Penetration Pricing Essay Example | Topics and Well Written Essays - 750 words

Penetration Pricing - Essay Example This pricing strategy makes the customers to come in large numbers to buy the products due to its lower price in the market making the firm to make high sales. Penetration pricing when applied properly can be of great help to the firm since it will increase in the market share and the sales volume. Experience curve pricing Experience curve pricing is a type of marketing strategy that is used to estimate future average cost of products or services. This type of pricing is based on the experience of the firm on how it estimates its price of product and services within a given period of time (Tellis 146). When conducting this type of pricing strategy the firm must use statistical techniques similar to those used in past pricing. Image pricing Image pricing is a marketing strategy that is used by firms when they have two products in the market that are exactly and have the same features but the prices are different. A firm makes sure that it will supply the market with product and gives it a new shape, name and consequently the price differs only by changing the image of the product. The idea behind this marketing strategy is to target the potential buyers who go for high price products since the customer thinks that the higher the price the better the quality. Examples of brands that emulate penetration pricing are consumable products like sugar, maize floor, cooking oil among others. Examples of products that adopt experience curve pricing are valuable products made up of gold and silver among other minerals while image pricing is used in pricing car models, clothes and furniture. Analysis of pricing strategies Penetration pricing if conducted properly, will achieve market dominance and this must be conducted for a long time in order to secure a good number of customers. If a firm is able to lower the prices for long time, it will create a barrier in the market making hard for new entrants in the market and lastly it will reduce competition since new entrants mus t wait until the firm increases the prices of products and services. Image pricing achieves dominance only to the upper class customers since they have to look at the quality of the products. The lower class customers will be exploited when the product is only one in the market. Lastly experience curve pricing will have no impact to the customer since the product may have the same price if the firm trend continues. The firm will achieve market dominance if the product will not increase the price of products and service thus enjoying an increase in sales. Impact of pricing strategy to the customers The pricing strategies aims at reducing competition in the market and this is achieved by lowering the prices of products and services which results to increase in the number of customers. The brand is not altered in any manner and the customer will benefit from the low prices thus making a firm to increase sales volume. For the image pricing, competition is reduced and new entrants will h ave to wait until the products are out of the market, but the customer will be exploited. Experience curve pricing aim at reducing high competition that will work; the customers will enjoy the pricing strategy since the product will be charged at low price. The brand will be of high quality and thus the firm will achieve market dominance. Conclusions of pricing strategies Some marketing strategies will exploit the customers while others will

EDUC ASSIGNMENT Example | Topics and Well Written Essays - 1250 words

EDUC - Assignment Example Effects of the policy to professional practice 2.2. Strength of the policy 2.3. Weakness of the policy 2.4. Factors undermining the policy 1. Policy Synopsis 1.1. Identity of the policy This study is a discussion of Federal Australian education policy. This paper will concentrate on the policy we have identified, entitled â€Å"Transformative ICT and Education Policy†. The code reference for this study is ICT4E. It was formed and began operating effectively from June 28, 2005, as an education policy in Australia that is accessible online. The policy is available on the URL http://apo.org.au/node/25007. It is downloadable as a html web page or a portable or protected data file. 1.2. History and background The policy emerged from an analysis of the elements of the current generation. The society was being changed using Information Technology and communication. The Federal Australian government discovered that Information and communication technology favored other important aspec ts of development such as the economy, work environment, residential homes and businesses, the affairs of the government, medical sector and transportation. It however neglected the area of education. The government then decided to make it a policy in country to provide support to the education sector by application of information technology. In 2004, the government began the strategic plan of making the transformative educational ICT policy a reality in the entire nation of Australia (Ball, 2008). In the recent and the current educational sector, the educational policy has been addressing the issue of computer proficiency to transform the students from novices to experts. Students use information technology to share educational resources, to communicate effectively and to socialize with others. The policy offers influential centre stages in the position of advanced studies. This study focuses on improving design at universities. The implementation of the education policy on Informa tion and Communication Technology works in three different levels of priority (Tomei, 2010). 