How Can IAG (Insurance Australia Group) Increase Their Staff Retention - Free Essay Example

Sample details Pages: 8 Words: 2331 Downloads: 6 Date added: 2017/06/26 Category Management Essay Type Research paper Did you like this example? INTRODUCTION 1.1 Brief Introduction of the organization IAG (Insurance Australia Group Limited) is a parent company of general Insurance group which have been expanded in Australia , New Zealand , Thailand and Vietnam, which operates under different brand names in each of the respective countries. For Instance, It operates by the brand name NRMA Insurance, SGIO and SGIC in New South Wales, South Australia and Western Australia, While operating by the brand name as NZI, STATE Insurance and AMI in New Zeland (About IAG). IAG also has a 26% joint venture with SBI general Insurance Company which is owned by the State Bank of India (SBI), which is Indias largest bank. (IAG (Insurance Australia Group)) Don’t waste time! Our writers will create an original "How Can IAG (Insurance Australia Group) Increase Their Staff Retention" essay for you Create order 1.2 Managerial Problem Identified Insurance Australia Group Limited (IAG) is the leading general insurance company and this company deals with different brands in different countries. The company has been faceing different types of managerial problems since last couple of years. The main problem occuring within the organisation is staff retention. The reason this topic is proposed is because one of our group members is currently employed by IAG who operates as STATE insurance in New Zeland. The main issue observed at IAG is the frequest turnover of the staff which in turn would involve in hiring and training new employees for a period of one month and this would impact the financial expenditure of the organisation . 1.3 Research Problem Statement How can IAG (Insurance Australia group) increase their staff retention in State Insurance which is the brand name of IAG operating in New Zealand. 1.4 Research Questions The below are the outlines research questions which would help us solve the managerial problem occuring at IAG. What are the main causes behind the staff turnover at IAG ? What are main factors that would motivate the staff to work at IAG? How is the work environment existing at IAG? Project Plan 2.1 Include the scope of your project As we know well, IAG (Insurance Australian group) is one of the worlds largest insurance company. Most of its products are based on general life, home, business, travel and many more. Moreover, the scope of our project is to identify the existing managerial problem existing and try to resolve it, which would be extensively beneficial for the companys revenue. 1). Identify We have identified the existing managerial problem existing at IAG, which is its high rate of the staff turnover, this problem was identified by us by observation, as well as one of our team members is working at the organisation and have observed that the company would be advertising job opportunities in every 3 months time, hiring new employees would require finances, in order to train the new staff. This is the how we have identified that staff rentention is one of the issues existing at IAG. 2). Analysing The project analysing is a method used to find out the problem of issue in management. The project would require thorough analysis, our team shall work together and brainstorm with the best possible solutions as well as we would be analysing the initial problem critically. 3). Research The à ¢Ã¢â€š ¬Ã‹Å"wordà ¢Ã¢â€š ¬Ã¢â€ž ¢ research means to go seek closly. Its more general sence is used to be any kind of investigation or increase factual knowledge. In case of IAG project research we shall employ certain qualitative research methodology like observation, interviews and surveys, which would help us resolve the initial problem identified and this in turn would be extremly be beneficial for the organization. 2.2 Resources required for our project Team According to requirement of this project it is based on team project and team work. As we have five members in a team, each member would be alloted specific questions which would help the team to work equally and get the result accordingly and thus in turn would increase the productivity. Time Time is the main resource, which as team we would require time for each and every activity based on project. As in starting phase of the project team needs a team discussion to decide which will task would be alloted to each member. We would require 9 weeks duration to obtain and implement the best possible solution. Budget This project would require face to face interviews, observation and survey survey done and by which all our group members will b travelling to several place to do surveys, at this stage we would require a budget of 5000 NZD approximately to complete our project. 3.1 Problem Solving Models In our project we shall employ the six-step problem solving model. Problem solving is also known to be a psychological procedure which would initially require the discovery of the problem after then it is analysed and then it is resolved. (Psychology) Moreover, in order to resolve a particular problem, it is critically important to follow a series of steps. The six steps to problem solving is as follows: Identifying the problem Although this step may initially seem to be one of the obvious ones, it is infact the most important part of the problem solving process. However if the very first step of identifying the problem is not properly achieved, attempts would be made in order to resolve it and the entire research would go in vain and the end result would not be fruitful. Hence identification of the problem is considered to be the most important amongst all the steps. (Psychology) Analyse the Problem We first identified what type of problem it is, thereafter we shall analyse it deeper in order to determine the main cause of our identified problem. We shall then be asking the question à ¢Ã¢â€š ¬Ã…“Why?à ¢Ã¢â€š ¬Ã‚  a number of times to go through each layer of symptoms and so to arrive at the heart of the problem. we are confident that after conducting a thorough analysis we would be able to reach the root-cause of the problem. (The Six Step Problem Solving Model) Identify as many solutions as you can Our team shalll then brainstorm creatively by asking lots of questions about the who, what, where, when, and how, these questions would then definitely lead us to different potential solutions. Choose the Best solution In evaluating our ideas, more options could present themselves. We could achieve this by analysisng each solution, according to criteria such as how valuable it will be as well as how much time, cost, and effort it would incorporate and how liable it is to satisfy the organization. Plan of Action During this step, we shall conclude as in what steps must be taken, by preparing an action plan. And we shall decide on deadlines for completing the actions and approximating the costs of executing them. We would also have to be prepared for a back-up plan, just in case, becaus eof any unavoidable ciscumstances we are unable to reach or execute our proposed solution, we would not have to terminate the project. This stage consists of narrowing down the potential ways to execute the solutions we have chosen, based on any limitations that apply. we would also include the who, what, and when of our proposed solution. Implement the solution We need to certify that the necessary resources remain available and we shall supervise the progress in solving the problem; or else, all the work we have done might go in vain. 3.2 Implementation of the six problem solving models Our group have decided to follow the above mentioned six step problem solving model. We shall initially define and identify the problem clearly, cause If the correct problem is not figured out than the entire research would go in vain and the end result would not be fruitful. After clearly identifing the problem we shall Analyse it thoroughly and would critically analyse to see if there would be any potential barriers which might arise during our research. Our team shall then brainstorm all the various possible solutions. After determining various different strategies to solve our problem , our team shall then select the most appropriate solution which would help us bring fruitful results, we would also have to make sure that the appropriate solution we come upon would be time efficient as well as cost-efficient. MANAGEMENT TOOLS/CONCEPTS 4.1 Identify and briefly explain any management tools and/or concepts your group intends to use. Management is the impotent part of every organization. Management play a important roll in Organization, every work with some tools and functions. These are five functions and tools of management. 1. Planning 2. Organization 3. Staffing 4. Directing 5. Controlling Planning Planning is the process of thinking about and organizing the activities required to achieve a desires goal .planning is based on involves the creation and maintenance of a plan. Planning is basically two types long term planning and short term planning. Long term plan used for 3-4 years policies and short term plan daily used. Mostly every organization working on different plan and policies. These plans are so useful for company. Whereas planning predicts what the future should look like. How our team shall implement: Strategic planning is the model of every organization, which provides a framework for developing strategic plans. We have work with organization plan and policies. We have five member in our group and working will difference part of project report .one are prepare with front page and will another part of assessment. Each person work spared part and after completing set into the project report. Organization An organization is a social body that has a combined goal and is simultaneous to an exterior atmosphere. An organization is a body that functions in both the public as well as private sector concurrently, satisfying public duties and developing business-related activities. Our chosen organization is IAG, which is a one of the multi-national companies providing insurance to more than 7.8 billion customers across the globe. (management tools) How our group will work Organization is the function of every management. It involved developing structure and allocating human resources to ensure the objective. These structure are represented the by organization chart. And our group chose IAG (Insurance Australia Group Limited) we have all the group member worked on the company policies and solving managerial problem. (management tools) Staffing Staffing play important role in every management .Staffingis a term used in the hire ofemployment it has been applied to more than one aspect of the working environment. Staffing means that different type of employees working together for company. And staffing is the process of acquiring. Deploying and retaining a workforce of sufficient quantity and quality to create positive impacts on the organization effectiveness. (management tools) Directing: Directing is the function of management, a basic management function that includes building and effective work environment and creating opportunity for motivation. Directing is an impotent part of management skill .which involves communication, leadership etc. And motivate the employees of organization how to achieve the goal and objective of organization. (management tools) How our group will work Directing is the model of management and it involves the social and informal sources management. Directing means that motivate and order to the employees to achieve the goal and objective of the organization. In our management head of hardy and he divided the work into other member and analysis all the progress of project report. And he will seen that every member of group work correct. (management tools) Controlling: Controlling is the other function of management which is include controlling design and accompany the management process of defining goals, planning and controlling of objective. in controlling include the all actives of management .controlling is the power of top level management and these level taken all the major decision of organization . (management tools) How our group will work Controlling is one of the managerial functions like plaaning, organizing, staffing and directing. it is the meaning of controlling to control the all activates of management . For example top level of management control the middle level and low level management. And our group team leader control all the other member of team and analysis the activates of other member (management tools). 5.1 Methodology Primary Research This research is an original object or document (raw material or firsthand information). (ithacalibrary, n.d) By selecting this research our team will get firsthand data and fresh data directly. Secondary Research This research is all about whatà ¢Ã¢â€š ¬Ã¢â€ž ¢s written in primary research. Secondary research includes discussion about what written in original material. (ithacalibrary, n.d)This research will help us to get bulk information about the company. This will be two research methods our team will be selecting to research with their possible sources. 5.2 Possible Sources of data We above in 5.1 we have mentioned that we will be selecting both methods to do research and the possible sources of each method are given below:- Primary research:- Their possible sources are:- Face to face interview Survey Observation Group discussion From this we will be selecting two sources which are Survey and Observation as survey will help our team to get maximum number of respondents and point about the problem in company and observation will help us to observe and record the behavior of the company directly. Secondary research:- Their possible sources are:- Media Articles books Internet We will be selecting Media and internet because now dayà ¢Ã¢â€š ¬Ã¢â€ž ¢s this is easy means of sources. The information from the media will be extremely fruitful. As Internet will be helping team out by finding company brands, and much more inner information about the company. References (n.d.). Retrieved 03 18, 2014, from IAG (Insurance Australia Group): https://www.iag.com.au/business/asia.shtml About IAG. (n.d.). Retrieved 03 18, 2014, from IAG : https://www.iag.com.au/about/index.shtml ithacalibrary. (n.d). primary and secondary sources. Retrieved 04 01, 2014, from ithacalibrary: https://www.ithacalibrary.com/sp/subjects/primary management tools. (n.d.). Retrieved 03 26, 2014, from Information and knowledge: https://www.bing.com/search?q=Information+and+Knowledge+ManagementFORM=R5FD6// Psychology. (n.d.). Retrieved 03 24, 2014, from About: https://psychology.about.com/od/problemsolving/f/problem-solving-steps.htm The Six Step Problem Solving Model. (n.d.). Retrieved 03 25, 2014, from Gice Blog: https://blog.gice.in/the-six-step-problem-solving-model/ Appendix Questionnaire Page 1

