Arbitrage in the Government Market Essay

In 1991, major discrepancies in the prices of multiple long maturity US Treasury bonds seemed to appear in the market. An employee of the firm Mercer and Associates, Samantha Thompson, thought of a way to exploit this opportunity in order to take advantage of a positive pricing difference by substituting superior bonds for existing holdings. Thompson created two synthetic bonds that imitated the cash flows of the 8 ¼ May 00-05 bond; one for if the bond had been called at the year 2000, and one for if it hadn’t been called and was held to its maturity at year 2005. The first synthetic bond combined noncallable treasury bonds that matured in 2005 with zero coupon treasuries (STRIPS) that matured in 2005. The synthetic bond had semiannual interest payments of $4.125 per $100 face value and a final payment of $100 at maturity in order to exactly match the cash flows of the 8 ¼ May 00-05 callable bond if it had been held to maturity. Thompson found the price of this synthetic b ond by using this formula: The ask price of the two bonds were given as $129.906 and $30.3125, respectively. She calculated the number of units needed of the 2005 treasury bond by dividing the semi-annual callable 00-05 coupon rate by the semi-annual 2005 treasury bond (4.125/6). The only part of the equation that she did not have was the number of units needed of the 2005 STRIP. She had to calculate the correct amount in order to imitate the cash flows of the 00-05 callable bond. Thompson did this by using this equation. The final cash flow of the 00-05 bond was $104.125, the final cash flow of the 2005 treasury bond was $106, and the final cash flow of the 2005 STRIP bond was $100 as there are no coupon payments in STRIPs. She found that the number of units needed of the 2005 STRIP bond was 0.3125, and then found that the synthetic price of this bond was $98.78. The second synthetic bond combined the noncallable bonds maturing in 2000 with STRIPS maturing in 2000. This synthetic bond also had semiannual interest payments of $4.125 per $100 face value and a final payment of $100 at maturity in order to exactly match the cash flows of the 8 ¼ May 00-05 callable bond if it had been called in 2000.  Through similar calculations of the first synthetic bond, she found that she needed 0.0704 units of the 2000 STRIP, and the price of this synthetic bond was $100.43. What Thompson found was surprising because both of these synthetic prices were less than the ask price of the 00-05 treasury bond. In normal markets this shouldn’t be the case because the synthetic bond would be worth more to investors since it does not have a redemption right to the government. In other words, the callable bond should have a lower price than the synthetic noncallable bond. 2. There are two ways that Thompson could exploit this pricing anomaly that she found. If she already held the 00-05 treasury bond, then she could immediately capitalize on the price discrepancy by selling the 00-05 treasury bond for the bid price of $101.125 and buying one of these synthetic bonds. Whether to buy the 2000 synthetic bond or 2005 synthetic bond is up for debate and opinion but it might be suggested to go with the 2005 one since the price of $98.78 is even smaller than the price of $100.43 and there would be larger price impact. By selling the 00-05 bond and buying the 2005 treasury bond, she would be getting the same cash flows for an immediate lower price. The second way that Thompson could exploit this pricing anomaly would be if she does not currently hold any bonds at all. A profit could be earned by establishing short positions in the relatively overpriced security and long positions in the relatively underpriced security. Thompson would borrow the 00-05 treasury bond from a dealer and then sell it. With that money, she would buy a synthetic bond and wait for the 00-05 treasury bond to decrease in price as prices converge. Once they do, she would buy the 00-05 bond for a lower price and give it back to the dealer, while pocketing about $2 (given that she bought the 2005 synthetic bond). There’s plenty of risk when trying to take advantage of pricing arbitrage. For example, the prices may never converge and Thompson might end up waiting almost 15 years without anything happening. Another risk is that the dealer might call the bond back while the money is tied up in the synthetic bond. Because of these risks, it might be better if she doesn’t try and take advantage of the pricing arbitrage at all. 3. Through close examination, a multitude of factors could have come into play resulting in the odd pricing of Thompson’s evaluated bonds. In studies conducted by Longstaff (1992) and Eldeson, Fehr, and Mason (1993) they found that negative option values were very common, ultimately implying that callable treasury bonds were significantly overpriced (35). Although it seems odd to have a negative option value, Thompson found herself in a rapidly changing bond market with the earlier introduction of derivative securities and STRIP bonds. With the introduction of STRIP bonds in 1985, problems arise in valuing callable treasury bonds using solely zero-coupon STRIP bonds being that they tend to undervalue the implied options (Jorden et al. 36). In addition, since negative option value bonds do not have implied volatilities, this raises the question whether callable bonds are priced rationally (Bliss and Ronn 2). Furthermore into Longstaff’s (1992) research, they exercised the â€Å"striplets† approach to investigate implied call option values. The â€Å"striplets† approach uses a U.S. Treasury coupon STRIPS and a coupon bond to synthesize a noncallable bond with the desired coupon (Jordan et al. 37). Longstaff finds that â€Å"61.5% of the call values are negative when estimates are based on the midpoint of the bid and ask prices, whereas 50.7% of the negative call estimates are large enough to generate profits even after considering the bid-ask spread† (38). Ultimately, the odd pricing in Thompson’s current situation is most likely due to the mispricing of callable bonds at the time due to the method of callable bond valuation and the early introduction of new types of bond securities in the market. 4. â€Å"Callable debt gives the treasury the right, but not the obligation, to redeem the callable treasuries at par (100) on any semiannual interest payment date within five years of maturity, provided that it gave investors four months’ notice† (Arbitrage in the Government Bond Market). There are multiple upsides for a company to issue callable debt. The main reason for this is to give the company (treasury) a sense of security in that they can redeem the bond in the event of an interest rate drop. For example, if the company issues bonds to investors at a 10% interest rate and then this rate  goes down to 8%, the company may redeem the callable bonds they’ve issued and replace them with the lower interest rate (8%). Callable debt is essential to have when there are long maturity dates. If you issue a non-callable bond for a fixed amount of years, there is a tremendous amount of risk for the treasury. For instance, if you issue a non-callable bond with a maturity of 25 years and the interest rate goes down over the years, this negatively affects the company. â€Å"Callability enables the treasury to respond to changing interest rates, refinance high-interest debts, and avoid paying more than the going rates for its long term debt† (Why Companies Issue Callable Bonds). Bibliography 1. â€Å"Bonds 200.† Why Companies Issue Callable Bonds. N.p., 24 Sept. 2014. Web. 30 Sept. 2014. 2. Jordan, Bradford D., Susan D. Jordan, and David R. Kuipers. â€Å"The Mispricing of Callable U.S. Treasury Bonds: A Closer Look.† Journal of Futures Markets 18.1 (1998): 35-51. Web. 3. Bliss, Robert R., and Ehud I. Ronn. â€Å"Callable U.S. Treasury Bonds: Optimal Calls, Anomalies, and Implied Volatilities.† The Journal of Business 71.2 (1998): 211-52. Web. 4. â€Å"Bonds 200.† Why Companies Issue Callable Bonds. N.p., 24 Sept. 2014. Web. 30 Sept. 2014. 4. 5. â€Å"Harvard Business School.† Arbitrage in The Government Bond Market. N.p., 20 Sept. 2014. Web. 28 June 1995. .

La Shampoo

La Shampoo is a high quality and more expensive product that has the same marketing strategy over years. From 1989, the line start to slowly decline its sales. The ad agency tried to develop new look campaign, but this solution did nothing for La Shampoo sales and customers didn’t even noticed the change. Caroline, the brand manager wanted a new marketing plan to improve the sales and increase the market share, not to just keep the product remain on retailer’s shelves.She made a marketing meeting with Eric, her product sales manager, and Beth, the representative of the advertisement agency that held La Shampoo account, to discuss their recommendation. 1. Compete on Price : Eric’s solution is to reduce prices permanently as long as long term plan to save major accounts that in danger. Eric argued that the brand will died if we didn’t act very quickly and he saw his solution as a rescuer. Reduce prices is very helpful solution in supporting sales reps and in crease sales volume at least for short time ,but it is not good in building the brand and increasing the brand market share for many reasons .First of all, competing in the price could be very dangerous if other brands lower their prices too specially if they are offering benefits La Shampoo can’t provide, like â€Å"beautiful hair from natural sources†. Secondly , price- driven consumers are not loyal ,so they will go with another brand that is cheaper. 2. Strong Brand Campaign : Beth’s solution is to create new advertisement campaign. This solution seemed better to improve sales ,but there is still no specific changes Beth suggested to repositioning La Shampoo on the customers’ minds.This solution is good if the marketing researches found out the causes of the sales’ decline. Then the new advertisement’s campaign should focus in repairing La Shampoo image and correcting the mistakes that happened in the previous years. So to obtain this so lution marketing researches should be done deeply to better understanding customers . Facts About the Brand: * Brand that has been used mostly between its competitors in the category for two decades must have strong brand equity. * La Shampoo has boor brand management ,because they went from the problem to the solution without auses diagnosis. * Restaging the brand will require a lot of resources. * The alternative proposed by Marni Shin are likely to be too late , the competitor already filled the shelves with such a product . My Recommendations: After doing all researches and surveys needed on the target segment which I think is better to be women between ages of 15 to 50, I suggest two marketing strategies. The first one is for the existing customer base who still buy the product and doesn’t like changes.The other one is for attracting new customer by introducing some values La Shampoo can produce to them. These two plans should consider the following: * * In doing the res earches , should make sure about asking the right question to know the attitude for loyal and former users. * Today’s customers are very sensitive about the values they will get for each dollar they pay. So the advertising campaign must focus on the benefits consumer will have by using the brand such as healthy hair and easy style getting. La Shampoo slogan â€Å"For the Look and Feel of France † is meaningless for the current environment, the people now don’t want to look French. * Some new trails and usages must be found for the brand to communicate them in the new ad campaign. * Keep some product lines without any change for whom already use the product and to keep the base customers. * The new advertisements should support La Shampoo in tapping new customers and protect the current users.