1.3. Aims of the policy The policy aims at improving the education quality among students in the education institutions. The main aim is to ensure that the composition of human resources is highly equipped for quality performance in work places. It also aims at improving the processes of research and educational trainings. This was to promote the green agenda while reducing the cost of document printing on papers. Minimal paper use was seen as a means of protecting the environment from degradation, because it implied reduced cutting of trees (Pelgrum & Law, 2003; Abbott, 2001). 1.4. Funding Arrangement and structure The federal Australian government of Australia identified the financial aspect of the policy as a critical challenge. The challenge was to do with establishment of ICT environments in all learning institutions with the international standards of set up. Funding of the program off icially takes place through Digital learning revolution with an aim to create a direct contact of one on one. The educational sector conducts massive procurement of the devices and softwares at discounted rates, to reduce the size of the budget (Jimoyiannis, 2011). 1.5. Implementation Process Top of Form The implementation of this project makes use of 5 projects to enable teachers as well as the school administration to make the optimal utilization of ICT in the learning environment such as a typical classroom. One of the implementation projects

A short story that is written by Sir Arthur Conan Doyle Essay Example for Free

A short story that is written by Sir Arthur Conan Doyle Essay This is a short story that is written by Sir Arthur Conan Doyle. At the time in which this short but very good story was written it was one of the first detective fiction story. This review of it will guide you through why it is a typical but very well written story. It includes the most famous detective in the world and is still a household name to this very day. The detectives name is Sherlock Holmes and has been written and read about for a number of decades. The main frame of the story is a lady called Helen Stoner who is worried about her life and comes to Sherlock for help and advice. Holmes with his partner Doctor Watson investigates Helens sisters death and hopes to find out the reason for this sinister crime. After looking and analysing the story it is evident that it has the right ingredients for a good detective fiction story. The ingredients that have been well placed into the story are a good opening. The opening starts with Sherlock waking up to his companion Watson and explaining that he is needed as a client is in deep worry. The other essential ingredients are drama, suspense a heroine or a such as Holmes as the hero and Helen stoner as the heroine. Detail is important in every story and detective fiction is no exception. Without detail the reader cannot properly understand what the situation the detective is in. Also the story has to have a good ending to it or maybe a twist like The Speckled Band does. The twist in this is totally unexpected as the killer is the father. The most important ingredients to a story, which I think is essential to the reader, are characters with good and believable characteristics. Without this ingredient the story is simply not a story. The reader has almost to know the character and then when this is accomplished they read on knowing that the person will follow the description that they have been given by the author. A good example of this is Dr Roylett. The words that are used here give a basic impression of him. violence of temper, ferocious quarrels with whoever might cross his path, shut himself up in his house. From reading these statements the reader can imagine that this Roylett man will be any help with Holmes investigation. If they read on from here then they find out that he is not.

Tannenbaum and Schmidt continuum

Tannenbaum and Schmidt continuum Executive Summary The following essay will demonstrate the authors ability to understand key theoretical and strategic issues relating to human resource management. The author will take the needs of the organisation and the individual, in order to maximise motivation, workplace practices and culture. These are some examples that are required for effective project management. Therefore, the author will critically compare three contingency situational theories and apply these to the authors own experiences within the workplace or outside commitments. The aim is to exemplify high-quality project management skills and identify what is required to become a successful leader. To begin, when individuals first learn about Fiedlers contingency theory, they generally think of the more readily used form of the word contingency (Envision, 2005). In essence, they assume that contingency is an element that relays upon or caused by another event i.e. leaderships, groups of people or infrequent relationships come into contention. However, at its base, contingency means individuals interacting with each other. This involves the connection or dependence amongst followers and their leaders. Between 1950 and 1960s, psychologists including Fielder, began to study leadership and behaviour styles of managers. However, before Fiedlers study, psychologists focused on the characteristics of successful leaders and believed in an ideal science of organisation. Psychologists believed that there were preeminent methods to run a group or organisation, which had the best decision making and effective business practices. Therefore, Fielders contingency theory was a benchmark to all modern management theories, in contradicting, singular ideal organizational approaches (Envision, 2005). The rationale of Fiedlers contingency is based upon the relationship between a leaders personality and the current environment in which a leader operates. A leader can be defined as, an individual who is given the task of directing or coordinating task-relevant activities, or an individual who carries the responsibility for performing these functions when there is no appointed leader (Envision, 