience, more developed is your frame of references and so more you put meaning off different situations. In the organizational life, frame of references has several functions. It could act as unwritten rules. It is a way of control because it implies all the shared assumptions about expected norms of organizational behaviour. But it could also be a cognitive structure which shapes theories of action, the appropriate way of doing business. Moreover, frame of reference in the organization could reflect the tradition and consequently bring the vision of the society and its values. All of these aspects of organizational frame of references enable our sensemaking because of a shared meaning. It allows order and to work efficiently within the organization. But, on the other side, frames of references could also restrict our sensemaking. In fact, it directs our attention. The way we percept stimuli appears biased. So, frames of references influence how we bracket cues and how we extract meanings from it. In short, frames of references limit our search for alternatives which constraint our expectation; and so restrict our sensemaking. Plus, our frames of references are more often reinforced than reformed. Indeed, more your frame of references is developed, harder is to question your behaviour and so think differently. Unfortunately, it works exactly the same on an organizational level. That explains why a lot of companies are afraid of taking risks. Risks imply change in the frame of references and so could decrease the legitimacy of the leader if it goes wrong. However, in our complex world, companies have to think different. Nowadays, the aim is not just profit anymore, but more stay competitive. In fact, the competition is harder than ever and crushes the ones who did not adapt themselves quickly. As Porter said: the firms must take out a distinct position from its rivals. Imitation almost ensures a lack of competitive advantage and hence mediocre performances. But, in so many cases, leaders forgot that they could also influence their environment. In short, by thinking different (and so make the difference) companies influence their environment and so their competitors behaviours. As a conclusion, frames of references are essential and necessary for order and clarity in any type of organizations. They represent shared, relatively coherently interrelated set of emotionally charged beliefs, values, and norms that bind some people together and help them to make sense of their worlds. Frames of references enable our sensemaking but, on the same time, can restrict it. To avoid it, we have to learn thinking outside the boundaries. We have to keep in mind the Albert Einsteins quote: Insanity: doing the same thing over and over again and expecting different results. question 6: Clintons Human Rights Day Speech Rhetoric in the most general sense, is the energy inherent in emotion and thought, transmitted through a system of signs, including language, to others to influence their decisions or actions (Kennedy, 1991, p.7). Based on this concept, I will proceed to a rhetorical analysis of Hilary Clintons Human Rights Day Speech. Nevertheless, I want draw attention in the fact that it is a personal analysis. In fact, because of my own frame of references, I have particular expectations and interpretation of this speech and its subject; and it must bias the meaning that I could extract from it. I have also to take into account that is a celebrative speech. The point of it is to celebrate a special event, so it will influence the style of arrangement. However, Hilary Clinton has decided that is a good occasion to go over a simple celebration and argue also for the LGBT rights. In fact, just the first part of her speech is about celebration. Generally speaking, this speech is well written and arranged. In fact, it follows the fundamental aspects of rhetoric with differentiate parts as the exordium, the narratio, the probation, the refutation and the peroratio. Moreover, she decides to appeal to the audience by using pathos which awakening the emotions of the audience by employing the violence vocabulary and the protection and progress vocabulary. Hence, her speech is based on opposition. First of all, I could observe the introduction (or exordium) at the beginning of the speech. This part must be shortly and create sympathy to the audience. Here Hilary Clinton expresses it by some salutations as good evening and with humbleness deep honor and pleasure. She also explains the reason of her speech: the anniversary of one of the great accomplishment of the last century. It is a direct introduction since it is not a sensitive subject to talk about, just a celebrative speech. Consequently she has no need to present the subject in a more subtle way, nor introduce herself because she is already known by the audience. Secondly, her statement of facts (or narratio), remains the background of the speech as a story chronologically ordered and strongly based on the WWII. She also employs some metaphors as step by step or barriers and some illustrations full of details to make it spirited. This war is the collective symbol of a real trauma concerning the Human Rights, so she uses it to arouse the interest of the audience and emphasize the importance of the subject. Furthermore, everybody recognizes how terrible some people were treated during this period and sees it as a violation of Human Rights. Thirdly, there is the opinion and proof (probatio). I find it interesting how she changes her way of speaking. Indeed, I can see that she speaks more directly because she now uses I and no more speaks about the past (the word now is often used). She is no more subtle and she expresses clearly her point. From now on, the vocabulary used is stronger and the ton more convincing. She also uses a lot of comparison which is a good way to bring out arguments. She adopts an inclusionary vision, in other words she wants to demonstrate that everyone should join the movement: this challenge applies to all of us. I have noticed some particularities in her probatio. First, she divides it with five strong arguments, clearly identifiable thanks to catchphrases as the first issue, the third or a fifth. But the most surprising point is that she mixes the probatio and the refutatio (refutation). Though it does not disturb the general comprehension, some extracts of the refutatio are too much accusing according to me and can reverse the expected effect of it because it goes against her request of tolerance, in some extent. Another important aspect of this part is situated at the end of this part. The last three paragraphs of the probatio are addressed to a certain part of the audience: to the leaders, to people of all nations and to LGBT men and women. In each paragraph, Hilary Clinton acts as a real leader and gives special directions. The point of that is to show that everyone has a particular role to play in this fight. None the less, I find it regrettable that she seems to reduce the implication of the LGBT population. In the last paragraph of her probatio, Hilary Clinton tries to comfort them with people around the globe are working hard to support you and to bring an end to the injustices and dangers you face. However it is unfortunate that she does not motivate them as she motivated the other parts of the population. Because of that, the LGBT must feel considered as powerless although it is mainly their fight, even if they need help from the others. Finally the conclusion (or peroratio) is one of the most important parts of a rhetorical speech. It is the occasion to sum up the arguments and request the audience to do something. As it is the crescendo of the speech, the way of speaking must be more dramatic. Hilary Clinton does not respect totally this aspect of the peroratio. One the one hand, she asks the audience for acting in favor of Human Rights and do not stay immobile. Plus, the fact that she employs us during the latest sentences highlights that it is a collective fight, and that team spirit is required. But on the other hand, the explanation of the implementation of current policies disturbs the rest of her speech. She requests for fight but also explains that a lot of policies adopted, as the situation is almost fixed now. To my personal point of view, this part of the speech would be more effective on the narratio, just after the background history. She could express after it that a lot of progress should be necessary to a full achievement. Moreover, her way of speaking appears a little confusing. In fact, she is now using an exclusionary vision by repeating several time right side as if there existed a wrong side on this fight. This change of vision obscures her message and what she expects from the audience. Essay: Based on the description of the two leaders as persons and their leadership, what I have learned myself that I would like to bring with me in my following career as a potential leader?

