Epidemiology of Homeless - 1613 Words

Epidemiology of Homeless/Indigent People with Mental Illness Vulnerable populations are defined in many ways. Variables of the definition are dependent on the author, their current location and how they believe that they may assist this population. Vulnerability as defined in a healthcare setting are those with a greater than average risk of developing health problems by virtue of their marginalized sociocultural status, their limited access to economic resources, or personal characteristics such as age and gender (DeChesnay Anderson, 2008). Vulnerable populations in Jacksonville, North Carolina, are the homeless and indigent veterans with mental illness. Jacksonville, North Carolina, is a military town with three military bases in the†¦show more content†¦There are many reasons for homeless and mentally ill person to be in the predicament that they are now facing. The incidents have been studied but the co-occurrence of homeless, mental illness, and substance abuse seem to have longitudinal results. Therefore, concluding that there is no direct conclusion that one is needed for the other to occur. Some reason for such include but are not limited too, financial set backs, loss of family support, severity of preexisting symptoms, prior stay in institutions such as, hospital or jails and traumatic events. In this area increasing incidents can be contributed to the military presence. The area is a very transient area because of the military and thriving economy. The majority of the homeless individuals with mental illness in the area have had prior military service. Discharges range from dishonorable to medical reasons. Medical being the most frequent cause of discharge. Medical consisting of area from person unable to adjust to the military, anger issues, traumatic events affecting reasoning such as traumatic brain injuries or post traumatic stress disorder. These individuals are usually at a disadvantage of finding care of have troubling accessing care. Males are not the only individuals who are affect with ho melessness. Woman also account for about 5% of the homeless rate of 20-25% in the area. Woman also have served inShow MoreRelatedEpidemiology, Tuberculosis, and the Homeless Population2612 Words   |  11 PagesEpidemiology, Tuberculosis, and the Homeless Population Rebecca J Buck NUR 408 July 29, 2013 Felita Patterson Epidemiology, Tuberculosis, and the Homeless Population Among many misconceptions, tuberculosis is not a disease of the past. Tuberculosis remains a public health issue. It is estimated that one-third of the total world population is infected by tuberculosis (TB). The American lung association (2013) states, in 2011 alone there were nearly 9,000,000 new diagnosed cases of tuberculosisRead MoreEpidemiology1298 Words   |  6 Pagesï » ¿ Epidemiology Paper Roshanda Dixon Grand Canyon University: NRS-427V March 27, 2015 Abstract According to the reading epidemiology is the study of the distribution and determinants of the health related stated or events (WHO, 2013). The purpose of this study is to gain control of the disease and other major health issues. Tuberculosis is one of the most largest nationwide diseases that are spread throughout the continent. The description of the disease along with how it’s spreadRead MorePersonal Statement : Health And Wellness976 Words   |  4 Pagespossible rather than treating individuals on a case-by-case basis. Once I was able to answer that question, It became abundantly apparent that Public Health was the field I needed to pursue. 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This paper focuses on the homeless population of allRead MoreEssay on Programmatic Assessment-Epidemiology Nur/4081979 Words   |  8 PagesProgrammatic Assessment-Epidemiology NUR/408 May 23rd, 2013 Programmatic Assessment-Epidemiology This document will discuss the relevancy of the population chosen and the disease of interest. The vulnerable population that was chosen is the homeless. The disease related to this population is HIV/AIDS. It will define and describe epidemiology regarding HIV/AIDS and the steps and methods used. This document will also define the Epidemiological Triangle and the different types of epidemiology. 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Research will show that American veterans are an overrepresented population among the homeless in the U.S. A homeless veteran is an individual who lives on the streets, in abandoned buildings, vehicles, encampments, shelters, or transitional housing (Veterans Today, 2013). As a matter of fact, homeless veterans do not have a permanent residence under their control. Homelessness in general includes thoseRead MoreThemes Of Homelessness992 Words   |  4 Pagesnote a significant trauma that is either the cause of their homelessness seen as in the case of Mellissa’s Story as she â€Å"left home because of sexual abuse at the age of 15† or ongoing trauma that is creating problems for them during their time being homeless articulated in the case of Lauren â€Å" He would bash me in front of his mates. He was a speed (amphetamines) user, and I began injecting too†. Discussion Homelessness is a difficult process which affects many people across a diverse background, theRead MoreEssay about The United States Homeless Population879 Words   |  4 PagesIntroduction In the United States the homeless population continues to grow rapidly. Homelessness has been a public health issue for many decades. Often times these individuals feel as though society has turned a blind eye to them. This at risk population is seen by society as lazy or chose to live a life on the streets, but if one would examine this population closely would see that there is more to this at risk population than what society has labeled them as. The forces, which affect homelessnessRead MoreThe Tuberculosis Epidemiology Of Louisiana Essay1148 Words   |  5 PagesThe Tuberculosis Epidemiology of Louisiana Tuberculosis (TB) is brought on by a bacterium called Mycobacterium tuberculosis. The microorganisms more often than not assault the lungs, however TB microbes can assault any part of the body, for example, the kidney, spine, and mind. Not everybody infected with TB microbes gets to be sick. Therefore, two TB-related conditions exist: latent TB infection (LTBI) and TB infection. If not treated legitimately, TB can be deadly (CDC, 2016). TB microbes are

Exercise Machine And Weight Loss - 823 Words

As far as did all the people using the machine lose 10 pounds, I particularly don t believe that all did and it s very doubtful that all the participants accomplished this goal. Many individuals lose weight in different methods and at different times by incorporating many varying options. I’m not saying it s not possible to lose an average of 10 pounds on an exercise machine, but from the information given, it s hard to picture the individuals in this study of losing an average of 10 pounds, with having limited information and details. I would need more pertinent information and data. In order for me to believe that all participants using the exercise machine resulted in an average 10-pound weight loss, I would need to see additional information relating to all participants prior weight before the study and the average pounds lost per each participant. Sometimes seeing is believing. In most cases we would need to witness this ourselves and make sure other factors arenâ€⠄¢t tied into the weight loss mechanics. In my opinion, there are a lot of essential elements and information lacking from this study. Therefore, we are not able to make accurate inferences from the information given. However, if we were to attain additional information it would help build an effective picture. With the distorted information here, we cannot build a fair hypothesis. Additionally, we don t necessarily have enough sufficient evidence to build a credible assumption. Hypothesis test isShow MoreRelatedEssay On Best Home Gym Equipment1447 Words   |  6 Pageshome gym equipment for weight loss and have a very good effect on the muscles and internal organs. This Best equipment will improve the circulatory system and general health of the body. Our Fitness mojo team will help you to get the best one for you. Best home gym equipment for weight loss (-- removed HTML --) (-- removed HTML --) Best Home Gym Equipment For Weight Loss 1. Best Pull Up Bar Reviews: Pull up bar is one of the Best home gym equipment for weight loss. This best pull up barRead MoreFive Body Weight Exercises For Success1219 Words   |  5 PagesFive Body Weight Exercises For Success By Dale NM Bateman | Submitted On April 23, 2012 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest Expert Author Dale NM Bateman As you know by now, I am a firm believer in body weightRead MoreObesity: One of the Biggest Problems of Humanity Essay860 Words   |  4 PagesObesity is when one has too much body fat, and is unable either by genetic or environmental factors to control it. This problem has become more frequent as the society of today is all about consumption, fast food, calories and lack of exercise, as a simple machine is able to do everything one is too lazy to do. This is a problem because worldwide obesity has nearly doubled since 1980 and obesity is the fifth leading risk of global deaths. As a whole, approximately 2.8 million people die per yearRead MoreModerately Easy Things Youll Need Introduction Strength training can promote weight loss without700 Words   |  3 PagesNeed Introduction Strength training can promote weight loss without buffing your up. Thinkstock/Stockbyte/Getty Images If excess fat in your arms is bothering you, maybe its time you stop focusing so much on them. Super exercising your arms in an effort to slim them down doesnt work. To reduce arm flab, you must focus on reducing total body fat. (See Reference 1, p. 15) You can accomplish this by eating a healthy diet and doing regular exercise. The latter should include resistance training toRead MoreHealthy Diet and Regular Exercise can Improve your Physical Fitness757 Words   |  4 Pagesgetting fit can help you maintain a healthy weight, prevent injuries, boost your mental wellness, and reduce your risk of serious diseases, such as osteoporosis, certain cancers, and high blood pressure. In addition to eating healthy, getting fit requires regular exercise. This doesnt have to mean living in the gym and doing hours upon hours of exercise. With some clever scheduling, exercise can become part of your regular routine. Step 1 Reduce your weight at a rate of 1 to 2 pounds a week, if youreRead MoreExercise and Diet Needed to Lose Weight Essay713 Words   |  3 PagesLosing weight comes down to burning more calories than your body uses on a daily basis. This caloric deficit can be accumulated through dieting and exercising. 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Job Satisfaction Among The Faculty Members Education Essay Free Essays