Video Games And Its Effects On The Media - 1372 Words

Introduction Many studies suggest that violent video games contribute to the aggressions of video games players. Today over 85% of video games contained violence, and the rest have explicit content like sex, drugs, and disregard to human life (Carnagey, Anderson, Bushman, 2007). Someone who is new to video games is exposing themselves to violence, and for many the general concern comes from being influence from such games. For example, video games first influence school shooting that first started in West Paducah, Kentucky in 1997, Jonesboro, Arkansas in 1998, Springfield, Oregon in 1998, etc. Making by example the violent nature of video games (Anderson, 2004). That is of course, researches do not have sufficient evident that video†¦show more content†¦Although the research literature on violent video games is a recent phenomenon, there’s has been little funding for such research (Anderson, 2004). Also taking into account a meta-analysis of published and unpublished studies re veal they may be some levels of bias between video games and violence than disconfirming studies (Decamp, 2015). The negative views the public has of video games has increased the connotation that violent video games act as murder simulators, or that games are gateways for young children to learn to kill. Linking this medium to deadly assaults, and criminalizing the youth (Markey, Markey, French, 2015). One method game researchers use to overcome the limitations of past research is by using PSM (propensity score matching) a statistical method use to estimate the outcomes of a treatment. The results show the comparison of violent video games effects with environmental effects, and social risks. The relationship between the player and their family helps evaluates these behaviors such as violence in home, school, parental attachment, and close supervision (Decamp, 2015). In 1972 the Surgeon General issue a warning that correlates the relationship between media violence and antisocial behavior, and that it requires immediate action. During the past when video games were first introduced, researcher’s studied the relationship between violent media and aggression. Deeming

Three Important Contents in Nonverbal Communication Free Essays

The purpose of this essay is to evaluate the group oral presentation. This easy discussed three concepts related to nonverbal communication. Relevant theories inform our understanding of these concepts and each individual’s performance. We will write a custom essay sample on Three Important Contents in Nonverbal Communication or any similar topic only for you Order Now The first concept aspects of nonverbal communication introduced the different aspects in nonverbal communication. The second concept barriers to nonverbal communication discussed how barriers occurred and two parts of barrier. The last one cultural difference in nonverbal communication explains the importance to effective deal with cultural difference in business today. The next part is reflection on group performance and individual performance. In this part some real examples have been discussed. This essay is for 2040 MGT Business Communication individual assignment. This essay is on the basic business area and interpersonal communication. 2. 0Definition of Nonverbal communication When people talk about successful organisations or individuals in the world of business, good communication is always listed as one of the most important characteristics. Nonverbal communications is made up of visual, tactile, and vocal signals, and the use of time, space, and image (Williams 2006). Nearly 75 per cents of all communication are nonverbal (Trompenaars, 1993). That means in every face-to-face interaction we are sending more information to the other person than we thought and no-one is fully in control about the transmission (Mead, 2005). Nonverbal communication embraces all body language communication but also includes clothing and tones of voice, even the manner in time using (Williams 2006). Drory and Zaidman (2007) suggest that use nonverbal communication in order to: replace verbal communication where it may impossible to talk; complement and modify verbal communication; contradict; regulate conversation by helping to mark speech turns; express emotions; negotiate relationships in respect of instance etc. For this way, Nonverbal communication can be very powerful tool in understanding ourselves and others. 3. 0Three concepts related to Nonverbal communication 3. 1Aspects of Nonverbal communication Are nonverbal communication and body language the same? No, they are not. Body language involves the physical behavior; nonverbal communication embraces all body language communication but also includes clothing and adornment, environmental factors and even the manner in time using (Williams 2006). Darn (2005) stated that nonverbal communication can be classified in four key elements. The first element is KINESICS means body movement and gestures. The second is HAPTICS, the touch behavior and the third is OCULESICS, the gaze behavior and eye contact. The fourth key element is PROXEMICS and stands for spatial behavior and interpersonal distance. Chaney and Martin (2000) added one further element to the key elements. They described OLFACTICS as a person’s smell. 3. 2Barriers to Nonverbal communication Many problems occurred in our business and personal lives result from miscommunication. Problems with any one of the stages of the communication model can become barriers to communication (Shannon, 2001). Nonverbal communication may fail for a variety of reasons: Nonverbal signal such as movement and eye contact can be read wrongly; a learner may not be able to understand what is being shown (Thorne, 2005). Maguire (2002) stated that barriers to effective communication between people and units of organizations are two parts: physical and Personal. Physical such as people talking in different ways and poor sight can be easily solved; personal barriers less obvious, is the differences in the personal and physical make up of people, these factors cause a physical barrier. Even so, these barriers suggest opportunities for improving communication (Maguire, 2002). 3. 3Cultural difference in Nonverbal communication Many businesses operate on a global scale today. It has been argued that (Crosling Ward, 2002) effective oral and nonverbal communication plays an important role in successful cross-cultural business. Although much communication in international business is oral, the nonverbal level can be an important factor of correct understanding and interpreting oral communication. Culture is a shared system of beliefs, attitudes, values, expectations and norms of behavior (Chaney Martin, 2000). From groups, culture differs extensively. For example, Touch is an important tool to convey warmth, support and comfort. However, in some cultural those norms of behavior may change because touching implies intimacy and familiarity, people have strict rules that who may touch whom and how (Larson Kleiner, 2004). To learn deal with these differences and turn to your advantage can make the difference between a successful and unsuccessful international business (Larson Kleiner, 2004). 4. 0Reflection on group performance and individual performance The most successful groups understand that good communication at all levels is essential (Houston, 2002). In groups there are aspects to nonverbal communication. We been use a lots nonverbal sign communicate to each other when we having meetings and presenting. Be able to read correctly and rapidly other people’s nonverbal signals and to able to consider and control one’s own nonverbal presentation is very important in group work. Here is a benefit you and your group can achieve from effective nonverbal communication: Stronger decision making and problem solving (Houston, 2002). Use nonverbal communication effectively can make every meeting efficient instead of wasting time. When two people are conversing, they usually make eye contact to show the interest or respect (Frisch 1993). When the group having a conversation, one member was talking and the rest of us body pointed at the speaker, doing eye contact and nodding, this can be certain that we were very interested in what is being said. However, if many of us across the body like folded arms or an arm up to the face, you are seeing indications that the listeners are not absorbed. For this way, nonverbal signs have become an important communicate tools when we working together. However, Problems with any one of the stages of the communication model can become barriers to communication (Shannon, 2001). Barriers to effective communications between people and units of organizations are of two types: Physical, environmental factors can reduce or prevent the sending and receiving of messages (Maguire, 2002). It happened because people may not be able to see or hear properly. When the group having difficulty to understand others, always try to be clear in speech and visual presentation. They are usually obvious barriers. The other barrier is personal barriers; they arise from the judgments, emotions and values (Maguire, 2002). It happened because group members may not be willing and eager to receive the message. However, some people are vigilant monitors of other people; others are less likely to notice their subtle signals. To get nonverbal communication improved instead of having barriers, we were researched four outcomes: develop skills in nonverbal communication; interpret nonverbal communication in the context of the total situation; beware of the possibility of misinterpretation; practice becoming aware of and managing one’s own nonverbal communication (Shannon, 2001). Non-verbal communication is â€Å"silent† communication, including the use of eye contact, body moment, tones of voice etc (Williams 2006). If we don’t understand the non-verbal communication from different culture, we can make a mistake of reading other person’s message. Larson and Kleiner (2004) point out some forms of non-verbal signals are the same and universal some may totally different of each other. For this way, we did a bit of research to find out the differences in nonverbal communication between the AUD and China. I was asking four Chinese students and four Australian with equal number of male and female to answer two questions about the culture difference. The first part of the research analyzed the distance people keep in conversations and how they feel, if the person one is talking to comes closer. It showed that Australian are willing to get a bit closer in both situations with other students and lecturers/tutors. The research also presented that Australian feel more comfortable when the person they talk to comes a bit closer. In the other part of the research we analyzed the eye contact behavior. Asians avoid frequent eye contact, whereas Australian looks most time in the eyes and face especially when talking to a lecturer. However, both parties argued they feel the other person might not be interested in the topic, if the person does not show at least the same eye contact. 5. 0Conclusion and Recommendations This essay has discussed three important concepts related to nonverbal communication. The first concept aspects of nonverbal communication introduced the different aspects in nonverbal communication. The second concept barriers to nonverbal communication discussed how barriers occurred and two parts of barrier. The last one cultural difference in nonverbal communication explains the importance to effective deal with cultural difference in business today. In reflection on group performance and individual performance, some outcomes from group meeting for presentation have been discussed linked to theories. People should be familiar with the aspects of nonverbal communication. For this way, effective deal with nonverbal communication to achieve the right point. To get nonverbal communication improved instead of having barriers through the ways of: develop skills in nonverbal communication; interpret nonverbal communication in the context of the total situation; beware of the possibility of misinterpretation; practice becoming aware of and managing one’s own nonverbal communication. Lastly, to learn deal with cultural differences and turn to your advantage can make the difference between a successful and unsuccessful international business. References List Crosling, G. , Ward, I. (2002). The workplace needs and uses of business graduate employees. English for Specific Purposes, 21(1), 41-57. Chaney, L. H. , Martin, J. S. (2000). Intercultural Business Communication (2nd ed). New Jersey: Prentice Hall. Darn, S. (2005). Aspects of nonverbal communication. The TESL Journal, 6(2), 2-7. Drory, A. , Zaidman, N. 2007). Impression management behaviour: effects of the organizational system. Journal of Managerial Psychology, 22(3), 290-308. Frisch, D. (1993). The experience of workplace politics. Academy of management journal, 23(2), 237-51. Houston, H. (2002). Health care and the silent language of Vietnamese immigrant consumers. Business Communication Quarterly, 65(1), 37-47. Larson, J. , Kleiner, B. (2004). How to read non verbal communication in organizations. Management Research News, 27(4/5), 17-22. Mead, R. (2005). International Management. Malden: Blackwell. Maguire, T. (2002). Barriers to communication-how things go wrong. Pharmaceutical Journal, 268(7186), 246-250. Shannon, C. E. (2001). A mathematical theory of communication. Mobile Computing and Communications Review, 5(1), 3-55. Trompenaars, F. (1993). Riding the Waves of Culture. London: Nicholas Brealey. Thorne, P. (2005). The secret codes of the ‘silent language’. European Business Forum, 20, 74-76. Williams, F. (2006). Nonverbal communication. The new communication, 11(3), 34-37. How to cite Three Important Contents in Nonverbal Communication, Papers