Macro Environmental Forces Slept Analysis Marketing Essay

Macro Environmental Forces Slept Analysis Marketing Essay The financial crisis initiated four years ago has been the reason for purchasing cuts on all dispensable products. Bottled water has been perceived as one of them and, therefore, its consumption has slightly decreased (Mintel, 2012). Consumers are not keen any more to pay for unnecessary goods and services, especially, those which can be substituted for other alternatives, for instance, the consumption of tap water in replace of bottled water. This could suggest that the issue has influenced the consumers mind by inciting them to drink tap water rather than to spend extra money on something which can be obtained for an extremely cheap price. Thus, the companies find themselves in a position where they need to reduce the price of their products in order to keep the business afloat. According to the newspaper reporter Smithers (2009) from the Guardian, the immediate impact of this credit crunch meant a declination of 9 % on number of bottles sold in the UK. http://www.guardian.co.uk/lifeandstyle/wordofmouth/2009/mar/23/bottled-water-sales-fall The companies have needed to find a reason which could motivate consumers to appreciate the benefits of bottled water and, hence, motivate them to purchase it as the economy has become an issue preventing its sales even though it is currently showing a slow improvement (The Guardian, 2012). http://www.guardian.co.uk/business/2012/oct/25/british-economy-recession LEGAL FACTORS Specification of components and labelling requirements Bottled water companies production in the UK is restricted by laws at European and national level which not only concern with the protection of consumers but also the protection of the environment (Bottled water information, no date). The Food standard legislation is one of those regulations and it defends the rights of the consumers from being mislead when purchasing a food product (Food Standards Agency, no date). As a result, bottled water producers are obliged to state the components of the water ensuring the customers awareness of them. The labels of their products must specify these constituents. However, the requirements and rules on the positioning and labelling are different depending on the water category: natural mineral water, bottled drinking water and spring water (Mendip District Council, 2010). http://www.mendip.gov.uk/CouncilService.asp?id=SX9452-A7808400 Natural mineral waters must come from a recognised underground source and can only be subject to very limited treatments.   Any water labelled spring water must come from an underground source and meet certain exploitation and labelling requirements but does not need to be from an officially recognised source.   Bottled drinking can come from any water source and has fewer labelling restrictions than the other two categories Department of Environment, Food and Rural Affairs (no date). The aim of this regulation is to stop the use of ozone-enriched air, in the case of the spring water, as disinfectant treatment and to ensure a better healthcare by reducing the toxic substances. The bottled water producers have to make sure to follow these rules before placing their products in the market place. Regulations to reduce environmental impacts Bottled water may be a serious impact on the environment and, for that reason; there are existing harsh rules which determine the way companies have to operate in order to maintain the impact to the lowest. Companies have to ensure they use the natural resources in a sustainable way (Bottled water information UK, no date) because the situation has come to a stage where their contribution in pollution is really significant. The production of plastic bottles and the transportation of water have actively affected the medium. Every year more than 3.5 billion pounds of PET plastic bottles come to be roadside litter, worthless material (Hays, no date, p:15)and another large quantity is burned liberating harmful pollutants into the atmosphere. Some companies have tried to improve their brand image by launching  initiatives with environmental words like plastic neutral and zero waste. However, campaigners still believe that generating and eliminate plastic bottles are catastrophic to the environment in any circumstance (Manchester Evening News, 2009). The Environmental Agency, the institution standing for the care of the environs, has dictated the Environmental Permitting Regulations 2010 which controls this liberation of contaminants into the air from large and multiple industrial operations (Environment Agency, no date). The bottled water producers are forced to find a way not to surpass these established limits as their infringement could lead to serious consequences. POLITICAL FACTORS This industry has constantly been affected by a succession of negative impacts as it has been seen previously. However, it has also taken advantage of opportunities which have been presented through positive factors. One of these opportunities is the health report given by the government which remarks the importance of drinking water, being hydrated .This health report is the new marketing strategy that the business needed in order to re-position itself in the market. Consumers commence to take more consideration for their health. Nonetheless, the main target that the government is intending to appeal is children as the obesity and other health issues are rapidly increasing in their sector (National Health Service Information Centre, 2012, p:24) .They want to influence them to follow a healthier lifestyle. http://www.ic.nhs.uk/webfiles/publications/003_Health_Lifestyles/OPAD12/Statistics_on_Obesity_Physical_Activity_and_Diet_England_2012.pdf The Health Protection Agency, a department which concerns with the health issues, wants to prevent and significantly reduce the morbidity and mortality arising from gastrointestinal disorders and other health effects, by ensuring that adequate measures are taken to improve access to safe and affordable water and adequate sanitation for all children Health Protection Agency (no date). This is a clear chance for the bottled water producers to stand and succeed generating a product which appeals to this particular target audience. Different sizes of bottles which can fit in their hands or in their launch box. Moreover, it has helped to create new advertising campaigns that promote and highlight the gains obtainable from bottled water, for example, Nestlà ©s pure life 2011 advertising campaign (YouTube, 2011). http://www.youtube.com/watch?v=oS5P9Y-ah3s SOCIAL FACTORS The bottled water industry has witnessed certain social aspects occurred in the outside world which have sometimes jeopardized its place in the beverage market. Nevertheless, some others factors have also become new doors for the business to expand. The conditions of tap water and its taste have caused a growth of tension among people. Consequently, consumers have started demanding something purer with nutrients and vitamins (McQueeney, 2012). It is then that the bottled water producers have realized the need of creating a product which suits the requests of this particular type of customer. They have understood their message by launching a range of bottled waters with different flavours widening, in this way, their choice (Jones, 2009). Volvic is clear example of one of those companies which has grasped this opportunity. http://www.beveragedaily.com/Markets/Flavour-and-function-triumph-in-bottled-water-market Another revolutionary social fact that changed the industry is the rise of body/health consciousness (NamNews, 2010). Society has become increasingly obsessed with their body shape to the point of being selective with the food and the drinks they consume. Food and drink production companies noticed that a place was being created for products low in calories which meant a new way to develop business (Public