Arbitration Dispute Settlement Procedure

Discuss About The Arbitration Dispute Settlement Procedure? Arbitration is the dispute settlement procedure where the impartial party (Arbitrator) is selected to study a case as well as hear both sides of the party so as to arrive at agreement; some of its features include law ; Mediation is the process where a mediator facilitates dialogue in a multi-stage manner to help both parties reach a conclusion plus satisfactory agreement. Its features include; Blain, N., Goodman, J., & Loewenberg, J. (1987). Mediation, Conciliation and Arbitration-An International Comparison of Australia, Great Britain and the United States. Int'l Lab. Rev., 126, 179. Cooley, J. W. (1985). Arbitration vs. mediation-explaining the differences. Judicature, 69, 263. Fisher, R. J., & Keashly, L. (1991). The potential complementarity of mediation and consultation within a contingency model of third party intervention. Journal of Peace finanacial Research, 28(1), 29-42. Sgubini, A., Prieditis, M., & Marighetto, A. (2004). Arbitration, Mediation and Conciliation: differences and similarities from an International and Italian business perspective.

Sexually Transmitted Disease Brochure Assignment

Sexually Transmitted Disease Brochure - Assignment Example Syphilis cannot be transmitted through physical contact with eating utensils, shared clothing, bathtubs, swimming pools or toilet seats. Primary stage: This is the first stage of the disease may be characterized by single or multiple sores that are painless, round and firm in nature. The sores resemble the point of entry of the disease. Secondary stage: One may have oral, anal or vaginal sores and skin rashes at the same time. This stage begins with with one or many rashes on the body. These rashes may appear several weeks after the primary sore is healed. The rash may appear as rough, red spots on the bottom of the feet or the palm of the hands. This does not necessarily itch and thus may go unnoticed. This may present together with other symptoms such as swollen lymph nodes, fever, patchy hair loss, weight loss, sore throat, headaches, fatigue and muscle aches. Symptoms may disappear regardless of treatment or not. The infection will proceed to the latent stage without the right treatment. Latent stages: The latent stage starts when the early signs and symptoms disappear. Without the right treatment one may continue to harbor the syphilis bacterium in their body for years without showing any signs and symptoms. Most individuals with untreated syphilis do not go to the late stage of the disease. However, when they proceed to the late stage, the disease is very serious. Late stages: This may present after 10 to 30 years from the initial day of infection. The symptoms are severe and include paralysis, numbness, blindness, dementia and difficulty coordinating muscle movements. The disease may damage internal organs and may result in death. Pathology of syphilis: The bacterium responsible for syphilis is called Treponema pallidum. For the transmission to take place there almost needs to be direct contact with the infectious sore. The bacterium quickly penetrates the

Development attraction & retainment of employees Essay

Development attraction & retainment of employees - Essay Example There are situations where employees discuss their working conditions in the social media, and in such a situation the fall is usually on the employee who can not do anything to the employee (Jackson 2011). Many organizations find it a challenge developing a strategy that supports effectual talent acquisition; and this is overlooked mostly because most of the resources that are to be used for this are put into other things that are said to be ‘more important’. However, human resource planning is fundamental to the proficient management and prolonged success of a business, organization or even starting up companies. Often, many organizational administrators, due to circumstances overlook how resources are managed which leads to mismanaged top rank departments. Poor human resource management has both immediate and long term consequences on how the organization functions, policies of employee recruitment and management, and most importantly organizations profitability. More over, the one that has the greatest impact on an organization is employee development, attraction and retaining them; the heart of any organization are the employees and they also determine how successful it will be. When employees are denied some or all the required resources it creates poor working conditions not to mention the environment; moreover, an ineffectual and inadequately functioning department reflects the general condition of dealings in that particular organization and that it is not in any good condition to compete in the market. It also shows that; there isn’t any coordination or communication, poor decision making and grave blunders between the departments and the managerial sector (Dutta 2013). Significantly, in such a situation employee training and development strategies are improperly budgeted for and chances for recruiting or even attracting new employees are eliminated; additionally, the general goals and objectives of the organization are not met. The similar attitude of the high management and the human resources department quickly spreads across all the other departments and employee pecking orders; it affects the work ethics, causes personality conflicts and systematically eliminates team work (Sylvia 2013). Employees lack motivation and they do not put much of their skills and capabilities in the organization. Some employees are at their worst in negative working environments; and in cases where they are not motivated, lack of inducement and acknowledgment they automatically end up performing poorly and work output is of low quality. Employee recruitment and selection is an incessant sequence; and this mostly influenced by organization’s need for business growth, expansion strategies and requirements to complete or start off certain projects or assignments. In an organization that is mismanaged, human resources personnel with an apathetic outlook on things, poor or lack of communication with the administrators are not in any situation to address their requirements in the aspect of labor force (Jackson 2009). As a result, open vacancies and employment postings remain vacant; and in cases whe

Career paper Essay Example | Topics and Well Written Essays - 2000 words

Career paper - Essay Example I would like to become a property manager in Colliers International. This firm is a renowned real estate agency that has been in operational for the past couple of years. As an international firm, the company has managed to gain worldwide recognition in the real estate business hence making them one of the best in the market. As a rule, I always work want to work with the best in the field of my choice. I believe that this real estate work will provide me with satisfaction since it is what has been a family business for the past 20 years. With me getting that post will be the greatest thing that has ever happened in our family. In my goals, making a choice to do property management course in a reputable university is my first target. In order to get to do property management course, one should have scored a good grade in high school, something which I am aware. Therefore, it will be through hard-work and support that I will be able to achieve the high grades in high school. That means spending hours in my study room and consulting with my teachers. After that, I would have to gain entry into a reputable university that offers real estate courses, in particular, property management. In the four years that I will be in campus, means I have to also score good grades in order to attain a first class honors. This will entail a lot of sacrifice from my part since University life is not as easy like high school due to a lot of temptation from friends. I would stay away from being influenced by peer pressure and stay focused on my course. I will attend all lessons so as not to miss anything and constantly revise my notes. Furthermore, I would seek help from my senior lectures in regard to tips in property management. Eventually, after attaining my first class honors, I would apply for a job of a junior property manager at our county, so as to gain experience of the matter. I will dedicate my time in ensuring that I

Experiences of Colonization by Indigenous People Essay - 4

Experiences of Colonization by Indigenous People - Essay Example And who furthermore have maintained at least in part their distinct linguistic, cultural and social/organizational characteristics and, in doing so, remain differentiated in some degree from the surrounding populations and dominant culture of the nation-state Several other related terms are also in vogue e.g. aborigines, native peoples, first peoples, Fourth World, first nations and autochthonous (derived from Greek, meaning â€Å"sprung from the earth†). However, in this era of political correctness, the term Indigenous People is more commonly used to avoid implications of racism etc. [1]. Indigenous peoples living in more than 70 countries, of whom approximately 150 million live in the Commonwealth countries. These are; Australia, Fiji, New Zealand, and Papua New Guinea (South Pacific), Pakistan, Bangladesh, Sri Lanka, India, and Malaysia (South and South East Asia), Botswana, South Africa, Namibia, Cameroon, Kenya, Nigeria, Tanzania, and Uganda (Africa), and Canada, Guyana, and Belize (North Americas and the Caribbean).† [2]. Despite the diversity of indigenous peoples, it may be noted that they share common problems and issues in dealing with the prevailing, or invading, society. They are generally concerned that the cultures of indigenous peoples are being lost and that indigenous peoples suffer both discrimination and pressure to assimilate into their surrounding societies. This is borne out by the fact that the lands and cultures of nearly all of the peoples listed at the end of this article are under threat. Notable exceptions are the Sakha and Komi peoples (two of the Northern Indigenous Peoples of Siberia), who now control their own autonomous republics within the Russian state.  