It is difficult fact that the quality of instruction in any state depends upon the quality of the instructors. A high quality learning staff is the basis of a successful educational system. Attracting and retaining high quality instructors is a primary necessity for instruction in any state. We will write a custom essay sample on Job Satisfaction Among The Faculty Members Education Essay or any similar topic only for you Order Now One measure in developing a high quality module is to understand the factors associated with learning quality and keeping. One of these factors is occupation satisfaction, which has been studied widely by organisational research workers and has been linked to organisational committedness every bit good as to organisational public presentation. Job satisfaction is a complex variable and is influenced by situational factors of the occupation every bit good as the dispositional features of the person. It clearly shows that there are figure of factors which affect occupation satisfaction of module members. Though tonss of surveies has been done on the subject occupation satisfaction but still some work demand to be done, which is completed by this paper. The chief purpose of this paper is as to roll up all the factors impacting occupation satisfaction under one umbrella. This paper helps research bookmans to place some more factors which affect or may impact occupation satisfaction. Cardinal words: Job satisfaction, Recognition and Appreciation, Physical environment, Opportunities for publicity, Leadership manner. Introduction Job Satisfaction comprises of two words â€Å" Job † and â€Å" Satisfaction † .A Before we define the phrase, it is of import to understand the word â€Å" satisfaction † . Satisfaction is defined as the fulfilment or satisfaction of a desire, demand, or appetite. Gratification is a province of being gratified or satisfied. Therefore, one can reason that â€Å" satisfaction † is an internal feeling and no sum of external pleasances or amenitiess can fulfill you unless you want â€Å" to experience † satisfied.A The term ‘Job Satisfaction ‘ , nevertheless, deficiencies adequate definition ( Herzberg et al. 1957 ) every bit good as a satisfactory theory about its significance. The difference in a wide spectrum of positions seems to be caused foremost by the assorted nature of occupations that persons perform ; secondly the effort to gestate occupation satisfaction in a assortment of ways by different subjects like Psychology, Sociology, Education and Management, etc. , and eventually, the assortment of methods employed by assorted research workers to analyze occupation satisfaction. In simple footings, the realisation of workers ‘ physical and psychological outlooks constitutes occupation satisfaction. An single joins an organisation with certain outlooks and when these outlooks come true the single becomes pleased with his/ her organisation and his/her occupation, and this increases his/her efficiency and public presentation ( Nelson A ; Quick, 1995 ) . However, when these outlooks do non run into with work conditions, occupation satisfaction does non happen, and as a consequence ; the worker loses public presentation and efficiency and might even undermine the occupation or discontinue it. It is of import to forestall workers from experiencing disappointed and maximise their efficiency and public presentation by placing and modulating the factors that affect occupation satisfaction ( Noe, et Al. 1997 ) . Job satisfaction or dissatisfaction is the consequence of assorted attitudes, the individual holds towards his occupation, towards the related factors and towards life in general. Job satisfaction is reflected in the attitudes people hold towards their occupations, positive attitude towards the occupation connote satisfaction with it and negative attitudes towards it connote dissatisfaction with it. Therefore occupation satisfaction is the terminal province in feeling, attach toing the attainment by an urge of its aim. Job satisfaction is related to human demands and their fulfilment through work. In fact, occupation satisfaction is generated by the person ‘s perceptual experience of how good his occupation on the whole is fulfilling his assorted demands. The demand for satisfaction and satisfaction is a uninterrupted procedure. Job satisfaction at a point of clip depends upon the workers aspiration degree and grade of dissatisfaction he gets from his occupation. If the work state of affairs fulfills the desires of the employees, it is to be expected that their attitude be given to be favourable. In bend defeat ensuing from such desires, tends to bring forth unfavourable attitudes and perchance by a kind of concatenation reaction, ill will, hapless occupation public presentation, attending jobs, high turnover and other unwanted side effects. Harmonizing to Kochan ( 1978 ) , Job Satisfaction is the whole matrix of occupation factors that make a individual like his work state of affairs and is willing to caput for it without antipathy at the beginning of his work twenty-four hours. This means that Job satisfaction includes two facets: Life and basking the occupation and Traveling to one ‘s occupation with caput erect and smilings. Therefore Job satisfaction is a combination of psychological, physiological and environmental fortunes that cause a individual truthfully to state, â€Å" I am satisfied with my occupation † . Thus occupation satisfaction is a favourableness with which employees views their work. Importance of Job Satisfaction Job satisfaction has been the centre of the concentration for research workers over three decennaries. The grounds for such concentration are manifolds: To the worker 1. Job satisfaction brings a enjoyable emotional province that can frequently leads to a positive work attitude. 2. A satisfied worker is more likely to be originative, flexible, advanced, and loyal. 3. A satisfied worker is more committed towards his organisation. 4. It improves their quality of life. 5. It improves their physical and mental wellness. For the organisation 1. It improves the quality of work. 2. It improves the measure of production. 3. It improves the good will of the organisation. 4. It reduces the enlisting and preparation cost. 5. It creates peaceable working environment. 6. It attracts good endowment from exterior. Therefore, it is really of import for the organisation ‘s to do all the attempts to do their employees satisfied otherwise effects can be really bad. Following header explain the effects of low occupation satisfaction. Effectss of low Job Satisfaction High Absenteeism Absenteeism means it is a accustomed form of absence from responsibility or duty. When the employees are non satisfied from their work or organisation so they often remain more absent, which indicates non proper use of organisational resources. It is non good for the organisation hereafter and success. High low low High Job satisfact ion Rate of turnover and absences A Bacillus Fig.no. 1 Curve demoing relationship between occupation satisfaction and rate of turnover and absenteeism. In the above diagram line AB shows inverse relationship between occupation satisfaction and rate of turnover and rate of absenteeism. As the occupation satisfaction is high the rates of both turnover and absenteeism is low and vise a versa. 2. High Employee turnover In human resource, Turnover refers to the rate at which an employer additions and losingss the staff. When the employees are non satisfied so they are more willing to discontinue the occupation and want to fall in another organisation. If the employer is said to be hold a high turnover rate of employees, so that company will hold shorter term of office than those of other companies. 3. It increases enlisting and preparation cost additions As employees leave organisation due to miss of occupation satisfaction so Human resource director has to enroll new employees which increases the enlisting and preparation outgo of the company. 4. Low Productiveness If the employee is non satisfied with his/her occupation so his/her productiveness lessenings and vice-versa. 5. Poor quality of work If the employee is non satisfied with his/her occupation so his/her productiveness decreases every bit good as he will non make bring forth merchandises of good quality. 6. It ruins the Goodwill of the organisation. Low satisfaction forces the employees to discontinue and fall in new occupation. It ruins organisations good will. 7. It ruins physical and mental wellness of people. Dissatisfaction with one time occupation may hold particularly volatile spillover effects on many other things such as household life, leisure activities etc. Many unsolved personality jobs and maladjustments originate out of individual inability to happen satisfaction in his work. Both scientific survey and insouciant observation provide ample grounds that occupation satisfaction is of import for the psychological accommodation and happy life of single. Factors impacting Job satisfaction As the clip changes the new factors impacting occupation Satisfaction are besides increasing at a high gait. Following are the factors which affect the occupation satisfaction of module members at changing grade. 1. Pay One of the most of import intents to make a occupation is to gain money because it is money merely through which needs, demands can be fulfilled. If one gets a fine-looking wage by which one can afford the life may do occupation satisfaction. But if the wage can non bear 1s expenditure so one can non be satisfied with the wage. Findingss from several surveies underline wage as one of the most of import factors act uponing one ‘s degree of occupation satisfaction. In a survey conducted by Herzberg ( 1959 ) , employees who are dissatisfied with their wage, is likely that they are besides dissatisfied with their work. Sometimes it has besides been found out that other occupation related factors are non satisfactory but wage is good, in these sort of state of affairss employees are willing to function the organisations merely because of good wage, which does n’t accommodate the profession of a instructor. 2. Appellation It means appellation like lector, Senior Lecturer, Asst Professor, etc. Designation besides affects occupation satisfaction. If one is holds a rank harmonizing to his/her making, experience so it gives them satisfaction and vice-versa. 3. Recognition A ; Appreciation It is human nature whatever we did we want shot for it, which gives us satisfaction. The same thing is applicable for instructors excessively. If they did some good work they want acknowledgment and grasp for the same. In a survey that was carried out in 23 Rumanian organisations, acknowledgment and grasp were found to be actuating factors responsible for increased effectivity of employees at work and their high degrees of occupation satisfaction ( Farhad Analoui, 1999 ) . When people are non recognized and appreciated they lose their willingness, involvement from work which reduces the quality of their work. Therefore, employees should be recognized and appreciated for their good work. 4. Opportunity for Promotion Promotion means the opportunities for promotion in hierarchy. Everyone wants to win and wants to travel upwards in his/her calling ladder. Employee perceptual experiences about chance for publicity are besides another determiner that influences occupation satisfaction. When chance for publicity is available than it gives satisfaction to the employees and vice-versa. One study found that a sensed deficiency of publicity chances was the strongest ground why federal employees left authorities service ( U.S. Merit Systems Protection Board 1987 ) . 5. Interpersonal Relationships Man is a societal animate being. She/he can non populate entirely they want company of others to pass clip, to bask life, to portion feelings. She/he wants good relationship with their supervisor, co-workers, colleagues and with everyone. Some surveies have shown that the better the relationship, between fellow workers and between workers and their immediate foreman, the greater the degree of occupation satisfaction ( Arne L. Kalleberg and Loscocco, 1983 ) . 6. Demographic Factors Surveies have shown that age, gender have of import effects on occupation satisfaction. a ) Age Age besides play an of import in impacting occupation satisfaction. In the earlier surveies conducted by Kalleberg and Loscocco, ( 1983 ) older workers were more satisfied than younger workers. But in present scenario it is seen that older employees are less satisfied in comparing to immature employees. It is because with the addition in the age and experience outlooks of senior module members are besides increasing. If they are non met it causes dissatisfaction. B ) Gender The bulk of surveies that focus on module satisfaction have explored the relationship between satisfaction and gender. Most of these surveies have found that male module members have higher degrees of overall occupation satisfaction than female module members, peculiarly in footings of benefits and salary received ( Bilimoria et al. , 2006 ; Callister, 2006 ; Hult et al. , 2005 ; Olsen et al. , 1995 ; Settles et al. , 2006 ; Tack A ; Patitu, 1992 ) . On the other manus, Ward and Sloane ( 2000 ) did non happen any important differences between male and female module members in overall degrees of occupation satisfaction. They did detect, nevertheless, that male module members had about three times the satisfaction degrees of female module members when it comes to promotion chances. Okpara et Al. ( 2005 ) and Oshagbemi ( 1997 ) found that female module members in higher academic ranks expressed more satisfaction with their occupations than their male equals. degree Celsius ) Marital Status and Children Marital position and kids can besides impact module satisfaction. The consequences of surveies that explore the relationship between matrimony and module occupation satisfaction have yielded assorted consequences. On the one manus, matrimony has been shown to increase satisfaction degrees for module members ( Cetin, 2006 ; Hagedorn, 2000 ; Leung, Siu, A ; Spector, 2000 ) . Yet, some surveies have shown that matrimony can hold a negative impact on module occupation satisfaction ( Aisenberg A ; Harrington, 1988 ; Bryson, Bryson, A ; Johnson, 1978 ) . Additionally, the presence of kids in the family has been found to impact occupation satisfaction. Carr and Ash ( 1998, p. 536 ) found that â€Å" adult females with kids published less, had slower self-perceived calling advancement, and were less satisfied with their callings than were work forces with kids. † 7. Engagement in determination devising The degree of satisfaction besides depends upon the sort of engagement in determination doing procedure of organisation. If determination devising procedure is participative so employees are satisfied and vice-versa. 8. Support in research work. A instructor can be successful merely when he carries both undertaking together i.e. Teaching to the pupils and his research work. He can non make his research work successfully until and unless support is given by the college. If support is available from the college so it gives satisfaction to him/her. Furthermore, his research work brings celebrity to the college besides. 9. Support in Teaching The hereafter of the state is in the custodies of instructor. If the proper clip for talk readying, clip to maintain update about the current personal businesss is non given to the instructors so they can non give fruitful talks, which at the same clip botch the clip of both instructor every bit good as pupils. This sort bringing of talks does non give them satisfaction. In order to give good talks proper clip should be given to the instructors which in return give them occupation satisfaction. Therefore, the organisations are required to supply sufficient burden to the instructors which helps them in keeping balance between different plants. 10. Support for higher surveies. So many module members want to travel for higher surveies while staying in the occupation. They can accomplish their dream merely when college supports them and motivates them. If support is available from college side it provides satisfaction to employees and vive-versa. 11. Equal Opportunities Working Environment Other factors that affect one ‘s degrees of occupation satisfaction appear to be related to ethical issues and single differences. Workers prefer an equal chances environment where they will be respected in footings of their race, faith, gender, educational background, physical disablement etc. An environment as such encourages workers to experience equal among them and contributes to occupation satisfaction ( Finchham A ; Rhodes, 1994 ) 12. Opportunity to Use One ‘s Abilities God bestowed everyone with some abilities. At the same clip everyone wants to utilize his/her ability. If one is non given the chance to utilize his/her ability than one can non acquire satisfaction out of his occupation because he is wholly working under the direction of others. In simple words, employees by and large need and wish occupations that make usage of their abilities. ( National Commission on the State and Local Public Service, 1993 ) 13. Physical Environment Physical environment covers substructure of the edifice, category suites, furniture and other inside, instructors room, lavatories, specially, female instructors lavatories, computing machine installations, telephone, facsimile, communicating and location of the College, transit installation, etc. Physical environment is straight linked with occupation satisfaction. If one ‘s get favourable physical environment he or she may be satisfied with the occupation. Opposite is true that unfavourable working environment creates dissatisfaction. 14. Academic making Academic making is the criterion of one ‘s academic background. Such making is asked for using any occupation. Geting occupation as per one ‘s academic making will fulfill him or her, on the other manus if some one ‘s occupation is inferior to his or her academic making brings dissatisfaction to him or her. So there is a direct relationship between occupation satisfaction and academic making. 15. Leadership manner The sort of leading manner the employee gets besides affects his satisfaction. Head instructors who adopt individualistic manners of leading, for illustration may be considered to exercise really small influence on the college. Bigotry of the caput instructor or torment in the name of supervising by the senior instructors many clip cause dissatisfaction. Participative manner of leading is the best which provides satisfaction to workers. 16. Handiness of foliages for go toing Seminars, Conferences and FDPs. In order to be successful in his/her academic calling one demand to go to figure of seminars, conferences, Faculty Development Programs, Workshops, etc. In order to go to it one needs to take leave from college. If leave is available to go to them than it gives satisfaction to the module members and vice-versa. 17. Policy and Administration The policy and disposal of college besides influence the satisfaction. If policies are just and every bit applicable to all so it gives satisfaction and vice-versa. At the same clip if disposal is active in taking action so it gives satisfaction and vice-versa. 18. Handiness of different sorts of leave In every organisation different sort of leave are available like insouciant leave, medical leave, survey leave, Maternity leave, etc. If there is transparence in the handiness of leave so it gives satisfaction to faculty members and vice-versa. 19. Work itself It includes the extent to which the occupation provides the person with interesting undertakings, chances for acquisition, and the opportunity to accept duty. If these things are available so it causes satisfaction and vice-versa. 20. Quality of pupils Another really of import factor which affects the satisfaction of instructors is the sort of pupils available for learning. If the pupils are really dull and do non inquire any cross inquiry that it creates dissatisfaction among the module members and if the pupils are of good I.Q and inquire good inquiries from instructors than it gives satisfaction among the instructors as good do the category interactive and interesting. 21. Feedback and its communicating If the feedback is given to the module members from clip to clip so it is easy for them to rectify it and do them better instructor and gives them satisfaction. Furthermore it is every bit of import how their feedback is communicated. If the feedback is positive so it must be appreciated in forepart of others and if it is negative it must be communicated personally so that the person should non experience humiliated. If it happens so the individual is non satisfied from his/her occupation. 22. Handiness of clip to rede the pupils. It is the moral responsibility of the instructors to supply full satisfaction to its pupils by assisting them and work outing their questions to the Fuller extent. If clip is non available to the instructors to work out the pupil ‘s questions due to talk burden or due to some other college duty so it causes dissatisfaction among them and botch their image excessively and vice-versa. 23. Working Hourss Today ‘s coevals before taking occupation gives equal focal point on working hours excessively. If on the job hours are excessively long than personal life disturbs which in return affect professional life excessively. The same thing is applicable in faculty members excessively. If on the job hours are excessively long than instructors do non hold the clip for their household every bit good as to fix following twenty-four hours talk which reduces their satisfaction degree. 24. Freedom to take methods of learning It means the chance to utilize ain methods of instructions. If instructors are bound to learn the pupils in a peculiar manner like through Projector, OHP, etc so they are non satisfied because everyone wants to utilize his/her ain method to learn the pupils and frailty versa. 25. Flexibility Today ‘s clip, demand and outlooks of people has alterations a batch. Now people want flexibleness in their working form. It means now instructors want when they have their scheduled talk they come to the college and deliver and leave every bit shortly as it gets over and after finishing their other work. If such sort of installation is available so it causes satisfaction to them and vice-versa. 26. Culture It is the civilization merely which distinguish the one organisation from other. It is besides fact that civilization of the organisation plays a really of import function in act uponing the occupation satisfaction of workers. Organizational civilization here it means college civilization. Organizational civilization is the societal gum that binds members of the organisation together. The relationship between superior and low-level, determination devising, deputation of authorization, types of leading, and bureaucratic power are portion of organisational civilization. Job satisfaction is related to these standards. If all these things are impersonal or positive so it gives satisfaction to employees or vice-versa. 27. Library installations In order to learn rich content a teacher demand to confer with good figure to books. The teacher satisfaction degree besides depends upon how much book installation is given to them from the college side. If instructors are given full freedom to entree any figure of books, diaries so their satisfaction degree will be higher and vice-versa. 28. Social position The sort the societal position your college will supply besides affects the satisfaction degree of instructors. If one is working in a really reputed college so his satisfaction will be higher in comparing to others. 29. Personal Life It has direct nexus with occupation satisfaction. If a individual is happy and satisfied in his personal life than he enjoys making his occupation excessively which gives his occupation satisfaction. 30. Transportation system installations If the transit installation is available to the instructors so it gives them satisfaction and frailty versa. 31. Job Security Job security means keeping a occupation that provides a safe hereafter. Everyone wants security of his/her occupation. If one is secure about his hereafter than it is easy for him/her to concentrate on his/her occupation good, which in return give them satisfaction. Ashford et al. , ( 1989 ) examined the impact of occupation insecurity on organizational committedness and occupation satisfaction and found that occupation insecurity is leads to cut down satisfaction and committedness. There is besides grounds were occupation insecurity reduces occupation public presentation ( Rosow A ; Zager, 1985 ) . Decision From the above informations it can be concluded that there are figure of factors which causes satisfaction and dissatisfaction to faculty members. But there is no standard factor which affect all at the same time. Their impact is changing from individual to individual. It happens that the factor which causes dissatisfaction to one may do satisfaction to other or does non impact him at all. At the same clip these factors are non limited. There can be more factors which open more avenues research. How to cite Job Satisfaction Among The Faculty Members Education Essay, Essay examples