Envi science free essay sample

Recognized educational institutions presenting candidates for a cape associate degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the associate degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply. Cxc a25/u2/10 cxc a25/u2/10 t environmental science syllabus  ¦ rationale s cience plays a major role in the evolution of knowledge by empowering us with the skills required for creative and independent problem-solving. It arouses our natural curiosity, encourages our ability to enquire, to pose questions, and to conduct research required to obtain answers. This approach leads to the construction of hypotheses, theories and laws that help us to explain natural phenomena, to understand human activities in relation to natural phenomena, and through this to meet the challenge of survival and progress in a diverse and changing world. The environment and natural resource base of the caribbean are critical for the welfare of caribbean people. Natural resource and environmental management and conservation are pre-requisites for sustainable development in the region. Achieving sustainable development requires an appreciation of the value of natural resources and the environment, and the development of the knowledge base and skills required for effective management. A firm grounding in these skills, knowledge and attitudes is provided through a study of environmental science. Environmental science is an interdisciplinary subject which draws on the content of several disciplines to offer a balanced scientific and holistic perspective of environmental issues. It provides knowledge, skills and attitudes to identify, prevent and solve environmental problems and thereby prepares students for ultimate careers in diverse fields of relevance to environmental management and to sustainable development of the caribbean region. This cape syllabus in environmental science presents a coherent course of study which provides a specific knowledge base of the environment and which facilitates the development of related skills and attitudes. The syllabus takes into account the requirements for tertiary education at regional and international institutions. It is intended for a wide range of students, including traditional sixth form students, part-time, mature and private students. This syllabus will contribute to the development of the ideal caribbean person as articulated by the caricom heads of government in the following areas: respect for human life and awareness of the importance of living in harmony with the environment; multiple literacies; independent and critical thinking and the innovative application of science and technology to problem solving. Based on the unesco pillars of learning, this course of study will also contribute to a person who will learn how to do, learn to live together and learn to transform themselves and society. Cxc a25/u2/10 1  ¦ aims the syllabus aims to: 1. Stimulate interest in the environment; 2. Develop an understanding of the interdisciplinary and holistic nature of the environment; 3. Develop knowledge and understanding of environmental issues and principles and the ability to apply these to environmental management, particularly in a caribbean context; 4. Develop the ability to identify critical research questions and formulate hypothesis or guiding statements. 5. Develop the ability to collect, collate, analyze and interpret environmental data; 6. Develop the ability to communicate environmental information and ideas logically and concisely in a variety of forms; 7. Provide an understanding of interactions between people and the environment; 8. Increase an awareness of the importance of living in harmony with the environment; 9. Recognize and evaluate the socio-economic, political and ethical issues in environmental science; Foster positive attitudes, values and commitment to identifying, solving and preventing environmental problems; 11. Develop an understanding of how natural resources and the environment affect quality of life and the quest for sustainable development in the caribbean.  ¦ skills and abilities to be assessed the skills and abilities which students are expected to develop on completion of the syllabus have been grouped under three main headings: (i) (ii) (iii) knowledge and comprehension; application of knowledge; practical abilities. Cxc a25/u2/10 2 knowledge and comprehension The examination will test candidates’ skills and abilities to: (i) define terms and explain concepts; (ii) describe processes; (iii) state principles and properties; (iv) explain interactions and inter-relationships. Application of knowledge the examination will test candidates’ skills and abilities to: (i) analyze and discuss different environmental situations; (ii) evaluate and justify options (for the use of resources); (iii) compare and contrast alternative solutions to environmental problems; (iv) select techniques and methodologies appropriate to different environmental situations; (v) Suggest possible solutions to specific environmental problems; (vi) draw inferences from environmental data. Practical abilities the examination will test candidates’ skills and abilities to: (i) select techniques, designs, methodologies and instruments appropriate to different environmental situations; (ii) use instruments to measure environmental parameters; (iii) collect and collate data; (iv) analyze, interpret and present data; (v) use quantitative techniques appropriately; (vi) develop appropriate solutions to specific environmental problems. Cxc a25/u2/10 3  ¦ pre-requisites of the syllabus Any person with a good grasp of the contents of the caribbean secondary education certificate (csec) integrated science or physics or chemistry or biology or geography or agricultural science syllabuses, or the equivalent, should be able to pursue the course of study defined by the syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills.  ¦ structure of the syllabus the subject is organised in two units. Each unit contains a body of knowledge and skills drawn from several disciplines that impact on the environment. Unit 1 addresses ecology, human population and natural resource use, while unit 2 deals with agriculture, energy, and environmental pollution. A unit comprises three modules, each requiring 50 hours. The total time for each unit, is therefore, expected to be 150 hours. Each unit can independently offer students a comprehensive programme of study with appropriate balance between depth and coverage to provide a basis for further study in this field. Unit 1: ecology, human population and natural resources module 1 module 2 module 3 fundamental ecological principles human population and the environment Sustainable use of natural resources unit 2: agriculture, energy and environmental pollution module 1 module 2 module 3 agriculture and the environment energy and the environment pollution of the environment in this syllabus, the specific objectives which are denoted by an asterisk (*) are particularly suitable for practical exercises. However, the project need not be limited to these objectives. Cxc a25/u2/10 4  ¦ unit 1: ecology, human population and natural resources module 1: fundamental ecological principles general objectives on completion of this module, students should: 1. Understand the basic ecological concepts; 2. Understand the processes that govern the interactions of organisms with the biotic and abiotic components of their environment; 3. Understand the relationship between people and the environment; 4. Acquire knowledge and develop practical and analytical skills. Specific objectives explanatory notes students should be able to: 1. Differentiate between key ecological terms and concepts; ecology: species, population, community, ecosystem, biosphere, atmosphere, hydrosphere, lithosphere, habitat, niche, biome, ecotone. 2. Explain the relationship between living organisms and Their environment; (i) the biotic and abiotic environments. (ii) tolerance ranges and limiting factors. (iii) ecological niches: (a) (b) cxc a25/u2/10 5 fundamental niche; realised niche. Unit 1 module 1: fundamental ecological principles (cont’d) specific objectives explanatory notes students should be able to: 3. Outline the importance biogeochemical cycles; of (i) carbon cycle. (ii) nitrogen cycle. (iii) phosphorus cycle. (iv) water cycle. Include basic chemical equations and formula for biogeochemical cycles. 4. Explain the significance of biogeochemical cycles to organisms; 5. Explain how energy and nutrients Flows within ecosystems; food chains and webs. (iii) trophic levels. (iv) ecological pyramids. (i) competition. (ii) predator-prey. (iii) discuss types of interactions between organisms in communities; productivity ecosystems. (ii) 6. (i) of symbiosis: (a) commensalism; (c) and parasitism; (b) producers mutualism. 7. Explain how ecosystems are selfsustaining; ecological succession and climax communities. 8. Explain the process of natural selection and adaptation to the environment; natural selection, evolution and adaptation. Cxc a25/u2/10 6 unit 1 module 1: fundamental ecological principles (cont’d) Specific objectives explanatory notes students should be able to: 9. Determine population size appropriate sampling methods; 10. Using population sampling methods for moving and non-moving organisms (for example, quadrats, transects, capture, mark, release, recapture). Calculate species diversity; where biotic potential. Exponential population growth. Environmental resistance. (i) human beings as part of the natural ecosystems. Benefits of natural ecosystems. (iii) evaluate human interactions within natural ecosystems; (i) anthropogenic impact on ecosystems and biodiversity and the need to maintain its Integrity. Explain the concept of carrying capacity; 14. Community and ecosystem stability. (ii) 13. Diversity between species. (iii) identify factors affecting population growth in a natural ecosystem; (ii) (ii) 12. Analyse the relationship between species diversity and ecosystem stability; (i) (iii) 11. D – species diversity n – total number of organism of all species n total number of organism of a particular species diversity within species. 