Relations Web, 2012). The bottled water market is one of the industries that considered that it was coming to be a sizeable and relevant market. Therefore, they strived to find a way to connect fitness with water (Forsyth, 2010). They created advertising campaigns where the characters (with great bodies) were involved in some kind of sport or activity. They were effective because people started to perceive water as indispensable for active life. However, there still was the need to portray that, to have the best of the bodies, the best water had to be consumed. That is exactly what Evian did. http://www.prweb.com/releases/food_additives_acidulants/fat_replacers_sweeteners/prweb10148697.htm http://www.bbc.co.uk/news/business-11813975 The French brand Evian recognised the growing, wider health and fitness trend and exploited it to the full by marketing their bottled water the ultimate health and wellness product Forsyth, H. (2010). Bottled water was now being included as part of the shopping list and its demand has rapidly increased as people live a more beneficial life (BBC Two, 2010). http://www.kamcity.com/namnews/asp/newsarticle.asp?newsid=41408 https://release.worc.ac.uk/watch.php?r=ZC72HMLN TECHNOLOGICAL FACTORS For any bottled water company, the expense to generate its products requires constant analysis at all levels. The extensive companies keep becoming stronger, coercing the suppliers to enhance quality and productivity but diminishing costs (Pall Corporation, 2006). This could be possible with the apparition of a new revolutionary way of production that could actually achieve that: The hollow fiber membrane technology. http://d2xjwcgentlu24.cloudfront.net/pdfs/Food-and-Beverage/Bottled_Water_App_Bulletin.pdf This innovation is based on the separation of both gassy and liquid elements. It has been demonstrated that the membranes work in water treatment. As a result, its development still proceeds. Nevertheless, there are few remaining problems that need to be solved (Stanford Research Institute International, no date). The European Commission (2010, p:9) also agrees with that. For that reason, it also emphasizes the relevance of this problem which makes it point of focus in its investigation. http://www.sri.com/work/projects/advanced-hollow-fiber-membrane-water-purification http://ec.europa.eu/research/environment/pdf/membrane-technologies.pdf MICRO-ENVIRONMENTAL FORCES The bottled water industry has faced some internal aspects occurring in its environment which have been harnessed appropriately in order to help the business boost its sales: competitive advantage within the soft drink market, convenience of bottled water, rise of focus on better healthcare, increase of eco-friendly interest ,etc (Mintel, 2012). COMPETITORS The successful outcome and behaviour of a company depend on the competition level in its market (Oxford University Press, 2007). Thus, companies must identify their relevant competitors in order to generate the most efficient marketing strategy to obtain profits and also help them become the leading company in their product category. The bottled water producers have made sure to achieve a developed competitive advantage which has helped them gain position (Mintel, 2012). For that reason, it is wrong to believe that tap water is the industry main competitor. Bottled water is currently occupying a high position in the market competing in the same level as soft drinks. It has maintained competitive prices by offering the minimum cost which has proved to be effective as it continues to be appealing to those customers seeking value for money (Mintel, 2012). The soft drink industry has struggled to sell its products due to the unfavourable publicity causing consumers to change their drink choices for healthier ones (Highbeam Business, 2012). This has meant a huge opportunity for the bottled water brands to gain popularity over their competitors. That is the reason why some big distributors of soft drinks, such as Coca-Cola and Pepsi, have realized the need to also get involved in the distribution of bottled water (i.e. Dasani, Aquafina) with the interest of expanding the business (McWilliams, 2010). However, some have succeeded in this purpose more than others. Today bottled water is the fastest-growing beverage category in the world (FiberWater, no date) despite their rivals try hard other strategies to recover their losses and regain market share. CUSTOMERS The number of consumers that see their lives as time-pressured grows every day (Mintel, 2012). According to this fact, convenience becomes an important factor influencing their decisions when purchasing a drink or a food product (Wales, 2009). That explains the growth of microwave dinners, drive-thru windows and online purchasing of groceries. However, there are other reasons that make bottled water convenient. When people buy it, what they are buying it is not the water so much as the bottle, what they are buying is the convenience of the package at that moment (Fisherman, 2010). If one finds himself in a situation where there is need of drinking water while being out (without availability of tap water), the first thing that would come to mind is to buy a bottle of water from the nearest store. In short, this suggests that what the industry is actually selling is the benefits of the product (portable, opportune at the needed time) which is what the customer wants, rather than produc t itself. The focus of the customers on convenience is good news for the industry as they gradually switch to the appropriateness of the beverage (Australasian bottled water institute, no date) with the extended variation of leisure activities, travelling and also the growth of life out home. http://www.bottledwater.org.au/scripts/cgiip.exe/WService=ASP0003/ccms.r?PageId=5002 SEGMENTATION, TARGETING POSITIONING The bottled water companies need to recognize and describe their potential markets. They need to break them down into different segments using demographic variables, psychographic variables and/or behavioural variables. Once this step is fulfilled, they have to evaluate the relevant segments and decide which ones to target. Finally, they design the product which meets the requirements of their targeted audience (Adcock et al., 2001). The market can possibly be divided by using different variables. However, the most relevant for the bottled water industry is probably the behavioural variables: non-users, light, moderate or heavy users (E-learn portal, 2012). For example, according to Euromonitor (2002) the bottled water consumption was heavy in Italy with an average of 155 litres per person a year while it was light in Finland with an average of 14 litres per person. http://www.elearnportal.com/courses/business/consumer-behavior/consumer-behavior-market-segmentation http://www.nationmaster.com/graph/foo_bot_wat_con-food-bottled-water-consumption EVIAN Evian is UK leading brand specialized in the distribution of bottled water (BBC, 2012). It is part of the product mix supplied by the French company Danone. http://www.bbc.co.uk/news/uk-scotland-scotland-business-19743806 The brand is generally aimed at heavy mineral water drinkers (Nielsen, 2009). However, on a detailed basis, Evian targets people of all ages; mums, babies, children, seniors and also people who carry an active lifestyle (Evian PET bottles), for example, students. Moreover, it also aims at restaurants, hotels and nightclubs as that explains the existence of Evian glass bottles (Evian, no date). A lot of people would say water does not offer too many opportunities. Nevertheless, Evian has achieved positioning its brand in the premium market by gaining from every parent concerned for the health of their newborns (Michael, 2012). Evian uses a unique brand communication which proves to be effective. It was clearly reflected on their advertising campaign under the slogan Live Young (Lab Brand, 2009). Brand Positioning on Emotional Benefits