Free Essays on The Ford Motor Company

Like most great enterprises, Ford’s beginnings were modest. The company had anxious moments in its infancy, balancing precariously on the edge of bankruptcy. But one month after incorporation a ray of hope shone when the first car was sold to a Chicago dentist named Penning. A worried group of stockholders, skeptically eyeing a bank balance that had dwindled to $223.65, breathed easier, and a young For Motor Company had taken its first step. During the first five years, young Henry Ford, as chief engineer and later as president, directed a development and production program which started in a converted wagon factory on Mack Avenue in Detroit and later moved to a larger building at Piquette and Beaubien Streets. In the first 15 months 1,700 Model of cars chugged out of the old wagon factory. Between 1903 and 1908, Henry Ford and his engineers used the first 19 letters of the alphabet to assign their creations, although some of the cars were experimental and never reached the public. The most successful of the early production cars was the model (N), a small, light, four-cylinder machine that went on the market at $500.00. The model (K), a $2,500.00, six-cylinder, luxury car, sold poorly. The model K’s failure, along with Mr. Ford’s insistence that the company’s future lay in the production of inexpensive cars for a mass market, caused increasing friction between Mr. Ford and Alexander Malcomson, a Detroit coal dealer who had been instrumental in raising the original $28,000.00. As a result, Mr. Malcomson left t he company and Mr. Ford acquired enough of his stock to increase his holdings to 58.5 percent. He became president in 1906, replacing John S. Gray, a Detroit banker. Quarrel among the stockholders did not threaten the young company’s future, as seriously as a man named George Selden did. Mr. Selden had a patent on â€Å"road locomotives† powered by internal combustion engines. To protect his patent, he formed a power... Free Essays on The Ford Motor Company Free Essays on The Ford Motor Company Like most great enterprises, Ford’s beginnings were modest. The company had anxious moments in its infancy, balancing precariously on the edge of bankruptcy. But one month after incorporation a ray of hope shone when the first car was sold to a Chicago dentist named Penning. A worried group of stockholders, skeptically eyeing a bank balance that had dwindled to $223.65, breathed easier, and a young For Motor Company had taken its first step. During the first five years, young Henry Ford, as chief engineer and later as president, directed a development and production program which started in a converted wagon factory on Mack Avenue in Detroit and later moved to a larger building at Piquette and Beaubien Streets. In the first 15 months 1,700 Model of cars chugged out of the old wagon factory. Between 1903 and 1908, Henry Ford and his engineers used the first 19 letters of the alphabet to assign their creations, although some of the cars were experimental and never reached the public. The most successful of the early production cars was the model (N), a small, light, four-cylinder machine that went on the market at $500.00. The model (K), a $2,500.00, six-cylinder, luxury car, sold poorly. The model K’s failure, along with Mr. Ford’s insistence that the company’s future lay in the production of inexpensive cars for a mass market, caused increasing friction between Mr. Ford and Alexander Malcomson, a Detroit coal dealer who had been instrumental in raising the original $28,000.00. As a result, Mr. Malcomson left t he company and Mr. Ford acquired enough of his stock to increase his holdings to 58.5 percent. He became president in 1906, replacing John S. Gray, a Detroit banker. Quarrel among the stockholders did not threaten the young company’s future, as seriously as a man named George Selden did. Mr. Selden had a patent on â€Å"road locomotives† powered by internal combustion engines. To protect his patent, he formed a power...

