Wednesday, October 30, 2019
Strategic Business Alliances Article Example | Topics and Well Written Essays - 750 words
Strategic Business Alliances - Article Example Financial deals were cheap and this, coinciding with the idea that most companies had much cash at their disposal creates a conducive environment for alliance activity to pick up. Additionally, making business alliances aims at expanding business market share in the sense that the business would relieve a lot of pressure making them more flexible to react quickly to changes without the investors’ weight upon them. Business alliance can make customers’ interests in the current market might end up being shelved when the management set off to concentrate and develop emerging markets elsewhere. Though it can be argued that the administrative section of the company will increase their personnel to concentrate on these new markets, they might still need support from the current managers in terms of experience in tackling hurdles that may face them and thus their focus on management might be temporarily diluted. Whether the customers’ expectations and their products quality will remain at their previous desirable level or even increase in the process remains to be a litmus test for the company considering this acquisition is still in its infant stages. The society as a whole benefit from business alliance given that apart from creating new job openings from their expansion, they increase value for people’s money by not only increasing the variety of commodities but also bringing new competition that will prompt other players to increase their efficiency in serving the society.
Monday, October 28, 2019
Benefits of Positive Relationships in Childcare Setting
Benefits of Positive Relationships in Childcare Setting Farah Rehman 1. Recognise how positive relationships promote children’s- well -being Building positive relationships with young children is an essential task and a foundational component of good teaching. All children grow and thrive in the context of close and dependable relationships that provide love and nurturance, security, and responsive interactions. A positive adult-child relationship built on trust, understanding, and caring will foster children’s cooperation and motivation and increase their positive outcomes at school (Webster-Stratton, 1999). Good. In a review of empirically derived risk and protective factors associated with academic and behavioural problems at the beginning of school, Huffman et al. 2000) identified that having a positive preschool experience and a warm and open relationship with their teacher or child care provider are important protective factors for young children. These protective factors operate to produce direct, ameliorative effects for children in at-risk situations (Luthar, 1993). Next, we describe some of the key ingred ients for relationship building. In order for adults to build meaningful positive relationships with children, it is essential to gain a thorough understanding of children’s preferences, interests, background, and culture. For very young children and children with special needs, this information is most often accessed by observing what children do and by speaking directly to parents and other caregivers. With this information, adults can ensure that their play with children is fun, that the content of their conversations is relevant, and those they communicate respect for children’s origins. Whenever possible, this kind of information exchange should be as reciprocal as possible. That is, adults should be sharing their own interests, likes, backgrounds, and origins with children as well. Good. Practical Strategies for Building Positive Relationships †¢ Distribute interest surveys that parents fill out about their child †¢ Greet every child at the door by name †¢ Follow a child’s lead during play †¢ Have a conversation over snack †¢ Conduct home visits †¢ Listen to a child’s ideas and stories and be an appreciative audience †¢ Send positive notes home †¢ Provide praise and encouragement †¢ Share information about yourself and find something in common with the child †¢ Ask children to bring in family photos and give them an opportunity to share it with you and their peers †¢ Post children’s work †¢ Have a â€Å"Star†of the week who brings in special things from home and gets to share them during circle time †¢ Acknowledge a child’s effort †¢ Give compliments liberally †¢ Call a child’s parents to say what a great day she or he having in front of the child †¢ Find out what a child’s favourite book is and read it to the whole class †¢ Have sharing days †¢ Make â€Å"all about me†books and share them at circle time †¢ Write all of the special things about A child on a T-shirt and let him or her wear it †¢ Play a game with a child †¢ Play outside with a child †¢ Ride the bus with a child †¢ Go to an extracurricular activity with the child †¢ Learn a child’s home language †¢ Give hugs, high fives, and thumbs up for accomplishing tasks †¢ Hold a child’s hand †¢ Call a child after a bad day and say â€Å"I’m sorry we had a bad day today – I know tomorrow is going to be better!††¢ Tell a child how much he or she was missed Some useful techniques that can be applied. Although this knowledge is good, I would have liked you to focus more on the benefits to children of different types of relationships, such as friendships etc. 2. Analyse the importance of the key worker system for children â€Å"Key Worker†. The â€Å"Key Person†role is to build positive relationships with particular children, and work closely with the families of those children. The term â€Å"Key Worker†refers to a role which involves communicating with different professionals to ensure that services coordinate and to work at a more systemic, strategic level within nurseries (Elfer, Goldschmied Selleck, 2005). The â€Å"Key Person†role is the focus of this particular study. The current government guidance on the role of the Key Person seems to place great weight on attachment theory as a driving point for the development of positive relationships in the Early Years. It is important to note that this research does not seek to examine different â€Å"attachment types†. Rather, it seeks to understand the adults’ perceptions of their roles in Early Years settings and the ways in which they ensure positive experiences for their key children. However, attachment theory, as the theoretical foundations of this study, cannot be ignored. John Bowlby’s (1969) theory of infant attachment sought to understand the relationships between infants and their caregivers. Further developments through Bell and Ainsworth’s (1970) Strange Situation led to the identification of attachment types, and a plethora of studies researching the relationships between