15. Investigate at least two ecosystems in a territory;* cxc a25/u2/10 consider both terrestrial and aquatic (freshwater and marine) ecosystems. 7 unit 1 Module 1: fundamental ecological principles (cont’d) 16. Measure and discuss environmental parameters in a given habitat;* 17. Apply scientific method to experimental design and analysis; 18. See suggested teaching-learning activities. Present and interpret data using appropriate charts, table, graphs. Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Define environmental science 2. Formulate hypothesis, develop guiding statements and generate and interpret data. Discuss current environmental issues and highlight the importance of adopting an interdisciplinary approach. 4. Sample an ecosystem to determine population density and distribution. 5. Conduct study visits, to identify species diversity. 6. Investigate environmental parameters in a natural aquatic environment. 7. Create models of existing ecosystems in a specific location. 8. Create food webs and analyse possible disruption of feeding relationships. 9. Study the source(s) and distribution of a country’s freshwater supply and its level of dependence on natural water cycles. 10. Visit to an ecosystem to identify and quantify human use of its components. Cxc a25/u2/10 8 unit 1 module 1: fundamental ecological principles (cont’d) resources botkin, d. , and keller, e. Environmental science: earth as a living planet, new york: john wiley and sons, 1997. Chiras, daniel d. Environmental science. Action for a sustainable future, united states of america: the benjamin/cummings publishing company inc. , 1994. Cunningham, w. And saigo, b. Environmental science. A global concern, new york: mcgraw hill, 2001. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1990. Jackson, et al. Global issues 1999-2000, guilford, ct: duskin publishing group inc. , 1998. Jordan, c. Conservation, new york: john wiley and sons, 1995. Miller, g. Tyler living in the environment, principles, connections and solutions: wadsworth publishing, california, 1994. Nebel, b. And wright, r. Environmental science: the way the world works, new jersey: prentice hall, 1997. The cropper foundation (tcf), 2009. Sustainable development. Terms and concept: a reference for teachers and student. Port-of-spain, trinidad biodiversity of the caribbean. A learning resource prepared for eastern caribbean states, canada: ekos Communications inc. 2009. Websites: www. Redlist. Org/info/captions www. Biomeso. Net [emailprotected] Org cxc a25/u2/10 9 unit 1 module 2: human population and the environment general objectives on completion of this module, students should: 1. Understand the historical and geographical trends in human population growth and consumption patterns; 2. Understand the socio-environmental impacts related to population growth; 3. Understand the factors that affect the growth rate of human populations; 4. Appreciate the need for sustainable development; 5. Acquire knowledge and develop practical and analytical skills. Specific objectives explanatory notes students should be able to: 1. (i) (i) age and sex structure. Fertility rates. (iii) mortality rates. (iv) life span and life expectancy. (v) immigration. (vi) emigration. (vii) 10 dependence of people on ecological systems and processes. (ii) cxc a25/u2/10 abiotic and biotic factors that affect the distribution of population and their activities. (iii) explain the demographic characteristics of human population; adaptation of people to the environment (including but not limited to how people adapt to the environment, crops they grow, culture, clothes, shelter). Assess the relationship between people and the environment; doubling time. Unit 1 module 2: human population and the environment (cont’d) specific objectives explanatory notes students should be able to: 3. Describe historical trends in human population size; compare historical and current trends in human population growth. 4. Describe the current geographical distribution of human population growth; current geographical distribution of human population growth: (i) (ii) age and sex structure. Fertility rate, mortality rate, birth rate, (i) population size and growth rate. Fertility rate; mortality rate; migration rate, birth rate. Percentage increase in population (iii) 7. (i) (ii) 6. Doubling time (i) culture. (ii) religion. (iii) level and cost of education. (iv) social and economic status of women. (v) availability of pension schemes. (vi) level of affluence. (vii) interpret demographic tables, graphs and charts; in developed nations. (ii) 5. In developing nations; economic development. Calculate changes in demographic characteristics; assess the factors affecting population growth rate; cxc a25/u2/10 11 unit 1 module 2: human population and the environment (cont’d) Specific objectives explanatory notes students should be able to: 8. Assess the effectiveness of population control methods and measures; population control measures: (i) (ii) 9. Indirect natural disasters (floods, earthquakes, volcanoes, hurricanes). (i) assess the relationship between population growth and poverty; direct family planning measures and methods, government policies the indices of poverty: (a) access to education; (b) access to health care; (c) access to basic needs such as food, housing, water. (ii) (iii) 10. Describe variation patterns; in current human environmental impacts of population Growth (for example, deforestation in haiti. Include social, biological, economic, physical considerations). (i) geographical consumption per capita, gross gross national gnp), human (hdi), gender (gdi). Domestic product and product (gdp and development index development index consumption patterns as quantified by statistics on: (a) (b) per capita fuel consumption; (d) per capita greenhouse gas emissions; (e) 12 per capita food consumption; (c) cxc a25/u2/10 per capita water consumption; per capita waste production. Unit 1 module 2: human population and the environment (cont’d) specific objectives Explanatory notes students should be able to: (ii) 11. Explain the principal ways in which people impact negatively on the environment; current trends in per capita consumption particularly influenced by lifestyles in developed and developing countries. Environmental impacts of over consumption in developed and developing countries. (i) (ii) pollution. (iv) introduction of exotic species. Change in lifestyles. (ii) the use of substitutes. Application of environmentally friendly technology. (iv) efficient use of natural resources, for example, recycling. Refer to module 3, specific objective 10. Explain the relationship between population growth and sustainable development. Cxc a25/u2/10 (i) causes of urbanisation. (ii) 14. Explain the environmental impacts of urbanisation; (i) (iii) 13. Explain how the impacts mentioned in specific objective 11 may be mitigated; habitat destruction. (iii) 12. Overexploitation. Environmental impacts of urbanisation (including but not limited to sanitation, water supply, traffic congestion, housing, pollution, health care). (i) concept of sustainable development. (ii) goals of sustainable development. 13 unit 1 module 2: human population and the environment (cont’d) Population growth and changing consumption patterns as constraints to sustainable development in a finite world. (iv) strategic imperative for sustainable development #4 â€Å"ensuring a sutainable level of population† (our common future, brundtland report, 1987). Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Study a local population based on census statistics; generate population age structure, for all individuals and separately by sex. 2. Calculate crude birth rates, age-specific birth rates, total fertility rates, crude death rates, agespecific death rates, infant mortality rates, percentage annual increase in population size, and doubling times for populations. 3. Interpret world population data sheets, as produced, for example, by the population reference bureau inc. 4. Arrange a debate on high population growth or high consumerism as principal causes of global environmental problems, using, for example, reports from the 1992 rio conference. 5. Conduct case studies of population size management and of related changes in consumption patterns. 6. Organise a debate on the definitions of development and sustainable development, and on the question of what constitutes an acceptable standard of living. 7. Discuss the main issues addressed by: (i) the 1972 stockholm conference; (ii) the 1980 international union for the conservation of nature (iucn) world conservation strategy; (iii) the 1987 brundtland report (our common future); cxc a25/u2/10 14 unit 1 module 2: human population and the environment (cont’d) (iv) the 1992 united nations conference on environment and development (the rio conference); (v) the 1994 united nations conference on small island developing states; The 2002 world summit on sustainable development johannesburg. Resources chiras, d. Environmental science. Action for a sustainable future, united states of america: the benjamin/cummings publishing company, inc. 1994. Cunningham, w. And saigo, b. Environmental science, a global concern: sixth edition, new york: mcgraw hill, 2001. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1990. Jordan, c. F. Conservation, new york: john wiley and sons, 1995. Miller, g. Tyler living in the environment, principles, connections and solutions: wadsworth publishing, california, 1994. Nebel, b. , and wright, r. Environmental science: the way the world works, new jersey: prentice hall, 1997. Wwf, iucn, unep caring for the earth: a strategy for sustainable living, 1981. Websites: www. American. Edu/ted/hp21. Htm www. Undp. Org/gef/ www. Un. Org. Esa/esa/sustdev/docu ments/agenda21/index. Htm the cropper foundation (tcf), sustainable development. Terms and concept: a reference for teachers and student. Port-of-spain, trinidad: 2009. Cxc a25/u2/10 biodiversity of the caribbean. A learning resource prepared for eastern caribbean states, 2009. Canada: ekos communications inc. 15 unit 1 Module 3: sustainable use of natural resources general objectives on completion of this module, students should: 1. Be aware of the major ‘natural resources’ in the caribbean; 2. Understand the factors affecting natural resource use and the environmental impacts of their use; 3. Be aware of measures and tools available for sustainable use and conservation of natural resources; 4. Understand the value of natural resources; 5. Understand the concept of ecological sustainability and implications for natural resource use; 6. Acquire knowledge and develop practical and analytical skills. Specific objectives Explanatory notes students should be able to: 1. Explain the term natural resources; temporal dimensions and limitations placed by technology. 2. Differentiate between renewable and non-renewable natural resources; exhaustible and inexhaustible resources; (i) types and examples of natural resources: renewable and non-renewable. (ii) types and examples of exhaustible and inexhaustible resources. (i) consumptive quarrying). (ii) non-consumptive use bioprospecting, ecotourism, research. 3. Differentiate between the consumptive and non-consumptive use of natural resources; cxc a25/u2/10 16 use (logging, fishing, Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives explanatory notes students should be able to: 4. (i) identify the major categories of natural resources in caribbean countries; biodiversity: (a) species (b) genetic (c) ecosystems: forest; coral reefs; wetlands; seagrass beds; mangroves; freshwater and marine ecosystems. (ii) (iii) (i) livelihood (income generating activity). (ii) foreign exchange earner. (iii) food security. (iv) raw material for industrial processes. (v) recreation. (vi) sacred and spiritual value. (vii) assess the importance of natural resources in the caribbean; Soil, landscape and seascape, (beaches, cliffs, mountains). Ecosystem value. Identify the location and distribution of natural resources in the caribbean; 6. Minerals and hydrocarbons: bauxite; gold; sand and gravel; oil; natural gas. (iv) 5. Water as a resource, for example, waterfalls, lakes, streams, groundwater. (viii) intrinsic value. (ix) cxc a25/u2/10 17 research and teaching. Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives students should be able to: 7. Evaluate factors affecting natural resource use in the caribbean; explanatory notes (i) political government policies on Natural resource use: (a) (b) (ii) economic policies; environmental and natural resources policies. Economic: role of foreign investment; export of natural resources as primary products; sectoral activities tourism, agriculture, mining, manufacturing, national debt. Refer to explanatory 8. Access the environmental impact of natural resource use including tourism; (i) development specific objective note (iv). 10, biodiversity: (a) habitat disruption destruction; and (c) 18 and (b) cxc a25/u2/10 species depletion extinction; disruption processes. Of ecosystem unit 1 module 3: sustainable use of natural resources (cont’d) Specific objectives explanatory notes students should be able to: (ii) water as a resource: (a) (b) (iii) pollution and depletion of surface and groundwater, degradation of water, depletion of aquifers. Human health risks (water borne disease) watershed destruction. Minerals and hydrocarbons: (a) (b) dust and noise pollution; (d) pollution from the discharge of process chemicals; (e) sedimentation and siltation; (f) beach loss and change in river course; (g) oil spills; (h) human health risks; (i) 19 transformation of landscape (c) cxc a25/u2/10 physical conversion of vegetation and land; social dynamics (displacement of Communities and introduction of new settlements). Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives explanatory notes students should be able to: (iv) soil, landscape and seascape: (a) (b) (v) soil, landscape seascape: (e) and (i) transformation of natural landscape to built environment; (f) cxc a25/u2/10 degradation and destruction of coral reefs, seagrass beds and mangroves the broad concept of natural resource conservation including: management; rehabilitation; restoration; preservation; conservation (in-situ and ex-situ). Reasons for resource conservation: (a) ecological: depletion or Degradation of natural resources and the threat to sustainable development; conservation of components of life support systems; conservation of endangered and threatened species; (b) ethical: sacredness; right to exist; (c) aesthetical value. Beach erosion (h) degradation and destruction of coral reefs, seagrass beds and mangroves soil degradation, erosion and sedimentation; soil productivity (g) (ii) beach erosion (d) justify the need for natural resource conservation; soil degradation, erosion and sedimentation; soil productivity (c) 9. Transformation of natural landscape to built environment; 20 unit 1 Module 3: sustainable use of natural resources (cont’d) 10. Describe measures and tools available for natural resource management and conservation; (ii) use of substitutes for nonrenewable resources; use of appropriate technology. Refer to module 2, specific objective 12. Reduction and minimisation of waste recycling of solid, liquid and gaseous wastes. (iv) use of economic instruments: user fees; taxes; penalties; incentives; economic valuation of natural resources; environmental accounting and greening of national budgets. (v) land use planning and zoning regulation;integrated development planning and integrated Coastal zone management. (vi) 21 rates and techniques for exploitation of renewable resources; sustainable yield management. (iii) cxc a25/u2/10 (i) environmental impact assessments (a brief introduction to eia as a planning and decision making tool to natural resource management and conservation). Unit 1 module 3: sustainable use of natural resources (cont’d) (vii) protected area systems (international union for the conservation of nature (iucn) classification): a. Role; b. Ecotourism (viii) community based natural resource management (participation, monitoring and evaluation). (ix) environmental legislation, Policies and plans (sustainable development plans, natural environmental action plans (neap), forest management plans, integrated coastal zone management plans; enforcement and implementation. (x) education, public awareness, advocacy and training. (agenda 21, chapter 36). International environmental and conservation agreements. (xi) (a) (b) 22 united nations convention on biological diversity (uncbd); (c) cxc a25/u2/10 united nations framework convention on climate change (unfccc and kyoto protocol); united nations convention to combat desertification (unccd); unit 1 module 3: sustainable use of natural resources (cont’d) Specific objectives explanatory notes students should be able to: (d) specifically protected areas and wildlife (spaw); (e) ramsar convention; (f) marine pollution (marpol). 11. Analyse the effectiveness of measures implemented for natural resource management and conservation; refer to so 10 12. Describe ways in which indigenous people have used and managed their natural resources. (i) agriculture: rotation of fields during slash/burn activities, use of organic fertilizers, intercropping; (ii) use of forest: timber and non-timber forest products (ntfps); (iii) fishing: traditional fishing methods (iv) Case studies from belize, dominica, guyana, st. Vincent and the grenadines and suriname. Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Case studies of community based natural resources management, for example, forest, wetlands. 2. Research on indigenous people and natural resources. 3. Field exercises: species identification; visit to industry; visits and assessment of community based natural resource management initiatives, visit to indigenous communities. Cxc a25/u2/10 23 unit 1 module 3: sustainable use of natural resources (cont’d) 4. Discuss the main issues relating to the natural obligation under unfccc, unccd and the uncbd. 5. Visits to or lectures by representatives of natural resource agencies. 6. View videos and slides of natural resource management activities and protected areas. Resources bossi, r. And cintro, g. Mangroves of the wider caribbean: toward sustainable management, barbados: caribbean conservation association, 1990. Chiras, d. Environmental science. Action for a sustainable future, United states of america: the benjamin/cummings publishing company inc. , 1994. Cunningham, w. And saigo, b. Environmental science, a global concern, new york: mcgraw hill, 2001. Cutter, s. And william, r. Exploitation, conservation, preservation: a geographic perspective on natural resource use, john haynes – bohaham, 2001. David, b. , breton, i. Brom, d. , and horne, m. Wasted resource management; resilience, adaptation and community diversity, canada: idrc international development research centre. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1