Battle of Jonesboro - Atlanta Campaign - Civil War - William Sherman

Battle of Jonesboro - Atlanta Campaign - Civil War - William Sherman Battle of Jonesboro - Conflict Dates: The Battle of Jonesboro was fought August 31-September 1, 1864, during the American Civil War (1861-1865). Armies Commanders Union Major General William T. ShermanMajor General Oliver O. HowardMajor General George H. Thomas6 corps Confederates General John Bell HoodLieutenant General William Hardee2 corps Battle of Jonesboro - Background: Advancing south from Chattanooga in May 1864, Major General William T. Sherman sought to capture the vital Confederate rail hub at Atlanta, GA. Opposed by Confederate forces, he reached the city in July after a protracted campaign in northern Georgia. Defending Atlanta, General John Bell Hood fought three battles with Sherman late in the month at Peachtree Creek,  Atlanta, and  Ezra Church, before retiring into the citys fortifications. Unwilling to launch frontal assaults against prepared defenses, Shermans forces assumed positions west, north, and east of the city and worked to cut it off from resupply. This perceived inaction, along with Lieutenant General Ulysses S. Grant being stalled at Petersburg, began to damage Union morale and led some to fear that President Abraham Lincoln could be defeated in the November election. Assessing the situation, Sherman decided to make efforts to sever the sole remaining railroad into Atlanta, the Macon Western. Departing the city, the Macon Western Railroad ran south to Eastpoint where the Atlanta West Point Railroad split off while the main line continued to and through Jonesboro (Jonesborough). Battle of Jonesboro - The Union Plan: To accomplish this goal, Sherman directed the majority of his forces to pull out of their positions and move around Atlanta to the west before falling upon the Macon Western south of the city. Only Major General Henry Slocums XX Corps was to remain north of Atlanta with orders to guard the railroad bridge over the Chattahoochee River and protect the Union lines of communication. The massive Union movement began on August 25 and saw Major General Oliver O. Howards Army of the Tennessee march with orders to strike the railroad at Jonesboro (Map). Battle of Jonesboro - Hood Responds: As Howards men moved out, Major General George H. Thomas Army of the Cumberland and Major General John Schofields Army of the Ohio were tasked with cutting the railroad farther north. On August 26, Hood was surprised to find the majority of the Union entrenchments around Atlanta empty. Two days later, Union troops reached the Atlanta West Point and began pulling up the tracks. Initially believing this to be a diversion, Hood disregarded the Union efforts until reports began to reach him of a sizable Union force south of the city. As Hood sought to clarify the situation, Howards men reached the Flint River near Jonesboro. Brushing aside a force of Confederate cavalry, they crossed the river and assumed a strong position on heights overlooking the Macon Western Railroad. Surprised by the speed of his advance, Howard halted his command to consolidate and allow his men to rest. Receiving reports of the Howards position, Hood immediately ordered Lieutenant General William Hardee to take his corps and that of Lieutenant General Stephen D. Lee south to Jonesboro to dislodge the Union troops and protect the railroad. Battle of Jonesboro - The Fighting Begins: Arriving through the night of August 31, Union interference along the railroad prevented Hardee from being ready to attack until around 3:30 PM. Opposing the Confederate commander were Major General John Logans XV Corps which faced east and Major General Thomas Ransoms XVI Corps which angled back from the Union right. Due to the delays in the Confederate advance, both Union corps had time to fortify their positions. For the assault, Hardee directed Lee to attack Logans line while Major General Patrick Cleburne led his corps against Ransom. Pressing forward, Cleburnes force advanced on Ransom but the attack began to stall when his lead division came under fire from Union cavalry led by Brigadier General Judson Kilpatrick. Regaining some momentum, Cleburne had some success and captured two Union guns before being forced to halt. To the north, Lees Corps moved forward against Logans earthworks. While some units attacked and took heavy losses before being repulsed, others, knowing the near-futility of assaulting fortifications directly, failed to fully join in the effort. Battle of Jonesboro - The Confederate Defeat: Forced to pull back, Hardees command suffered around 2,200 casualties while Union losses numbered only 172. As Hardee was being repulsed at Jonesboro, the Union XXIII, IV, and XIV Corps reached the railroad north of Jonesboro and south of Rough and Ready. As they severed the railroad and telegraph wires, Hood realized his only remaining option was to evacuate Atlanta. Planning to depart after dark on September 1, Hood ordered Lees Corps to return to the city to protect against a Union attack from the south. Left at Jonesboro, Hardee was to hold out and cover the retreat of the army. Assuming a defensive position near the town, Hardees line faced west while his right flank bent back toward to the east. On September 1, Sherman directed Major General David Stanley to take IV Corps south along the railroad, unite with Major General Jefferson C. Davis XIV Corps, and together aid Logan in crushing Hardee. Initially both were to destroy the railroad as they progressed but upon learning that Lee had departed, Sherman directed them to advance as quickly as possible. Arriving on the battlefield, Davis corps assumed as position on Logans left. Directing operations, Sherman ordered Davis to attack around 4:00 PM even through Stanleys men were still arriving. Though an initial attack was turned back, subsequent assaults by Davis men opened a breach in the Confederate lines. As Sherman did not order Howards Army of the Tennessee to attack, Hardee was able to shift troops to seal this gap and prevent IV Corps from turning his flank. Desperately holding out until nightfall, Hardee withdrew south towards Lovejoys Station. Battle of Jonesboro - Aftermath: The Battle of Jonesboro cost Confederate forces around 3,000 casualties while Union losses numbered around 1,149. As Hood had evacuated the city during the night, Slocums XX Corps was able to enter Atlanta on September 2. Pursuing Hardee south to Lovejoys, Sherman learned of the citys fall the next day. Unwilling to attack the strong position that Hardee had prepared, Union troops returned to Atlanta. Telegraphing Washington, Sherman stated, Atlanta is ours, and fairly won. The fall of Atlanta provided a massive boost to Northern morale and played a key role in ensuring the reelection of Abraham Lincoln. Beaten, Hood embarked on a campaign into Tennessee that fall which saw his army effectively destroyed at the Battles of Franklin and Nashville. Having secured Atlanta, Sherman embarked upon his March to the Sea which saw him capture Savannah on December 21. Selected Sources History of War: Battle of JonesboroughCWSAC Battle Summaries: Battle of Jonesborough North Georgia: Battle of Jonesboro