these types and a child’s future development. Recognition of the impact of early attac hments on outcomes for children as they develop is well established as noted by Thompson (2008). Thompson looks at factors most directly associated with Bowlby’s original ideas, for example; relationship functioning, emotional regulation and social-cognitive capabilities. The conclusion is that the literature continues to support the argument that children labelled as ‘securely attached’ experience more positive outcomes in many areas. Thompson notes that the reasons behind this are not clear, though he draws attention to the literature which suggests sensitivity is an important factor. This may be quite relevant to understanding the relationships between Key Persons and children in Early Years settings, as the Key Person’s sensitivity to the child’s needs may be paramount to the dynamics of their relationship. Current guidance and the EYFS Good points highlighted above and relevant link made to attachment theory. As mentioned previously, attachment theory appears to have had a rather significant impact on current guidance, policies and practice with children and young people (Slater, 2007). It is also integral to the work of agencies such as Sure Start and social care. In order to understand what some practitioners may already know, it seems important to review some of the guidance that the government provides for early education settings. The Department for Education have recently changed the information on their website; however, following a recent consultation on the EYFS, there does not seem to be any indication of significant change to the Key Person role. Information previously available stated that: †¢ â€Å"A Key Person helps the baby or child to become familiar with the setting and To feel confident and safe within it. †¢ A Key Person develops a genuine bond with children and offers a settled, Close relationship. †¢ When children feel happy and secure in this way they are confident to explore and to try out new things. †¢ Even when children are older and can hold special people in mind for longer there is still a need for them to have a Key Person to depend on in the setting, such as their teacher or a teaching assistant.†– These guidelines came under the â€Å"Positive Relationships†principle, and whilst online access to this has now been archived, the translation of these points in to practice formed the initial focus of this piece of research. Due to this, they have remained within this paper. 3) Explain the benefits of building positive partnership with parents for children’s learning and development. When staff shares positive bonds with children’s families, it helps the staff feel more connected, valued, rewarded and appreciated. Staff can more easily respond to children’s needs by understanding a child’s relationship with their parents, carers and siblings. Staff can also develop a deeper understanding of how each family would like their child to be raised. Having a ‘bigger picture’ of a child’s world allows staff to relate to children in a way that makes them feel understood which then strengthens relationships. Relationships and partnerships assist staff feel confident and satisfied in their role of supporting the child and their development. Good points. Mutual benefits of partnerships Working together can help families and staff trust one another and communicate openly. When information is shared, families and staff are able to gain a deeper understanding of: how to work together to support children children’s behaviour at home and at the early childhood service the most effective ways to support children’s learning what children enjoy and what their strengths are resources for addressing children’s difficulties. Interacting within a partnership helps Families and staff: feel welcome, respected and valued feel comfortable, confident and supported in their roles feel a sense of satisfaction from the trust others place in them work through differences, allowing adults to continue working together to support children benefit from the resources, ideas and energy that others provide benefit from shared decision-making see things from other people’s perspective develop strong connections with children 9) feel a sense of satisfaction when children explore, learn and develop their skills 10) have more opportunities to discuss child development Babies and young children learn to be strong and independent through loving and secure relationships with parents and carers and other family members such as grandparents. When children are looked after outside the home they can develop security and independence through having a key person to care for them. Children’s learning is helped when they feel safe and secure and when their parents and the people in settings they attend work together to ensure that the child’s needs are met. A key person such as a child minder provides a reassuring link with home so that children can cope with being separated from the special people in their lives. Attachments are the emotional bonds that are made between young children, their parents and other cares such as the Key Person. All of these important people have a special role to play in providing the right kind of environment for children where they will flourish. Environments are not just physical spaces because they are the atmosphere created through warm and caring relationships, where children are respected and valued and their well-being comes before anything else. In these environments children’s voices are listened to and they thrive socially and emotionally. Describe how to develop positive relationships within the early years setting, making reference to principles of effective communication Effective communication with both children and parents are very important in order to develop positive relationships. Children who feel valued and who enjoy being with you will respond better. Due to this, they are likely to enjoy playing and learning and are more likely to behave well. The basis of forming a relationship with children is to consider what their needs may be and to adapt the way in which you work to meet these needs. It is important to recognise if children have any difficulties in communication. There are many types of difficulties that need to be recognized: Speech and language delay Dyspraxia Muscle weakness or deformity Emotional problems Ear infection Expressive difficulties Receptive difficulties Stuttering Children who have difficulties in communication should be supported. The practioner should: Be patient Allow children time and space in which to speak Do not talk over children Do not speak for the child Do not interrupt the child Consider using pictures for children so they can communicate their needs.