Whole Foods Trends

Whole Foods Market, the world’s largest retail chain of organic and natural foods supermarket was founded in the year 1980, from what was initially a local supermarket for health and natural food stuff and products. For nearly three decades now, since its inception, Whole Foods Market has proved to be a leader in the supply of natural and organic foods across the United States.Advertising We will write a custom case study sample on Whole Foods Trends specifically for you for only $16.05 $11/page Learn More The company is widely recognized for its constant ability to supply food products that are free from preservatives and ingredients, and also for their stringent standards to sustain agricultural practices in the country. The company’s unique mission in business is stipulated by its organizational motto, which bears the slogan, ‘Whole Foods, Whole People, Whole Planet.’ This paper provides an in-depth analysis of the trends ap plied by the company in retailing organic foods and its competitive power in the market as it is observed from the provided case. The organic food sector has shown consistent growth in the past several years. Some of the key factors contributing to this abundant growth would include more consumers getting informed through education and conscious concerns of health that processed food products are likely to bring to humans. These practices have further facilitated developments in the sector over the time as mainstream supermarkets continue to utilize the available opportunities to diversify their selection of organic and natural products. Some of the most common trends pertaining the retail of organic food products in the industry include the ups and downs within the farming sector, concerns of the environment, and concern of healthy lifestyles. All these trends would have a significant impact in Whole Foods Market. Uncertain climatic patterns for instance, would negatively influence the supplies of the products in the market, leading to shortages in case of a bad season. More importantly unavoidable weather situations such as tornadoes and hurricanes can also occur anytime, contributing to loss of crops. Regarding environmental concerns, consumers tend to believe that organic products come with positive effects towards the conservation of the environment. It is also understandable that people are now paying more attention than ever before, to what they ingest. In that case, the necessary steps are being applied in diverse settings to promote healthier lifestyle for individuals and families.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Whole Foods Market is making up and down attempts to establish major suppliers of organic supplies to cater for all chains and stores across the states. Food 2008 is a major player in the American food industry. Competition of th e key players in the American food industry has increased rampantly in the past few years, owing to the heightening demand for organic and natural food products. Most Whole Food products target all categories of people in the society. These products have continued to attract increasing consumer concerns from across the states owing to their unique market standards. It is easier to evaluate the competitive environment of the company using Michael Porter’s competitive forces that shape competition strategy. The five forces as observed by Porter include bargaining power of consumers, threat of new entrants in the market, suppliers bargaining power, competitive rivalry, and substitute products. Bargaining Power of Consumers The company is known for its commitment and involvement in charity missions among other community citizenship activities. More importantly, all these would happen as the firm continues to maintain its quality standards on all their products. In that case, the firm’s customers have less bargaining power since their demands and requirements are appropriately catered for and in the most charming manners. However, owing to the increasing number of players in the food industry, buyers are likely to learn new ways in the long run, thus gaining added advantage on negotiating leverage. This way, consumers would tend to shift to other vendors on realization that they can always land on an equivalent product from the market. Threat of New Entrants in the Market As it would be observed, the initial concept of Whole Food Market was more innovative. However, current market trends are pushing the firm far from the scope of innovation and into mainstream. According to USDA, the overall production of organic food products has been going up since the year 1990 in all regions, making organic food products the fastest advancing segment of agriculture. Rapid growth of market, coupled with minimal barriers to entry has attracted many participants in t he industry, thus leading to stiff competition in the market. Suppliers Bargaining Power Just like any other firm, Whole Foods Market largely depends on a wide range of suppliers for its products. In most cases, some of these supplier groups have been active and powerful in determining the company’s competitive strategy in a number of ways. For instance, much attention is given to food processors in the country, which enjoy all the bargaining power. Only a very little percentage of farms are used for organic and natural food products.Advertising We will write a custom case study sample on Whole Foods Trends specifically for you for only $16.05 $11/page Learn More Competitive Rivalry Whole Foods Market faces great rivalry presently, from the many competitors in the food industry. In normal circumstances, some of the common ways through which the firm is affected by rivalry include introductions of new products and services, improvement of services , advertising campaigns and price discounting among other implications. The fact that competitors in the food industry are numerous and roughly equal in power is enough to increase the intensity of rivalry or competition in the market and this reduces the productivity levels of Whole Foods Market. Substitute Products The company faces a high threat of substitutes from conventional food products that are processed artificially in the country. For example, many people in the U.S. would tend to see fast foods such as snacks and drinks as more convenient, compared to other food stuffs that are made at home. Most of these fast foods are artificially processed and preserved, and they pose serious threats to the firm’s productivity. In most cases, these cheap preserved foodstuffs would tend to offer a significant price-performance trade-off to the natural and organic food products offered by the company. In such circumstances, it is easy for buyers to turn to conventional retailers, as there is no cost for doing so. In this regard, these substitutes have continued to limit the company’s profits and earnings in normal times. Competition from major rivals in the industry remains the most significant threat to the firm. This also includes the stiff competition posed by conventional stores across the states. According to the United States Department of Agriculture (USDA), the year 2000 would see most conventional supermarkets in the country sell more organic food products, compared to the country’s natural food stores. Even though a recognized leader in the supply of organic and natural food products, the company continues to suffer the cost of a high market competition from existing and new ventures in the market. In order to successfully combat this threat, the company should adopt an effective strategy that incorporates three significant tactics: Market, Product, and Operational. In regard with marketing and product, things such as quality product s, fair prices and effective ways of promotion would apply. On the other hand, operational strategy would incorporate the use of effective and exclusive store operations for improved outcomes.Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Whole Foods SWOT Analysis Strengths Huge variety items/products Marketer of nationally known food products Outstanding experience in the market Large stores Weaknesses Low advertisement budget Higher prices Location of most stores in affluent regions Lack of coupons in promotional offers Opportunities Effective advertisement and promotion to attract more customers Introduction of rewards systems for consumers Expansion of private label selection Introduction of cost-effective ways that will favor customers Threats Bad or uncertain economy Availability of local farmers Conventional stores and supermarkets regular changes in government regulations on natural and organic food products It is possible for Whole Foods to achieve a sustained competitive advantage over its competitors in the market simply by making effective use of these strengths and opportunities. For example, the company deals with a variety of products that are nationally accepted as foods, and this could be a c ertain way of attracting and retaining huge numbers of consumers in the market. More importantly, the company has great business potential considering their large stores located allover the country. These facilities can be utilized in a number of useful ways, apart from only acting as selling stores. Holding exhibitions and educational forums regarding the products on sale to potential consumers are some of the useful ways of utilizing the stores. Effective promotional strategies would help in publicizing the company’s products whereby the introduction of a reward would play a significant role in the attraction and retention of consumers in the company’s products. This case study on Whole Foods Trends was written and submitted by user Enzo O. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Edmund Fitzgerald essays

The Edmund Fitzgerald essays One of the greatest ships to sail the Great Lakes was the Edmund Fitzgerald. The Edmund Fitzgerald had sailed for many years until it sank in 1975. The Edmund Fitzgerald was built in 1958; it was 729 feet long and weighed 13,632 tons (Stonehouse 13). This was the largest ship to sail the Great Lakes until 1971(Stonehouse 13). The Edmund Fitzgerald had a sister ship called the Arthur B. Homer, which was the second biggest ship on the great lakes (Stonehouse 13). The Edmund Fitzgerald had a 7,000 horsepower steam turbine engine that could push the ship at around 16 miles an hour (Stonehouse 13). Northwestern Mutual Life Insurance Company of Milwaukee owned the ship. Aboard the ship there were 29 crew members, the captain, 3 licensed deck officers, a chief engineer, 4 licensed engineering officers, and 20 unlicensed personnel (U.S. Marine Reports). The ships captain was Ernest Mcsorley who was a master of the Great Lakes and had 44 years sailing them (Stonehouse 25). The ship had sailed the great lakes for many years until that day in 1975 when it was never seen again. The Edmund Fitzgerald had left a port in Superior, Wis. At around 2:15 pm on November 09, 1975 (Stonehouse 24). The ship was fully fueled and loaded for its trip to Detroit Michigan. The boat had traveled about two hours across lake superior when it became in sight of another boat, the Arthur M. Anderson. Around 7:00 Pm the Edmund Fitzgerald started to come across bad weather conditions and had to change its course. The Fitzgerald and the Anderson both changed course and started heading to the lakes more northern waters, which was called the fall north route (Stonehouse 25). The two ships had traveled along the same course for many hours and the storm was still very strong. The two ships were battling waves of 10-12 feet, winds of up to fifty knots, and even snow (Stonehouse 26). The Anderson was about 16 miles away from the Fitzgerald when th ...