The role of self in the workplace relationships Essay

The role of self in the workplace relationships - Essay Example Social psychology represents a blend of sociology and psychology in its investigation of attitudes and behavior in groups (Bellevue Community College, 2006). Social psychology studies the behavior of individuals in social setting. An individual's thoughts, actions, and even the conceptualization of the self are influenced by external factors, such as people within the immediate surroundings, friends, family, and location. This paper takes a look at a work in which both the protagonist and the work setting are considered. Through this dual integration (in relation to workplace, and self) this paper will achieve a broader and deeper understanding of how an individual's thoughts, actions, and even the conceptualization of the self are influenced by others. Individuals found in a happy and entertaining atmosphere tend to be more creative and involved than in places where they face admonishment and pressure. Research claims that individuals who 'feel good' are prone to a cognitive process that instigates a more flexible, fluent, and original thinking. This can have a positive influence on other individuals around them. When effective laws, rules and regulations, financial incentives or penalties, and social pressure leave little room for personal values become weak, do personal factors influence an individual's behavior. And because a variety of factors influence an individual's behavior, creative approaches involving multiple influences on behavior offer the greatest potential for change (Stern P.C, 2005). There are quite a few environmentally significant behaviors attributed to an individual. In the context of this dissertation however, the following situations address the subject of workplace relationships and its effect on self, co-workers and the work environment. The first type of behavior is committed activism; the second is non-activist; and the third relates to the influence of individuals on the environment in which they work, affecting the actions of the organization. An individual can be categorized to be under committed activism, if, he or she is involved actively in organizational and political demonstrations supporting public policies that affect the work environment. Non-activist on the other hand, indirectly affects the environment in which they work, such as the financial contributors to organizations. The above two classes of individual

Classic airline and marketing solution Essay Example | Topics and Well Written Essays - 1500 words

Classic airline and marketing solution - Essay Example Moreover the management is not able to come to a consensus to resolve the problems. In order to overcome the hazards, this company needs to figure out strategies and plans. Identifying challenges The first step in order to resolve issues is to identify the challenges. One of the main problems faced by this airline is reduction in airline stocks. There is lack of unity among the employees and this has lead to low morale. One of the main problems is that the Chief Financial Officer and Chief Executive Officer of this airline focuses less on marketing and at the same time wants more consumers to use this airlines. Around 20% of the members have stopped using the Classic Reward Frequent Flyer Program. This program is one such programme which recognises the efforts of frequent flyers by allowing them to redeem free tickets on miles. However one of the alarming statistics is that the average number of flights per member has declined to more than 20%. This translates to the fact that Classic Airlines is slowing losing its loyal customers. One of the major challenges which is being faced by all departments is that this company is 15% reduction in costs over the next 18 months. Perspectives of stakeholders and ethical dilemmas The major problems which Classic Airlines is facing are dissatisfied customers, low moral and unity among workers and competition from rival airlines. In order to get this organization back to track urgent strategic decisions need to be formulated with special attention to efficiency, innovation, efficacy and customer service. Classic Airlines expects to provide better quality services at the same airfare and this means that the marketing department needs to extensively and aggressively market the product to attract more customers. Framing the problem Classic airlines must focus on all aspects to ensure that they have better growth and profitability. To achieve this, the organization must be able to forecast market potential and future demand. This can be attained by focusing on long – term marketing goals which can help to reduce challenges. Classic airline must employ internal marketing strategies so that the internal customers are satisfied and work together as a team. Inte rnal marketing suggests that in order to be successful an organization must also emphasise on its internal customers or employees. Service organisations must ensure that the employees have the skill, attitude and commitment needed to meet up with growing customer demands and also sustain loyal customers. In internal marketing employee development is done through training, communication, recruitment, management, coaching and leadership. The company must understand the four elements of services; namely inconsistency, intangibility, inseparability and inventory. These are also known as the four I’s of the services. When discussing the marketing mix of the services the four P’s are important. In order to pursue major marketing goals in the target market, the marketing mix which consists of product, price, promotion and place must be used. The Classic Airlines should offer its customers, competitive prices, invest more on promoting products, improve the quality of the produ cts, enhance the CRM system, and implement new and innovating marketing plans and strategies. The above