2005). Therefore, the theory is based on determining the orientation of the leader (i.e. relationship or task) and the elements of the situation (i.e. leader-member relations, task structure, and leader position power) (SAC Business, 2007). Although, its worthwhile noting that task-oriented styles are more effective when a leader either has or doesnt has influence upon a particular situation. Relationship-orientated styles are more effective, only when a leader is reasonably favourable to their influence. In Fiedlers view, the appropriateness of the leadership style for maximizing group performance is contingent upon the favourableness of group-task situations (Fielder, 1967). While the theory foresees leader effectiveness upon an individuals characteristics and favourableness of the situation, the significant of effectiveness is anticipated by most variants of contingency theory as choosing the correct style of leader. The style of the leader is anticipated by both external and internal factors within an organisation i.e. a leaders awareness and agreement with other individuals upon a given task. In other words, the organization should match up a particular manager and his style to the demands of the situation or alter the variables within the situation, i.e., the power that goes with the leadership position, so that the situation becomes more conducive to the managers style of influence. Fielder proposes that it would be easier and more effective if an organisation engineers a job to suit a leader and not a leader adapting his own leadership style to fit the job. In essence, an organisation should match a manager and his style to the demands of the situation or alter the variables within the situation (Dean, 1976) i.e. the power associated with a leadership position, which will make the situation more conductive to a managers style of influence. There have been other contingency theories (situational contingency theory), which agree upon the non-existence of a single correct solution within an organisation. Additional similarities allowed the main principles to be amalgamated into one typical contingency theory i.e. group effectiveness requires cohesion between a leaders style and situational demands. Likewise, the theory which Fielder defines as, situational control, would demonstrate how a leader can have an influence on a groups behaviour and actions. Nevertheless, the Fielder theory hypothesises that most situations will have three aspects which will constitute a leaders posture: The Environment i.e. the groups assurance of the leader. Vagueness or clearness of the groups task. A leaders influence will effect on how the group performs on a given task. Therefore, in reference to the authors experiences, there was time when the author was rugby captain for a local Rugby team. Taking Fielders three theory hypothesis into context, the author had the acclaimed respect and confidence from other members of the team. The team were satisfied that they had a leader capable of delivering success and with this in mind; the team were fully focused on the task ahead. Before a league match commenced, the team were fully aware that they needed to work as a unit. All players knew that both the manager and the captain (author) demanded 100% commitment in a match or training. For whatever reason if a player lacked confidence or commitment, they would be dropped until they proved there worthiness. As a leader, the author regards himself as a benevolent dictator (Paul, 2004). The author can be ruthless in many respects, due to the hunger for success. The team understands the way in which the author reacts to particular scenarios i.e. the author has a fun side, as well as a serious side. As discussed, the author respects fellow team members and the team respects the author. Therefore, this is regarded as a recipe for success and could be reflected in the teams outstanding results. In contrast to Fiedlers contingency theory, which anticipates that a leadership style is difficult to change (Wiley, 2010), Hersey-Blanchard situational leadership model proposes that successful leaders adjust their leadership styles. Therefore, instead of utilising one style of leadership, leaders should change their leadership styles based on the maturity of the people theyre leading and the details of the task (Mind Tools, 2010). In essence, this theory allows the leader to judge both tasks and relationships with individuals more effectively, depending on the requirements that are needed to do the job successfully. Hersey-Blanchard devised a model map, which relates a particular leadership style to a maturity level. The table below (figure 1 Mind Tools, 2010), identifies which leadership style Hersey and Blanchard consider the most effective for people with that level of maturity. Hersey-Blanchards Model Map In essence, there are essentially four main leadership styles and these are explained in the examples below: S1 Telling. A leader will tell individuals instructions on what needs doing and how to complete the task successfully. S2 Selling. A leader tends to provide more communication with the individuals, even though a leader will still provide task instructions. Leaders tend to sell their message to get the entire team on board. S3 Participating. A leader tends to focus more on team relations and less on task direction. A leader will become more involved in a teams task and will have an equal say in decision making. S4 Delegating. A leader will become less involved in the decision making process. Although a leader will still monitor team progress, they will pass a proportion of the responsibility onto a follower or the entire group. In essence, leadership styles are split into two main areas. For example, S1 and S2 leadership styles concentrate upon completing a particular task. However, S3 and S4 leadership styles are more focused upon developing an individuals