Mindwalk International Relations Essay Example For Students

Mindwalk: International Relations Essay Mindwalk: International Relations Essay From the very beginning, I realized that Mindwalk was definitely not a film you could kick back, turn your brain off, and just enjoy. To be able to understand and grasp the meaning of the film, you first had to make sure that your brain was in full gear. The concept and idea the author is trying to get across just doesnt run to you. It requires concentration and an evaluation of the world around you. Even with this in mind, Im not even sure I came across with everything the film was trying to point out. The setting of a medieval island castle in Paris jumps out from the movie screen in the first few minutes. Also, the seemingly incredible contrast of the first two characters sets the mind into work already, wondering how these two personalities will carry the film. Still furthermore when Jack, the failed politician, and Thomas, a little-known poet, meet up with Sonya, a secluded scientist, the movie takes a deep inner-look at the world. As the three characters get to know one another, they begin to discuss (actually debate) various topics about the world around them. As they all begin to tell their side, it becomes clear why the author chose these characters. Each has a very separate, very unique view on the subject he is trying to get across: peoples perception of the world. As the day draws to a close, the three different viewpoints seem to slowly diverge into a common thought: People need to view the world as a whole, everything relying on each other, as nature and life, instead of a huge mechanical machine. As I mentioned above, I think everyone that watched the movie will come away from it with a different idea in mind. I believe that idea that you are left with has a great deal to do with the one that you started with, the way you saw the world before watching Mindwalk. Music and Movies .

Text Cases Problem free essay sample

16 to 30 150,000.00 0.94 9,000.00 31 to 45 75,000.00 0.80 15,000.00 46 to 60 45,000.00 0.65 15,750.00 61 to 75 15,000.00 0.50 7,500.00 Over 75 15,000.00 15,000.00 Total 51,750.00 15,000.00 a. Appropriate balance for AFDA is $ 51,750.00 (equals to Allowance Amount in the Aging Schedule) b. Presentation of Accounts Receivable in Balance Sheet: Accounts Receivable 735,000.00 Less: Allowance for Doubtful Accounts 51,750.00 Net, Accounts Receivable 683,250.00 c. Dollar Effect of Bad Debt Expense: AFDA, Beginning Balance 37,500.00 AFDA, Write-Off (15,000.00) AFDA, Movement 29,250.00 AFDA, Ending Balance 51,750.00 Dollar Effect of Bad Debt Expense is $ 29.250.00 (equals to movement amount of AFDA) Case 5-1: Question 1 Stern Corporation General Journal (in USD) Date Account Dr. Cr. 2010 Dec 31 Accounts Receivable 9,965,575.00 Sales 9,965,575.00 31 Cash 9,685,420.00 Accounts Receivable 9,685,420.00 31 Allowance for Doubtful Accounts 26,854.00 Accounts Receivable 26,854.00 31 Accounts Receivable 4,594.00 Allowance for Doubtful Accounts 4,594.00 31 Cash 2,108.00 Accounts Receivable 2,108.00 31 Cash 1,566.00 Accounts Receivable 1,566.00 31 Bad Debt Expense 29,886.00 Allowance for Doubtful Accounts 29,886.00 Case 5-1: Question 2 (in USD) Account Beginning Balance, 2010 Movement, 2010 Ending Balance, 2010 Cash 671,344.00 9,689,094.00 10,360,438.00 Accounts Receivable 988,257.00 254,221.00 1,242,478.00 Allowance for Doubtful Accounts 29,648.00 7,626.00 37,274.00 Sales 9,965,575.00 9,965,575.00 Bad Debt Expenses 29,886.00 29,886.00 a. Accounts Receivable balance as of Dec 31, 2010 is $ 1,242,478.00 b. Allowance for Doubtful Accounts balance as of Dec 31, 2010 is $ 37,274. We will write a custom essay sample on Text Cases Problem or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 00 Case 5-1: Question 3 1 Current Ratio Current Asset = 13,574,107.00 = 9.4915 Current Liabilities 1,430,132.00 Current Asset: Cash 10,360,438.00 Accounts Receivable 1,242,478.00 Allowance for Doubtful Accounts (37,274.00) U.S Treasury Securities 274,060.00 Inventories 1,734,405.00 Total Current Asset 13,574,107.00 2 Acid Test Ratio Current Monetary Asset = 11,839,702.00 = 8.2787 Current Liabilities 1,430,132.00 Current Monetary Asset: Cash 10,360,438.00 Accounts Receivable 1,242,478.00 Allowance for Doubtful Accounts (37,274.00) U.S Treasury Securities 274,060.00 Total Current Monetary Asset 11,839,702.00 3 Days Receivable Accounts Receivable = 1,242,478.00 = 45.5071 Days Sales / 365 27,302.95