Friday, October 25, 2019
Aristotle :: essays research papers fc
Research Paper: Aristotle      Aristotle (b. 384 - d. 322 BC), was a Greek philosopher, logician, and scientist. Along with his teacher Plato, Aristotle is generally regarded as one of the most influential ancient thinkers in a number of philosophical fields, including political theory. Aristotle’s’ writing reflects his time, background and beliefs.                         Aristotle was born at Stagira, in Macedonia. His father, Nichomacus, was the personal physician to the King of Macedonia, Amyntas. At the age of seventeen, Aristotle left for Athens to study at Plato’s Academy. He studied at the Academy for about twenty years, up until Plato’s death. Plato’s death sent Aristotle to a city in Asia Minor, called Assos, where his friend, Hermias was ruler(Encarta). It was in Assos where Aristotle met, Pythias, who is described as either a niece or daughter of Hermias, who Aristotle married after the murder of Hermias, by the Persians. Aristotle then went to Pella, the capitol of Macedonia, where he became the tutor for the king’s son, Alexander, who later became Alexander the Great. When Alexander became King, Aristotle went to Athens where he began to lecture at the Lyceum. He lectured while walking about in one of its covered walkways, earning him the nickname Peripatetic†, which means walking about.                                                   Aristotle lectured and directed the Lyceum for twelve years, producing during this time the lecture notes which now form his works. Only a small amount of Aristotle’s works have survived. The writings which did survive like: â€Å"Metaphysics,.†which were his writings on the nature, scope, and properties of being; and â€Å"Physics,†his writings on astronomy, meteorology, plants, and animals, these writings have changed the way we think and live. Aristotle’s works encompassed all the major areas of thought: logic, science, metaphysics, ethics, and politics. He developed a new, non-Platonic theory of form, created a system of deductive reasoning for universal and existential statements, produced a theory of the cosmos, matter, life, and mind, and theorized about the relationship between ethics and politics and the nature of the good life(Young Students Encyclopedia). His system rival Plato’s for the next 2000 years.                                             Aristotle was a firm believer that philosophy came from wonder, and that knowledge came from experience. He had a wealth of knowledge, from many experience; if he was correct about philosophy coming from wonder, he would have had to wonder quite a bit. Aristotle was a genius, this is evident in his writings, because the ideas and concepts he proposed in his writing were ahead of his time. Aristotle learned from the best and taught the best so his ideas and thoughts were always being challenged, which made him thrive for knowledge. Aristotle is consider to be the one of best if
Thursday, October 24, 2019
Case #1: Cca (Board of Directors)
BUSN7045: Corporate Governance Case Study 1 Jiachen Lyu u5264027 1 Evaluation of the Board of Directors of Coca-Cola Amatil Jiachen Lyu Student ID: u5264027 1. Basic analysis – a macro perspective From the publicly open information, the member composition of the Board Of Directors (BOD) of Coca-Cola Amatil (CCA) can be summarised as the following table (Table 1- 1). It can be easily seen that non-executive directors account for the majority of the board.According to Tricker (1994), this particular composition is of a typical American kind, which is specifically designed to emphasis the independence among members in the board and their loyalty to the shareholders. Table 1-1 Composition of Board of Directors Compan y Name Total direc tor No. Executi ve director Nonexecuti ve directo r Composition of non-executive directors Exper t direct ors Chairma n of other compani es Investment agency representati ves Individu al investor s Coca- Cola Amatil 9 1 8 8 2 3 0 However, it is wort h noting that this particular formation is a result of the highly developed American capital market.In such a market, the frequency of hostile takeover is so common a market phenomenon that masks the lack of BOD’s function. In American companies’ management practice, people focus more on centralisation and expert system, which reduces the importance of executive directors. Comparing with the U. S. , both the turnover of Australian stock market and the frequency of hostile takeover are low, which posts a shadow on the adaption of Cola’s American empirical practice into Australia. 2. Focus on non-executive directorsThe non-executive directors are directors who are employed from the outside. They are normally specialist in areas such as strategic management, finance, investment, legal and public relation. In order to better fulfil the duties of a BOD, National Association of Corporate Directors Blue Ribbon Commission emphasises that each director should contribute his knowledge in at least a field listed below: (1) accounting and finance, (2) judgment, (3) management skills, (4) crisis response, (5) industrial knowledge, (6) experience in international markets, (7) leadership, and (8) strategic vision.According to this point of BUSN7045: Corporate Governance Case Study 1 Jiachen Lyu u5264027 2 view, it can be analysed from the information available on the CCA’s website as Table 2-1: Table 2-1 Appraisal of CCA’s non-executive directors D. G . I. A . C. B . A. F . M. J . G. K . W. K. D. M . Judgment Y Y Y Y Y Y Y Y Management skills Y Y Y Y Y Y Y Y Crisis Response Y Y Y Y Y Y Y Y Industrial Knowledge N N N Y Y Y N N Experience in the international market N N N Y Y Y N NLeadership Y Y Y Y Y Y Y Y Strategic vision Y Y Y Y Y Y Y Y