ability to work independently within a team. Likewise, an individuals maturity level will determine the style of leadership to adopt. A breakdown of maturity levels can be found in the examples below: M1 M1 maturity level is at the lowest point of the model map. Individuals who demonstrate at this maturity level tend to lack the necessary skills and knowledge to complete a given task upon their own ability. Its common to push these individuals to achieve something. M2 At this level, followers might be willing to work on the task, but they still dont have the skills to do it successfully. M3 Individuals at this level are well prepared and have the wiliness to complete a given task. However, these individuals still tend to lack confidence in their abilities to achieve something. M4 M4 maturity level is at the highest point of the model map. Compared to other levels on the maturity scale, individuals at this level posses the necessary skills and knowledge to complete a given task i.e. high confidence levels and strong commitment to complete a given task successfully. Essentially, every team which is created from a group of individuals are not equal. A theory behind Hersey and Blanchards situational leadership model argues that a leader will be more effective when they adopt a leadership style that is based upon either individuals or groups they are leading. In reference to the authors experiences, there was a period when the author worked within the Information systems department at Nissan Motor Manufacturing (UK) Limited. The author was given the responsibility of being in charge of a new individual within our resolve group. The author assumed the new individual had some of the required skills to reach the department goals, but not all of them. However, to the authors relief, they had the correct approach and attitude to complete the work. Therefore, the author believed that the individual was at a M3 maturity level (Medium maturity, higher skills but lacking confidence), which is linked to the S3 leadership style (Participating/supporting). Over the weeks that followed, the author ensured the individual was trained to the best of the authors ability, pushing and teaching the individual where necessary i.e. training of new systems. The authors main objective would be to ensure the individual would eventually make their own decisions and as a result, the author identified that both our relationships strengthen over the weeks and their own individual efforts are successful. Compared to the two previous contingency-situational theories, Robert Tannenbaum and Warren Schmidt developed a simple model which, developed a continuum of leadership behaviour to describe a range of behavioural patterns available to a manager (Dean, M, 1976). In other words, the model demonstrates the relationship between the level of freedom that a manager chooses to give to a team, and the level of authority used by the manager (Chapman, A, 1995-2009). The model below (figure 2) is based with Fred Luthans Organisation Behaviour (1995). A leaders action identified on the left of the model, typify a manager who maintains a high degree of control. Whereas, a leaders action identified on the right of the model, typify a manager who delegates authority. Tannenbaum and Schmidt felt that a leader should not choose one style and adhere to it strictly but should be flexible and adapt his style to the situation (Dean, M, 1976). Tannenbaum and Schmidt acknowledged that there should be an interaction between a leader and his /her team. There is usually a trade-off between the control exercised by the leader and the control exercised by the team. However, its identified that no one usually has 100% control of a situation. Even though a leader may give a direct order, other individuals may retain control over i.e. how eager an individual obeys an order. Tannenbaum and Schmidt highlight four diverse leadership styles: Telling A tyrannical style, which a leader gives specific instructions and will monitor individuals intimately. Telling style, is useful when individuals cannot deal with a task unaided, are reluctant, are introduced to a new leader or a previous leader who allowed standards to depreciate. This style will only work well, when you monitor key performance indicators closely or be precise about standards and performance targets for example. Selling A manager will make a decision and then sells the decision (Sherwin, 2009). Selling is acknowledged as being influential, in which a leader gives a clear direction upon a given task and supervises a situation very closely. Selling is also regarded in explaining decisions, encouraging suggestion and supports progress. However, this style works well, when team motivation is lacking and more appropriate when a particular task is non-negotiable. Its also appropriate when a teams motivation is critical to achieve task success. Although, for this style to be successful, you need to reward positive attitudes, listen to staff more closely and develop team skills for example. Consulting A manager will present ideas and invites questions. A manager will have hesitant decisions that are subject to change. A manager will present a problem, get suggestions and make a decision (Sherwin, 2009). Consulting, is collaborative in a style which a leader will discuss a task and will listen to a teams collective ideas. A leader will take each idea into consideration and will have to make a key decision. Consulting is appropriate when a team has both the competence and sufficient skills to contribute to a particular cause. However, the leader has the desire to retain control of a situation, particularly when a leader feels there is an imbalance between a teams competency and any associated risks. Although, for this style to be successful, you need to focus on morale, team spirit and encourage team participation for example. Participation