Quality of Primary Education in India Essay Example for Free

Quality of Primary Education in India Essay Education in India is provided by the public sector as well as the private sector, with control and funding coming from three levels: central,state, and local. Taxila was the earliest recorded centre of higher learning in India from at least 5th century BCE and it is debatable whether it could be regarded a university or not. The Nalanda University was the oldest university-system of education in the world in the modern sense of university. Western education became ingrained into Indian society with the establishment of the British Raj. Education in India falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The various articles of the Indian Constitution provide for education as a fundamental right. Most universities in India are controlled by the Union or the State Government. India has made progress in terms of increasing primary education attendance rate and expanding literacy to approximately two thirds of the population. [3] Indias improved education system is often cited as one of the main contributors to the economic rise of India. [4] Much of the progress, especially in higher education and scientific research, has been credited to various public institutions. The private education market in India is merely 5%[ although in terms of value is estimated to be worth $40 billion in 2008 and will increase to $68–70 billion by 2012. However, India continues to face stern challenges. Despite growing investment in education, 25% of its population is still illiterate; only 15% of Indian students reach high school, and just 7% graduate. The quality of education whether at primary or higher education is significantly poor as compared with major developing nations. As of 2008, Indias post-secondary institutions offer only enough seats for 7% of Indias college-age population, 25% of teaching positions nationwide are vacant, and 57% of college professors lack either a masters or PhD degree As of 2011, there are 1522 degree-granting engineering colleges in India with an annual student intake of 582,000, plus 1,244 polytechnics with an annual intake of 265,000. However, these institutions face shortage of faculty and concerns have been raised over the quality of education. [9] In India education system is not based on pure merit, but its based on caste based reservations. In universities/Colleges/Institutions affiliated to federal government there is minimum 50% of reservations applicable to various castes. At state level it varies. State of Andhra Pradesh has 83. 33% of reservations as on 2012 ,which is highest percentage of reservations in India. So the state is popularly known as the state that killed merit. PRIMARY EDUCATION SYSTEM IN INDIA The Indian government lays emphasis to primary education up to the age of fourteen years (referred to as Elementary Education in India. ) The Indian government has also banned child labour in order to ensure that the children do not enter unsafe working conditions. However, both free education and the ban on child labour are difficult to enforce due to economic disparity and social conditions. 80% of all recognized schools at the Elementary Stage are government run or supported, making it the largest provider of education in the Country. [pic] However, due to shortage of resources and lack of political will, this system suffers from massive gaps including high pupil to teacher ratios, shortage of infrastructure and poor levels of teacher training. Figures released by the Indian government in 2011 show that there were 5,816,673 elementary school teachers in India. As of March 2012 there were 2,127,000 secondary school teachers in India. Education has also been made free] for children for 6 to 14 years of age or up to class VIII under the Right of Children to Free and Compulsory Education Act 2009. There have been several efforts to enhance quality made by the government. The District Education Revitalization Programme (DERP) was launched in 1994 with an aim to universalize primary education in India by reforming and vitalizing the existing primary education system. 85% of the DERP was funded by the central government and the remaining 15 percent was funded by the state The DERP, which had opened 160000 new schools including 84000 alternative education schools delivering alternative education to approximately 3. 5 million children, was also supported by UNICEF and other international programmes. This primary education scheme has also shown a high Gross Enrollment Ratio of 93–95% for the last three years in some states. Significant improvement in staffing and enrollment of girls has also been made as a part of this scheme. The current scheme for universalization of Education for All is the Sarva Shiksha Abhiyan which is one of the largest education initiatives in the world. Enrollment has been enhanced, but the levels of quality remain low. CONCERNS FOR QUALITY EDUCATION As far as the provision of access and coverage is concerned, India today boasts of its educational system being the second largest in the world. It consists of nearly 610 thousand primary and 185 thousand upper primary schools, about a quarter million nonformal education centers, about 1. 