Nestle Group Essays

Nestle Group Essays Nestle Group Essay Nestle Group Essay Management On Nestle International Ltd MGT: 141 Principal of management Prepared For: Afrins farid Assistant Professor Faculty, Business Administration Prepaid By: Km Iftakharul huq| 12310527| Nusrat jahan| 12310305| Estiaq hasan| 12310312| Israt sharmin| 12310217| Farzana sultana| 12310219| Rakib hasan| 12310532| University of Information Technology Science (UITS) Contents December, 12, 2012 To, Afrins farid Assistant Professor Faculty, Business Administration University Of Information Technology Science Subject: Submission of a report. Dear Madam, With due regards and respect we state that we are very thankful to you as you assigned us this report on ‘’Management in Nestle International Ltd’’. it is a great opportunity for us to acquire the theoretical practical knowledge about five functions of management in Nestle International Ltd which is a reputed multinational organization . we have tried our best to gather what we believe to be The most complete information available. Sincerely THE MANAGER 2. History Nestle the worlds largest food group, not only in terms of its sales but also in terms of its product range and its geographical presence: Nestle covers nearly every field of nutrition: infant formula, milk products, chocolate and confectionery, instant coffee, ice-cream, culinary products, frozen ready-made meals, mineral water etc. We are also a major producer of pet food. In most of these product groups and in most markets, Nestle is the leader or at least a strong number two. We are a very focused Company, with more than 94 percent of the sales coming from the food and beverage sector. Nestle is present around the globe, on all continents, with around 230,000 people working in more in an 84 countries with 466 factories and with sales representatives in at least another 70 countries. Many of our brand names are familiar to you: Nescafe, Nido, Maggi, Polo, Smartest, Milo, Perrier, Friskies, KitKat, Crunch†¦. Some of our products have broken records: 3,000 cups of Nescafe are consumed every second. and KitKat merited an entry in the Guinness Book of World Records as the worlds best-selling chocolate bar with 418 KitKat fingers eaten every second around the world! Nestle management provided their employees functionally with good environment, they also influences their employees various facilities like Healthy Salaries, increments. We are acquired more experience to research and analysis this report, that help us future job performance. We create this by Microsoft office 2007. Finally, we thanked those people who are help through valuable information of as. Also thanks our honorable Teacher Afrins farid for her guideline 2. 1Background of the Report: Management is a phenomenon. It is a very popular and widely used term. All organization are involved in management because it helps and directs the various efforts towards a definite purpose. We are student of BBA program, our principal of management Afrins Farid Assigned as to prepare a report on ’Management in Nestle International Ltd’’. We have made a survey for required information in Nestle official site in net. We have selected our topics as ’Management in Nestle International Ltd’’. We have prepared our report on December 07, 2012 which will be submitted by December 12, 2012. . 1. 2Objective: The report aims to provide information on suggest more valuable information a report on ‘Management on Nestle International Ltd’. The objective of Nestle is to gain more market share and become the global market leader in the Food and Nutrition industry. The company has to experience a hardship in order to sustain that position especially to stay ahead of Cadbur y. It is because that Cadbury is being acquired by Kraft food which is the world leader in the chocolate business. Nestles business objective, and that of management and employees at all levels, is to manufacture and market the Company’s products in such a way as to create value that can be sustained over the long term for shareholders, employees, consumers, business partners and the large number of national economies in which Nestle operates; 1. 2 Management. Objectives: The report aims to provide 3Primary employee motivated effected by the Nestle International Ltd though information on suggest more valuable information to how the 1. 2. 1Scope of the study: There is a certain boundary to cover this report. Our particular report only covers on how the ‘Management on Nestle International Ltd’. we mainly focus five function of business ; managerial skills. 1. 2. 2. Limitation of the study: We are lucky enough to get change to prepare a report on ‘Management on Nestle International Ltd’. We tried heart ; soul to purpose a well-informed a report. But unfortunates we faced some difficulties’ when preparing this report. We tried to overcome the difficulties. In spite of trying our level best some difficulties that hamper our schedule report work. The employee of regional office of Bangladesh was too busy of their work. For this, they did not sufficient time to fulfill our queries and some of them neglected us to support. 1. 2. 3. Difficulty in collecting data: Many employers of the organization were not well known about all information that we asked them. Many of them also hesitated to answer the questions. These things humped the information collection. 1. INTRODUCTION Nestle with headquarters in Vevey, Switzerland was founded in 1866 by Henri Nestle and is today the worlds leading nutrition, health and wellness  Company. Sales for 2007 were CHF 107. 6 ban, with a net profit of CHF  10. 6 bn. We employ around 276  050 people and have factories or operations in almost every country in the world. The Companys strategy is guided by several fundamental principles. Nestles existing products grow through innovation and renovation while maintaining a balance in geographic activities and product lines. Long-term potential is never sacrificed for short-term performance. The Companys priority is to bring the best and most relevant products to people, wherever they are, whatever their needs, throughout their lives. The Nestle Addresses navigation at the top of this page will give you access to Nestle offices and websites around the world. We demonstrate through our way of doing business in all the countries where we are present a deep understanding of the local nature of nutrition, health and wellness; we know that there is no one single product for everyone our products are tailored to suit tastes and habits wherever you are. 1. 1Nestle at a glance: Nestle S. A. Industry Food processing Founded Anglo-Swiss Condensed Milk Company (1866) Ferine Lactee Henri Nestle (1867) Nestle and Anglo-Swiss Condensed Milk Company (1905) Founder(s) Henri Nestle, Charles Page, George Page * Henri Nestle endowed his company with the symbol derived from his name. His family coat of arms, the nest with a mother bird * protecting her young, became the Companys logo and a symbol of the Companys care * and attitude to life-long nutrition. The Nestle nest represents the nourishment, security and sense of family that are so essential to life. * Headquarters Vevey, Switzerland * Area served Worldwide * Key people Peter Brabeck-Letmathe (Chairman) Paul Bulcke (CEO) * Products Baby food, coffee, dairy products, breakfast cereals, confectionery, bottled water, ice cream, pet foods) * Revenue CHF 83. 64  billion (2011) * Operating income CHF 12. 53  billion (2011) * Profit CHF 9. 487  billion (2011) * Total assets CHF 114. 09  billion (2011) * Total equity CHF 58. 27  billion (2011) * Employees 328,000 (2012) * Website www. nestle. com 1. 1. 2 KEY DATES 1866|   | Foundation of Anglo-Swiss Condensed Milk Co. | 1867|   | Henry Nestles Infant cereal developed| 1905|   | Nestle and Anglo Swiss Condensed Milk Co. new name after merger)| 1929|   | Merger with Peter, Cailler, Kohler Chocolats Suisses S. A. | 1934|   | Launch of Milo| 1938|   | Launch of Nescafe| 1947|   | Nestle Alimentana S. A. (New name after merger with Maggi)| 1948|   | Launch of Nestea and Nesquik| 1969|   | Vittel (initially equity interest only)| 1971|   | Merger with Ursina-Franck| 1973|   | Stouffer (with Lean Cuisine)| 1974|   | LOreal (associate)| 1977|   | Nestle S. A. (new company name)| |   | Alcon (2002: partial IPO)| | | | 1981|   | Galderma (joint venture with L’Oreal)| 1985|   | Carnation (with Coffee Mate and Friskies)| 986|   | Creation of Nestle Nespresso S. A. | 1988|   | Buitoni-Perugina, Rowntree (with Kit Kat)| 1990|   | Cereal Partners Worldwide (joint venture with General Mills)| 1991|   | Beverage Partners Worldwide (joint venture with Coca-Cola)| 1992|   | Perrier (with Poland Spring)| 1993|   | Creation of Nestle Sources Internationals (2002: Nestle Waters)| 1997|   | Creation of Nutrition Strategic Business Division (2006: Nestle Nutrition)| 1998|   | San Pellegrino and Spillers Pet foods| |   | Launch of Nestle Pure Life | 2000|   | Power Bar| 2001|   | Ralston Purina| 2002|   | Scholler and Chef America|   | Dairy Partners Americas (joint venture with Fonterra)|   |   | Laboratories inneov (joint venture with L’Oreal)| 2003|   | Move pick and Dreyers| 2005|   | Wagner, Proteika and Musashi| 2006|   | Acquisition of Uncle Toby’s and Jenny Craig. Creation of Foodservices Strategic Business Division|   |   | Lactalis Nestle Produits Frais (associate)| |   | Jenny Craig, Uncle Toby’s and Delta Ice Cream| 2007|   | Acquisition of Novartis Medical Nutrition, Gerber and Henniez. |   |   | Re-launch of Foodservices as Nestle Professional. |   |   | Partnership with luxury chocolate maker Pierre Marcolini. 1. 1. 3 Vision Beyond sound nutrition, the future of foods will increasingly be driven by science. Nestle scientists are looking ahead to the foods of the future. Nestle  RD  is translating nutrition and food science in two ways: * From consumer needs into research priorities * From emerging science into consumer benefits, and services. The vision of Nestle  RD  is long term. 1. 1. 4 Mission At Nestle, we believe that research can help us to make better food, so that peop le live better life. Good food is the primary source of good health, so we are trying to make good food. To provide fresh and pure products to the customers, we introduced (SHE) Safety, Health and environment policy to protect health of our employs and keep clean our surrounding environment. 3. Senior Management: The executive board, a distinct entity from the board of directors, includes: * Peter Brabeck-Letmathe, Chairman of the Board of Directors, Nestle S. A. * Paul Buckle, Chief Executive Officer, Nestle S. A. * Werner Bauer, Executive Vice President, Nestle S. A. , Chief Technology Officer, Head of Innovation, Technology, Research Development * Friz van Dijk, Executive Vice President, Nestle S. A. Asia, Oceania, Africa, Middle East * Chris Johnson, Executive Vice President, Nestle S. A. United States of America, Canada, Latin America, Caribbean * Jose Lopez, Executive Vice President, Nestle S. A. Operations, GLOBE * John J. Harris, Executive Vice President, Nestle S. A. Chairman CEO of Nestle Waters * Nandu Nandkishore, Executive Vice President, Nestle S. A. CEO of Nestle Nutrition * James Singh, Executive Vice President, Nestle S. A. Finance and Control, Legal, IP, Tax, Global Nestle Business Services * Laurent Freixe, Executive Vice President, Nestle S. A. Europe * Petraea Heynike, Executive Vice President, Nestle S. A. Strategic Business Units, Marketing, Sales and Nespresso * Marc Caira, Deputy Executive Vice President, Nestle S. A. Head of Nestle Professional Strategic Business Division * Jean-Marc Duvoisin, Deputy Executive Vice President Nestle S. A. Head of Human Resources and Centre Administration * David P. Frick, Senior Vice President and ex officio Member of the Executive Board Brazil headquarters in Brooklin Novo, Sao Paulo According to a 2006 global survey of online consumers by the Reputation Institute, Nestle has a reputation score of 70. 4 on a scale of 1–100. . 1. Management of Nestle Management of Nestle believes in an open door policy and highly discourages bureaucracy in the operational process. The Organization offers an international and multicultural working climate which is conducive to creativity, innovation and the development of personality, and which gives new employees responsibility at an early stage of their career, and opportunities of fast development of high performers. Nestle is a human company where people are the most important asset and where they can develop their personality and skills to their own and their families satisfaction. Nestle offers a competitive compensation package and social benefits in line with Nestles commitment to high standards. In addition, the organization offers progressive development through on-going training throughout your career. Training possibilities are available to all staff. Nestle recently introduced e-learning in Bangladesh, a web-based programmed for self development. When joining Nestle, your training is not over it is only just the beginning Management is defined as the process of setting and achieving goals through the execution of 5 basic management functions that utilize human, financial and material resources. Efficiently means using resources optimally / best possible use * Effectively means getting the things done/making right decision and implementation 4. PLANNING Planning of Nestle: Planning: Deciding what needs to happen in the future (today, next week, next month, next year, over the next five years, etc. ) and generating plans for action. * Decision Making and the Planning Process Strategic goals Strategic plans Tactical goals Operational goals Operational plans The organization’s mission The Environmental Context Purpose Premises Values Directions Tactical plans Kinds of organization plan * Strategic Plans * A general plan outlining resource allocation, priorities, and action steps to achieve strategic goals. The plans are set by and for top management. * Tactical Plans * A plan aimed at achieving the tactical goals set by and for middle management. * Operational Plans * Plans that have a short-term focus. These plans are set by and for lower-level managers. 4. 1. 1 Time frame for planning * The Time Dimension of Planning * Is based on the principle of commitment. Planning must provide sufficient time to fulfill the managerial commitments involved. Long-range Plans * Cover present and future strategic issues; normally extend beyond five years in the future. * Intermediate Plans * Usually cover from 1 to 5 years and parallel tactical plans. * Are the principal focuses of organizational planning efforts. * Short-range Plans * Have a time frame of one year or less. * include action plans and reaction (contingency) plan 4. 1. 2Planning Staff * P lanning staff personnel gather information, coordinate planning activities, and take a broader view than individual managers. * Planning Task Force * Created when the organization wants special circumstance addressed. * Board of Directors * Establishes corporate mission and strategy. May engage in strategic planning * Chief Executive Officer * Usually serves as president or chair of the board of directors. Has a major role in the planning process and implements the strategy 4. 1. 3. B arrier to goal setting and planning: 4. 1. 4Policies and strategies in the planning process * They give mid and lower-level managers a good idea of the future plans for each department in an organization. * A framework is created whereby plans and decisions are made. Mid and lower-level management may add their own plans to the businesss strategies.. Organizing: (Implementation)pattern of relationships among workers, making optimum use of the resources required to enable the successful carrying out of plans. Nestle has a Board of Directors, led by our Chairman Peter Brabeck-Letmathe, who was the former Nestle CEO. There are 14 members of the Board of Directors. Full details of each member and the committees that they operate within can be found in our Board of Directors section. The day to day management of the Nestle business is taken care of by our Executive Board members. The 13 designated Board Members manage diverse parts of the global business and a full curriculum vital of each member can be found in the Executive Board section. In addition to how our managers carry out their work as leaders, Nestle pragmatically implements The following organizational principles: Being as decentralized as possible to optimally respond to the needs of consumers, within the framework defined by our fundamental policies, strategic directions and operational efficiencies Ensuring collaboration of all Nestle businesses and compliance with Nestle principles, policies And standards (Nestle in the Market approach) Building and maintaining a structure which assures operational speed, with a strong focus on results and removing unnecessary obstacles. Establishing flat and flexible organizations with minimal levels of management and broad spans of control, which also enable people development. Setting a shared vision and common goals to leverage the strength of people a nd organizational alignment. Defining clear levels of responsibility. Teamwork does not affect the manager’s duty towards his/her people and business results . A team must always have a leader who assumes full responsibility 4. 2. 1. A Mutual commitment: Living up to the Nestle Management and Leadership Principles is a commitment and a responsibility for everyone in our Company. To be effective, engaging and inspiring, all Nestle people must â€Å"walk the talk† and lead by example in their daily work; in this context, actions speak louder than words. Therefore, at Nestle, in addition to professional skills – and regardless of origin, nationality, religion, race, gender, sexual orientation and age – the capacity and willingness to live up to these principles are the key criteria’s for progressing within the organization 5. Staffing: Job analysis, recruitment and hiring for appropriate jobs. Staffing involves: -Manpower planning -Recruitment selection ; placement -training ; development 5. 1. Training: Process of altering employee behavior ; attitudes in a way that increases the probability of goal attainment * The most common topics covered in cultural training include: Social| history | Politics| Business| customs| Economics| | | | | Training and development is the field which is concerned with organizational activity aimed at bettering the performance of individuals and groups in organizational  settings. It has been known by several names, including  employee development,  human resource development, and  learning and development. Major types of cross-cultural training programs Environmental Briefings Cultural Orientation Language Training Cultural Assimilators Sensitivity Training Field Experience Orientation ; Training Programs at Nestle Formal Orientation Local Training International Training Literacy Training Nestle Apprenticeship Program International Training Nestle’s success in growing local companies in each country has been highly influenced by the functioning of its international Training Centre, Switzerland. International Training: Classes are carefully composed to include people with a range of geographic and functional backgrounds. Typically a class contains 15–20 nationalities. The Centre delivers some 70 courses. Attended by about 1700 managers each year from over 80 countries. Only 25% of the teaching is done by outside professionals, as the primary faculty is the Nestle senior management. Its providing services for over 30 years. Managers from around the world to learn from senior Nestle managers and from each other. Country managers decide who attends which course. The programs can be broadly divided into two groups: 1. Management courses 2. Executive courses Training and trainer around the world: Local 1. DMBP: Distribution Management Best Practice. Trainer: Anirban Basu, Nestle India. 