Opportunities and risks of FDI in China Dissertation

Opportunities and risks of FDI in China - Dissertation Example ...........................11 Discussions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦....................................................15 Conclusions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.16 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.17 Bibliography†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.19 Appendices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦22 Abstract Over the last twenty years or so, Foreign Direct Investment in China has been successful. It started with a base of approximately nineteen million dollars in 1990 and by 1999; the stock of FDI had risen to three hundred billion dollars. China is the leading country among all developing countries in terms of FDI stock. Its FDI consists of Greenfield investment. Initially, the stock of FDI in China originated from Asia among other parts of the developing world. FDI has varying meanings when it comes to its application in different social and political grounds. For instance, in china, the notion of FDI has positive and negatives impacts depending on geographical locations of individuals, cultural beliefs and area of operation (private or public sector). Since 1980s, China has been gro uped among the countries that have been able to reap the benefits of FDI. For instance, in the past two decades or so, China’s economic growth rate has been increasing as the economy tries to move from the command economy to a market-based economy. This growth rate has been made possible by trade liberalization that has been ongoing across the globe. Introduction China is a Middle East country that has undergone a rapid economic growth rate in the recent past. In the past decade the economy has been experiencing a positive economic growth rate estimated at 12%. In conjunction with the economic growth rate, the government has decided to engage itself in numerous developmental activities for instance, infrastructure building, development of the financial sector, and technological advancement. The rate of growth has so far been stable and it is expected to remain the same in the foreseeable future. China has not been left behind in terms of FDI and it is actually among the count ries in the world that have managed to keep pace with the changes in the global world. However, Foreign Direct Investment (FDI) is a concept and a phenomenon that has gone beyond economies boundaries to encompass socio-cultural and political aspects. According to Fiss and Hirsch (2005), FDI in Chinese context means, â€Å"the emergence of capitalism, democratization, or globalization is marked by discursive struggles over their social and cultural impacts, and the outcome of these struggles may facilitate or impede the transformation’s widespread acceptance† p29. There are several research studies that have been conducted on FDI in china but very little have been done on the opportunities and risks experienced by FDI in the Chinese economy. The research activities have mainly focused on the stocks of FDI in general and have not actually done much in relation to how this is affected by the social and economic stability in

Module 4 Case Assignment Example | Topics and Well Written Essays - 1000 words

Module 4 Case - Assignment Example At the same time, skill-based pay structure has gained considerable popularity over the last decades, especially since 1987. However, most of the organizations are currently using market- based pay structure. Module 4 Case Assignment Pay is regarded as one of the key elements affecting management-employee relationship at the workplace. The level and distribution of pay along with benefits is believed to impose considerable impact on the efficiency of any organization and also on the morale as well as on the productivity of the workplace. It is thus, crucial for organizations to use appropriate pay systems that provide worth for money and compensate workers fairly for the work that they perform. In general, pay systems are the methods of paying people for their contribution that they make towards the organizations. It is essential that an ideal pay system is clear and simple to be followed, so that workers are satisfied with the pay system adopted by the organizations and are motivate d to perform their respective tasks with utmost dedication and commitment. With this concern, this paper intends to compare and contrast the two pay system namely skill-based pay structure and traditional job-based structure. Furthermore, this paper attempts to identify the most popular pay structure, which is currently being followed in today’s organizations (Acas, 2012). ... ills required to perform certain organizational tasks are identified and tests are developed to determine whether an individual has learned the skills involved in performing a particular task. On the contrary, in traditional job-based pay structure, pay is generally based on a job, wherein employees are eligible to receive compensation, even if they are not skilled in performing any task. However, skill-based pay structure does not necessarily exclude the idea of paying for individual performance, instead it involves evaluating individual performance for assessing employees’ skills towards particular tasks for which they are paid. Nonetheless, under skill-based pay structure, pay is determined by the mix and the depth of the skills that possess by an individual rather than a particular job assignment. At the same time, organizations applying skill-based pay structure are often encountered with difficulties, when they try to price skills in the marketplace as compared to tradit ional job-based pay structure. Moreover, under traditional job-based pay structure, employees’ pay changes with the alteration in the job, while in skill-based pay structure, employees’ pay does not alter regardless the change in the job position. At the same time, employees under job-based pay structure may frequently perceive inequalities in the pay system due to the way the jobs are defined and rated for pay purposes. On the other hand, once employees become accustomed with skill-based pay structure, most of the employees prefer it over traditional job-based pay structure. The element of seniority act as a crucial determinant in traditional job-based pay structure, while in skill-based pay structure, skills rather than seniority is considered to be the prime factor of determining the pay

Research Paper on Comparative analysis of Wal-Mart, Kmart and

On Comparative analysis of Wal-Mart, Kmart and Burlington - Research Paper Example 10) through different business and management strategies. Almost all different companies play very uniquely in the market with varying organizational objectives, visions, techniques, ideas and strategies and therefore all these companies provide illuminating examples for how differently a market can be created and maintained. This piece of research paper presents a comparative study of the company background information, organizational cultures and environmental factors of three well known companies; Wal-Mart, Kmart and Burlington Coat factory. Based on the comparative analysis of the business strategies and marketing techniques of these three companies, this paper explains how different companies play uniquely in the market by creating values for their customers to make them ultimately satisfied. Company Background Information Wal-Mart The Wal-Mart is always an amazing business story since it has emerged to be the largest retailer from the dream of a family to start a small lucrativ e retail business with their personal saving of six thousand dollars (Soderquist, 2005). Out of all the retail and other brands in the US, Wal-Mart has undoubtedly affected the life of millions around the world by changing their lifestyle, culture and social status too. Wal-Mart operates retail stores in various formats and segments across the world such as discount stores, supercentres, neighborhood markets, Sam’s club and market-side. It is ranked first by Fortune 500 on the list of America’s largest corporations and also as one among the world’s largest corporations listed in 2011. Wal-Mart stores provide its customers with wide range of national as well as internationally recognized brands in categories of grocery, home appliance, entertainment, health and wellness, apparel, home wares and so on. One of the major strengths of the company is that it can quickly shift the products mix to adapt to changes in demand and market since the company has dominant posi tion in its market and also that it provides wide ranges of goods and services (Datamonitor, 2011). The Wal-Mart story The Wal-Mart story begins with Sam Walton’s dream to start a small franchise Ben Franklin’s variety store in Arkansas, Bentonville in 1945 (Ferrell, Fraedrich & Ferrell, 2009, p. 293). The retail store that Sam Walton started began to inspire a group of people with his uncanny ability and his vision to create not just one-of-a-kind company but a revolutionary business model and thus to grow to impact the standard of living for millions upon millions of people every day in the US and worldwide (Soderquist, 2005). Until 1962, the business was entirely devoted to the operation of franchise variety stores. By July 1962, Sam Walton opened the first Wal-Mart store in Rogers and this has eventually grown to be a large chain with 24 stores that ringed up $ 12.7 million sales in 1967. In 1969, the company is formally incorporates as Wal-Mart Stores Inc (History

The Tournament Essay Example for Free

The Tournament Essay If you have ever regretted volunteering for a task, but had to continue, despite this, you will know how I felt, as I boarded the coach that would take me to the venue of the chess tournament. It was an all-consuming, unforgettable, always nagging sort of worry: that I would bring about my own humiliation as I lost game by game at the prestigious tournament. No. Not a worry but a certainty. For I had not practised once in the past months, while in my prime, it was normal for me to spend a couple of evenings per week at a board, revising combinations. Yes, it was this lack of practice that troubled me to the very core, that I would disappoint my team and be humiliated for it. So the odour of the garbage on the coach had little effect on me, as I contemplated the nature of the disgrace that I would bring upon myself. In an attempt to banish these thoughts from my head, I brought out my reading book, which I soon immersed myself in, but the cheers and chit chat from my team mates as the coach started could not be ignored. As I snapped out of my ponderous trance, I became aware of the true stench of this appalling place where rotten eggs and ham from long forgotten packed lunches lay neatly stacked under the seats and the random splodges of yogurt were spread over the once-fine seat covers. But as the hours passed, none of these were noticed as my nose grew accustomed to the constant whiff, and my eyes remained firmly fixed on the pages of my book. It was finally four hours later that we pulled into the drive of the B B where we would stay. Just one more night till I would be a humiliated man My first match of the next day started and ended badly. I was to play against a boy of no more than 8, who sat precariously on the very edge of his seat, with legs dangling aimlessly under the table. His age and the innocent gaze gave me hope that I could at least secure 1 point for my team. But I was wrong, very wrong. As he made his first moves, I saw he was no novice and despite my best efforts, my fiendish foe struck mercilessly, felling my pieces one by one. It was an uphill struggle, a battle I could not win and yet I tried, while to my annoyance, he squealed with delight after each capture in a childlike manner, though he had the skill of double his apparent age. I can tell you this was terribly shocking. So there was no surprise when he finally delivered checkmate, though while we did this, I dreaded the teases I would be sure to receive as the result of this lost battle, especially due to my opponents age. As I stepped from the room, my fears were confirmed. My humiliation had begun. My next match went just as badly. Still in a daze from the jests endured, my head spinning, as I tried desperately to win against my unsympathetic opponent. But my efforts were to no avail, as I lost, even more swiftly than before. But my thoughts cleared as I left the tournament room: one round to make a win. One round to avoid disgrace! After my disastrous rounds, I expected nothing more than another loss from equally capable opponents, knowing my fate for humiliation had been sealed the moment I agreed to come. But my next opponent was not something I could have anticipated given even the wildest imagination. Like a giant, he towered over the board, but it was not his height which troubled me but his bulk. His fat bulged in great flabs so that I felt he might burst and his slow, lumbering walk scarcely surprised me. One could tell clothes were not made to his size; the Nike logo on his shirt was stretched into a thin line while his fat writhed under his tight top as he reached out to move his piece. I made no mistake in underestimating my opponent this time, however, it was soon clear he was less gifted than the child prodigy I had played the first round. But there was still something strange about the game play, there was something about the way we played in his shadow that unnerved me, and before long, I once more felt myself sailing against the wind in this battle of mine. But as does a wounded animal strike back, so did I, knowing the fate that would come to me if I lost this match. But then, my silent prayers were answered: in the form of the biggest blunder I had ever seen at this level of play, and I pounced upon it, like a hungry wild cat as he throws himself on a mouse. The tide had changed, and I finished him off easily. The victory was mine, no disgrace for me.