87 million teachers and 110 million students study in primary classes in the recognized schools (1997-98). As per 1991 Census estimates there were about 115. 6 million children in primary school going age group in the country2. The latest educational statistics indicate a GER of 89. 7 percent for primary classes (81. 2 percent being for girls and 97. 7 percent for boys). 3 . The number of students in primary  classes in India is larger than the total population of the neighboring Bangladesh THE STATE OF QUALITY OF PRIMARY EDUCATION IN INDIA The key concern about education, in any formal educational system, of all time, has been its quality. Every stake holder, direct or indirect, of education is concerned about its quality. Guardians or parents, irrespective of their socio-economic status, want to educate their children with best quality education which would add better value to the degrees their wards acquire subject to the budget constraints. But what do we mean by ‘quality education? How this quality is being assessed? What is the status of the quality of education in India? This paper seeks to focus on these issues with respect to the quality of primary education in India. There is no universally accepted definition for ‘quality of education’. In education, perception of quality is around students (Mukhopadhyay, 2001). The performance of the students like examination results, learning achievements, ability to apply learned knowledge in practical life exhibit the quality of an education. For some, â€Å"Quality of education† means value addition in education (Feigenbaum 1951); excellence in education (Peters and Waterman 1982); for others, fitness of education outcomes and experience for use (Juran and Gryna 1988). For a society, â€Å"excellence† and â€Å"value† are most appropriate indicators for quality education. A generally accepted definition of quality education does not exist and different end users adopt different criteria for determining the quality of education. In this study we measure the quality of primary education on the basis of student learning achievement (i. e. , ability of read, write and do mathematics). PRIMARY EDUCATION :UNIVERSILITY VS QUALITY: The universal declaration of human rights (1948) considered primary education as the basic human right of all people. Accordingly, all nations prioritized universal access to education. The developed and developing countries have attained universal or near universal access to primary education. Now the focus is on the quality of student learning. The quality concern is not uniform across the nations. The developing and poor nations are still striving for expansion of educational access. It has been established that access to education and its quality are not sequential  elements. At the sub-regional meeting of South Asian Ministers in Katmandu in April 2001, quality education was unanimously identified as a priority area. All participants were in agreement that there was an urgency to develop the quality of education to meet the intermediate target and education for all by 2015. Because how well pupil are taught and how much they learn can have a crucial impact on how long they stay in school and how regularly they attend. Further whether parents send their children to school at all is likely to depend on the judgment they make about the quality of teaching and learning. Based on this perception parents decide whether attending school is worth the time and cost for their children and for themselves. The World Bank (1997) suggested that ‘the best way to improve access is to improve quality which would make coming to school or staying in school a more attractive option from the perspective of parents as well as children. Moreover, efforts to improve quality will tend to increase the efficiency of the public expenditure and will encourage parents to contribute children education’. In the year 1950, when the Constitution of India was adopted, education was recognized as a basic individual right. Directive Principles of State Policy, Article 45, states that â€Å"the state shall endeavour to provide within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years† (The Constitution of India). In line with the commitment of the country to provide elementary education to all children, educational facilities have got tremendously expanded during the post independence period, especially in primary stage. The number of primary school in India has increased from 2. 2 lakhs in 1950-51 to nearly 7 lakhs in 2004-05. In addition, there are at present nearly 3 lakhs non-formal education centres providing primary level education to out-of-school children in the age group 9 to 14. This expansion has definitely helped in making primary level education more easily accessible to a large section of children. As a result, the illiteracy rate and drop-out rate at school stage have come down. The national literacy rate has increased from 52. 