A manager will define a team limits and ask a group to make decisions. A manger permits subordinate to function within limits defined by superior(Sherwin, 2009). Participation is a facilitating style, which a leader gives a team maximum responsibility. Participation is appropriate when a team can demonstrate competency and has a positive attitude towards a task. A leader can have the confidence in letting a team get on with a task and utilise this as a crucial part of the development process. Although, for this style to be successful, you need to act as a resource tool, allow individuals to independently develop their learning and identify potential individuals that can show an example to others. Before the author decided to enrol in higher education, there was a period of time when the author was an apprentice electrician with the local council. The role involved attending a variety of jobs in office buildings, factories, schools, hospitals etc. Emergency call outs were frequent and there was one particular job which required urgent attention. The nature of the job involved an elderly couple, which experienced severe flooding from their bathroom and it was leaking through light fittings in the kitchen. When the author and a colleague arrived at the scene, the damage was worse than anticipated. Therefore, the author had been given the authority to contact the depot to ask for additional members of staff including a plumber and a plasterer. When they arrived on scene, the author coordinated the entire job to ensure the power circuits were repaired, damaged pipe work repaired and the ceiling patched where the water was leaking. Although the author maintained partial authority, the author allowed the team to coordinate some activities amongst themselves. Therefore as the situation changed, the author demonstrated a degree of flexibility, which can be highlighted in Tannenbaum and Schmidts Model of Delegation and Team Development If you refer to the model above, the author tends to typify a leader who demonstrates authority. The author tends to gain a range of theories and ideas which are discussed with the group. Once achieve, the author would make an appropriate decision. In essence, all three contingency theories have unique characteristics that are suited around a particular style. The contingency theory which the author believes will benefit a workforce is the Fielder-Contingency theory and this assumption is based upon the authors own experiences. In comparison to the Hersey-Blanchard and Tannenbaum and Schmidt leadership theories, the author particularly likes the way which Fielder justifies that leaders are not just successful or unsuccessful. Depending upon the situation at the time, leaders can be either effective or ineffective. Therefore, any individual can have the potential to become a successful leader if they choose the most appropriate situation to apply their leadership styles. By adjusting certain elements i.e. task structure, relationships; a leader can have a more effective leadership style. Fielders scale can be relevant in determining leadership styles. References Chapman, A (1995 2009) Tannenbaum and Schmidt continuum. Available at http://www.businessballs.com/tannenbaum.htm. (Accessed: 6th April 2010) Dean, E. M (1976) Managerial Styles. Available at www.airpower.au.af.mil//mar-apr/dean.html. (Accessed: 6th April 2010) Envision Software (2005) Fielders Contingency Theory. Available at http://www.envisionsoftware.com/articles/Fiedlers_Contingency_Theory.html. (Accessed: 31st March 2010) Fielder, F. E (1967) A Theory of Leadership Effectiveness, McGraw Hill, New York, p. 147. Luthans, F (1995) Organisation Behaviour, 7th edition, McGraw Hill, New York Mind Tools (1995 2010) The Hersey-Blanchard Situational Leadership Theory. Available at http://www.mindtools.com/pages/article/newLDR_44.htm (Accessed: 2nd April 2010) Paul, L. G (2004) Ruthless Strategies for Succeeding in Times of Trouble. Available at http://www.cio.com/article/32171/Ruthless_Strategies_for_Succeeding_in_Times_of_Troube. (Accessed: 6th April 2010) SAC Business (2007) Fielders Contingency Theory. Available at http://docs.google.com/viewer. (Accessed: 31st March 2010) Sherwin, L (2009) Styles of Leadership Available at http://www.lindsay-sherwin.co.uk/guide_team_leadership/html_leadership_styles/4_tannenbaum_schmidt.htm. (Accessed: 12th April 2010) Wiley (2010) What are some additional directions in leadership development and research? Available at http://docs.google.com/viewer. (Accessed: 1st April 2010) Bibliography Chapman, A (1995 2009) Tannenbaum and Schmidt continuum. Available at http://www.businessballs.com/tannenbaum.htm. (Accessed: 6th April 2010) Contingency Models (1997) Contingency Models Website Available at http://www.see.ed.ac.uk/~gerard/MENG/ME96/Documents/Styles/conti.html (Accessed: 31st March 2010) Dean, E. M (1976) Managerial Styles. Available at www.airpower.au.af.mil//mar-apr/dean.html. (Accessed: 6th April 2010) Envision Software (2005) Fielders Contingency Theory. Available at http://www.envisionsoftware.com/articles/Fiedlers_Contingency_Theory.html. (Accessed: 31st March 2010) Fielder, F. E (1967) A Theory of Leadership Effectiveness, McGraw Hill, New York, p. 147. Luthans, F (1995) Organisation Behaviour, 7th edition, McGraw Hill, New York Mind Tools (1995 2010) The Hersey-Blanchard Situational Leadership Theory. Available at http://www.mindtools.com/pages/article/newLDR_44.htm (Accessed: 2nd April 2010) Paul, L. G (2004) Ruthless Strategies for Succeeding in Times of Trouble. Available at http://www.cio.com/article/32171/Ruthless_Strategies_for_Succeeding_in_Times_of_Troube. (Accessed: 6th April 2010) Peters, L. H., Hartke, D. D., Pohlmann J. T. (1985) Fiedlers Contingency Theory of Leadership: An application of the meta-analysis procedures of Schmidt and Hunter, Vol 97 (2), pp. 274-285. DOI [Online]. Available at http://Psycnet.apa.org/doi (Accessed 1st April 2010) Pugh, D.S (1988) Organization Theory, Penguin Books, pp417 424 SAC Business (2007) Fielders Contingency Theory. Available at http://docs.google.com/viewer. (Accessed: 31st March 2010) Sherwin, L (2009) Styles of Leadership Available at http://www.lindsay-sherwin.co.uk/guide_team_leadership/html_leadership_styles/4_tannenbaum_schmidt.htm. (Accessed: 12th April 2010) Wiley (2010) What are some additional directions in leadership development and research? Available at http://docs.google.com/viewer. (Accessed: 1st April 2010) Vecchio, P. R (1988) Organizational Behaviour, Dryden Press, pp286-304