http://www.labbrand.com/brand-source/evian-strives-brand-differentiation-build-brand-equity EVIANS MARKETING MIX PRICE Evian wants the customers to distinguish their product as being a luxury from Mother Nature; consequently, they price it at the premium level (Fisher, 2012). This is due to the reliance they have developed over the years since the establishment of the brand. The price is what gives standard to their product line (Kapferer, 2008). The following image gives an idea of the average price of Evians product line in Tesco. Figure 1: Evian brand price at Tesco (My supermarket 2012). PLACE Evian clearly distributes its bottles through supermarkets, such as, Tesco, Asda, Waitrose, Ocado and Sainsburys (My supermarket, 2012). Similarly, they use some smaller retailers as their supply channel as it is a wider way to reach their customers. In some occasions, the brand may also be placed in vending machines as it can be seen in the picture below. http://t3.gstatic.com/images?q=tbn:ANd9GcRL-LKivJKsbaGbwI7qTyEq0EG-7BkObbtFCXPi_ykx8sFpS33eoQ Figure 2: Evian bottles in a vending machine (Source: Google, 2011). PRODUCT The brand offers ranges of bottles suited to each of their different target audiences. For example, the PET bottles for sports practitioners and the glass bottles for the restaurants. It is noticeable that the firm uses different materials to generate its bottles: plastic bottles, resistant to movement, and glass bottles, more delicate, sign of sophistication (Evian, no date). In addition, Evian offers its water in bottles of different sizes adapted to the convenience of the customer. http://www.evian.com/files/contents/38/bottles_PET_BE.png Figure3: Evian bottles in different sizes (Source: Evian, no date). PROMOTION It uses different ways to communicate its message to the target audience with the interest of creating a connection between them and the product. Some of the various effective techniques they utilize to make that possible are brand endorsement and advertising through different channels. In addition, the brand is sponsor of sport icons like Maria Sharapova (The drum, 2012). Figure 5: Evians billboard advert (Source: Google 2012). Figure 4: Evians brand endorsement (Source: AdWeek 2006).http://t3.gstatic.com/images?q=tbn:ANd9GcSwg1SFW7p_fwN4mSlHvY0Pdu9WHXFWizkyTgMIYXuRCfBouuoqCYvGtj1bSA http://t2.gstatic.com/images?q=tbn:ANd9GcQ9zwxjho_G7ARm8PA5qhZORnp-MylAVKZVyPCrw_cIxunvbXiKLw http://liamsmarketingandprblog.blogspot.co.uk/2012/11/analysis-and-swot-analysis-of-one-brand.html http://books.google.co.uk/books?id=8PoItiB7bicCpg=PA235lpg=PA235dq=evian-+premium+pricesource=blots=ewZc0xoEWBsig=_b3qj2975SIOafxq1j49xu89Ldghl=ensa=Xei=NO61UO_yLYiH0AW69YHoBgved=0CFkQ6AEwBg#v=onepageq=evian-%20premium%20pricef=false http://www.mysupermarket.co.uk/brands/evian_in_tesco.html http://www.mysupermarket.co.uk/#/tesco-price-comparison/mineral_water/evian_natural_still_mineral_water_2l.html http://www.google.co.uk/imgres?q=Evian+bottles+in+a+vending+machineum=1hl=ensa=Ntbo=dbiw=1366bih=653tbm=ischtbnid=Ut337L89YKN7rM:imgrefurl=http://vintage.johnnyjet.com/folder/archive/France-South-Nice-Aix-en-Provence-DiScala-Wedding-Chateau-Grimaldi-Best-Western-2011-7.htmldocid=Wxlz77d416FJLMimgurl=http://vintage.johnnyjet.com/photos-2011/Nice-France-June-2011-176.jpgw=640h=480ei=SOu5UJXeGcLF0QWAqIHIAwzoom=1iact=rcdur=399sig=113099667739855397104page=1tbnh=143tbnw=212start=0ndsp=23ved=1t:429,r:22,s:0,i:157tx=131ty=95 http://www.evian.com/en_GB/54-evian-PET-bottles James Blake is cool, but can he heat up? http://www.google.co.uk/imgres?q=evian+billboard+adsstart=185hl=ensa=Xtbo=dbiw=1366bih=653tbm=ischtbnid=Op4ec1VRnuLuXM:imgrefurl=http://www.artrick-playground.com/article/Evian-T-Shirts-Are-Back/3247/1024811docid=4RFzSZrgBnMPyMimgurl=http://www.artrick-playground.com/static/images/3247/Evian-T-Shirts-Are-Back_1024811_profile.jpgw=440h=330ei=XuO5UP2CGqrQ0QWln4GgBgzoom=1iact=hcvpx=1066vpy=301dur=485hovh=194hovw=259tx=147ty=66sig=113099667739855397104page=8tbnh=149tbnw=214ndsp=34ved=1t:429,r:78,s:100,i:58 http://www.thedrum.com/news/2012/06/28/evian-extends-sponsorship-deals-maria-sharapova-and-wimbledon

Maurice Agulhons The Republican Experiment :: essays research papers

Maurice Agulhon. The Republican Experiment, 1848-1852. London and New York: Cambridge University Press. 1983.Pp195.   Ã‚  Ã‚  Ã‚  Ã‚  This books main objective was to describe how France was in the process of becoming a democratic Republic. The book gave a full evolution and fulfillment that France made by the first four years of its first trial run at becoming a democratic Republic. The book gave in detail from start to finish how France finally prevailed during the 18707’s. The Republic was reborn when the Second Empire had made itself impossible: too aggressive for the alarmed Europe of the time and too authoritarian for an awakened society.   Ã‚  Ã‚  Ã‚  Ã‚   The Second Republic was not completely credited simply to the combination of government which held power during those four years. The powers were attributable to the Republic that tried to succeed from February to June 1848 and then survive from June 1848 to January 1849, and were above all due to the ideal Republic defined and desired between 1949 and 1851 by the only true republicans of all the time, those who were in opposition. The textbook as compared to the book chosen was alike in many aspects. Not only did the two books contain a lot of information but also the book compared very similarly with the classroom notes. Many of the ideas that were briefly discussed in class were given in much more detail in the book. The book information really did not differ in the views that were depicted in the textbook. Both sources were good detailed accounts of history during the republican era. The importance and purpose of this book was to give the audience or the reader complete and detailed accounts of the French Revolution. The author’s purpose was to tell from begging to end how the French went through many trials and failures before becoming a true form of democratic government. “However, the overall impact of these individual memories would not have been sufficiently strong had not literature evoked a collective memory. If the Republic was better know during the forties and able to win supporters from beyond the restricted circle of republican survivors and their immediate, this was the achievement of History.

A Prayer for Owen Meany Essay -- essays research papers

A Prayer for Owen Meany In literature of significant standing, no act of violence is perpetrated without reason. For a story to be legitimate in the area of fine literature violence cannot be used in a wanton manner. In John Irving’s modern classic, A Prayer for Owen Meany the audience is faced with multiple scenes of strong violence but violence is never used without reason. All of the violent acts depicted in the novel are totally necessary for the characters and the plot to develop. This plot-required violence can be seen in the novel’s first chapter when Owen accidentally kills John’s mother and in the novel’s last chapter when John relates Owen’s grotesque, while heroic, death to the audience. The violence that is shown in this novel is used in such a calculated manner that it leaves a great impression on the audience. In Chapter one, the narrator vividly relates his mother’s death to the audience, explaining the reasoning behind this amount of detail with the statement, â€Å"Your memory is a monster; you forget- it doesn’t.† The author meticulously records every sensory stimulus he received in the moments leading up to and following his mother’s death; demonstrating how this event dramatically altered the course of his young life. Another example of the detailed memory the narrator recounts in this portion of the novel is seen in the passage, â€Å"Later, I would remember everything. In revisiting the scene of my   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  &...