21 per cent in 1991 to 64. 84 per cent in 2001. The drop-out rate has also declined from 64. 9 per cent in 1960-61 to 29 per cent in 2004-2005. Although the literacy  rates for both males and females have increased, the latter still continues to lag behind the former. However, there has been a narrowing of the male-female gap in literacy from 24. 8 percentage point in 1991 to 21. 7 percentage point in 2001(Selected Educational Statistics 2004-05). Primary education is the first stage of formal education. The main objective of quality primary education is to inculcate basic knowledge about reading, writing and arithmetic among the children. It is expected that after the successful completion of the primary level of education, a pupil should be able to read, write, and solve simple arithmetic problem. A study conducted by the Teamlease Services has revealed a very disappointing scenario of primary education in India. The study was conducted in primary schools in all the States of India (excluding Union Territories, Mizoram, Sikkim) to measure the learning achievement (quality) of students in language and mathematics. This study found that in India after completion of primary level education, 11 per cent student were not able to recognize anything, 14. 1 per cent can recognize only letters, 14. 9 per cent can read a word, 17 per cent can read a paragraph of a story and only 42. 8 per cent can read the complete story (Table 1). School Children who can read-standard-wise (IV) (in per cent) |State |Nothing |Letters |Word |One-Para of the |Complete story | | | | | |story | | |Andhra Pradesh |8. 8 |10. 5 |15. 6 |17. 7 |47. 35 | |Arunachal Pradesh |7. 2 |13. 5 |21. 6 |13. 3 |44. 4 | |Assam |10. 8 |15. 5 |20. 2 |21. 2 |32. 3 | |Bihar |14. 9 |15. 2 |12. 8 |14. 8 |42. 3 | |Goa |6 |6. 1 |12. 9 |24. 2 |56. 2 | |Gujarat |7. 2 |12. 4 |18. 9 |18. 6 |42. 9 | |Haryana |8. 5 |12. 1 |12. 7 |16. 1 |50. 7 | |Himachal Pradesh |3. 5 |14. 9 |11. 8 |14. 5 |55. 35 | |Jammu Kashmir |3. 4 |10. 2 |26. 5 |20. 8 |39. 1 | |Karnataka |5. 4 |12. 1 |17. 7 |19. 0 |45. 9 | |Kerala |3. 2 |3. 7 |10. 7 |11. 3 |71. 1 | |Madhya Pradesh |15. 7 |15. 3 |15. 5 |17. 1 |36. 5 | |Maharashtra |7 |12. 1 |13. 0 |17. 4 |50. 45 | |Manipur |10. 6 |10. 7 |18. 7 |15. 7 |44. 4 | |Meghalaya |9 |8. 9 |22. 0 |8. 9 |59. 5 | |Nagaland |3. 1 |16. 5 |21. 7 |255. 6 |33. 2 | |Orissa |12. 4 |15. 0 |13. 5 |15. 05 |44. 2 | |Punjab |8. 9 |15. 3 |15. 1 |17. 85 |42. 8 | |Rajasthan |15. 8 |13. 2 |12. 7 |14. 95 |43. 6 | |Tamil Nadu |10. 3 |11. 4 |17. 5 |17. 3 |43. 6 | |Tripura |1. 0 |7. 3 |11. 7 |16. 8 |63. 4 | |Utter Pradesh |16. 8 |19. 2 |14. 6 |14. 8 |34. 6 | |West Bengal |4. 3 |12. 3 |13. 8 |24. 6 |44. 9 | |Chhattisgarh |7. 3 |16. 0 |15. 0 |15. 5 |46. 4 | |Jharkhand |13. 8 |16. 9 |15. 5 |15. 4 |38. 5 | |Uttaranchal |6. 8 |13. 0 |11. 2 |13. 3 |55. 7 | |All India |11. 0 |14. 1 |14. 9 |17. 0 |42. 8 | Source: India Labour Report 2007 The condition of students learning achievement (quality) is extremely poor in mathematics compare to language. This study found that after the successful completion of the primary level education, 18. 6 per cent children could not recognize the numbers, 26. 7 per cent children can recognize the numbers but not able to do addition or subtraction, 23. 9 per cent children only can do subtraction, and only 30. 7 per cent children can do addition, subtraction as well as division. Table 2 contains data relating to mathematical learning achievement (quality) in all Indian states. IMPROVING QUALITY OF PRIMARY EDUCATION For improving quality, the concerned authorities need to emphasis on the following issues,Early childhood education is extremely important and must be universalized. Aelevant curriculum. Accurate assessment of learning outcomes. Participatory management of education system. Engaging local communities,. Using ICT in teaching learning process Training of teachers and administrators of ICT. ,District Institute of Education and Training (DIETs) and State Council of Educational Research and Training (SCERT) need to be more strengthened and undergo structural changes. ,Establishment of a National Primary Education Assessment system like National Assessment and Accreditation Council (NAAC) for Higher education. ,Strengthening the teacher training institution. Reform in examination system. Proficiency in English is widely perceived as an important avenue for employment and upward knowledge, which also greatly facilitates the pursuit of higher education. English should be incorporated into the curriculum of primary schools as a language subject. CONCLUSION It appears from the empirical study that quality of primary education has been compromised for its universality in India. Operation Black Board, District Primary Education Project, National Literacy Programme, Sarvha Shiksha Abhiyan—all aim at universalizing. It is time that the nation pays heed to the quality dimension. As it has already been pointed out, quality indirectly helps in making the quantity. As a result, quality improvement programmes need to be devised for all levels—national, state and district.