Can Parental Involvement be promoted effectively

Can Parental Involvement be promoted effectively This review aims to contemplate some of the fundamental issues that need to be addressed in order for schools to promote PI effectively. It starts by placing PI within a political and historical setting. It then discusses the difficulty in defining PI and how differing perceptions might actually pose as a barrier to promoting it effectively in schools. The review goes on to explore two theories/models of PI (Epstein, Hoover-Dempsey Sandler) which are thought to merit particular consideration in terms of schools developing a framework conducive to the effective promotion of PI. Communication is also discussed in order to highlight some of the basic issues in schools surrounding this area and some of the strategies that might enhance it. The review concludes that some of the language associated with PI can be ambiguous and therefore problematic due to the differing perceptions of meaning. It is important for schools, parents and pupils to all agree on a definition of terms and this is likely to be unique to every school. It is also suggested that in order for schools to promote participation effectively, it is best to have a framework in place which takes account of sociological and psychological factors regarding the agencies involved. The theories/models of Epstein and Hoover-Dempsey provide useful tools for schools in developing an individualised framework designed to accommodate the various dimensions associated with PI, including those advocated by the Scottish Government. However, care has to be taken so that frameworks do not become too pre-occupied with the goals of the school at the expense of the needs of pupils and parents. Successful PI depends largely on the level and type of communication between schools and homes. If schools do not seek to utilise strategies which enable deeper two way communication with parents then it is unlikely that any attempts to promote it will be effective in the long term. Rationale: The division between home and school was a very clear one, marked symbolically by the white line in the playground which parents were not expected to cross (Edwards Redfern, 1988, p.11). The white line symbolising a division between home and school is no longer visible in playgrounds, but does this legacy live on through what could be interpreted as a lack of commitment in schools towards building solid working relationships with all parents? The benefits of Parental Involvement(PI) in education are widely recognised and there is now consensus regarding a link between the above and positive student achievement (Desforges Abouchaar, 2003), with home involvement in particular thought to have the greatest impact (Desforges Abouchaar, 2003, Harris Goodall, 2007). Nevertheless, accounting for this knowledge, it could be said that many schools still struggle when it comes to creating and sustaining an environment which make parents feel part of the school community. Having experienced some time in schools as both parent and teacher, I have observed the difficulties a school faces when trying to promote the involvement of parents in school life, as well as the difficulties parents can face when trying to become accepted as part of the school community. I was a member of a parent school partnership for two years within my childrens primary school. Six was the highest number of parent members at any one time out of a school that had a roll of 350 children. I am also now a member of the Parent Council in my childrens secondary school and there are currently only seven parent members out of a school with a roll of 750 children. Although it is acknowledged that being involved in ones childs education does not have to include a presence in the classroom or being a member of a formal body, the above observations might make some question how effective schools are at promoting PI and if there is, in general, a lack of real commitment or understanding at a basic level, towards promoting and embedding it in whole school practice. My personal experiences in schools as both parent and student teacher have served to fuel my interest within this area of education. Indeed my involvement in my own childrens education has played a major factor in helping me find the confidence to return to higher education and embark on a teaching career. I have experienced firsthand how involving parents can be mutually beneficial for all concerned. I hope that my research into this area will further my own professional development by providing me with insight and knowledge for maintaining positive relationships with all parents as well as insight into how involvement can be promoted most effectively in primary schools. Introduction and Methodology Research, Government legislation and accountability are certainly some of the reasons why PI can no longer be regarded as token gesture and it could be said that schools are well versed on appropriate strategies for promoting it. Despite this, many still appear to struggle when it comes to developing and sustaining meaningful PI in practice as well as policy. Consequently, this raises the question: How can Parental Involvement be promoted effectively in primary schools? Within contemporary education there is an understanding that the word parent is taken to mean any person who has primary responsibility regarding the care of a child not necessarily the natural parents. (Education Act 1996).The above definition will therefore accommodate the word parent where used in this paper. The Scottish Government indicates a distinction between PI at school and PI at home and gives recognition to the fact that successful involvement is dependent on effective relationships between homes and schools (Scottish Executive 2006; SEED, 2006). For the purpose of this paper, the effective promotion of PI will therefore be taken to mean that schools maintain a degree of success in building meaningful relationships with parents whilst encouraging them to become involved in their childrens education both at school and at home. Accounting for demographics, socio-economic factors, cultural differences and individuality, what might be considered effective for one school promoting the involvement of parents might not be for another. Indeed it could be said that to apply a one size fits all approach is tantamount to denying children the right to be treated as individuals. Individual children have individual parents after all (Crozier, 2001). However, this review is based on the premise that there are basic matters relating to PI which are common to all schools and it is only by initially addressing such foundational matters that schools can begin to promote it effectively. The following review endeavours to give an insight into the above by highlighting various definitions and dimensions of PI, examining two influential theories and models, as well as exploring some of the issues surrounding communication. Some contemplation will also be given to addressing these issues in practice. Any literature that did not indicate relative information on the above was duly disregarded. The paper is informed by the review of selected national and international literature including: books, government documents, government policies, research papers and reports, previous literature reviews, and academic journal articles accessed via Athens. The literature has been sourced from libraries, internet searches, and searching databases such as ERIC, Informaworld and Emerald. Key words or phrases used were: Parental involvement Parental engagement Parent school partnerships Perceptions Home school communication Reference lists from relevant articles and books were also used to help refine searches and identify key experts and theorists within this field. Two experts whose names were recurring features in almost every search and reference list were the Americans, Epstein and Hoover-Dempsey. Their work was therefore probed further for this paper and it was decided it was applicable and indeed appeared to have been influential within the current Scottish PI context. Crozier was also identified as a notable British influence. Apart from outlining a history of PI, it was the intention to keep any literature as current as possible. However, one must account for the fact that there appears to have been a surge in the amount of interest and theories on PI during the late 1980s 1990s and as a consequence, this is the era where some of the important work regarding this area lies. Some of the theories and work put forward during this time still hold strong. Specifically, Epstein and Hoover-Dempsey appear to be continually referred to in even the most recent of literature. It has therefore been considered justifiable to include relevant literature, where appropriate, that may exceed the recommended 10 year threshold. Parental Involvement: A Historical Context Parental involvement within education has been emerging since the early twentieth century. Margaret McMillan, a Christian socialist, born in America to Scottish parents, was one of the first to highlight the importance of parental influence within education, especially in the early years (Fitzgerald, 2004). In the United Kingdom, PI was first given emphasis as a possible factor in the improvement of primary education by Lady Plowden (Fitzgerald, 2004). Her report was written on the basis of a review commissioned by the Central Advisory Council for Education in the 1960s, relating to children and their primary schools. In it, she set out numerous recommendations for enhancing education in England. For instance, she advocated that the individual child should be at the heart of an education system that promotes creativity and spontaneity. She also suggested that improving the relationship between parents and schools was a key element for progression (Central Advisory Council for Education, 1967). Although criticised by many at the time (Gillard, 2004), Browne suggests that this report was behind many of the aspects of PI which are still evident today. For example, school reports, choice regarding the schools that parents send their children to, parents evenings, PTAs (now replaced by paren t forums and councils in some countries) and school open days are all still common place (Browne Haylock, 2004). It could be said that many elements of her report appear to be evident today; guidance on the new Scottish Curriculum for Excellence also emphasises creativity, the importance of educating the individual child as a whole and the need for parents to be part of this process (Scottish Government, 2008). On a social level, the 1980s saw a shift within Western culture between professionals and everyday people. This resulted in the emergence of parents as consumers in education and schools were therefore destined to become accountable to parents as well as governments and local authorities. (Merttens et al., 1996).This is certain to have contributed towards the rising status of PI in Britain during the 1980s. However, on an educational level, Brown Haylock (2004) cite several research reports, within the area of reading specifically, as having a significant impact on attitudes towards PI at this time. Some of these reports include the Haringey Project (Tizard et al., 1982 cited in Brown Haylock, 2004)) and the Belfield Reading Project (Hannon Jackson 1987 cited in Brown Haylock, 2004). Both these reports (and similar studies) found that childrens reading achievement and motivation in school were likely to be higher when parents were involved in reading to their children as well as h elping with reading at home. Research such as this has ensured that the PI movement has been gaining momentum over the past few decades, helped by the agreement of Governments regarding the benefits associated with it. Parents in Scotland can also expect to be consulted as part of HMIE school inspections. International and National Policy Recent government strategies aimed at improving education in many countries are a reflection of how important PI is now perceived to be internationally. For example, Americas No Child Left Behind Act [ NCLB] highlights strengthening partnerships between schools and parents as a key component in its strategic plan to improve education ( US department of Education, 2001) as does The Schooling Strategy in New Zealand (Ministry of Education, 2005). The same year also saw the UK government release the white paper Higher Standards, Better Schools for All. It too emphasised the importance of schools communicating with parents (Her Majestys Government, 2005). Focusing on the Scottish context, this was just ahead of Scotlands Scottish Schools (Parental Involvement) Act 2006 which made it a legal responsibility of every education authority in Scotland to promote the involvement of parents in the education of their children (Scottish Executive, 2006).This act links to and builds on many other S cottish legislative policies. For example: The standards in Scotlands Schools Act (SEED 2000) and Education, (Additional Support for Learning) (Scotland) Act 2004 (Seed 2004) also give recognition to the important role parents can play in their childrens education. What is Parental Involvement? Parental involvement is a phrase that is generally used when referring to the role parents play in their childrens education. There appears to be no universal definition. It can mean different things to different people and this in itself may prove problematic for research and implementation. The current Scottish Government guidelines intonate that PI should include 3 specific dimensions: Learning at home, Home/school partnership, and Parental representation (Scottish Executive, 2006). Learning at home covers strategies to help parents to support their childrens learning and development at home. Home/school partnership is about promoting the idea of education being a shared responsibility and encouraging parents to engage with their childs school and education, and Parental representation is about ensuring that the views of parents are put forward and considered i.e. parent forums and councils (Scottish Executive, 2006). Harris Goodall (2007) argue that the phrase Parental Involvement constitutes little value in terms of helping improve education and raise achievement. They use the phrase Parental Engagement (PE) and see this as being distinct from involvement. They make the point that: Parental involvement can encompass a whole range of activities with or within the school, but if they are not directly connected to learning then they will have little impact on pupil achievement (Harris Goodall, 2007, p.6). If promoting PI effectively in schools were to be defined by the measurement of how successful it can be in improving student achievement alone then this point might be indisputable. However, as pointed out in Crozier (2000), it is a complex concept involving relationships, behaviours, actions and attitudes; therefore promoting it effectively in schools surely must take account of all 4 of the above. Although PI as defined by Harris Goodall may have little effect on raising student achievement (which is likely to be a desired result in most schools), they do concede that getting parents into the school is an important first step towards building positive relationships between the two parties (Harris Goodall, 2007). PI will therefore continue to be the general term used in this paper. Parents as Partners Much is made of the word partnership when involving parents in education. The Scottish Government, along with many other countries, advocates that schools should embrace parents as partners. However, one also has to be careful about the meaning of this word (Katyal Evers, 2007; Crozier, 2000; Crozier Reay, 