Makkah

Considered as perhaps one of the holiest cities in the whole world, Makkah or Mecca, is located in the historic Hejaz region of Saudi Arabia (Crone 231).   With a population of nearly two million (1,700,000 to be exact), this region is deeply revered by Muslims because it contains the Grand Mosque of Mecca.   From an etymological perspective, the word mecca means a location that is considered as the center of interest or a goal which religious adherents aspire for (Lapidus 43).   This is synonymous with the religious devotion that is associated with the area. One of the major events that occur in this area is the annual pilgrimage to Makkah which happens during the season of the Hajj.   This is very important for every Muslim since it is covered under the Five Pillars of Islam (Lapidus 43).   Given this relevance, every able bodied Muslim who has the means to must visit Mecca at least once in their lifetime.   This is a very strict rule (Lapidus 43).   During this time, nobody else is allowed to enter the holy city especially people belonging to other faiths. Historically, the Mecca has always been considered as one of the most important cities in the Arabian Peninsula (Crone 231).   Since the 6th century, it has always been the wealthiest of all the settlements in the area (Crone 231).   Due to the abundant water supply that it got from the Zamzam Well, Mecca soon grew in prosperity and became the site of the Kaaba, the holiest site in all of Islam (Crone 231).   Given this ideal location, it comes as no surprise then that this soon became one of the holiest areas in the world. The sacred mosque or the Al-Masjid al-Haram is the largest mosque in the entire world.   Its location in the city of Mecca is only appropriate given the fact that it surrounds what is the holiest place in the entire Islam, the Kaaba (Lapidus 43).   Also known as Haram or Haram Sharif, the mosque is capable of accommodating over four million (4,000,000) people during the great pilgrimage or the Hajj (Lapidus 43).   It covers a floor area of approximately three hundred and fifty-six thousand eight hundred (356,800) square meters. The Kaaba, is a large cubical shaped building that is currently surrounded by the Masjid al-Haram, which is the largest mosque in the world.   According to Islamic lore, the Kaaba was formerly the site where Abraham (Ibrahim) erected the Bait-ul-Allah (House of Allah) at the site of the well (Lapidus 43).   This was in turn supposedly created by Adam.   Currently, the Kaaba is the site for most of the religious practices of the Muslims.   During the Hajj, the Kaaba is the center of the ritual circumambulation that is practiced by Muslims.   It is also used during the Umrah or the lesser pilgrimage (Lapidus 43).   This is also the same direction that Muslims pray towards during prayer. The Well of Zamzam is located about twenty (20) meters away from the Kaaba (Hawting 47).   It was said that this was the site where the wife of the Prophet Ibrahim found water for her infant son (Hawting 44).   According to legend, the well was dug up by angel Jibril (Gabriel) who caused the spring to appear.   The name Zamzam comes from the phrase Zomà « Zomà « which literally means â€Å"stop flowing† in relation to the command that Hajar tried to issue to stop the spring water from flowing (Hawting 51).   This was also the site where tribes would frequent during their pilgrimage in order to settle disputes and settle debts as well as for other religious reasons (Hawting 47). Aside from the historical considerations, the religious ties that are connected to the holiest place in Islam, the Kaaba, make it the center of any Muslims faith.   The fact that the five pillars also require Muslims to visit this place makes it equally important for every Muslim to endeavor to visit this place at least once in their entire lifetime.   This is the reason why millions of Muslims make this pilgrimage every year. Works Cited: Crone, Patricia (1987). Meccan Trade and the Rise of Islam. Princeton University Press. Hawting, G. R. (1980). â€Å"The Disappearance and Rediscovery of Zamzam and the ‘Well of the Ka'ba'†. ‘Bulletin of the School of Oriental and African Studies, University of London 43 (1): 44-54. Lapidus, Ira M. (1988). A History of Islamic Societies. Cambridge University Press. ISBN 0 521 22552 5. Mecca IPA: /ˈmÉ›kÉ™/ or Makkah IPA: [ˈmà ¦kÉ™] (in full: Makkah Al-Mukarramah IPA: [(Arabic) mà ¦kË Ãƒ ¦(t) à ¦lmÊŠkarË‘amà ¦]; Arabic: Ù…ÙÆ'Ù‘Ø © Ø §Ã™â€žÃ™â€¦Ã™Æ'Ø ±Ã™â€¦Ã˜ ©Ã¢â‚¬Å½) is an Islamic holy city in Saudi Arabia's Makkah Province, in the historic Hejaz region. It has a population of 1,700,000 (2008 census). The city is located 73  kilometres (45  miles) inland from Jeddah, in a narrow valley, 277  metres (910  ft) above sea level. It is located 80  kilometres (50  miles) from the Red Sea. Historically, the city has also been called Becca[1][2]. The city is revered by Muslims for containing the holiest site of Islam, the Grand Mosque of Mecca. A pilgrimage to Mecca during the season of the Hajj is one of the Five Pillars of Islam, a sacred duty that is required of all able-bodied Muslims who can afford to go, at least once in their lifetime. People of other faiths are forbidden from entering the city. The English word mecca (uncapitalized), meaning â€Å"A place that is regarded as the center of an activity or interest† or â€Å"A goal to which adherents of a religious faith or practice fervently aspire.† [3] is borrowed from Mecca   

Labor Laws Essay

Short title, extent, commencement Definitions CHAPTER II – Apprentices and their Training 3. Qualifications for being engaged as an apprentice 3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades. 4. Contract of apprenticeship 5. Novation of contract of apprenticeship 6. Period of apprenticeship training 7. Termination of apprenticeship contract 8. Number of apprentices for a designated trade 9. Practical and basic training of apprentices 10. Related instruction of apprentices 11. Obligations of employers 1. The Act came into force on March 1, 1962 vide GSR 246, dated Feb. 12,1962 2. Published in Gazette of India, Pt. II, S. 1, dated December 30,1964. 3. Published in Gazette of India, Pt. II, S. 1, dated May 24, 1968 and came into force on August 15,1968. 4. Act 27 of 1973 came into force w. e. f. December 1, 1974 vide GSR 1293, dated November 1974 5. Act 41 of 1986 came into force w. e. f. December 16,1987 vide GSR 974(E), dated December 10, 1987 6. Act 4 of 1997 came into force w. e. f. January 8, 1997. 12. Obligations of apprentices 13. Payment to apprentices 14. Health, safety and welfare of apprentices. 15. Hours of work, overtime, leave and holidays 16. Employer’s liability for compensation for injury 17. Conduct and discipline 18. Apprentices are trainees and not workers 19. Records and returns 20. Settlement of disputes 21. Holding of test and grant of certificate and conclusion of training 22. Offer and acceptance of employment CHAPTER III – AUTHORITIES 23. Authorities 24. Constitution of Councils 25. Vacancies not to invalidate acts and proceedings 26. Apprenticeship Advisers 27. Deputy and Assistant Apprenticeship 28. Apprenticeship Advisers to be public servants 29. Powers of entry, inspection, etc. 30. Offences and penalties 31. Penalty where not specific penalty is provided 32. Offences by companies 33. Cognizance of offences 34. Delegation of powers 35. Construction of references 36. Protection of action taken in good faith 37. Power to make rule 38 (Repealed) THE SCHEDULE An Act to provide for the regulation and control of training of apprentices and for 7 [* * *] matters connected therewith. Be it enacted by Parliament in the Twelfth Year of the Republic of India as follows: Prefatory Note – The Act was introduced in the form of a bill on August 19,1961. For Statement of Objects and Reasons, see Gazette of India, Extra. , Part II, Section 2, dated August 19,1961. ________________________________________ 7. Omitted by Act 27 of 1973. CHAPTER – I PRELIMINARY 1. Short title, extent, commencement and application – (1) (2) (3) (4) 2. This Act may be called the Apprentices Act, 1961. It extends to the whole of India. [* * *]8 It shall come into force on such date as the Central Government may, by notification in the Official Gazette, appoint; and different dates may be appointed for different States. The provisions of this Act shall not apply to – (a) any area or to any industry in any area unless the Central Government by notification in the Official Gazette specifies that area or industry as an area or industry to which the said provisions shall apply with effect from such date as may be mentioned in the notification: 9 (b) [ * * *] 10 (c) [any such special apprenticeship scheme for imparting training to apprentices as any be notified by the Central Government in the Official Gazette]. Definition In this Act, unless the context otherwise requires,11 [(a) â€Å"All  India Council† means the All India Council of Technical Education established by the resolution of the Government of India in the former Ministry of Education No. F. 16-10/44-E-III, dated the 30th November, 1945;)] 12 [(aa)]†apprentice† means a person who is undergoing apprenticeship training 13[* * *] in pursuance of a contract of apprenticeship; ____________________________________________ 8. Omitted by Act 25 of 1968. 