2. FMBP: Field Management Best Practice. Trainer: Ziaul Hafiz, Nestle Bangladesh. 3. DMBP plus: Distribution Management Best Practice. Trainer: Anirban Basu, Nestle India. Managing Partner: Good to Better. Trainer: Anirban Basu, Nestle India. International 1. SDS: SAR (South Asian Region) Distributor Solution (Distribution Management System), Chennai, India, 2009. 5. 2Findings ; Recommendation Nestle said that from the factory floor to the top management, training at Nestle is continuous. And because it is mainly given by Nestle people, it is always relevant to your professional life. Approach is unique in many ways: * It reflects the companys decentralized nature. Whichever country you are working in, you will be given the knowledge and tools you need to respond to local needs * It encourages you to broaden your horizons, by working with people from many different countries and cultures in the course of your career For international assignment Preliminary Visits Preliminary trip of host country Accept or reject the assignment based on experience Language Training Host country language skills and adjustment: improves expatriate’s effectiveness and negotiating ability, info of host country, social support * Role of English language Knowledge of corporate language: a common company language –English Practical Assistance Adaptation to new environment, assist in relocation 6. Leading/directing: Determining what needs to be done in a situation and getting people to do it. Nestle managers at all levels are more with leading and inspiring people to add value to the Company and society rather than with exercising formal authority. This ca lls for a high personal commitment of each employee and a common mindset geared towards results. In an increasingly dynamic world, leaders face Significant challenges and opportunities. These stem from shifts to new social patterns and unprecedented worldwide competition. Achieving ongoing success requires that each Nestle leader understands the context and capitalizes on it, as described in the following principles: Lead to win Has built credibility as a result of coherent action, leadership and achievement. Is able to think from different perspectives and to create a climate of innovation. This implies openness to risk and the possibility of making mistakes, but also the willingness to correct and learn from them. Believes in the importance of alignment and management of expectations. Has broad interests, a good general Education, responsible behavior as well as a balanced lifestyle. Manage for results Embraces personal commitment and courage in execution. This includes the capacity and the willingness to take initiatives and risks while maintaining composure under pressure. Values proactive cooperation in order to create synergies at local, regional and glob al levels. Embraces change and is able to implement it and manage its consequences. Believes in achieving business objectives rooted in compliance and sustainable practices. Grow talent and teams Has a passion for building and sustaining an environment where people have a sense of personal commitment to their work and give their best to promote our Company’s success. Cares for and develops the leaders of tomorrow through addressing all areas that Allow them to progress in their work and to expand their capabilities. Understands the importance of continuous learning and improvement, as well as sharing knowledge and ideas freely with others. Is committed to giving and receiving honest, accurate and timely feedback, including performance evaluation, in a climate of mutual respect . Believes in the importance of building diverse teams, and promotes the advantages of gender balance. Compete and connect externally Constantly looks for ways to satisfy our consumers and custome rs while attracting new ones in unique and compelling ways. Displays curiosity and open-mindedness as well as a high level of interest in other cultures and lifestyles. Believes in openness and dialogue with outside stakeholders about future trends in society, technology, consumer habits, and business opportunities. Understands the external impact of our operations and, as a result, proactively seeks to engage and partner with the community, authorities, shareholders and other stakeholders. Strategic leadership To force the businesses to become more efficent To crete a regional manufacturing network To integrate the company ‘s business on a global scale 7. Controlling/monitoring: * Types of Controls 1. Areas of Control 1. Physical resources- inventory management, quality control, and equipment control. 2. Human resources- selection and placement, training and development, performance appraisal, and compensation. . Information resources- sales and marketing forecasts, environ mental analysis, public relations, production scheduling, and economic forecasting. 4. Financial resources- managing capital funds and cash flow, collection and payment of debts. Strategic control Structural control Operations control Financial control * The Purpose of Control 2. Control is one of the four basic management functions. The control function, in turn, has four basic purposes. Adapt to environmental change Limit the accumulation of error Control helps the organization Cope with organizational complexity Minimize costs Steps of controlling process: Establish standards Measure performance Compare performance against standards Maintain the status quo Correct the deviation Change standards Determine need for corrective action 2 1 4 3 Checking progress against plans. 1. The regulation of organizational activities so that some targeted element of performance remains within acceptable limits. 2. Provides organizations with indications of how well they are performing in relation to their goals. 3. Control provides a mechanism for adjusting performance to keep organizations moving in the right direction. Basic roles Category Role Example Interpersonal Figure head Leader Liaison Representing the org. Motivating employees Coordinating activities Informational Monitor Disseminator Spokesperson Scanning industry reports Sending memos Making speech Decisional Entrepreneur Disturbance handler Resource allocator Negotiator Developing new ideas Resolving conflict Examining budgets Pursuing agreements * Interpersonal: roles that involve coordination and interaction with employees. * Informational: roles that involve handling, sharing, and analyzing information. * Decisional: roles that require decision-making. 8. Management skills: * Political: used to build a power base and establish connections. * Conceptual: used to analyze complex situations. A conceptual skill is the ability to imagine the integration and coordination of the parts of an organization – all its processes and systems. A manager needs conceptual skills to see how factors are interrelated, to understand the impact of any action on the other aspects of the organization and to plan long range. * Interpersonal: used to communicate, motivate, mentor and delegate. * Diagnostic: ability to visualize most appropriate response to a situation. Technical: Expertise in ones particular functional area. Technical skills are the knowledge of and ability to use the processes, practices, techniques or tools of a specialty responsibility area. E. g. accountants, engineers, salespersons, etc. Implementation of policies and strategies * All policies and strategies must be discussed with all managerial personnel and staff. * Managers must understand where and how they can implement their policies and strategies. * A plan of action must be devised for each department. * Policies and strategies must be reviewed regularly. Contingency plans must be devised in case the environment changes. * Assessments of progress ought to be carried out regularly by top-level managers. * A good environment and team spirit is required within the business. * The missions, objectives, strengths and weaknesses of each department must be analyzed to determine their roles in achieving the businesss mission. * The forecasting method develops a reliable picture of the businesss future environment. * A planning unit must be created to ensure that all plans are consistent and that policies and strategies are aimed at achieving the same mission and objectives. . Levels of management Most organizations have three management levels: first-level, middle-level, and top-level managers. [These managers are classified in a hierarchy of authority, and p erform different tasks. In many organizations, the number of managers in every level resembles a pyramid. Each level is explained below in specifications of their different responsibilities and likely job titles. 9. 1. Top-level managers Consists of board of directors, president, vice-president, CEOs, etc. They are responsible for controlling and overseeing the entire organization. They develop goals, strategic plans, company policies, and make decisions on the direction of the business. In addition, top-level managers play a significant role in the mobilization of outside resources and are accountable to the shareholders and general public. According to Lawrence S. Kleiman, the following skills are needed at the top managerial level * Broadened understanding of how: competition, world economies, politics, and social trends effect organizational effectiveness. The role of the top management can be summarized as follows * Top management lays down the objectives and broad policies of the enterprise. It issues necessary instructions for preparation of department budgets, procedures, schedules etc. * It prepares strategic plans ; policies for the enterprise. * It appoints the executive for middle level i. e. departmental managers. * It controls ; coordinates the activities of all the departments. * It is also responsible for maintaining a contact with the outside world. * It provides guidance and direction. * The top management is also responsible towards the shareholders for the performance of the enterprise. 9. 1. 1Middle-level managers Consist of general managers, branch managers and department managers. They are accountable to the top management for their departments function. They devote more time to organizational and directional functions. Their roles can be emphasized as executing organizational plans in conformance with the companys policies and the objectives of the top management, they define and discuss information and policies from top management to lower management, and most importantly they inspire and provide guidance to lower level managers towards better performance. Some of their functions are as follows: * Designing and implementing effective group and intergroup work and information systems. Defining and monitoring group-level performance indicators. * Diagnosing and resolving problems within and among work groups. * Designing and implementing reward systems supporting cooperative behavior. 9. 1. 2. First-level managers Consist of supervisors, section leads, foremen, etc. They focus on controlling and directing. They usually have the responsibility of assigning empl oyees tasks, guiding and supervising employees on day-to-day activities, ensuring quality and quantity production, making recommendations, suggestions, and up channeling employee problems, etc. First-level managers are role models for employees that provide: * Basic supervision. * Motivation. * Career planning. * Performance feedback. Factors that influence a manager to fit in one of the style: * The task that is being undertaken * The traditions of the organization * The type of Labor Force * The size of the group * The personality of the Leader * Personalities * Time 10. The Nestle factories are operating in the region of: 1. Africa 2. America 3. Asia 4. Europe 5. Oceania Being a company dedicated to food from the beginning, Nestle remains ensitive to culinary and eating habits, and responds to specific nutritional problems, whilst also setting and matching new trends such as growing out-of-home consumption and caring about the wellbeing of its consumers. * Zone Asia, Oceania and Africa ; 6. 6% organic growth, strong performance in most emerging markets ; Japan continued to suffer deflation but achieved positive RIG, With good performances in Soluble coffee and Chocolate ; China slow due to product exchange in Dairy, but on improving trend ; South Asia, Africa and Middle East amongst the highlights 0. 1Nestle Focus in Bangladesh Nestle is the worlds leading Nutrition, Health and Wellness Company. In Bangladesh we have Maggi noodles and soups, breakfast cereal, Nescafe, coffee mate, baby food, milk and a seasoning. However, worldwide we have more than 10000 products in different variants. As of today, we employ over 276,000 people across more than 500 state-of-the-art facilities around the world. But it was never our ambition to be the biggest at what we do it was our ambition to be the best. That sums up what we mean by Nestle Focus. It means we also appreciate that size and success are nothing without the finer details such as genuine care for our consumers, a commitment to our people and a wider sense of responsibility towards our customers, suppliers and our communities. When you work for us, youll see the difference that makes at every stage. It will mean becoming part of an organization which can offer you subsidiary of Nestle S. A. whatever you want from your career. Nestle Bangladesh Limited started its first commercial production in Bangladesh in 1994. In 1998. Nestle S. A. ook over the remaining 40% share from our local partner when Nestle Bangladesh became a fully owned Nestle Bangladeshs vision is to be recognized as the most successful food and drink Company in Bangladesh, generating sustainable, profitable growth and continuously improving results to the benefit of shareholders and employees. Our factory is situated at Sripur, 55 km north of Dhaka, the factory produces instant noodles, cereals and r epacks milks, soups, beverages and infant nutrition products. Today Nestle Bangladesh Ltd. is a strongly positioned organization. The Company will continue to grow through our policy of constant innovation and renovation, concentrating on our core competencies and our commitment to high quality, with the aim of providing the best quality food to the people of Bangladesh. In Bangladesh, Nestle started its operation in 1994 and its factory is situated in Sreepur, Gazipur. Nestle Bangladesh directly employs more than 650 people and more than 1000 people are employed by suppliers and distributors in connection to Nestle. Our products in Bangladesh are Nido, Nescafe, Maggi noodles and soup, breakfast Cereals, Coffee-Mate, Nestea, Nesfruta ,Nesfrappe and many more. Nestle is present around the globe, on all continents, with around 230,000 people working in more in an 84 countries with 466 factories and with sales representatives in at least another 70 countries. Nestle is the worlds largest food group, not only in terms of its sales but also in terms of its product range and its geographical presence. Nestle covers nearly every field of nutrition: infant formula, milk products, chocolate and confectionery, instant coffee, ice-cream, culinary products, frozen ready-made meals, mineral water etc. Nestle is a focused company, with more than 94 percent of the sales coming from the food and beverage sector. Did you know 3,000 cups of Nescafe are consumed every second? KitKat merited an entry in the Guinness Book of World Records as the worlds best-selling chocolate bar with 418 KitKat fingers eaten every second around the world! 10. 2 Selected awards, certifications and rankings * In May 2006, Nestle’s executive board decided to adapt the existing Nestle management systems to full conformity with the international standards ISO 14001 (Environmental Management Systems) and OHSAS 18001 (Occupational Health and Safety Management Systems), and to certify all Nestle factories against these standards by 2010. In the meanwhile a lot of the Nestle factories have obtained these certifications. For instance, Nestle’s three factories in Japan (Himeji factory: Hyogo Prefecture, Shimada factory: Shizuoka Prefecture and Kasumigaura factory: Ibaraki Prefecture) have each obtained ISO standard certifications: ISO14001, ISO 22000 (Food Safety Management Systems) and OHSAS 18001 as of the end of December, 2008. * In 2009, Nestle Waters earned a sixth LEED certification. The certification was given by the U. S. Green Building Councils Leadership in Energy and Environmental Design which the company become its first recipient. It highlights the environmentally conscious elements of the facility which enables them to receive the certification. * Nestle Purina received in 2010 the Malcolm Balding National Quality Award for their excellence in the areas of leadership, customer and market focus, strategic planning, process management, measurement, analysis and knowledge management, workforce focus and results * In September 2011, Nestle occupied 19th position in the Universal’s global ranking of Best Employers Worldwide. According to a survey by Universal Communications Nestle was in 2011 the best employer to work for in Switzerland. Based on independent research by the Corporate Research Foundation Institute, Nestle (South Africa) has been certified in 2011 as a Best Employer in South Africa. * Nestle USA has been recognized by Business Week magazine as one of the Best Places to Launch a Career. Business Week ranked Nestle USA #25 on their annual list of the best companies for new college graduates to launch their careers. * For the twelfth consecutive year, Fortune Magazine included in 2011 Nestle in their list of The 10 Most Admired Companies in the World. Nestle won in 2011 the Stockholm Industry Water Award for its leadership and performance to improve water management in its internal operations and throughout its supply chain. * The International Union of Food Science and Technology (IUFoST) honored Nestle in 2010 with the Global Food Industry Award. * In May 2011, Nestle won the 27th World Environment Center (WEC) Gold Medal award for its commitment to environmental sustainability. * In 2011, Nestle Malaysia won an award of the Association of Chartered Certified Accountants for their Sustainability Reporting. On 19 April 2012, The Great Place to Work ® Institute Canada mentioned Nestle Canada Inc. as one of the 50 Best Large and Multinational Workplaces in Canada (with more than 1,000 employees working in Canada and/or worldwide). * In April 2012, Nestle obtained an A+ r ating from the Global Reporting Initiative (GRI) for their global annual report on Creating Shared Value. To reach A+ the company provided new data in their annual report on a number of criteria such as human rights, diversity and gender, climate change, biodiversity and corruption. Nestle was the first food and Beverage Company to achieve an A+ rating from the GRI for a global sustainability report. * On 21 May 2012, Gartner published their annual Supply Chain Top 25, a list with global supply chain leaders. Nestle ranks 18th in the list. Address: Nestle Bangladesh Ltd. Address: Gulshan Tower, Plot # 31, Road # 53, Gulshan North C/A City:Dhaka Location:Gulshan Phone:+880-2-9882759 Ext-255 Category: Milk Products Produce: For tetra Ltd 9, Prince Street P. O. Box-92032 Oakland, Newlands Nestle consumer service Post box no-11037, Uttra,Dhaka Care line number: 01730637853 0800217777 e-mail:concumer. [emailprotected] nestle. com