2005). For some, the word partnership might suggest equal responsibility between parent and teacher regarding the education of children. This could be off- putting for parents; they may feel they lack the confidence and knowledge to assume such a role. For others partnership could suggest more power to parents and this could be off -putting for teachers ; they might feel that their professional status is under threat in some way (Crozier, 2000).Perhaps the definition of partnership suggested by Armstrong (1995) cited in Hodge Runswick-Cole (2008, p 638) is one for schools to consider within the context of promoting PI. Armstrong suggests that partnership should imply: Mutual res pect, complimentary expertise and a willingness to learn from each other. This seems to capture the essence that teachers are experts in education and parents are experts in their own children. In summary, the literature examined above appears to highlight ambiguity within some of the language associated with PI. This could perhaps be detrimental to any efforts to promote it effectively. A message common to all schools might be individual establishments need to think carefully about how they define this concept, in terms of what is legally expected of them, in terms of how it might be construed by parents and professionals, and in terms of what goals it is hoped will be achieved by promoting it. Two Theories There are many theories regarding PI; two in particular seem to have had major influence, remaining dominant in literature over the years. It is perhaps of no coincidence then that both appear to stand out as imploring specific relevance within the context of schools working effectively with parents. One seeks to explain parental participation mainly from a socio-ecological perspective and the other primarily from a psychological viewpoint. A Sociological Perspective Joyce Epstein, founder and now director of The National Network of Partnership Schools and the Centre for School, Family and Community Partnerships in America, is a leading figure in the field of PI and has produced a wealth of research- based literature. Epstein appears to focus on a socio-ecological approach which has links to Bronfenbrenners meso-system; relating to ecological theory and the interrelationships between children, peers, family and school (Bronfenbrenner, 1979, cited in Doherty Hughes, 2009). She argues that society has overlapping spheres of influence connected to education. These overlapping spheres of influence are within schools, families and communities (Epstein et al 2002). She puts forward the term school, family and community partnerships and emphasises the idea of education and socialisation being a shared responsibility between these 3 agencies. (Epstein et al 2002).Epstein sets out a comprehensive, multi-dimensional framework, highlighting six main types of PI: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Her book Schools, Family and Community Partnerships: Your Handbook for Action- gives detailed definitions of each type and the challenges that go with them [see Epstein et al. (2002) P 14-15] She suggests that categorising possible contributions in this way can help to accommodate all social circumstances, therefore allowing all parents to become involved in their childrens education (Epstein et al., 2002). On the other hand, it is unrealistic for all parents to want or be able to become involved in all six of these areas and Epstein advises schools of the need to tailor this paradigm in order to meet the individual goals and needs of the parents, pupils and schools. Epstein intonates that PI is likely to be more successful when promoted as part of a whole school initiative, in correlation with the goals of the school. For instance, if the goal of the school for a particular year is to improve achievement in maths, she recommends that any participation should be conducive to this goal. It could be said that this also helps to convey the message that parents are important and part of the school plan. She talks of an Action team of representatives involved in any partnership and recommends a yearly review of goals. In Scottish schools, it might make sense to try and tie this in with any existing parent councils. There is, however, research (Henderson Mapp, 2002) which shows formal PI is likely to include middle class parents, with working class parents more inclined to be involved at home. The Henderson Mapp study focused on a sample of American parents but nonetheless, these results might question the extent of which parent councils in Scotland are representative of the diversity in Scottish society. The Scottish Government has perhaps tried to address this issue by making all parents automatic members of a Parent Forum, allowing them to approach the Parent Council at any time to raise concerns regarding school issues. However, there appears to be no studies in Scotland at the moment attempting to find out if all parents are satisfied with the Parent Forum/Council set up. This may be an area for further research within Scottish schools. This said, Epsteins theory and model appears to be consistent with Scottish Government guidelines on PI. Despite the fact that it is written by an American and therefore more likely to be aimed at American Policy, it does seem to promote the aspects involvement that have been emphasised in the Scottish Parental Involvement Act (Learning at home, Home/school partnership and Parental representation), it does give emphasis to partnerships with parents and community as advocated by CfE (Scottish Government, 2008) and it does seem to be adaptable to the differing goals and interpretations surrounding PI. A Psychological Perspective Hoover- Dempsey Sandler (1997) whilst acknowledging the impact of social interactions, highlight a psychological perspective.They conducted a study into why parents become involved (or not) in their childrens education; three psychological constructs are identified. The first is parents role construction: this takes account of what parents actually believe their role should be in their childrens education, including activities and time spent with their children learning. The authors suggest that this is likely to have been influenced by parents own experiences of school and how involved their parents were. The second is parents sense of efficacy: this is defined as the extent to which parents believe they can make a difference to the outcome of their childs achievement by being involved in their education. (Hoover-Dempsey Sandler, 1997) It could be argued that school-based practice can make a difference to negative attitudes by educating parents about the benefits of contributions. A study, carried out by the Scottish Executive in 2005, found that Scottish parents were happy to maintain a supporting role in their childrens education and felt that it was the teachers who should have the principal role. However, it also concluded that many parents were unaware of the potential positive impact their involvement could have on their childrens education. They may also often be unaware of schools expectations of them regarding involvement issues such as homework (Deslandes Rousseau, 2007). Perhaps if parents were more aware of their potential impact and of what schools expect, they might be inclined to want more involvement. Maybe in order to promote PI effectively, schools need to try harder in attempting to get this message across to all parents. This is consistent with be the view of Harris Goodall (2008) who ask the question Do parents know they matter? They concluded the above article by stating that effective parental involvement will not happen unless: Pare nts know the difference that they make, and unless schools actively reinforce that all parents matter. (Harris Goodall, 2008, p.287). Finally, the third construct identified by Hoover-Dempsey and Sandler is: general invitations, demands and opportunities for involvement.This relates to how parents perceive their involvement to be wanted by the school and the child. (Hoover-Dempsey Sandler, 1997). Although the attitude of parents towards the school is very important to the successful promotion of PI, schools should not underestimate the influence of the attitude of the school towards parents. They need to attempt to reach out to all parents and provide opportunities for involvement. This theory/model stresses the need to consider the beliefs and attitudes of individual parents and the roles they construct for themselves .The model was revised in 2005 and identified a need for a distinction to be made between PI at home and PI in school when considering the above. (Green et al., 2007).The Scottish Government also appears to acknowledge this distinction (Scottish Executive, 2006), indicating that schools should promote involvement at home and at school, in an attempt to accommodate the roles that parents feel most comfortable with. Differing perceptions The above serves to highlight what might be seen as a criticism of Epsteins framework. It could be said that although her theory provides a very useful model for participation, which promotes a multi-dimensional approach, it could be interpreted as being very school focused and perhaps does not pay enough attention to the needs and perspectives of parents or how they perceive their role within the school and their childrens education. Barge Loges (2003); Lawson, (2003); Poulou Matsagouras (2007) and Harris Goodall (2008) all give emphasis to the differences in perceptions of PI between teachers, students and parents. While most studies found that all parties agree it is important that parents are involved in childrens education, Lawson (2003) concluded that the ideas of what this involvement should entail were significantly different. Crucially, Barge Loges warn of the dangers of assuming that all parties are on a par as far as parents and involvement is concerned and point out t hat: The differences among these groups expectations can influence the success of implementing parental involvement programmes, (Barges Loges, 2003, p.142).Some might say that this points to a need for individual schools to adopt a collegiality approach and engage in discussion and collaboration with parents, teachers, and students where appropriate, about the goals of the school and expectations of any PI policy or activity. Communication Experts agree communication is critical to the success of PI (Epstein et al. 2002; Desforges, 2003; Hughes Greenhough, 2006; Harris Goodall, 2007; Katyal Evers 2007) and there are many issues surrounding it. It is beyond the parameters of this paper to even attempt to address them all. However, while maintaining a focus on basics, it is thought the following is pertinent to promoting PI effectively in primary schools. Before going any further, it might be useful to consider the meaning of communication. Katyal Evers (2007) acknowledge the complexity of this word with regards to interpretation. It can simply mean: the giving or exchange of information, signals or messages or on a deeper level it needs to account for: the effect the message has on the receiver (Berger 1995 cited in Katyal Evers, 2007, p.67). It could be said that all schools need to contemplate the latter if PI is to be promoted effectively. Superficial communication is unlikely to instil the trust or mutual respect that is required for building solid relationships. Hughes Greenhough (2006) found that schools on the whole are good at giving information to parents regarding activities and events but are less inclined to ask for parental perspectives or opinions. They compare their findings with the views of Hallgarten. He intonated that information in schools was designed to: Increase the flow of information from school to home rather than promote communication between home and school (Hallgarten 2000 cited in Hughes Greenhough, 2006 p. 472).This is suggestive of a lack of regular two-way communication; perhaps indicating that strategies enabling information from homes to be communicated to the school are not being considered enough. Katyal Evers (2007), point out that teachers may gain valuable information, about their pupils, by communicating with parents in informal situations. It could be said that in order for this to happen, teachers need to give parents the impression that they are approachable and available; they have to be visible. He nce, a simple strategy might be for teachers to spend 5 or 10 minutes in the playground before and after school. Once or twice per week could be enough to initiate some valuable two-way communication with parents .Some schools also hold parent breakfasts which the head or deputy attend. This also promotes 2-way communication in a more informal setting which makes the management team visible to parents. A decade into the 21st century and some might say it is imperative that schools consider the use of technology to promote communication and involve parents. Clay (2005) stresses the importance of teachers moving with the times and finding ways of integrating the use of technology to communicate with parents. She cites school web sites, interactive home-work web pages, phone calls, online learning plans and digital portfolios as ways of keeping parents informed using technology. The Scottish Government also appears to see the potential in using technology to enhance communication with parents and Her Majestys Inspectorate of Education (HMIe) identifies this as good practice within the glow ICT initiative starter pack (HMIe, 2010). Glow is a new ICT initiative in Scotland, forming a national intranet that will help with the implementation of Curriculum for Excellence. The pack notes indicate that the use of glow has: real potential for improving home-school communication..and, most imp ortantly, allowing greater parental involvement in their childrens learning. A future area of research within PI in Scotland could therefore involve determining the scale of impact glow has had on improving PI in schools. Of course an ethical consideration would have to be that not all parents have access to a computer. As parents develop busier lifestyles, and at a time when teachers also appear to struggle to find the time to do all that needs doing, Graham-Clay (2005, p 123) cites a valid point made by Brewer Kallick, (1996): Technology also holds promise to allow teachers communication opportunities not limited by school hours or location. Perhaps, most noteworthy for the effective promotion of PI, Graham -Clay also warns of the need to: retain a human touch. Conclusions It is hoped that this review has offered a fundamentalist view on how PI can be promoted more effectively in schools. PI is multi-dimensional in nature and should be guided by the needs of individual schools, parents and pupils, as well as research and government legislation. What is therefore deemed to be effective for one school working with parents may not be for another. It is accepted that this review is perhaps critically limited due to the above, as well as the fact that the criteria surrounding it (set word count) did not make it possible to address the wide array of more sophisticated factors (such as cultural differences, language barriers and socio-economic status) that can impact on efforts to include parents. Whilst recognising the above, the paper took the stance that there are however, basic matters regarding PI which demonstrate commonality in all schools and it is often said that attending to the basics is the key to success. Agreement between all parties concerned, regarding a definition of PI and the roles within it, could be considered a fundamental issue in promoting it effectively. With regards to defining it, the review indicates that schools need to consider that it c