ed norton :: essays research papers

Edward Norton achieved instant stardom in his feature film debut in the 1996 Primal Fear. Norton was credited for saving a rather mediocre film with his portrayal of a Kentucky altar boy accused of murdering a Chicago Arch Bishop. This role earned Norton Golden Globe and Oscar Nominations for best supporting actor. With his instant fame Norton proved that he could go on and further his acting talents. Norton was born in Boston on August 18, 1969. He was raised in Columbia, Maryland and even in his early years Norton was known as an extremely smart and serious individual. He is the son of a former federal prosecutor and an English teacher. He became interested in acting at the age of five and made his stage debut at the age of 8 in a local production of Annie Get Your Gun. Norton enrolled in the Orenstein's Columbia School for Theatrical Arts, and after high school he studied history at Yale, while staying active in the university's theater program. After graduating from Yale with a degree in hstory, Norton spent a few months in Japan, then moved to New York. In New York he worked at the Enterprise Foundation, a group dedicated to ending urban decay. Norton still acted whenever possible, and finally decided to presue acting full-time. After appearing in several off-Broadway plays Norton won his role in Primal Fear after being chosen from 2,100 hopefulls. After stunning nearly everyone who saw his performance Norton continued to amaze in movies like Everyone Says I Love you and The People vs. Larry Flint. 1998 was a big year for Norton who turned in two great performances in Rounders and

Environmental Economic Impact of Pollution in the Chesapeake Bay Essay

The Chesapeake Bay is the nation’s largest estuary with six major tributaries, the James, the Potomac, the Susquehanna, the Patuxent, the York, and the Rappahannock Rivers, feeding into the bay from various locations in Maryland, Virginia, Pennsylvania, and the District of Columbia (Chemical Contaminants in the Chesapeake Bay – Workshop Discussion 1). These areas depend on the Bay as both an environmental and an economic resource. Throughout the last 15 years the Chesapeake Bay has suffered from elevated levels of pollution. Nitrogen and phosphorous from wastewater treatment plants, farmland, air pollution, and development all lead to reduced water clarity and lowered oxygen levels, which harm fish, crabs, oysters and underwater grasses (Key Commission Issues 1). There are other types of pollution in the bay such as toxic chemicals, but because nutrient pollution is the most significant and most widespread in the Bay its effects are the most harmful to fisheries. Ni trogen and phosphorous fuel algal blooms which cloud the water and block sunlight from reaching underwater grass beds that provide food and habitat for waterfowl, juvenile fish, blue crabs, and other species (Blankenship 11-12). Algae plays a vital role in the food chain by providing food for small fish and oysters. However, when there is an overabundance of algae it dies, sinks to the bottom of the Bay, and decomposes in such a manner that depletes the oxygen levels of the Bay (11). The reduced oxygen levels in the Bay reduce the carrying capacity of the environment and these â€Å"dead areas† sometimes kill off species that can not migrate to other areas of the Bay, such as oysters (11). Increased abundance of algal blooms also led to the overabundance of harmful and toxic algae species and microbes such as the microbe Pfiesteria, which was responsible in 1997 for eating fish alive and making dozens of people sick (12). The heightened awareness of diseases that can be cont racted through consumption of contaminated fish also has an economic impact. Therefore, the excess levels of nitrogen and phosphorous have fueled an overabundance of algal blooms, which has reduced water clarity and lowered oxygen levels, affecting many species within the bay and ultimately the industries that rely on these species. The signing of the 1987 Chesapeake Bay Agreement marked the first joint vent... ...able: http://www.virginia-beach.va.us/cityhall/planning/cbay.html (4 Nov. 1999). â€Å"Fish Health in the Chesapeake Bay: †¦Estimate of Seafood History Losses.† Available: http://www.mdsg.umd.edu/fish-health/pfiesteria/pfeconomics/sld005.html. (22 Nov. 1999). Glibert, Patricia M. and Daniel E. Terlizzi. â€Å"Nutrients, Phytoplankton, and Pfiesteria In the Chesapeake Bay.† Available: http://www.arec.umd.edu/policy/Pfiesteria/terlizzi/terlizzi.htm (22 Nov. 1999). â€Å"Impacts of Diseases and †¦ase Resistant Oysters† Available: http://biology.uroregon.edu/classes/bi130/webprojects/15/oyster.html (22 Nov. 1999). â€Å"Key Commission Issues† Available: http://www2.ari.net/cbc/old/cbc_issu.htm (4 Nov. 1999). Lipske, Michael. â€Å"Getting to Know You† National Wildlife, v33. (1995): 24-29. Parker, Doug. â€Å"The Economic Costs of Implementing the Maryland Water Quality Improvement Act of 1998.† Available: http://www.arec.umd.edu/policy/Pfiesteria/parker/parkertext.html (22 Nov. 1999). Santopierro, George D., and Leonard Shabman. â€Å"Can Privatization Be Inefficient?: The Case of the Chesapeake Bay Oyster Fishery.† Journal of Economic Issues, v26 n2 (June 1992): 407-415.