Abbreviation: David Gonski (D. G. ), Ilana Atlas (I. A. ), Catherine Brenner (C. B. ), Anthony Froggatt (A. F. ), Martin Jansen (M. J. ), Geoffrey Kelly (G. K. ), Wal King (W. K. ), David Meiklejohn (D. K. ). From Table 2-1, it is clear that some finance and law background non-executive directors (i. e. D. G. and I. A. ) lack of knowledge in beverage industry and have little experience in international markets.When they were facing situations that need industrial judgement and global vision, the limit of their knowledge would be likely to hurt the interest of shareholders. Most non-executive directors, due to their insufficient knowledge about the inner working of the company, tend to rely on financial criteria rather than innovation criteria to evaluate the long-term management of the enterprise, which may lead to short-sighted decisions and further hurt the goodwill and innovation of CCA.Furthermore, most aforementioned non-executive directors are quite busy as they may be managers of other companies or partners of investment banks, they therefore do not have sufficient time to collect detailed management information about CCA. Consequently, the most probable channel of their source of CCA’s information is from the managers. Ironically, while the purpose of establishing a BOD is to solve principleagent problems between the ownership and management, the possible information asymmetry between manager and BOD (thanks to the large proportion of busy nonexecutive directors) may result this vehicle into null.From a strategic perspective, on the other hand, all these non-executive directors as experts in finance, investment, legal issues and science have long term experience, most of whom are over 50 year’s old. They can provide more specific knowledge and advice in terms of strategic management. This is the positive effect of having eight nonexecutive directors in the BOD of CCA. References: Bol Tricker. , Corporate Governance, An International View, p. 20, Prentice Hall, 1994.
Wednesday, October 23, 2019
American Education Systems
Imagine a world without words: no reading, no writing, no communication. It is difficult to imagine such a place existing. Surely in this day and age when technology is advancing at a rapid pace and knowledge is the key for success, such a â€Å"communication-less world†has been eliminated. Yet for some people, this imaginary world without words is still a reality. A world of darkness and suffocating ignorance presses in around them leaving few and narrow possibilities for survival in a success-driven society. How do adults and teens end up in circumstances such as these? They simply slipped through the gaps of the American education system, the largest of which is the absence of emphasis on literature. The value of great literature extends far beyond simply reading printed words on a page. Of course the primary focus of reading books, especially at an early age, is to learn how to read. However, as students learn these basic, everyday skills, the possibilities become endless. Great works of literature contain much more than words. Incredible insights into the time period of the author†s life or of the subject on which the author has written are readily available. It is a history lesson without the textbook. History comes alive through reading. Literature also presents the opportunity to learn about new ideas and cultures previously unknown to the reader. Possibly the greatest advantage gained through literature is that students learn to write by constantly reading excellent writings. Overall, a strong emphasis on literature produces a well-rounded individual. The problem with the public education system in this country is that somehow student graduate from high school without ever reading great works of literature. It happens time and time again. Either teachers do not assign students to read excellent literature, or students find one of the many loopholes to escape actually reading anything. The results can be disastrous. It is amazing how many high school students can not write a paper. Some can literally not even write a sentence. There is absolutely no reason why any student in high school should not possess the ability to write a cohesive sentence and even an intelligent paper. Yet it still happens, and it is because students have not read enough and seen enough examples from great authors. The best way to teach students how to write is to show them through literature. It is almost impossible to be a well-read individual and not be able to write well also. Throughout the majority of the twelve years spent in school, my personal education was based primarily on literature. During those seven years, incredible emphasis was placed on reading and also on writing. The schooling received at home was and continues to be invaluable in various ways. Specifically, the study of literature has been invaluable in school and in everyday life. It has been of great assistance in writing all of the many compositions required, and also in recalling specific aspects of history, science, cultures, and more. It is amazing how much easier it is to succeed having this knowledge gained through much reading. The most important change that could ever be made to the public school system is to place a much larger emphasis on literature at all levels of education. All of the difficulties students are experiencing in high school with reading and writing could be avoided if the right steps are taken. Literature must become a main focus. It will greatly aid students in all aspects of school and learning simply to be required to read more. Perhaps they will even begin to love the written word and dive into great literature all on their own.
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