Working Together To Safeguard Children

Working Together To Safeguard Children For the purpose of this assignment I will focus on the publication Working Together to Safeguard Children (2006) and the General Social Care Councils Code of Practice for Social Care Workers (2005) to critically evaluate and explore how they impact upon the role of the social worker whilst carrying out initial enquiries. The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well being, utilising theories of human behaviour and social systems. Social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work (International Association of schools of social work and international Federation of Social Workers 2001). Social workers act as negotiators between the individual service user and the wider society in order to assist the individual with the problems they are facing. This is performed by professionals utilising theories, their own values and beliefs of human behaviour and social systems (International Association of schools of social work and international Federation of Social Workers 2001). Working Together to Safeguard Children (2006) provides guidance for professionals who are working with children and their families to assists them in their safeguarding practice. This document places emphasis on the need for joint working as this provides a variety of knowledge, theory and skill when working with children and their families. The General Social Care Council (GSCC) identified codes of practice that aim to raise the standards in social care services, highlighting the responsibility of social care workers and their employers to ensure that the codes are followed within practice. The General Social Care Council (2005) highlighted that the Codes of Practice were to reflect the existing good practice of professionals and shared the standards and ethical practice to which they aspired. The main aims of the Code of Practice are to inform services users and the public of the standards that they can expect from social care workers and to provide social care workers with clear lines of accountability, therefore ensuring that workers are aware of the responsibility upon them to ensure that these conduct do not fall below the standards expected of them as this can lead to the dismissal of workers (GSCC 2002). Social workers are challenged on a daily basis to uphold the Codes of Practice while implementing government policies and procedures and have the responsibility for making difficult decisions and recommendations that will ultimately affect and impact upon the lives of children and their families. It is therefore critical that professionals are able to make these decisions by drawing and reflecting upon guidance to enable professionals to make ethical and sound decisions in the best interest of the child and their family. Social workers have to accept and be accountable for all their actions and need to be able to explain why they have acted in a certain way. Therefore social workers need to have a good understanding of how nature and society affects the way in which they practice enabling them to work competently and efficiently. Social workers strive to ensure that children are protected from harm as best they can and in order to do so social workers are trained and led by policies and procedures set out not only by the government but also from within the employing authority. The law also forms an essential part in the decision making process to ensure that children are not subject to significant harm. Professionals have a duty to investigate and complete initial enquiries under Section 47 of the Children Act 1989, if there is reasonable cause to suspect that a child whom is living or found within the local area is believed to be suffering, or is likely to suffer significant harm (HM Government 2006). The Children Act 1989 introduced Significant Harm as the threshold that justifies compulsory intervention and determines if a child is made subject to a protection plan or provided with support in the children and families arena (OLoughlin OLoughlin 2008) therefore a child may be supported on a child in need basis. The process will begin at the referral stage which is the first point of contact when information and or concerns are brought to the attention of Childrens Services, this can include a case that is already open to the associated local authority if there are an accumulation of concerns or a pre birth assessment indicates significant harm to an unborn child (DOH 2006). A team manager and a lead social worker will be allocated to the case and a decision will be made as to whether or not there are concerns which could pose potential or actual harm to the child, if this is so then a decision will be made to proceed to a strategy meeting and will be recorded at this point by management. A strategy meeting should involve Childrens services, Police, Education, Health and any other relevant agencies who are working with the family. Working in partnership with all professionals involved is essential as sharing information helps to build a clear picture of the child, family unit and the issues causing concern, thus promoting the safety and well being of the child (Children Act 1989). However in some instances this sharing of information is done without the consent of the parents which immediately conflicts with the code of practice set out by the General Social Care Council (2005) as it states that the rights and interests of the service user must be protected, respecting and maintaining the dignity and privacy of the service user. Already there is a contradiction starting between the Working Together to Safeguard Children guidance and the Codes of Practice. Another conflict emerges if the outcome of the strategy is to proceed with a Section 47 enquiry, due to Working Together to Safeguard Children (2006) stating that; Parents and those with parental responsibility are informed of concerns at the earliest opportunity, unless to do so would place the child at risk of significant harm, or undermine a criminal investigation and that as parental consent has not been obtained any work done should be practiced in a manner which allows for future working relationships with the family. This sounds plausible and is aimed to be in the best interests of the child however it conflicts with the Codes of Practice (2005) which state that; a social care worker must strive to establish and maintain the trust and confidence of service users. As a social worker it is incredibly difficult to uphold the Codes of Practice whilst following the guidance of Working Together to Safeguard Children, due to not being able to be as open and honest during the initial contact as possible. The rationale for this is that the only information to be provided to the family is that, that is agreed within the strategy meeting (HM Government 2006). Whilst carrying out a Section 47 enquiry it is essential that the child in question is spoken to alone as this gives the child the opportunity to express their wishes and feelings and allows professionals to gather further information. If the child is not spoken to alone it reduces the ability to appropriately assess the needs and risks surrounding the child. When speaking to the child it is imperative that discussions are practiced in a way that minimises distress but maximises the likelihood that they will provide accurate and complete information as gaining the childs views can be critical in the prevention of significant harm (HM Government 2006). Clearly stating that professionals are able to speak to children without the consent of parents or anyone with parental responsibility, if there is evidence that the child would be placed at further risk should the parents be informed. Consequently social workers are following the guidance from Working Together to Safeguard Children yet disregarding the Codes of Practice which places a duty on the social worker to communicate in an appropriate, open, accurate and straightforward way (GSCC 2005). Section 47 enquiries may include a medical examination and failure to consent from the parents or failure to allow the child to be seen in general may result in the professionals having to make an application to the Court in respect of being granted appropriate orders such as an Emergency Protection Order or Assessment Order, professionals will be directed by legal professionals in this instant. Once again there are conflicts within this, in respect of the Codes of Practice, by attending Court and seeking an order, families may feel that they are not being listened to or their wishes respected, in some scenarios it may be felt by services users that their privacy and dignity is not being respected. However there is one Code of Practice that has some similarities to Working Together to Safeguard Children; taking necessary steps to minimise the risks of service users from doing actual or potential harm to themselves or others (GSCC 2005). It may also become evident when completing a Section 47 enquiry that the child in question and siblings if any, may need to be accommodated whilst subsequent assessment are complete. The local authority will whenever possible attempt to ensure that the child can remain at home and appropriate steps will be taken to ensure the childs safety, however there are times when the risk is such that there is no other option than to remove the child from the family home (HM Government 2006). There is a clear contrast to the Codes of Practice as they state that service users have the right to take risks hence placing professionals in a position whereby they need to make decisions as to whether the risks can be managed without leaving the child at risk of further harm. As a social worker you are faced with conflict and dilemmas when attempting to work in accordance with both Working Together to Safeguard Children and the Codes of Practice. This leads to dilemmas in practice that require consideration and in order for social workers to make sound and professional judgements it is essential that social workers have regular supervision to aid their practice, allow them to reflect on decisions made, look at various interventions and possible outcomes. Supervision allows for social workers to ensure that they provide effective and efficient work with children and families. Working within child protection is complex and the need to share information is vital therefore any decisions that are made with regards to children should be done so in a multi-agency manner. This aims to ensure that professionals are not individually held accountable for failure to work in accordance with the Codes of Practice and government guidance while incorporating inter-agency working, which is fundamental when combating child abuse (Working Together to Safeguard Children 2006). The Codes of Practice (2005) express the need for social worker to be accountable for their own work, this includes the need for social workers to recognise and respect the roles and expertise of other professionals and work in partnership with them. Joint supervision with professionals in a similar field gives the opportunity to share knowledge and skill an may cover something the fellow professional has failed to notice therefore providing and even best quality of service to the public. It has become abundantly clear throughout this assignment that social work is ever changing and that the decision making process, individually or jointly between professionals is never easy, especially when it involves the lives of children and young people. Adhering to The Codes of Practice whilst also adhering to government guidance, simply, causes conflict in practice this is something that may never change and as a social worker it is imperative to note this and whilst following policies and procedures we must not forget that the children we are trying to protect and the families that they belong to are people, human beings with feelings, rights and deserve to be treated correctly.