Sarah James in Mexico Case Study Analysis

This interesting case study was a terrific example of well-intentioned people doing everything correctly in terms of logistics, but failing to consider and plan for the human side of this very personal and unique interaction. As the text relates to us, Sarah James seemed on paper like a perfect representative for the inaugural term of the exchange program between Palm Lakes University (PLU) and the Instituto de Negocios Internationales (INI). Her initial performance in Mexico indicated that she was on track for success. She did well enough in her course work and in a screening process to be chosen for a business internship.Sarah’s success in Mexico was important to a number of stakeholders. Obviously, Sarah herself would benefit from her schooling and internship in Mexico; in addition to her degree, she would gain business experience and an opportunity to add references to her eventual business resume. For PLU, the exchange program offered a tremendous marketing opportunity in the ability to provide students of international management courses with international work experience. This would make the college more attractive to prospective students. Similar benefits would come to INI.Less obvious may be the potential impact to the community in which INI operates. Businesses would presumably profit from the work of student interns and might also use the internship program as a screening process for potential employees. Finally, the families which hosted the students would benefit from the stipend they would be paid, and less tangibly from the cross-cultural interaction. The text does not provide too much detail about the work experience, except for a brief reference that things ‘had gone well in her work environment.It is interesting to note that at work and in school, Sarah performed well. These are both environments in which one can be reasonably certain what is expected. Regardless of where we are working or learning, we have tasks which we are resp onsible to accomplish. It appears that Sarah’s trouble occurred exclusively in her interpersonal relations with her host family. In an article for her blog in The Huff Post: Education , author H Tavangar provides insight on an exchange experience which seems to have been very positive for all parties involved.She describes the benefits of opening her home, among them growth in global competence for her own children; confidence in ‘socializing, working, solving problems, and finding new ways to communicate with diverse colleagues and friends’ for the host and exchange families; and perhaps most importantly, ‘Adapting to living with someone raised by different parents can teach our kids much about their tolerance for different habits, and become better communicators and more cooperative, assertive, flexible, resilient, patient, grateful, compassionate and forgiving adults — which is important as a college roommate, spouse, or business partner. Early in her article, she makes an important point: ‘It’s never the right time. ’ While she is referring directly to the changed logistics in her home life which would be necessitated by hosting an exchange student, I feel she makes a broader point here about flexibility. As you read her article, it certainly seems that the experience which she, her family, and their exchange student (to whom she refers as ‘my new daughter’) was a resounding success. Several points struck me about Sarah as I read the case study. In the first paragraph of her email she says she enjoyed ‘practicing Spanish and hearing about (Mexican) culture and beliefs’.This was my first clue that here was a young woman not invested in cultural exchange but who saw the program as something exclusively for her benefit (and potential benefits she did not fully grasp, at that). Certainly it is true that using Spanish in a classroom is very different from conducting all your daily in teractions in the language; however, her very phraseology tells us that she saw her host family, fellow students and coworkers as people upon whom she could practice – conejillo de Indias, or guinea pigs.Her reference to ‘hearing’ about the culture and beliefs further tells us that she did make an effort prior to her trip, to truly learn about Mexico. A practical and a sensitive person would have studied Mexican history and culture in general and also those same subjects in terms of the specific state or region in which she would be living. The more disturbing impression, however, is that of her watching day to day life, but not participating in it, as though she were a visitor to some kind of cultural zoo.She seems to spend her time with her host family looking exclusively through her own cultural lens. This is particularly apparent in her complaints about the host family not being prepared for her vegetarian diet. The Mexican diet relies heavily on beef, on chi cken and on lard for preparing many dishes. Sarah makes no reference to having researched the commonality of vegetarianism where she would be staying; to having any advance preparations regarding it; or to offering to purchase and cook her own food to accommodate it.Far from considering the burden of additional work and expense for the host family, she seems to have simply expected them to provide for her needs, and not to have been appreciative of their efforts in that regard. It is interesting to note that she was not the only student to encounter this issue; that speaks to a failure in planning on the part of PLU. We are advised in the case study that the PLU asked only the most rudimentary questions of students chosen for the program, and that PLU had no knowledge of what preparations were made by INI with the host families.There are multiple additional indications that Sarah viewed her host home as something of a hotel which was lacking. With regard to a ride to the airport on the day of her departure, we are told the ‘host mother indicated several times’ she would provide transportation. If this subject was mentioned ‘several times’ the message may in fact have been that it was troublesome in terms of schedule, expense and/or inconvenience for the host mother. When the question arose of payment for the day of student’s departure, Sarah simply suggested the host family contact INI.Far from being concerned about whether than how the loss of a partial days’ stipend would impact the family, Sarah never gives a thought as to why the family brought it up to her in the first place. Mexico is collectivistic; that is, hierarchies (actual or perceived) are highly regarded and it is seen as taboo to try to work outside of them. In the situation described here, INI in general and Alberto Jiminez in particular may be viewed as authority figures. It might seem disloyal to Jiminez for the host family to complain (or even to be vi ewed as complaining, such as asking for the partial day stipend).They may also fear exclusion from future opportunities to host. If Sarah contacted INI to ask about the payment, the request would not be viewed as coming from the family. The final catastrophe of this experiment comes when Sarah mentions that she would be moving to her own apartment for future terms. She has no regard