International Business Strategy Essay Example | Topics and Well Written Essays - 1500 words - 1

International Business Strategy - Essay Example mmon things like culture, similar administrative issues such as free trade which has seen a boom in economic trade across regional countries over the past decades. According to the article, even the most successful multinational companies’ history is linked to their regions of origin. There are five different approaches to this regional strategy namely: home based strategy, portfolio strategy which seeks to build a regional portfolio, the hub strategy which is concerned with building regional bases, platform strategy which is about customisation of products as well as the mandate strategy which focuses on specialisation of particular products to the other regions. If properly implemented, all these strategies can add a competitive advantage to the organisation given that they are mainly concerned with improving efficiency in manufacturing as well as trade among regions and ultimately global markets. Popular brands across the globe can be identified with their regions of origin. Thus, it can be noted that regions represent just one way of aggregating across borders to achieve greater efficiencies than would be achievable with a country-by-country approach which is one notable interesting part of this regional strategy. What is interesting in reading this article is the fact business develops from grassroots level and it develops across regions until reaching a global stage. Most developed global businesses evolved from regional levels and they can be identified with their regions of origin. Indeed, I agree with this given that different products that are sold globally have traceable origins which can be linked to their regions. However, one notable difficulty encountered from a critical reading of this article is that there is no universally agreed definition of what constitutes a region. A region can be intra-national or international and this distinction is not clearly defined in this context. It can be noted that some Japanese companies like Toyota are

CBRN Chemical Biological Radiological Nuclear weapons Essay - 4

CBRN Chemical Biological Radiological Nuclear weapons - Essay Example in the fields of nuclear science and technology, a wide range of destructive weapons have been introduced that can be used to cause massive destruction in the targeted areas. If we talk about the United States of America, we can say that the United States has been on the red list of the terrorists for a long time because of its efforts towards establishing and stabilizing democracy and peace in the world. This paper includes a discussion of nuclear weapons as the weapons of mass destruction, as well as some non-state actors that pose this threat. Along with this, the paper also includes a discussion on the ways this threat can be mitigated by the government of the United States in the event that suspected states actually make an attack. The thesis statement for this paper is that ‘there is a continuous threat of the use of nuclear weapons by Al-Qaeda (non-state actor) and Iran (state actor) against the forces of the United States; hence, a well-planned strategy should be followed to mitigate the potential threat’. The type of weapons of mass destruction to be discussed in this paper is nuclear bomb. Nuclear bombs have been the most deadly weapon of mass destruction since their development. These bombs have been used against Japan during the Second World War in the cities of Hiroshima and Nagasaki causing thousands of casualties. The countries that possess these weapons include the United States of America, the United Kingdom, Russia, France, China, North Korea, India, and Pakistan. Among all these states, Pakistan is considered the most risky nuclear state because of presence of Al-Qaeda terrorist group and some other extremist and terrorist groups in the country. Pakistan is also one of those states that have not signed the Non-Proliferation Treaty (NPT) that ensures the peaceful use of nuclear energy. Moreover, the large-scale presence of Al-Qaeda in the region makes Pakistan the most risky and dreadful nuclear state of the world that can pose severe

Wachovia Research Paper Example | Topics and Well Written Essays - 2500 words

Wachovia - Research Paper Example All the major cause will be expansively presented in this paper. The valuable lessons learnt from the crisis will also be thrown light upon in this paper. Wachovia, Bear Stearns, AIG, Lehmann Brothers, Northern Rock, Goldman Sachs are some elite names that suffered the most because of the economic crisis also known as recession. Wachovia was once the fourth largest bank in America but it could not sustain the wrath of recession and was taken over by Wells Fargo in the year 2008. Lehmann brothers filed for bankruptcy while AIG and a few other elites just hung in there with the skin of their teeth. This economic crisis is still having repercussions on countries like Greece and Spain; the whole of Euro Zone is facing a financial turmoil. There are a few other countries that have been not so severely affected by the same. The crisis triggered off because of unchecked debt, banks kept issuing loans to people who invested heavily in buying assets, several things were taken for granted but when proved otherwise there was hardly a place in the world to hide. Overvaluation in real estate is perhaps the biggest cause of the current economic crisis, it is better known as the subprime crisis in the US. The likes of Lehmann Brothers and other financial services went bust because they kept issuing credit to the people who thought the property price would increase and they would be easily able to pay off the debt that they are borrowing. It did not turn out that way and there was a short of equity, this is exactly why the financial institutions went bankrupt. The overvaluation is the biggest factor that caused the current economic crisis. Factors like bad income tax practices have added insult to injury, bad mortgage lending also contributed heavily to this current economic crisis. â€Å"The way to address the root cause is to let house prices drop to where an average house is within the means of an average household.   (Or, alternatively, boost the income of the average h ousehold to the point that they can afford an average house.   But that's very hard.   Letting houses prices go on falling, although painful for everyone who owns a house or who has lent money to someone who owns a house, is very easy.)† (Root Cause of the Financial Crisis) The UK housing market was also greatly affected because of recession. The impact of the global economic crisis on UK property companies was dire. Previously well performing firms in terms of turnover and profits experienced drastic falls in profits and even losses. Tightened lending conditions and dips in confidence in the UK housing sector translated to inactivity in business and thus reduced turnovers, hindered growth and difficult operations. In the general pattern as the rest of the economy, property firms found it untenable to maintain workforce numbers as lack of activity and the heavy toll of remuneration on available resources. Reduced spending propensities and the lack of credit in the housing sector left most of these companies’ futures hanging in the balance. There is also the question of how the entire properties sector and the property companies have set out to recover from the economic crisis. Concerns also arise in terms of how well the instituted strategies can buffer such firms against an occurrence of another financial downturn in the future. The content analysis reveals that the property companies went through severe impacts on their management dispositions as well as on their employees. The managers were