Free College Admissions Essays: An Issue of International Concern :: College Admissions Essays

College Admissions: Discuss an issue of international concern and its importance to you It was easy to empathize with Andy Dufresne and the other prisoners in The Shawshank Redemption as they suffered in their prison cells; I suffered while watching the movie. It was not because I disliked the film far from it. But while the prisoners in the movie were serving their sentences in Shawshank Prison, I served my own three-hour sentence for drinking five cups of fruit punch before entering the theatre. When the credits finally began to scroll, I strode quickly to the men's room, opened the door and found, to my dismay, that all seven urinals were already occupied. Well, not exactly. There were only four people using the urinals a person at every other one. Although there was a considerable line of guys eagerly awaiting the opportunity to relieve themselves, the three odd urinals remained unused. I did not dare to use one of the unoccupied urinals. Instead, I waited my turn along with the two dozen other men ahead of me. I reached the urinal a scant few seconds before losing control. Why is it that the middle urinals in men's restrooms remain tacitly forbidden? Whether a set of urinals is in an executive washroom or in the train station's public washroom, no man dares to use a urinal located next to a urinal in use. There seems to be no rational explanation for this, and it bothers me that this issue is given so little attention. Some men claim they "just want a bit of privacy." An understandable reason, to be sure, but it lacks substantiation. In the men's restroom of a particular gym close to my home, there are 3 urinals. As one might expect, the middle urinal remains unused. If privacy is the reason for this, why do the men at the gym shower together? There are no barriers whatsoever in the neither showers, nor are the urinals separated from the shower room. On busy days, all showerheads are used, and these same men who shower together refuse to relieve themselves while standing next to one another. So much for the "privacy" excuse. The issue is even more confounding when one learns that this is an international phenomenon. The every-other-one rule is not limited to developed countries where public restrooms are common; my father grew up in a tiny village in India and told me that Indian men relieve themselves at every other tree, even though there is plenty of distance between adjacent trees.

Researching the Effect of Cultural Diversity on Group Work Outcomes :: Racial Diversity, Ethnic Diversity

ABSTRACT This paper analyses the relationship between cultural diversity and workgroup outcomes (satisfaction with workgroup, and workgroup performance) in multicultural organizations, in the presence of moderating variables of intragroup conflicts (task, relationship and process conflicts). Literature review suggests that cultural diversity negatively affects workgroup outcomes and triggers conflicts. Analysis of empirical data collected from employees of multicultural organizations produces results in line with the literature and suggests that there is negative relationship between cultural diversity and workgroup outcomes, while intragroup conflicts have a strong moderating effect on the relationship between the two. Although the research implies that culturally homogenous groups have better outcomes, it is often impossible to assemble such groups in current corporate scenario. Therefore, targeted cross-cultural training programs may help individuals function well in culturally diverse gr oups by reducing conflicts and generating favorable group outcomes. INTRODUCTION Organizations often rely on culturally diverse groups to coordinate operations across countries, decrease redundant functions, reduce product development time and bring together a diverse pool of expertise. Culturally diverse groups, however, may not live up to these expectations. Individual differences give rise to intra-group conflicts which hinder the group’s performance as well as the group members’ satisfaction with the group. The fact that homogenous groups hardly exist and heterogeneous workgroups are the need of today’s organizations, it is pertinent to analyze the element of conflict among members of a group and its effect on the group’s performance outcomes. Pakistan, with its strategic geographical location and multicultural society, has been an interesting target for various international organizations that invest in this market and set up operations. These multinational organizations are bound to practice multicultural managements for effective operations (Islam, 2004). Local employees in such organizations are expected to work with people belonging to diverse nationalities who bring with them to the workplace, distinct cultures that effect outcomes of their workgroups. Another perspective of multiculturalism in Pakistani organizations is the presence of ethnic, gender based, religious, sectarian and geographical differences that affect relationships among people working in the same organization. It may be explained by the fact that women tend to face differential treatment at workplaces. People from different provinces in Pakistan generally differ in their attitudes and behaviors. Muslims tend to have a biased attitude towards non-Mu slims, and sectarian differences cause major conflicts of interests (Zubair, 2006). The current study tends to focus on such cross-cultural conflicts that affect workgroup outcomes at workplaces. The study is conducted in Pakistani setting upon national and international organizations.

Personal Narrative - Working While Attending College Essay -- Job Work

With the cost of college nowadays, you almost have to be rich to finish without working at least part of the time. When I came to New Jersey from India, I thought it would be easy to get a computer science degree and pursue the career of my choice. It turned out to be much harder than I expected. Working full-time and taking much more than two years, but I have discovered that you can turn the problem of working full-time while attending college into a big opportunity to improve your life. First of all, you have to learn how to live with a double schedule. When I first came to this country, I got a full-time job in a bank. When I began my studies thinking that I would work only part time. Instead, I quickly realized I could not afford to pay my rent and other expense without working full-time. This meant I would have to maintain a forty-hour or more work every week and fit my courses in whenever I could. Luckily, the community college I wanted to attend had an evening program that allowed me to take courses in the evening and weekends. On paper this looked like a good schedule, but I was shocked to learn that I had no time for social activities or shopping, and very little for homework. The first semester I slept only five hours a night and became so tired that I thought I wouldn’t make it. By the end of the first term, I was sure that with enough determination I would reach my goal. A working also has to overcome academic difficulties and make sensible choices. I didn’t... Personal Narrative - Working While Attending College Essay -- Job Work With the cost of college nowadays, you almost have to be rich to finish without working at least part of the time. When I came to New Jersey from India, I thought it would be easy to get a computer science degree and pursue the career of my choice. It turned out to be much harder than I expected. Working full-time and taking much more than two years, but I have discovered that you can turn the problem of working full-time while attending college into a big opportunity to improve your life. First of all, you have to learn how to live with a double schedule. When I first came to this country, I got a full-time job in a bank. When I began my studies thinking that I would work only part time. Instead, I quickly realized I could not afford to pay my rent and other expense without working full-time. This meant I would have to maintain a forty-hour or more work every week and fit my courses in whenever I could. Luckily, the community college I wanted to attend had an evening program that allowed me to take courses in the evening and weekends. On paper this looked like a good schedule, but I was shocked to learn that I had no time for social activities or shopping, and very little for homework. The first semester I slept only five hours a night and became so tired that I thought I wouldn’t make it. By the end of the first term, I was sure that with enough determination I would reach my goal. A working also has to overcome academic difficulties and make sensible choices. I didn’t...