9. Omitted by Act 27 of 1973. 10. Subs. by Act 27 of 1973. 11. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 12. The original clause (a) renumbered as clause (aa) and a clause (a) inserted by Act 27 of 1973. 13. Omitted by Act 27 of 1973 14 [(aaa)†apprenticeship training† means a course of training in any industry or establishment undergone in pursuance of a contract of apprenticeship and under prescribed terms and conditions which may be different for different categories of apprentices;] (b) â€Å"Apprenticeship Adviser† means the Central Apprenticeship Adviser appointed under sub-section (1) of Section 26 or the State. Apprenticeship Adviser appointed under sub-section (2) of that section; (c) â€Å"Apprenticeship Council† means the Central Apprenticeship Council or the State Apprenticeship Council established under sub-section (1) of Section 24; (d) â€Å"appropriate Government† means (1) in relation to (a) the Central Apprenticeship Council, or 15 [(aa) the Regional Boards, or (aaa) the practical training of graduate or technician apprentices or of technician (vocational) apprentices, or;] (b) any establishment of any railway, major port, mine or oilfield, or (c)  any establishment owned, controlled or managed by (i). The Central Government or a department of Central Government, (ii) a company in which not less than fifty-one per cent of the share capital is held by the Central Government on partly by that Government and partly by one or more State Governments, (iii) a corporation (including a co-operative society) established by or under a Central Act which is owned, controlled or managed by the Central Government; (2) in relation to (a) a State Apprenticeship Council, or (b) any establishment other than an establishment specified in  sub-clause (1) of this clause, the State Government; 16 [(dd). â€Å"Board or State Council of Technical Education† means the Board or State Council of Technical Education established by the State Government;] (e) â€Å"designated trade† 17[means any trade or occupation or any subject field in engineering or technology [or any vocational course]18 which the Central Government, after consultation with the Central Apprenticeship Council, may, by notification in the Official Gazette, specify as a designated trade for the purposes of this Act; __________________________________________ 14. Ins. by Act 27 of 1973. 15. Ins. by Act 27 of 1973 and subs. by Act 41 of 1986, S. 2(w. e. f. 16-12-1987) 16. Ins. by Act 27 of 1973. 17. Subs. by Act 27 of 1973. 18. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987). (f) (g) (h) (i) 20 [(j) (k) (l) â€Å"employer† means any person who employs one or more other persons to do any work in an establishment for remuneration and includes any person entrusted with the supervision and control of employees in such establishment; â€Å"establishment† includes any place where any industry is carried on; 19[and where an establishment consists of different departments or have branches, whether situated in the same place or at different places, all such departments or branches shall be treated as part of the establishments]; â€Å"establishment in private sector† means an establishment which is not an establishment in public sector; â€Å"establishment in private sector† means an establishment which is not led or managed by (1) the Government or a department of the Government; (2) A Government company as defined in Section 617 of the  Companies Act, 1956 (1 of 1956); (3) a corporation (including a co-operative society) established by or under a Central, Provincial or State Act, which is owned, controlled or managed by the Government; (4) a local authority; â€Å"graduate or technician apprentice† means an apprentice who holds, or is undergoing training in order that he may hold a degree or diploma in engineering or technology or equivalent qualification granted by any institution recognised by the Government and undergoes apprenticeship training in any such subject field in engineering or technology as may be prescribed; â€Å"industry† means any industry or business in which any trade, occupation or subject field in engineering or technology [or any vocational course]21 may be specified as a designated trade;] â€Å"National Council† means the National Council for Training in Vocational Trades established by the resolution of the Government of India in the Ministry of Labour (Directorate General of Resettlement and Employment ) No. TR/E. P. – 24/56, dated the 21st August 1956 22[ and re-named as the National Council for Vocational Training by the resolution of the Government of India in the Ministry of Labour (Directorate  General of Employment and Training) No. DGET/12/21/80-TC, dated the 30th September, 1981;] _________________________________________ 19. Ins. by Act 4 of 1997 20. Subs. by Act 27 of 1973. 21. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 22. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) (m) 23 â€Å"prescribed† means prescribed by the rules made under this Act; [(mm)†Regional Board† means any board of Apprenticeship Training registered under the Societies Registration Act, 1860 (21 of 1860), at Bombay, Calcutta, Madras or Kanpur;] (n) â€Å"State† includes a Union Territory; (o) â€Å"State Council† means a State Council for Training in Vocational Trades established by the State Government; (p) â€Å"State Government† in relation to a Union Territory, means the Administrator thereof; 24 [(pp) â€Å"Technician (vocational) apprentice† means an apprentice who holds or is undergoing training in order that he may hold a certificate in vocational course involving two years of study after the completion of the secondary stage of school education recognised by the All-India Council and undergoes apprenticeship training in such subject field in any vocational course as may be prescribed; ] 25 [(q) â€Å"trade apprentice† means an apprentice who undergoes apprenticeship training in any such trade or occupation as may be prescribed;] 26 [(r) â€Å"worker† means any persons who is employed for wages in any kind of work and who gets his wages directly from the employer but shall not include an apprentice referred to in clause(aa). ] ________________________________________ 23. Ins. by Act 27 of 1973. 24. Ins. by Act 41 of 1986, S. 2 (w. e. f. 16-12-1987) 25. Ins. by Act 27 of 1973. 26. Ins. by Act 4 of 1997. CHAPTER – II APPRENTICES AND THEIR TRAINING 3. Qualifications for being engaged as an apprentice A person shall not be qualified for being engaged as an apprentice to undergo apprenticeship training in any designated trade, unless he(a) is not less than fourteen years of age, and (b) satisfies such standards of education and physical fitness as may be prescribed: Provided that different standards may be prescribed in relation to apprenticeship training in different designated trades 27[and for different categories of apprentices]. 28 [3-A. Reservation of training places for the Scheduled Castes and the Scheduled Tribes in designated trades – (1). (2) in every designated trade, training places shall be reserved by the employer for the Scheduled Castes and the Scheduled Tribes 29[ and where there is more than one designated trade in an establishment, such training places shall be reserved also on the basis of the total number of apprentices in all the designated trades in such establishment ]. the number of training places to be reserved for the Scheduled Castes and the Scheduled Tribes under sub-section (1) shall be such as may be prescribed, having regard to the population of the Scheduled Castes and the Scheduled Tribes in the State concerned. Explanation- In this section, the expressions â€Å"Scheduled Castes† and â€Å"Scheduled Tribes† shall have the meanings as in clauses (24) and (25) of Article 366 of the Constitution]. 30 [4. Contract of apprenticeship (1) No person shall be engaged as an apprentice to undergo apprenticeship training in a designated trade unless such person or, if he is minor, his guardian has entered into a contract of apprenticeship with the employer. (2) The apprenticeship training shall be deemed to have commenced on the date on which the contract of apprenticeship has been entered into under sub-section (1). _________________________________________ 27. Ins. by Act 27 of 1973. 28. Ins. by Act 27 0f 1973. 29. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 30. Subs. by Act 27 of 1973. (3) Every contract of apprenticeship may contain such terms and conditions as may be agreed to by the parties to the contract: Provided that no such term or condition shall be inconsistent with any provision of this Act or any rule made thereunder. (4) (5) (6) 5. Every contract of apprenticeship entered into under sub-section (1) shall be sent by the employer within such period as may be prescribed to the Apprenticeship Adviser for registration. The Apprenticeship Adviser shall not register a contract of apprenticeship unless he is satisfied that the person described as an apprentice in the contract is qualified under this Act for being engaged as an apprentice to  undergo apprenticeship training in the designated trade specified in the contract. Where the Central Government, after consulting the Central Apprenticeship Council, makes any rule varying the terms and conditions of apprenticeship training of any category of apprentices undergoing such training, then, the terms and conditions of every contract of apprenticeship relating to that category of apprentices and subsisting immediately before the making of such rule shall be deemed to have been modified accordingly. ] Novation of contracts of apprenticeship Where an employer with whom a contract of apprenticeship has been entered into, is for any reason unable to fulfil his obligations under the contract and with the approval of the Apprenticeship Adviser it is agreed between the employer, the apprentice or his guardian and any other employer that the apprentice shall be engaged as apprentice under the other employer for the un-expired portion of the period of apprenticeship training, the agreement, on registration with the Apprenticeship. Adviser, shall be deemed to be the contract of apprenticeship between the apprentice or his guardian and other employer, and on and from the date of such registration, the contract of apprenticeship with the first employer shall terminate and no obligation under the contract shall be enforceable at the instance of any party to the contract against the other party thereto. 6. Period of apprenticeship training – The period of apprenticeship training, which shall be specified in the contract of apprenticeship, shall be as follows(a) In the case of 31[trade apprentices] who, having undergone institutional training in a school or other institution recognised by the National Council, have passed the trade tests 32[or examinations] conducted by 33 [that Council or by an institution recognised by that Council], the period of apprenticeship training shall be such as may be determined by that Council; _______________________________________ 31. Subs. by Act 27 of 1973. 32. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 33. Subs. by Act 27 of 1973. 34. [(aa) in case of trade apprentices who, having undergone institutional training in a school or other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the official gazette specify in this behalf, have passed the trade tests 35[ or examinations] conducted by that Board or State Council or authority, the period of apprenticeship training shall be such as may be prescribed;] (b) in the case of other 36[trade apprentices], the period of apprenticeship training shall be such as may be prescribed; 37 [(c) in the case of graduate or technician apprentices, [technician (vocational) apprentices]38 and the period of apprenticeship training shall be such as may be prescribed. ] 7. Termination of apprenticeship contract (1) The contract of apprenticeship shall terminate on the expiry of the period of apprenticeship training. (2) Either party to a contract of apprenticeship may make an application to the Apprenticeship Adviser for the termination of the contract, and when such application is made, shall send by post a copy thereto to the other party to the contract. (3) After considering the contents of the application and the objections, if any, filed by the other party, the Apprenticeship Adviser may, by order in writing, terminate the contract, if he is satisfied that the parties to the contract or any of them have or has failed to carry out the terms and conditions of the contract and it is desirable in the interests of the parties or any of them to terminate the same: 39. [(4) Notwithstanding anything contained in any other provision of this Act, where a contract of apprenticeship has been terminated by the Apprenticeship Adviser before the expiry of the period of apprenticeship training and a new contract of apprenticeship is being entered into with a employer, the Apprenticeship Adviser may, if he satisfied that the contract of apprenticeship with the previous employer could not be completed because of any lapse on the part of the previous employer, permit the period of apprenticeship training already undergone by the apprentice with his previous employer to be included in the period of apprenticeship training to be undertaken with the new employer. ] ____________________________________________ 34. Ins. by Act 27 of 1973. 35. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 36. Subs. by Act 27 of 1973. 37. Ins. by Act 27 of 1973. 38. Ins. by Act 41 of 1986. 39. Ins. by Act 4 of 1997. (a) (b) 8. Provided that where a contract is terminatedfor failure on the part of the employer to carry out the terms and conditions of the contract, the employer shall pay to the apprentice such compensation as may prescribed; for such failure on the part of the apprentice, the apprentice or his guardian shall refund to the employer as cost of training such amount as may be determined by the Apprenticeship Adviser. Number of apprentices for a designated trade 40 [(1) the Central Government shall, after consulting the Central Apprenticeship Council, by order notified in the Official Gazette, determine for each designated trade the ratio or trade apprentices to workers other than unskilled workers in that trade: Provided that nothing contained in this sub-section shall be deemed to prevent any employer from engaging a number of trade apprentices in excess of the ratio determined under this sub-section. (2) 3) in determining the ratio under sub-section (1), the Central Government shall have regard to the facilities available for apprenticeship training under this Act in the designated trade concerned as well as to the facilities that may have to be made available by an employer for the training of graduate or technician apprentices [technician (vocational) apprentices]41, if any, in pursuance of any notice issued to him under sub-section (3-A) by the Central Apprenticeship Adviser or such other person as is referred to in that sub-section. the Apprenticeship Adviser may, by notice in writing, require an employer to engage such number of trade apprentices within the ratio determined by the Central Government for any designated trade in his establishment, to undergo apprenticeship training in that trade and the employer shall comply with such requisition: Provided, that in making any requisition under this sub-section, the Apprenticeship Adviser shall have regard to the facilities actually available in the establishment concerned. _______________________________________________________ 40. 41. Sub-Sections (1), (2), (3) and (3-A), subs. by Act 27 of 1973 Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 42 [Provided further that the Apprenticeship Adviser may, on  a representation made to him by an employer and keeping in view the more realistic employment potential, training facilities and other relevant factors, permit him to engage such a number of apprentices for a designated trade as is lesser than a number arrived at by the ratio for that trade, not being lesser than twenty per cent of the number so arrived at, subject to the condition that the employer shall engage apprentices in other trades in excess in number equivalent to such shortfall. ] (3-A) the Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf shall, having regard to(i) the number of managerial persons (including technical and supervisory persons) employed in a designated trade; (ii) the number of management trainees engaged in the establishment; (iii) The totality of the training facilities available in a designated trade; and (iv)  such other factors as he may consider fit in the circumstances of the case, by notice in writing, require an employer to impart training to such number of graduate or technician apprentices [technician (vocational) apprentices]43, in such trade in his establishment as may be specified in such notice and the employer shall comply with such requisition. Explanation – In this sub-section the expression â€Å"management trainee† means a person who is engaged by an employer for undergoing a course of training in the establishment of the employer ( not being apprenticeship training under this Act) subject to the condition that on successful completion of such training, such person shall be employed by the employer on a regular basis. ] (4) Several employers may join together for the purpose of providing practical training to the apprentices under them by moving them between their respective establishments. (5) Where, having regard to the public interest, a number of apprentices in excess of the ratio determined by the Central Government 44[ or in excess of the number specified in a notice issued under sub-section (3-A)] should, in the opinion of the appropriate Government be trained, the appropriate Government may require employers to train the additional number of apprentices. (6) Every employer to whom such requisition as aforesaid is made, shall comply with the requisition if the Government concerned makes available such additional facilities and such additional financial assistance as are considered necessary by the Apprenticeship Adviser for the training of the additional number of apprentices. __________________________________________ 42. Ins. by Act 4 of 1997. 43. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 44. Ins. by Act 27 of 1973. (7) 9. Any employer not satisfied with the decision of the Apprenticeship Adviser under sub-section (6), may make a reference to the Central Apprenticeship Council and such reference shall be decided by a Committee thereof appointed by that Council for the purpose and the decision of that Committee shall be final. Practical and basic training of apprentices(1) Every employer shall make suitable arrangements in his workshop for imparting a course of practical training to every apprentice engaged by him in accordance with the programme approved by the Apprenticeship Adviser. 