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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The Dhammapada - Essay Example He was born in the sixth century of a ruling family in the Himalayan foothills and named Siddhartha. He was brought up in royalty where he was trained to become an heir of the kingdom after his father. These trainings brought a lot of suffering to his life resulting to his escape from pleasures and royal privileges. Siddhartha was not pleased with the continued practice to become a ruler. For this reason, he escaped his royal home spending many days in the forest. His escape was based on a mission to find different ways of acquiring deliverance from all suffering (Batchelor, 21). The Buddha had three main aims in his teachings, which included current human affairs and their welfare, favorable rebirth in the subsequent life, and attainment of ultimate high quality. The last one is divided into two parts, which include establishing happiness and morality does not exhaust its significance in human felicity. These aims show different ways in which man can leave in peace with himself and his fellow men. According to the Buddha teachings, the mind plays an important role in the enhancement of wisdom in the mind. If the mind is not steadfast, wisdom never becomes perfect for all those who are not I favor of good teaching and strong faith. Dhamma offers directions elucidating the factual character of way of life and showing the path that leads to liberation (Palihawadana, 44). The Buddha used different methods and instructions to illustrate different ways to pain freedom. Kamma is a volitional action springing from intention and may manifest itself as speech, deeds, thoughts, desires, and emotions. It helped the people in memorizing the teachings by the Buddha. This is because the willed proceedings a human being performs in the path of his existence may perhaps become forgotten, but once performed they leave memories in the mind. These memories are seeds that are capable of fruition in the future on receiving conditions of ripening. This is in relation with the

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

Smoking in public places - Research Paper Example For instance, one may smoke to ease tension or pressure. On the other hand, many people believe that smoking in public or generally smoking should be banned. There are reasons as to why this has not yet happened, and it is not bound to happen soon. Governments throughout the world make lots of profits from taxes on tobacco and cigarettes. Second, income from taxes collected can be used to put up social amenities such as parks. Lastly, tobacco industry carries with it many employment opportunities and hence a source of livelihood for many citizens. This paper is an analysis of smoking in public places, and it will also help us understand its effects and how people view this practice and what majority feel should be done. Despite the few positive impacts that come with smoking, many are the adverse impacts and effects that accompany smoking. To start with, smoking has been ranked as the primary cause of health problems globally (Fong, 15-45). According to information from health offices, one cigarette contains more than 4000 chemical substances that are the cause of the many health problems whereby 70 of these chemicals are known to cause cancer. These chemicals have for a long time been associated with diseases such as lung cancer, heart diseases, asthma or bronchitis. Reports have indicated that approximately 3,000 adults die each year in the United States due to lung cancer. This is a huge number compared to other causes of deaths in the same country. Another report from Britain indicated that while 3,500 people are killed e ach year in road accidents, 12,000 people die each year out of exposure to tobacco smoking (Hudson, par. 2-6). This shows that smoking has potential to take away many live more than other forms of health risks and people should be aware of all the risks that come along with smoking. Other than active smokers being exposed to dangers of tobacco smoking, passive smokers share the same fate. This is because passive smokers

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

Protection Of Endangered Species Essay -- essays research papers

Out of all the species that have ever existed since the beginning of time, 98% of them are extinct (Facts). There are an estimated 5-10 million species that exist currently and only 1.5 million have been identified (Sherry, 2). Scientists classify species into six different groups: plants, animals, insects, algae, fungi, and microorganisms (Today’s Situation). In the tropical rainforest alone, most species are disappearing at the rate of 1% a year (Sherry, 6). If the current trend continues, at least 50% of all currently existing species will be either extinct or endangered by the year 2050 (Today’s Situation). For this reason endangered species deserve more protection than the current regulations provide. Throughout history there have been many different reasons for the extinction of species. The earliest known reason was 64-66 million years ago when scientists believe a meteorite struck earth causing the extinction of the dinosaur and of 85% of the species existing at the time (Sherry, 2). Another major problem is the introduction of species into a new environment. Most introduced species become pests because they have no natural enemies and can easily out compete native species that have natural enemies, thus overpopulating a certain environment (Sherry, 5). The main causes of extinction are habitat destruction, commercial exploitation, damage by non-native species introduced into the environment, and pollution (Definition of endangered species). Out of all of these, habitat destruction is the major source of extinction. It is thought that at least 4,000-6,000 species become extinct each year in the rain forest alone due to burning acreage to make room for farm fields (Today’ s situation). Most of the human caused extinctions occurred during the Industrial Revolution, which was 250 years ago (Sherry, 2). Another significant reason for the decline, if not extinction of species is hunting and poaching animals. A good example of this is the near extinction of the American Bison due to over hunting. Between 1870 and 1875, 2.5 million Bison were killed annually. In 1883 the last significant herd with around 10,000 members was done away with. By 1990 there were only an estimated 500 plain Bison remaining in the United State (Direct Causes). These are all key reasons for the extinction of species and if we can avoid them then we may prevent the future extinctio... ...eature and is being born to a dairy cow (Bergley, 56). This is the first time that a specie has been cloned using the eggs and surrogate mother of an entirely different specie (Bergley, 56). If we preserve DNA from endangered species it creates the potential for an animal to be cloned, which could increase the genetic diversity of endangered species and prevent inbreeding (Bergley,56). If the cloning of endangered species continues it will increase the number of a certain specie and maybe one day will take them off the endangered species list. Unless we take the precautions to protect and preserve endangered species, they will disappear forever. Without them, the earth’s ecosystem may very well crumble. When we endanger wildlife, we are also endangering ourselves. We as humans must learn from our mistakes and prevent the further destruction of wildlife habitat and help to preserve endangered species and conserve their natural environments. Something that will help us remember this is that â€Å"Living species today, are the end products of twenty million centuries of evolution; absolutely nothing can be done when the species has finally gone, when the last pair has died out† (Quotes).