Security Planning and Assessment - terrorism Essay

Security Planning and Assessment - terrorism - Essay Example Delivered items can include letters, packets and parcels and may contain explosive or incendiary devices, sharps or blades, offensive materials, chemical, biological or radiological (CBR) materials or devices. Anyone receiving a suspicious delivery is unlikely to know exactly which type it is, so procedures should cater for every eventuality. A delivered item will probably have received fairly rough handling in the post and so any device is unlikely to function through being moved, but any attempt at opening it may set it off. In contrast, even gentle handling or movement of an item containing CBR material can lead to the release of contamination. Unless delivered by courier, an item is unlikely to contain a timing device. Delivered items come in a variety of shapes and sizes; a well-made one will look innocuous but there are many possible indicators that a delivered item may be of concern. Bulky deliveries (e.g. office equipment, stationery and catering supplies) are also a potential vulnerability. This risk can be reduced through measures such as: matching deliveries against orders, only accepting those which are expected; using trusted suppliers wherever possible; maintaining vigilance; inspecting deliveries. Although any suspect item should be treated seriously, remember that the great majority will be false alarms and a few may be hoaxes. Try to ensure that your procedures, while effective, are not needlessly disruptive. A properly conducted risk assessment should give you a good idea of the likely threat to your organisation and indicate precautions you need to take; seek advice from your local police Counter Terrorism Security Adviser (CTSA) on the threat and appropriate protective measures. Ensure that all staff who handle and open mail and other deliveries are and remain aware of the possible indicators that a delivered item may be of concern, and the appropriate action upon discovery of any suspicious delivered item. While this advice applies particularly to staff in post rooms, it is also relevant to all staff who may be the recipients of such items, as well as staff at entrances who may receive hand and courier delivered items. Train staff who open significant volumes of post to do so with letter openers and with minimum movement, to keep hands away from noses and mouths and always to wash their hands after such work. Staff should not blow into envelopes or shake them. There is much debate about the use of washing and shower facilities in the event of the release of a suspected CBR material. What is best to do in this regard depends on the nature of the material - the emergency services are best placed to make such judgments. Advice on initial action upon discovery of any suspicious delivered item therefore excludes such advice but recommends that those directly affected are moved to a safe location close to the incident, keeping these individuals separate from those not involved. The only instance where thorough washing is advised is if an individual suffers discomfort following contact with what appears to be a corrosive solid or liquid; copious amounts of water should be used.Encouraging regular correspondents to put their return address on each item, and in particular to provide advance warning of

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Smoking in public places Research Paper Example | Topics and Well Written Essays - 1000 words

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Education in South Africa: Mathematic and Scientific Performance