Comparison Of Land Line And Mobile Phones

Comparison Of Land Line And Mobile Phones No one can ever forget Alexander Graham Bell, who is credited as the inventor of Telephone. With innovation and advancement in technology, the simple two way communicating device has taken a new form popularly known as mobile phone. We have reached an era where it is very common to hear words like I cant live without mobile phone. Cell phone has become a part of our daily life.. Let it be business deals, any personal work or meetings everything today can be done with the help of mobile phone. A Mobile Phone, Cell Phone or Hand Phone is an electronic device which lets the user to be mobile and make or receive telephone calls across a wide geographical area, served by many public cells. The calls could be made to and received from either a fixed line or another mobile. Mobile phone uses a wireless network for communication i.e. a network which is which is not connected by cables of any kind. Base Station (BS).Each base station is in turn is connected to a central hub and is controlled by this switching office, also known as Mobile Switching Center (MSC). MSC is nothing else but a computerized center that is responsible for connecting calls, recording call information and billing. The communication between all the base stations and the telephone central office is coordinated by MSC. PSTN connects all conventional telephone switching centers with MSCs throughout the world. Also, the cell size is not fixed and can be increased or decreased depending on the population of the area. Generally, the radius is kept 1 to 12 mi. In comparison to low density areas, high density areas require more geographically smaller cells to meet the traffic demands. Once the cell is determined, the cell size is optimized so that the adjacent cells signals are not interfered. For this purpose, the transmission power of each cell is kept low to prevent its signal from interfering with those of other cells. Block Diagram of cellular Network Difference between Fixed Line and Mobile Phone In case of public switched telephone network (PSTN), the landline trunked lines (trunks) are used for transfer of information. These trunks comprise of fiber optic cables, copper cables, microwave links and satellite links. The network configuration in the PSTN is virtually static as the changes in the network connections would be required only when the subscriber would change the residence. Wireless networks, on the other hand are highly dynamic, wherein the network configuration is to be rearranged every time the subscriber moves into the coverage region of new base station. Unlike fixed networks which are difficult to change, wireless networks must reconfigure themselves for users within small intervals of time (on the fraction of seconds) to provide roaming and imperceptible handoffs between calls as a mobiles moves about. The available channel bandwidth for fixed networks can be increased by installing high capacity cables whereas wireless networks are constrained by RF cellular bandwidth provided for each user. Frequency Reuse Principle Increasing the capacity and coverage area is the key feature of any cellular network and this can be accomplished by re-using the frequency. It is true that to avoid interference, neighboring cells should not use same frequency but as the frequencies available is limited, they can be reused. A frequency reuse pattern is nothing else but a collection of N cells arranged together where N is the reuse factor, in which each cell uses a unique set of frequencies. The frequencies can be reused whenever the pattern is repeated. F1,F2, F3,and F4 in the above diagram define the pattern with the reuse factor of 4.The cells that use the same frequencies(ones with the same frequency number) are known as reusing cells. Transmitting and Receiving Calls Whenever user makes a call from cell phone, the mobile station searches for a band with a strong signal to setup a channel and send the data to the closest base station using that channel. The base station then connects to Mobile Switching Center (MSC) and passes the data to it. MSC further passes the data to the telephone central office. A connection is established and result is sent back to MSC, if the called party is available. At this point MSC assigns an unused voice channel to the call and mobile station automatically adjusts its tuning to the new channel so that communication can take place. Whenever a call is made to a mobile phone , the central office of the telephone from where the call has been initiated sends the number to the MSC.MSC in turn sends the query signals to each cell in process to find out the location of mobile station. This process is called paging. Once the mobile station is found MSC sends the ringing signal to it and after the station answers, a voice channel is assigned to the call for the communication to begin. Handoff The process of transferring the connected or on going call from one channel to another in order to prevent the termination of call is known as Handoff or Handover. Whenever the mobile station moves from one cell to another and signal becomes weak, handover is required. MSC monitors the level of signal every few seconds and if it finds the strength of signal diminishing then it searches for a new cell wherein better communication can take place. There are two types of handoff: Hard Handoff: In this case, a mobile station communicates only with one base station. When the mobile station moves from one cell to another, the connection with the target cell is established only when the connection from the source is broken. Thus, such handovers are also known as break-before-make. Soft Handoff: In this case, a mobile station can communicate with two base stations so there is no need of breaking from the source cell to make a connection to a target cell. Instead, a mobile station may continue with a new connection while retaining the older one for a while. Thus, such handovers are known as make-before-break. Access Technologies Frequency Division Multiple Access (FDMA): FDMA is a technique in which the spectrum is divided into frequencies and is assigned to users. The channel is assigned to only one subscriber or user at a time i.e. A channel will remain blocked until the call which was initially made has completed. A full duplex FDMA requires two channels, one for sending or transmitting the data and another for receiving. FDMA technology was used in first generation systems, which were analog systems. Time Division Multiple Access (TDMA): TDMA splits each frequency into time slots thus improving spectrum capacity. In TDMA technology, each user is allowed to access the entire radio frequency channel for the short period of a call. The same frequency channel can be shared by other users as well at different time slots. The base station continually switches from user to user on the channel. The second generation mobile cellular network is dominated by TDMA. Code Division Multiple Access (CDMA): CDMA simply means communicating with different codes. It allows all the users to occupy all channels at the same time thus increasing the spectrum capacity. Each voice or data call is assigned a unique code, so that calls could be differentiated from each other while being carried over the same spectrum. In case of CDMA terminals can communicate with various base stations using the feature known as soft hand-off. Mobile Generations: Evolution from 1G to 3G With the rapid advances in technology and the greater selection of new wireless services and applications the mobile has grown through various generations fulfilling the increasing demands of its users. First Generation (1G) mobile phones were analog which had only voice facility. Additional facilities like messaging and data services, fax were introduced in digital phones known as Second Generation (2G) mobile phones. The third generation mobile phones (3G) which are being talked about a lot nowadays, includes high speed of internet browsing, picture and video messaging facilities. In short, multimedia facilities when added to the second generation mobiles (2G) gave birth to the third Generation mobile phones. First Generation Mobile System: The cellular networks were introduced in 1980s and since then it has not stopped growing. The first generation mobiles were analog systems with the capability of transmitting at the speed of 9.6 kbps max. At that time there was no worldwide coordination for the development of technical standards worldwide. AMPS (Advanced Mobile Phone System) was invented in Bell Labs and was installed in United States in 1982.When used in England and Japan it was known as TACS and MCS-L1.In 1G mobile systems roaming was not possible and efficient use of frequency spectrum was not there. Second Generation Mobile System: ETSI was created in Europe in mid 1980s to standardize the mobile communication sector. This standardization lead to the beginning of new network which was based on digital technology and popularly known as Global System for Mobile Communication (GSM).GSM was actually introduced to add more services to the actual network as well as meet the requirements of data traffic. GSM consists of the following three main components: 1. Base Station Subsystem 2.Network Subsystem 3.Network Management System Base Station Subsystem: It consists of Base Transreceiver Station (BTS), Base Station Controller (BSC) and Transcoder sub-multiplexer (TCSM).BTS is the network component that manages the interface between mobile station and the network. Mobile terminals are connected to the BTS through the air interface. BTS makes use of omnidirectional or directional antennas for transmission and reception. BSC provides major functions like handover and managing radio resources. Network Subsystem: Network subsystem is basically an interface between the public network and GSM network. All the communication between mobile users and other users (ISDN, fixed, mobile) is managed by NSS. The databases of subscriber and is also kept with NSS to manage users mobility. Various components of NSS are described below: 1) Mobile Switching Center (MSC): It is the most important component that performs switching functions necessary for interconnections between mobile users and other users (fixed or mobile). 2) GMSC: To connect the cellular network with PSTN, a gateway known as GMSC is used. 3) Home Location Register (HLR): All the information about the subscriber such as the coverage area, services provided to the user, current location and mobile equipment status etc is maintained in this register. The database remains same until the termination of subscription. 4) Visitor Location Register (VLR): The information of subscriber is uploaded in this register whenever he enters the coverage region so that necessary services could be provided to him. VLR of the new region is updated with the database whenever the subscriber moves to the new region. VLR is dynamic in nature as it keeps the data of the subscriber temporarily and interacts with HLR for recording the data. 5) Authentication Center (AUC): It takes care of the security by providing standards for encryption and authentication of users. Encryption key is kept in mobile equipment as well as AUC to protect the network from unauthorized access. 6) Equipment Identity Register (EIR): All mobiles are identified using IMEI (International Mobile Equipment Identity) number which is written on the battery of the phone. EIR keeps the list of all valid IMEI number and whenever a call is initiated, the network checks the IMEI number and call is connected if the number is valid. No calls are allowed from unauthorized terminals. 7) GSM Interworking Unit (GIWU): GIWU is an element or a unit that is a combination of hardware and software and synchronizes the information. It lets the user to choose between message and speech mode by acting as an interface to different networks. Network Management System: The third element of GSM basically monitors the different elements and functions of the network. It performs the following main tasks: 1. Network Monitoring 2. Network Development 3. Network Measurement 4. Fault Management NMS continuously monitors the performance of the network to ensure it runs smoothly. The performance can be measured by collecting the data from the individual elements for analysis and storing it in the database. The network operator can then compare the data collected in the database with the one which was actually expected. If any fault occurs, the fault alarm is generated .These faults are then required to be corrected either by NMS or manually. Interfaces in GSM Different interfaces are used in GSM. These are Air , Abis and A interface.Air interface is an interface between Mobile station and Base Transreceiver Station (BTS),Abis connects Base Transreceiver Station (BTS) to Base Station Controller (BSC), and A interface is the one which is present between TCSM and MSC. GSM Architecture Value added services such as voice mail and short message services (sms) were added to GSM along with intelligent services like Pre-paid and fraud management. Later on, GPRS (General Packet Radio Services) was introduced so that packet switched data service could be provided. SGSN (Serving GPRS) and GGSN (Gateway GPRS) were new elements which were introduced in the existing system so that packets could be sent to air interface. IP routers, firewall servers and Domain name servers were also used along with these elements. Finally, to increase the data rate better coding methods were used. Third Generation Mobile System http://it.med.miami.edu/x1645.xml

Music Therapy for Post Traumatic Stress Disorder Essay -- Post-traumat

1. INTRODUCTION â€Å"A Person cannot be diagnosed with PTSD without having experienced a traumatic event.† (Hunt and McHale, 2010, p.13). The purpose of this essay is to discuss how Music Therapy can be used to help veterans suffering from PTSD to cope with their traumatic experiences and manage their symptoms. I will define PTSD, then in further detail explore and explain how music therapy can be used to treat and manage the symptoms of PTSD. Finally, I will evaluate if Music Therapy is a suitable intervention for helping veterans treat the symptoms of PTSD. This essay will explore the perspectives of music therapists including Julie Sutton and Gary Ansdell and research of Psychologists Paul Gilbert, Nigel Hunt and Sue Mchale. 2.1 DEFINITION OF PTSD Psychologists Hunt and McHale (2010, p.20) state that according to the Diagnostic and Statistical Manual of Mental Disorders (DSM): In order for someone to be classified as having PTSD, there must be: 1) a traumatic event 2) intrusive re-experiencing 3) avoidance and general numbing 4) hyper arousal 5) problems stemming from these symptoms at work and home 6) a minimum duration of one month This definition is helpful in providing a music therapist with a clear classification system to decide whether a veteran being referred to them, is displaying symptoms related to PTSD. 2.2 THE USE OF ACTIVE LISTENING TO PROMOTE DIAPHRAMATIC BREATHING According to Whealin, De Carvhalo and Vega (2008, pp.22-25): When we have survived extremely stressful or dangerous situations, the amygdala can start to be overactive. That is why when veterans return from war, they often feel alarmed even when they are not in danger. There are a number of skills you can ... ...a Kingsley Publishers, pp.13-75. Bunt, L. and Hoskyns, S. (2002) The Handbook of Music Therapy. London: Routledge, pp.190-195. Bunt, L. (1994) Music Therapy: An Art Beyond Words. London: Routledge, pp.171-175. Bright, G. (1997) Wholeness in Later Life. London: Jessica Kingsley Publishers, pp.119-123. Gilbert, P. (2010) Compassion Focused Therapy. London: Routledge, pp.135-145. Hunt, N.C. and McHale, S. (2010) Understanding Post Traumatic Stress. London: Sheldon Press, pp. 13-25. Jones, E. and Wessely, S. (2005) Shell Shock to PTSD. Hove: Psychology Press, pp.215-220. Sutton, J.P (2002) Music, Music Therapy and Trauma: International Perspectives. London: Jessica Kingsley Publishers, pp.231-257. Whealin, J.M., Decarvahlo, L.T. and Edward, M.V. (2008) Clinician’s Guide to Treating Stress After War. New-Jersey: John Wiley and Sons, pp.20-30.