for how this would be perceived by either university; how it might impact the program as a whole; and how her decision might directly impact her host family. The stipend the host family earned during her stay most likely made up a significant portion of their income.Her unilateral decision to move out would adversely impact them not only in the short term (loss of stipend for her) but possibly also in the long term (if they were not offered the opportunity to host other students). Additionally, the potential negative impact to the program and the relationship between the universities is enormous. Sarah i s a product of her home culture in that she is clearly individualistic in all her views, freely sharing commentary on what she thinks should have been done to make her more comfortable.Her feedback seems to have been mainly a venue for complaint about how the program did not allow her to live her own lifestyle in the Mexican culture – completely missing the point of the program and not benefitting from the tremendous opportunity she was given. One wonders what, if anything, she truly learned about Mexico and its people. She was not open-minded and looked at the situation only from the perspective of her own benefit, learning opportunity, and convenience or inconvenience. She seems to have looked at the host family as hoteliers whose job was to provide her accommodations tailored to her liking.She completely disregards the fact that she was staying in – and disrupting – someone’s home. There is no evidence of consideration of how she could have been flexib le, helpful, better prepared, or less offensive. While Sarah may be viewed as ‘flexible and cooperative’ in her own environment, she clearly feels her own lifestyle – her culture – is superior to that in which she was set down. With regard to preparation and training, several failures are evident. From a practical standpoint, the selection and preparation process for both students and host families is clearly lacking. Even the rudimentary information collected on the students (i. . , dietary restrictions) seemed not to have been shared with, or explained to, the host families. Far from the difficult situation this created in the case study, such a glaring omission could create a medical emergency for a visiting student. The two universities need to collaborate to develop a thorough selection and preparation program. For students, there should be a requirement for them to demonstrate an understanding of the day to day world in which they will be living â₠¬â€œ diet, cooking, shopping, transportation, family schedule, religious observations – and what they can and can not expect from their hosts.Most of all, the universities need to recognize that as young adults it may never occur to some of these students that they are not entitled to special treatment from a family on whom they are, after all, imposing. Part of the preparation process should be to orient them to the fact that they are moving into a home and sharing a family situation, rather than checking in to the Marriott. For host families, it would seem that very little information was provided to them about their student; in fact, the case study tells us that PLU had no knowledge what, if any, preparation was undertaken for the host families.In terms of selection, a simple survey on attitudes, beliefs, schedules, flexibility and requirements might help make more successful matches between families and students. Providing biographical information and allowing advance cor respondence between the parties would allow them some introduction prior to the program beginning. It might also be a terrific idea to allow the student to meet someone from the district where they would be staying, and the host family to meet someone from the United States, in an informal environment.A basic talk about day to day life may increase comfort levels and given stakeholders an opportunity to ask basic questions they may not wish to ask ‘authorities’. On an ongoing basis, compiling these questions and sharing the answers with each successive group of participants would go a long way. Equally important, if a student or family is not a good fit for the program, this would give them a way to recognize that before it is too late.After each term, the students and families should be surveyed as to what went well, what did not work, and what could have been done differently to make the program more successful. Once Sarah released her email, it was critical to the fu ture of the program that the situation she created be properly handled. Professor McGill would need to personally reach out to Albert Jiminez to offer apologies for Sarah’s lack of sensitivity. A discussion with the host family (especially the mother, who likely bore the brunt of the inconvenience of Sarah’s visit) should be held to ensure that their side of situation was understood. The input of the host family should be solicited; apologies offered to INI and to the family for the offense given; and a plan drawn up to make the program more successful going forward. Careful listening, planning, and agreement between the schools may be able to ease the tension Sarah unwittingly created. As the first student in an effort intended to promote international business major program and build the relationship between PLU and INI, Sarah was in a precarious position. She does not seem to have been prepared to truly learn about Mexico by living like her hosts and considering her impact on them.Beyond expressions of gratitude for the opportunity she was given Sarah’s contact should all have been with and through Professor McGill. Also, she need not have waited until her term was over. Opening the door to communication before a problem escalates will usually allow us to control how big a problem it becomes. Globalization requires companies to seek employees who understand how business is conducted globally. The program in which Sarah enrolled was intended to prepare her for an increasingly competitive international business world.She had the opportunity to become grounded in a culture and language foreign to her, but due to her own self-absorption, as well as failure to plan on the part of both universities, I believe she missed out on the potential benefits. ? References: Steers, R. M. ; Sanchez-Ruiz, C. J. ; Nardon, L. (2010) Management Across Cultures: Challenges and Strategies. New York, NY: Cambridge University Press Tavangar, H. A. (August 2, 20 11) 5 Lessons I Learned Hosting an Exchange Student Huff Post Education Retrieved from http://www. huffingtonpost. com/homa-sabet-tavangar/5-lessons-i-learned-hosti_b_916347. tml Andrews, W. A. (January 19, 2009) Sarah James in Mexico: Often Wrong But Never in Doubt. London, Ontario: Ivey Management Services Hollenbeck, G. P. , & McCall, M. W. 2003. Competence, not competencies: Making global executive development work. In W. Mobley & P. Dorfman (Eds. ), Advances in Global Leadership (Vol. 3). Oxford: JAI Press. Canisius College International Business Program Overview, http://www. canisius. edu/international-business/program/ HSBC Careers Page, Global Employee Programs, http://www. hsbcnet. com/hr/graduate-careers/business-areas/global-research. html