Education in South Africa: Mathematic and Scientific Performance This study is aimed at discovering the root cause and economic consequence of poor performance in Maths and Science in South Africa. The main objective of the research is to provide the South African Department of Education and the heads of governing bodies of school with information that will assist in the proper formulation of strategies drafted in the Action Plan, the execution of policies that address the root cause of poor Maths and Science performance in South African schools. The secondary objective is to emphasize the economic consequences that may arise as a result of the poor performance in Maths and Science and lastly to generate possible leads and ideas which can be used to formulate a realistic and testable hypothesis for future researchers. The research was carefully constructed and designed using the qualitative methodology, since the scope of the subject is too complex to be addressed by a yes or no hypothesis. The research process comprised of two phases. The first phase consisted of questionnaires distributed to 10 professionals in the field of Maths and Science who passed Maths and Science at Matric/Grade 12 level; and the second phase 10 questionnaires distributed to Non-professionals in the field of Maths and Science who did not pass or complete Maths and/or science at a Matric/Grade 12 level, The third phase consisted of 5 questionnaires to educational specialists, economists and experts in the Maths and Science career stream. Four interrelated key performance index constructs within the Education system were used, namely Teacher practice, Student achievement, Government and Curriculum content. The results of the research found that the core issues in relations to poor performance in Maths and Science was due to (To be continued).. The economic consequences as a result of the poor education system showed that (To be continued) Keywords: root cause, poor performance, Maths and Science, economic consequences Physics, chemistry and mathematics form the basis for many Scientific or technological applications and discoveries, and as innovation and technological advancement are the driving force behind todays globally competitive economy, it makes good career sense to gain the versatile skills an enabling science degree will award you. Professor Bruce Milthorpe CHAPTER 1: INTRODUCTION TO THE RESEARCH PROBLEM Introduction Maths and Science is a driving force of a strong performing economy, it is a key area of knowledge whose competency is necessary for individual and economic development and an important factor of global competitiveness especially in a world of rapid technological changes (Tatira, Mutambara Chagwiza, 2012). McGrath and Akoojee (2007) further adds that the rationale in focusing on education is that its crucial for competitiveness, they emphasize that education should be a core objective in the South African national development strategy to enable competitiveness in globalisation and the knowledge economy. The twentieth century has seen education rise above the ranks as a base for social economic development and as a prime influential factor of a countries level of wealth by being able to alleviate poverty, increase the workforce and stimulate intellectual flexibility among its societies (Ozturk, 2001). The research seeks to act as a point of reference or set a standard for the Department of education and the heads of governing bodies whose role is primarily the execution of policies and strategic action planning within the education system, specifically in the Maths and Science arena. Whilst Human capital investment within a country draws in different skills which are highly valuable due to the impact it has on the vital parts of everyday life, skills in Maths and Science are the most crucial for social and economic welfare, typical examples include important career streams in the life sciences, behavioural and social sciences, earth and environmental sciences, math and computer sciences, engineering, interdisciplinary and physical sciences (Ozturk, 2001). Education aspires nation building and promotes interpersonal tolerance due to its integration nature hence Societies are able to transcend beyond cultural and national boundaries due to the advantages and assurances that education brings, especially Maths and science (Romagnolo Anderson, 2010). 1.2 Background to the study 1.2.1 The State of Maths and Science in South Africa In Sub-Saharan Africa about 1% of GNP is spent on Science, technology and development, this amount is comparatively low, compared to developed countries (Govender and Gruzd, 2011). Although South Africas expenditure on education and training is more than most developed countries especially in the last 4 decades. The result show a growth of 48 million in embedded human capital in 1960 to 230 million in 1996 (Measured in completed school cycle), the downfall is the quality of the education (Simkins, 2002). The issues lies in strategies in terms of budget spending efficiency, the struggle to draw the interest of foreign direct investment and to preserve the most favourably experienced Africans in Maths and Science (Govender and Gruzd, 2011). Consequently the short supply of high-level skills is extensively confining the ability to develop the economy (Simkins et al, 2009). South Africa however is at an alarming state with the worst performance in both Maths and Science as released in an international study coordinated and released by the Human Sciences Research Council (HSRC) on 24 November 1996. The study was conducted by the International Association for the Evaluation of Educational Achievement (IEA) assessment on Trends in International Maths and Science Study (TIMMS, 2003). The president of the HSRC, Dr Rolf Stumpf commented at the release of the assessment results These alarming results show that merely tinkering with the symptoms without addressing the root causes of our poor performance in mathematics and science will be a waste of time and money (HSRC, 2004). South Africa ranked 45th out of a total of 45 countries surveyed, in terms of Grade 8 Maths and Science assessment. The study highlights South Africas country average at 244 for Science and 264 for Maths compared to the international average of 467 for Maths and 474 for Science at the eighth grade level. The results unveil a substantial variation in Maths achievement between the highest and lowest performing countries, from an average of 605 for Singapore to 264 for South Africa in the mathematics assessment. The problem starts at primary level with approximately 75% of the poorly performing school system experiencing poor arithmetic ability from their learners and consequently further mathematical education becoming incomprehensible. South Africa is therefore confronted with a massive challenge to address the numeracy failure, unless it will not accomplish the system-wide and prolonged improvement in the Maths and Science education reform, in terms of remedying the poor performance symptoms (Rule Bernstein, 2009). There is an increasing need to excel in Maths and Science education, as it is the doorway towards building a developed country and to achieve that requires a scientific and technological advancement that will facilitate growth and development of the economy, this is necessary especially to face the fierce global economic competition (Mji Makgato, 2006; Dimmock, 2011). Commenting before the release of the assessment results, the executive director of the assessment technology and education evaluation research programme in the HSRC, Dr Anil Kanjee stated that This is especially relevant for mathematics and science education in South Africa, an area that the nation has recognized is in need of significant improvement if we are to participate and excel in the global economy (TIMSS SA, 2003). Problem Statement In light of the persistent national crisis in Maths and Science education and the role that Maths and Science plays in citizenship empowerment. It is necessary to understand the intimate relationship between unemployment, inequality, poverty and the role that Maths and Science education plays in dealing with the factors in South Africa. South Africa is amongst the worst in the world in terms of inequality, with a Gini-coefficient in the range of 0.58 0.68. Between 18-24 million of the South African population is in poverty and about 36.7% is unemployed including those who are not actively looking for employment. (McGrath Akoojee, 2007). The government plans to eradicate poverty through creating 5 million jobs through the new growth path by 2020 by redressing the inequality through deliberate affirmative action and practices. The education system is a key element of the new growth path. It plays a vital role in the transfer and development of skills and technology. In terms of Maths and Science, the new growth framework seeks to strengthen procedures to guarantee better and more reasonable admission to science and Maths education at secondary level (Patel, 2010). Purpose Statement The subject of Education, especially Maths and Science has been at the helm of many discussions in South Africa and globally, especially with about 90% of our schools failing to meet the minimum performance standards in Maths and Science. In spite of the above, theres currently insufficient data on the root cause of poor performance in Maths and Science although South Africa is facing a national predicament and this poor performance is actually congesting system-wide remedies (Simkins, 2010). The role of this research is to close the gap in the exploratory literature of Maths and Science by introducing practical data in the root cause and consequences of poor performance in Maths and Science by South African schools. The research exclusively deals with poor performing schools in South African Primary and Secondary schools both in the public and private sector. Primary goal of the study This studys fundamental purpose is to determine the root cause of poor performance in the area of Maths and Science in South Africa. The aim of the primary goal is in the exploration of the central phenomenon (Creswell, 2008). Achieving the secondary objectives normally implies the recognition of the primary objective (Struwig Stead, 2001). The aim of the secondary objectives is to explore the complex set of factors surrounding the central phenomenon (Creswell, 2008). Hence listed below are the formulated secondary objectives. Secondary goals of the study To explore the economic consequences produced by the poor performance in respect of Maths and Science in South African schools. To identify the success determinants of the economies with high Maths and Science performance The above represent the preliminary goals of the research but as the research proceeds the objectives may shift as the findings surface (Struwig Stead, 2001). Research Questions The research is planned to concentrate on the following crucial questions: Research question 1: What is the leading, underlying issue which leads to the poor performance in terms of Maths and Science? Research question 2: What are the economic impact as a result of poor performance in Maths and Science? Research question 3: What role should the South African government play to remedy the root cause of the poor performance in Maths and Science? Layout of chapters The research report consists of seven chapters as follows: Chapter 1: Introduction A comprehensible indication of what the study concerns is highlighted and the goal of the study is discussed to shed light to the topic. The overview of the research problem, purpose statement, primary and secondary goal and the research questions channeling the study. The following issues are addressed: the role that education plays in the economic development of the country, the state of Maths and Science in South Africa, Cleary highlighting the Maths and Science sectors performance. Chapter 2: Literature review An argument that supports the study is presented using relevant, current literature review. The statement of the research problem is refined and an argument is built using the literature. The chapter shows and looks at literature on the topic of Maths and Science, the economical impact associated with poor performance in Maths and Science and the various types of remedies available for a developing economy. Chapter 3: Research Questions The purpose of the research is defined through research questions, since the research is under-researched. This chapter builds up to the point that the following chapters will provide practical evidence to explore the dimension. Chapter 4: Research methodology This chapter highlights the method of data collection that will be used. It highlights the unit of analysis, the population, the sample size and sampling method, the research instrument, outlining clearly how the data was collected and the process adopted. The limitations to the study and the ethical considerations are outlined. Chapter 5: Results The results are presented in this chapter especially focusing on the qualitative approach; the results of the root cause and the economic consequence are presented in a form of figures and tables. Chapter 6: Discussion of results The results in chapter 5 are presented with a link to the research question, the research questions are presented as the major headings. An in-depth analysis of the result is conducted, clearly linking to the literature review and confirming that the research objective is met. Chapter 7: Conclusion This chapter summarizes the findings into an organized format, ending with recommendations to the stakeholders and future research. CHAPTER 2: LITERATURE REVIEW 2.1. Introduction The objective of this literature review in accordance to the research problems is to further describe the problem. The literature review contextualizes research conducted locally and globally. Relevant publications, journals, reports and academic books were reviewed in order to collect data and discussions on the proposed research, mostly to determine if research of a same nature was not conducted in prior years. The theory reviewed in this section is categorized into three sections: poor performance in Maths and Science, economic impact and success determinants. The first part provides a general perspective on Maths and Science poor performance looking at the variables underpinning the subsystems in terms of teacher practice, student achievement, curricular content and state of the government (Reddy, Kanjee Diedericks, 2007). The second part is an overview of economic impact with particular reference to Maths and Science, looking at the economy of South Africa, China and Brazil. Thirdly the success determinants are discussed looking at the important influences in Maths and Science achievement and the respective predictors. There is a need for specific insight in the factors that determine the success of Maths and Science as this builds on to the solution of the root cause. 