Racism in the Movie, Crash :: Racism Crash Film Movie

All through time, the world has been racist and intolerant of people different from themselves. Countless millions have suffered due to the bigotry of people that couldn't understand change or differences among one another. There was a time when any soul that wasn't blue eyed and blonde haired in Germany, anyone with darker skin where immediately classed as inferior and not human. Even now, when you are not aware, racism is still a considerable problem. But sometimes it isn't one person being racist against another, but rather one person being racist against them self. The movie crash shows good examples of how racism against oneself, caused by fear and misunderstanding, is just as malevolent and evil as racism against another person. Fear is what makes people act racist. Farhad is one of many examples in the movie of a person who recognizes his own race an d paralyzes himself through his own fear. Farhad believes that since he is Persian he is immediately being persecuted against and cheated. He flips out at the gun shop when the owner was insulting him which just furthers his fear of Americans. After the events on 9/11, which are referenced a lot in the movie, Farhad thinks that anyone who is Middle Eastern isn't welcome in America. Even after the gun shop owner was rude; his shop was destroyed by racist people who hated him. It is this same fear of being cheated because of his race that makes him very untrusting to people he doesn't know. He calls a lock smith to come fix his door because it won't lock. He immediately thinks that Daniel is trying to cheat him and steal money from him just because of his past endeavors.

Zara: Fast Fashion Case

Create a diagram that illustrates the linkages among Sara's competitive choices. Firstly, everything is connected through centralized hubs. Ezra has its main operations in Spain, but with each expansion into a new country, that country has its own centralized Ezra facility. This allows for local factors to be considered in each market, but gives Ezra an excellent line of communication and ultimate control of all operations. The in-house designs are sourced this way, through representatives in each country bringing forth new fashion concepts for the upcoming season.These incepts are then whittled down by cost, feasibility, and market trends. Then the designs are prototyped and manufactured. The manufacturing is also mostly owned by Sara's parent company, helping reduce costs and lead times. From manufacturing, products are then packaged and labeled back at headquarters for shipping. Most of the shipping is via trucks. Overseas shipping is by air, which meaner the prices are adjusted s o that overseas customers bear this cost. The retail storefronts are setup so that products aren't on the shelves for more than 3 weeks. This along with careful inventory control create the illusion of scarcity.The marketing is also related in that Ezra only places ads twice a year, around the sales seasons. This helps to prevent over-exposure, so that the fashion-forward customers feel trendy. The scarcity factor also helps reduce loss. If a product bombs in one store, it's pulled immediately, to either be sold in another location or discounted to local partners. This meaner that if a product isn't doing well, it doesn't sit forever in the store wasting space that could be used to display a profitable product. 2. How do the distinctive features of Sara's business model affect its operational structure?The interconnectedness of these systems in Sara's operations gives it a hive-like structure. Every employee in every store works together to support the â€Å"queen† central hu b in Spain. Keeping most operations internal allows for very fast response times in each system. The speed meaner mistakes are learned from quickly and corrected. Owning the meaner of production is more cost-effective for Ezra, which allows the firm to maintain reasonable prices for its target market. Ezra also takes care of its employees and is socially responsible, which draws forth enthusiastic loyalty in all interactions. Why might Sahara â€Å"fail†? How sustainable is its competitive advantage? Sara's capable of failing Just like anyone else. I believe if the company loses its cohesion, makes major fashion blunders, raises its prices, begins to make customers or employees feel cheated, missteps in a Joint venture, loses its quick turnaround, or enters a market that is not suited to its business model, it could easily have unrecoverable loss. It's wise for the decision makers at Inedited to maintain the other companies, and not Just focus on Ezra. Ezra: Fast Fashion Case By knish_sass