45. [(2) The Central Apprenticeship Adviser or any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall be given all reasonable facilities for access to each such apprentice with a view to test his work and to ensure that the practical training is being imparted in accordance with the approved programme: Provided that 46[the State Apprenticeship Adviser or any other person not below the rank of an Apprenticeship Adviser authorised by the State Apprenticeship Adviser in writing in this behalf] shall also be given such facilities in respect of apprentices undergoing training in establishments in relation to which the appropriate Government is the State Government. 47. [(3) Such of the trade apprentices as have got undergone institutional training in a school or other institution recognised by the National Council or any other institution affiliated to or recognised by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, shall, before admission in the workshop for practical training, undergo a course of basic training. ] (3) Where an employer employs in his establishment five hundred or more workers, the basic training shall be imparted to 48[the trade apprentices] either in separate parts of the workshop building or in a separate building which shall be set up by the employer himself, but the appropriate Government may grant loans to the employer on easy terms and repayable by easy installments to meet the cost of the land, construction and equipment for such separate building. __________________________________________ 45. Subs. by Act 27 of 1973. 46. Subs. by Act 27 of 1973. 47. Subs. by Act 27 of 1973. 48. Ins. by Act 27 of 1973. 49. [(4-A)Notwithstanding anything contained in sub-section (4), if the number of apprentices to be trained at any time in any establishment in which five hundred or more workers are employed, is less than twelve the employer in relation to such establishment may depute all or any of such apprentices to any Basic Training Centre or Industrial Training Institute for basic training in any designated trade, in either case, run by the Government. (4-B). Where an employer deputes any apprentice under sub-section (4-A), such employer shall pay to the Government the expenses incurred by the Government on such training, at such rate as may be specified by the Central Government . ] (5) Where an employer employs in his establishment less than five hundred workers, the basic training shall be imparted to 50[the trade apprentices] in training institutes set by the Government. (6). In any such training institute, which shall be located within the premises of the most suitable establishment in the locality or at any other convenient place 51[ the trade apprentices]engaged by two or more employers may be imparted basic training. 52 (7) [In case of an apprentice other than a graduate or technician apprentice, [technician (vocational) apprentice]53 the syllabus of], and the equipment to be utilised for, practical training including basic training shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. 54 (7-A) In case of graduate or technician apprentices [technician (vocational) apprentices]55 the programme of apprenticeship training and the  facilities required for such training in any subject field in engineering or technology [or vocational course]56 shall be such as may be approved by the Central Government in consultation with the Central Apprenticeship Council. ] (8) (a) Recurring costs (including the cost of stipends) incurred by an employer in connection with 57[basic training]. 58, imparted to trade apprentices other than those referred to in clauses (a) and (aa) ] of Section 6 shall be borne(i) If such employer employs 59[two hundred and fifty] workers or more, by the employer; (ii) If such employer employs less than 60[two hundred and fifty] workers, by the employer and the Government in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone; and _______________________________________ 49. Ins. by Act 27 of 1973. 50. Subs. by Act 27 of 1973. 51. Subs. by Act 27 of 1973. 52. Subs. by Act 27 of 1973. 53. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 54. Ins. by Act 27 of 1973. 55. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987) 56. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 57. Subs. by Act 27 of 1973. 58. Subs. by Act 4 of 1997. 59. Subs. by Act 4 of 1997. 60. Subs. by Act 4 of 1997. (b) recurring costs (including the cost of stipends), if any, incurred by an employer in connection with 61[practical training, including basic training, imparted to trade apprentices referred to in clauses (a) and (aa)] of Section 6 shall, in every case, be borne by the employer. 62. [(c) recurring costs (excluding the cost of stipends) incurred by an employer in connection with the practical training imparted to graduate or technician apprentices [technician (vocational) apprentices]63 shall be borne by the employer and the cost of stipends shall be borne by the Central Government and the employer in equal shares up to such limit as may be laid down by the Central Government and beyond that limit, by the employer alone. ] 10. Related instruction of apprentices(1) 64 [A trade apprentice] who is undergoing practical training in an establishment shall, during the period of practical training, be given a course of related instruction ( which shall be appropriate to the trade) approved by the Central Government in consultation with the Central Apprenticeship Council, with a view to giving 65[the trade apprentice] such theoretical knowledge as he needs in order to become fully qualified as a skilled craftsman. (2) Related instruction shall be imparted at the cost of the appropriate Government but the employer shall, when so required, afford all facilities for imparting such instruction. (3) Any time spend by 66[a trade apprentice] in attending classes on related instruction shall be treated as part of his paid period of work. 67 [(4). In case of trade apprentices who, after having undergone a course of institutional training, have passed the trade tests conducted by the National Council or have passed the trade tests and examinations conducted by a Board or State Council of Technical Education or any other authority which the Central Government may, by notification in the Official Gazette, specify in this behalf, the related instruction may be given on such reduced or modified scale as may be prescribed. (5). Where any person has, during his course in technical institution, become a graduate or technician apprentice, 68[technician (vocational) apprentice] and during his apprenticeship training he has to receive related instruction, then, the employer shall release such person from practical training to receive the related instruction in such institution, for such period as may be specified by the Central Apprenticeship Adviser or by any other person not below the rank of an Assistant Apprenticeship Adviser authorised by the Central Apprenticeship Adviser in writing in this behalf. ] _________________________________________ 61. Sub. by Act 27 of 1973. 62. Ins. by Act 27 of 1973. 63. Ins. by Act 41 of 1986 ( w. e. f. 16-12-1987) 64. Subs. by Act 27 of 1973. 65. Subs. by Act 27 of 1973. 66. Subs. by Act 27 of 1973. 67. Ins. by Act 27 of 1973. 68. Ins. by Act 41 of 1986 (w. e. f. 16-12-1987). 11. Obligation of employers Without prejudice to the other provisions of this Act, every employer shall have the following obligations in relation to an apprentice, namely(a) to provide the apprentice with the training in his trade in accordance with the provisions of this Act, and the rules made thereunder; (b)  if the employer is not himself qualified in the trade, to ensure that a person 69[who possesses the prescribed qualifications] is placed in charge of the training of the apprentice; [ * * *]70 71 [(bb) to provide adequate instructional staff, possessing such qualifications as may be prescribed, for imparting practical and theoretical training and facilities for trade test of apprentices; and ] (c) to carry out his obligations under the contract of apprenticeship. 12. Obligations of apprentices72 74 [(1) 73 [Every trade apprentice] undergoing apprenticeship training shall have the following obligations, namely:(a) to learn his trade conscientiously and diligently and endeavour to qualify himself as a skilled craftsman before the expiry of the period of training; (b)  to attend practical and instructional classes regularly; (c) to carry out all lawful orders of his employer and superiors in the establishments; and (d) to carry out his obligations under the contract of apprenticeship. [(2) Every graduate or technician apprentice [technician (vocational) apprentice]75 undergoing apprenticeship training shall have the following obligations namely:(a) to learn his subject field in engineering or technology [or vocational course]76 conscientiously and diligently at his place of training; (b) to attend the practical and instructional classes regularly; (c) to carry out all lawful orders of his employers and superiors in the establis.