Case Study Proposal for Coca Cola Amatil Sydney †Blowfill Technology Essay

Subject: Case Study on Coca- Cola Amatil (Australia) I am pleased to submit â€Å"A proposal for the Blow fill technology Packaging Project†. The material described in the attached proposal used the most relative and advance data on implementation of blow fill technology by Coca Cola Amatil. Of the particular interest are the state of the art technologies that are used by the organization to improve the supply chain and make environment friendly. The proposal explains the need to work on analyzing the crucial issues faced by the organization while implementing this technology. Please have a look at the case study proposal and in case you have any questions, please do not hesitate to contact. Yours truly, Niranjan R Balikai Project summary The case study would work on analysing, the implementation of blow fill technology at Coca Cola Amatil. Based on the current information, implementation of this technology will reduce the risks associated with quality. The contamination of bottle can be avoided. The use of blow- fill technology at CCA lead to cost reductions along with reduction in carbon footprint at CCA by eliminating the empty bottle storage, transport costs and raw material rise PET resin which was previously used to manufacture bottles. The most important point of focus in this case is to analyse the benefits that CCA derives from implementation of blow fill technology and to examine the extent to which this technology could be used as a means to stay ahead in these competitive times. Therefore, a comprehensive analysis of the costs and benefits of blow fill technology at Coca Cola Amatil and extensive insight on management at CCA would be required for this project. INTRODUCTION Introduction to Company Coca- Cola Amatlil (CCA) is known as one of the largest bottlers of the various non-alcoholic, ready to drink beverages in the region of Asia Pacific. CCA is one of the world’s top five bottlers of Coca- Cola. The organization has an employee base of more than 15,000 people and maintained access to around 265 million customers among which 700,000 are active customers. CCA is known to have operations in five major countries and these countries include Australia, New Zealand, Indonesia, Fiji and Papua New Guinea. The company works on manufacturing as well as selling and distribution of a well-diversified product portfolio. This portfolio includes water, coffee, carbonated soft drinks, fruit juice, energy drinks, flavoured milk and even ready to eat fruits and vegetable products are packaged by CCA (CCA, 2013). Coca- Cola Amatil is involved in the selling and distribution of some of the premium spirits portfolio of the Beam Global Spirits along with premium wines, which takes into account products like Makers Mark and Canadian Club. Coca- Cola Company owns around 30% share of CCA and there are two directors sitting among the eight member board of directors at CCA (CCA, 2013). Coca Cola Amatil head office is located in Sydney. CCA is listed on the Australian Securities Exchange. The company has a market capitalization of more than $8 billion and the company is among one of the top 50 Australian listed companies (CCA, 2013). Coca Cola Amatil reported a net profit after tax of almost 558$ million in the year 2012 before significant items. This profit observed an increase of around 5% from 2012 (Annual repo rt, 2012). Introduction to Technology CCA decided to open two new â€Å"blow fill† technology lines for production facility in the year 2011. The â€Å" blow fill† technology represented around 35$ million investment in the Coca Cola Amatil South Australian operations which in turn enables the organization to design and manufacture their own PET beverage bottle by utilizing less raw material. Blow fill technology was considered as one of the single largest capital investment made in the history of CCA and this new technology was analyzed to bring change into the entire nature of the manufacturing in the business of CCA (Coca-Cola Amatil, 2011). The attached file in the appendix Coca-Cola Amatil (Aust) Pty Ltd  Australian Packaging Covenant Action Plan provides the benefits and time associated with the implementation of blow fill technology at Coca Cola Amatil. CCA views that by introducing this technology, the organization was enabled to redesign the entire small carbonated soft drink and the water PET bo ttle range. This technological innovation brought some major benefits to the organization, which are very good for Coca Cola Amatil, the customers of the company, and the communities in which they operate. Some of the major benefits include significant savings in cost, production efficiency gains and the increase in shelf life of the product and the product stacking ability (Coca-Cola Amatil, 2011). BACKGROUND OF THE STUDY & PURPOSE OF PROPOSAL Coca Cola Amatil vertically integrated their manufacturing operation in order to enable the PET bottle self-manufacture and to manufacture the preforms and PET caps. There are various investments made in warehouses and production facilities by CCA. However, the largest piece from the Project Zero which is known as the largest of the capital project undertaken by Coca Cola Amatil is on the 450$ million investment on PET bottle manufacture also known as blow fill which is likely to get functional in all the major manufacturing operations of the group most likely in 2015 (Trevor, 2012). This investment made by CCA meant to reduce the PET resin in the environment equal to around fifty thousand trucks off the road and the truck loading reduced to almost 7 minutes which was actually 25 minutes leading to stock accountancy from 80% to now 98% (Trevor, 2012). Coca Cola Amatil works on continuing high levels of automation in their supply chain like including various automated guided vehicles along with artificial intelligence, advanced robotics and various other technologies to provide benefits in the future. The investments in technology made by CCA in their supply chain shows that these investments were instrumental in turning the company in the 90’s characterized at that time as a low technological organization to now as a profitable and customer centric consumer goods business. The question here is to understand that whether investment in blow fill technology would enable Coca Cola Amatil to achieve competitive advantage in these challenging times. If not then is this technology only makes contribution to the business in terms of cost saving and supply chain improvement. Statement of the problem in company Coca Cola Amatil sees packaging of their products as one of the most valuable resource and not as waste. One of the examples is that every single PET bottle is considered as a resource and they are recycled to make other products. Coca Cola Amatil recognizes that they are required to work on sustainable packaging and responsible recycling making an important contribution to the environment. That is one reason that the company main a huge investment in Blow Fill Technology that allows them to product light weighting PET bottles. Making an investment in a technology to this extent enables the organization to reap major benefits including cost saving and production efficiency. However, the point of concern is that whether investing in blow fill technology enabled Coca Cola Amatil to stay ahead of the competition. This case would explore the entire implementation of blow fill technology to identify the critical issues faced by Coca Cola Amatil during the implementation of this technology . Along with that, this case would analyze the benefits that Coca Cola Amatil achieved by implementation of Blow Fill technology and whether blow fill technology would enable the firm to remain competitive in these challenging economic times where the competition is tough and investment of this scale need to deliver significant outcomes. Proposed solutions Coca Cola Amatil aims to implement blow fill technology in all the major manufacturing plants. For this reason, it is extremely for the organization to work on utilizing this technological innovation in a manner that would enable them to achieve a competitive edge and at the same time provide business with benefits like costs saving and reduction in raw material. Therefore, the case would enable CCA to discover the path that they can work on in order to use this technology as a means to stay competitive ACTIVITIES OF IMPLEMENTATION The following flow chart provides a clear picture of the list of activities that are to be performed in a systematic order to complete the case study within the identified period. Activity/ Week| Week 1| Week 2| Week 3| Week 4| Week 5| Week 6| Week 7| Week 8| Week 9| Research background on company | | | | | | | | | | Literature search & Developing Questionnaire| | | | | | | | | | Visit to the Plant| | | | | | | | | | Conducting Interview| | | | | | | | | | Analysis of Primary and Secondary Data| | | | | | | | | | Conclusion | | | | | | | | | | Writing Case Study| | | | | | | | | | Final editing, formatting, and compiling| | | | | | | | | | CONCLUSION This case study would examine the implementation of blow fill technology in one of the significant technological firms Coca Cola Amatil. The case in itself provides the reader with a thorough insight into the implementation of one of the most important technologies and the critical issues faced by Coca Cola Amatil while implementing the blow fill technology. Along with that while analyzing the blow fill technology as a means to achieve a competitive edge, this offers the reader with an understanding as to how an organization can utilize their existing resources to remain competitive in these extremely challenging times. BIBLIOGRAPHY * Annual report (2012). Available at : http://ccamatil.com/InvestorRelations/AnnualReports/2012/CO27_CCA%20Annual%20Report%20-%20A4_220313_FIN_LR_single.pdf[ Accessed 1st April 2013] * Coca-Cola Amatil (2011) . Coca-Cola Amatil Unveils $35 Million Investment In Bottle Self manufacture. Available at : http://ccamatil.com/InvestorRelations/md/2011/Coca-Cola%20Amatil%20unveils%20$35m%20investment%20in%20bottle%20self-manufacture.pdf[ Accessed 31st March 2013] * CCA (2013). Company Overview. (online). Available at : http://ccamatil.com/AboutCCA/Pages/CompanyOverview.aspx [ Accessed 3rd April 2013] * Clarke, T. (2012) Big companies count on technology for supply chain future ( Sydney morning herald). Available at :