2.2. Poor performance in Maths and Science A large number of studies seem to gravitate towards the problem of Maths and Science education in South Africa as illustrated by the poor performance of matriculants who failed to meet the admission requirements of Maths and Science faculties (Mabila et al, 2006). The problem of poor performance in Maths is one of the most paramount fears of teachers and other Maths educators globally. Allegations point to the fact that poor performance capitulate negative behaviour and even trepidation of Maths by pupils (Wadesango Dhliwayo, 2012). South Africa had a very low minimum pass rates requirement for Maths and Science at 29% and 30% respectively in 2010 but learners are not motivated to study Maths and Science as theyve observed the failure of others (Mji Makgato, 2006). Maths and Science were mostly disguised as subjects not for the weak and so this becomes a self-fulfilling prophecy that Maths is a subject for those with greater intellectual ability. The author further adds that the education system methodology of measuring grade passes vs. the provision of educational quality is at the core of the Maths and Science learner fear complicacy. Mabila et al. (2009) argued that there were several factors that contributed to this phenomenon of poor performance, namely lack of regulation, inadequate resources, poor drive in students and teachers, implementation of policies and lack of parental involvement. Govender Gruzd (2011) added that Maths and Science has a potential of unlocking the continents economic and developmental decline but education in Africa required remarkable development; the authors cited that education was disregarded and was not in the focal point of Africas expansion plan, the author further noted the factors responsible for poor performance in Africa such as lack of qualified teachers, proper infrastructure, learning equipment and enrolment into the Maths and Science subjects bears fruit to the need for development. Bradbury Miller (2011) differ in their argument in that the unequal schooling system produced various drawbacks that necessitated restoration but agreed on the factors such as lack of quali fied teachers as part of the inequality amongst the others which they express as a lack of excess to successive education levels. It is clear from the evidence that Maths and Science education failure is caused by various factors and that poor performance is characterized by inequities, scarce resource and strategy. 2.2.1 Teaching Practice South Africa is reported to be the leading technological giant in Africa but in terms of Maths and Science it fell below its economic opponent Indonesia, Chile and Malaysia. The reason for this lag was due to the lack of Maths and Science graduates who can propel progress forward in terms of knowledge sharing in the space of Maths and Science. The central part of this national dilemma is due to the minimal levels of Maths and Science education in classrooms across Africa (Govender Gruzd, 2011). The Department of Education in South Africa changed the curriculum to enforce Maths into the curricular by adding Maths literacy into the equation as an alternative to Maths; this was done in order to increase Maths participation to a 100%. Although this was an outstanding government initiative, it added a need for more Maths and Science teachers. Govender Gruzd (2011) indicated that Africa needed atleast 3 million more teachers to cope with the growing enrolments. Simkins et al (2009) qualified the statement by illustrating that South Africa was experiencing the same predicament with an escalating burden of more Maths classes and therefore teachers, this was due to the initiative to enforce Maths learning. This was further aggravated by the shortage of properly qualified and skilled Maths and Science teachers. The issue lies in the education departments failing to recruit talented and bright Maths and Science graduates who understand and could teach Maths and Science, these crucial skills could not be attracted into the system due to the lack of incentives and low pay. Govender Gruzd (2011) revealed shocking statistics in terms of educators in South Africa, which stated that up to 60% of the educators, had not been trained in Maths and Science, part of the main reason is that government was failing to translate their commitment to education into budgetary allocations. Education policies are drafted but the commitment lacks i.e. the scrapping of teacher colleges, inefficiency in training teachers and outdated teacher practices resulted in untrained teachers who struggled with the topics and hence imparted knowledge with a lack of foundation in content knowledge and imagination. This has created a poor foundation for the future development of Maths and Science graduates (Govender Gruzd, 2011). (Mji Makgato, 2006) said that Maths and Science are practical subjects and the teaching adopted in classes does not continually suggest practice, in the teaching of Maths and Science problems such as poor time management and incomplete syllabuses as a result of no school learning plan, continued to affect the practical method of teaching. 2.2.2 Student achievement Firstly in order to measure and gain understanding of the variances in student learning, there is a need for suitable and correct Maths and Science assessment tools. South Africas inability to participate in most Maths and Science assessments shows the countries inability to recognize the state of the problem or even a need to know how they fare in the global context so as to improve the performance of its student (Venkat, Adler, Rolinick, Setati Vhurumuku, 2011). According to Taylor (2010) the overall level of achievement amongst South African children is extremely low; this is not shocking as there are two educational systems in South Africa. The first covers 80-85% of the learners who experience the historically disadvantaged system with traits of low proficiency in reading, writing and numeracy, the second system covers the 15-20% of the students from the affluent groups who achieve world class results. The first system is further aggravated by poor school management, due to lack of resources such as textbooks, study materials and proper school facilities. Teachers who were qualified and experienced tended to flock towards the more urban and developed provinces to teach in schools with proper school management (Taylor Derekyu, 2009), hence the situation in the first system is further disadvantaged by inadequate experienced teachers who lack the proper resources or support to elevate their skills. The majorities of the graduates who obtained university entrance were produced in the second system and further enjoyed a social mobility and performance advantage. Taylor (2010) further indicated that the socio economic status was still the core indicator of student achievement as supported by the results in performance in the different school systems. The author noted the following results as conducted in a national socio-economic status, Schools which did not perform satisfactorily had not completed their curriculum coverage which in turn affected the learning capability of the students but this could be due to the learning shortfall from prior years which in turn slows the curriculum coverage. Math and Science teachers were tested in a simple maths test and the deficient teachers scored 40% or less, those with higher marks produced students who performed better in Maths and Science, these results showed the importance of teacher knowledge and experience to the student achievement. Taylor (2010) noted that the more materials were available as well the better the student performed, which concludes the point that schools which are properly managed produces better student achievement. 2.2.3 Curriculum content Although the change in curriculum by the Department of Education (2008) was an excellent initiative in terms of rendering Maths education non-negotiable, adding Maths Literacy as a mathematical wing has caused a nationwide debate The question is what is meant by mathematics in the concept of Maths literacy and the use of the word Literacy in conjunction with Maths (Vithal Bishop, 2011). Looking at the factors that contributed to the poor performance in Maths and Science, the question that arose in regards to Maths literacy was whether Maths literacy was going to contribute to the knowledge required in a Maths economy or will this addition exert pressure on the system and subsequently on to the poor performance? Table 1 below illustrates the design of the competencies that the Department of Education aimed for with the Maths, Maths Literacy and Science Curricula. According to Simkins et al (2009) the alteration of the curriculum has added up to 60% to the mathematical instructional problem since Maths or Maths literacy have become compulsory with the new National Senior Certificate changes. The CDE noted that the introduction of Maths literacy has actually resulted in students, who would have qualified to study Maths with a successive pass enroll for Maths literacy instead. This means that South Africa is losing out in terms of potential Maths graduates into the Maths and Science system (Simkins et al., 2009). 2.2.3.1 The language issue According to the findings by Wildsmith-Cromarty Gordon (2009) dialect differences cause uncertainty in terms of what the terms mean and adds difficulty in comprehension, teachers preferred to have a standardized book in the language of instruction for Maths and Science and as well in the home language for ease of reference. Probyn (2009) stated in his finding that when home language was used in class, it increased the level of class participation. The author argues that the student need to cross borders in order to understand the information within the curriculum as the wording is written as if the reader is of the mother tongue, he further adds that learning in a second language infringes on the value system of the student. Probyn (2009) argued that the issue is that learners past experiences are entrenched in their cultural and traditional beliefs, norms and values. MATHS This curriculum is designed for those who intend to follow a career path requiring Maths, or those who are interested in the subject. The competencies aimed for include: 1. Mathematical process skills, such as making conjectures, proving assertions, and modeling situations; 2. Confident calculation, with and without calculators; 3. Manipulation of algebraic expressions; 4. Financial calculations; patterns and transformation of functions; 5. Two- and three-dimensional geometry and trigonometry; 6. Basic statistics and probability; 7. Differential calculus; sequences and series; 8. Solution of unseen mathematical problems; 9. Historical development of Maths in various cultures; 10. and use of technology in calculations, and the development of models. MATHS LITERACY Maths literacy is driven by the life-related applications of Maths. It enables learners to develop the ability and confidence to think numerically and spatially in order to interpret and critically analyse everyday situations, and solve problems. The competencies aimed for include: use of numbers to solve real-life problems; modelling of situations using suitable functions and graphic representation; description, representation, and analysis of shape in two and three dimensions using geometrical skills; critical engagement with the handling of data (statistics and probability), especially the manner in which these are encountered in the media; and use of technology in calculations. PHYSICAL SCIENCE Maths introduces a more extensive range of mathematical techniques, whereas Maths literacy Starts with real-life situations and develops a more limited range of techniques to deal with them. Physical science is divided into six core knowledge areas: 1. Matter and materials (integrated); 2. Systems (chemistry); 3. Change (chemistry); 4. Mechanics (Physics); 5. Waves, sound and light (physics) and electricity and magnetism (physics) Source: Simkins et al (2007. p.36) 2.2.4 State of government Dimmock (2011) undertook research in schooling policies, the author explored the development and investigated the consequence of the policies from the changing context of the central government in terms of school relationship. The author compared the policies of two contrasting countries, which had the best performing schools in terms of international assessments, Dimmock (2011) notes that the two policies are more different than similar in the context of cultural values, politics and economic situations influences but the results are satisfactory in the global context despite the differences. In relation to the study by Dimmock (2011) it is possible to establish that governmental intervention besides the context of the country can produce results which are adequate, as long as they adopt policies which incorporate the countrys culture, politics, and economical standing. South Africas involvement in terms of school relationship is questionable beyond the budgetary relationship where South Africa spent more than any other developing country in Africa yet 80% of the overall government spending was on personnel (Taylor, 2010). In a system where teachers are underpaid, the 80% is not justifiable. Simply there has been a lack of targeted investments in innovative solutions and a strong political commitment over a long period of time to change the social compositions of schools which is more important than school spending in educational achievement (Taylor Derekyu, 2009). Education increases productivity and the overall labour market, it develops the ability to innovate and aids in the transmission of critical knowledge for the development of the country. The South African government requires this productivity, labour market and innovation in order to further transform the social compositions of schools, hence without the investment in the school relationships, the government will still lack the resources to innovate (Taylor Derekyu, 2009). 2.3 Economic impact 2.3.1 South African economy 2.3.2 China 2.3.3 Brazil 2.4 Success determinants Ndlovu (2011 as cited by Gipps, 1993:40) stated that in terms of Maths and Science education for social justice it should be structured in a way that the teacher is trained to be capable of creating learners who are able to analyze situations, conceptualize and justify critical decisions and so forth. Chipaike (2012) further stated that science formed part of the social environment and connected issues of social development; the author noted that science is not merely about manipulation of equipment and laboratory experimentation. It is about education for social development. Social development is laden not only with concepts but also skills and values such as the development of human potential, moral, cultural and gender sensitivity, participatory democracy, collaboration, unity and peace (Chipaike, 2012). Ndlovu (2011) commented that without Maths and Science, inequality in terms of opportunities and social isolation are exacerbated as Maths and Science enforces citizenship empower ment. Hickling-Hudson (2004) stated that in Cuba which has a dedicated programme to develop teachers in Maths and Science education and has outperformed all the other Latin countries, the teachers have atleast a 5 year university degree, Master or PhD level, foreign exposure in terms of expertise and also receive consistent training. Dimmock (2011) argued that a school policy which has a designated segregation of talent is more likely to achieve excellence, in Singapore they have a specialist school in science and technology, which is endorsed by the government and allocated the cream of the crop in resources. CHAPTER 3: RESEARCH QUESTIONS 3.1 Introduction Education in South Africa specifically in Maths and Science has an underlying deep failure rate due to reasons lin