Street art and subculture Essay Example | Topics and Well Written Essays - 2000 words

Street art and subculture - Essay Example Street art subcultures symbolize some amazingly imaginative and improvisational practices in every day’s life. According to (Toby et al 4), street artists represent a challenge for visibility, its regulation in public places, and policies that bounder the art and artist’s legitimacy. However, the street artists continue fighting for their right while developing with a resistance. Nevertheless, their art represents some hybrid artwork with generative logic of mix making it one-step ahead of the cultural police hailing from any jurisdiction. Earlier in the days, street art seemed like a ghost trying to project its repressed dreams and fantasies on the street walls. According to Snyder (36), most cities illegalized the practice arguing that it defaced private property. However, many of the artists could argue that the art gave a better image or beautified the cityscape. This scenario raises the question whether this makes graffiti or street art an illegal movement. It also raises the question on whether graffiti only becomes art if placed in galleries. Graffiti has been around for many years, and evidence lies in the Roman architecture. The original objective of the street work and graffiti was to inform the public about political and social problems arising within the region. This method made it a silent but highly effective means of protest against the increasing problems in the society. The street art may seem utopian, aggressive, or juvenile, but most artists started it with a lot of empathy for the city.

Decision-Making Case Study Essay Example for Free

Decision-Making Case Study Essay The current grave state of the economy has had a significant impact on health care across The United States. Massive budget cuts, reduced services, and limited access to care significantly have affected Medicaid patients. Hennepin County Clinic (HCC), a facility that provides health care to Medicaid patients, is dealing with an additional 15% budget cut that will force management to make decisions about which services must be changed or eliminated while still meeting the basic needs of the clients. Stemming from consumers’ increased demands for enhanced quality of care and greater accountability from health care organizations, leaders must engage in decision-making that incorporates evidence from well-conducted research whenever possible. The Informed Decisions Toolbox (IDT), a process of evidence-based decision-making, involves six steps in the decision-making process (Rundall, et. al, 2007). While every step is consequential, step two, the process of gathering evidenced-based sources of information, is the most important tool in decision-making. The IDT plays an important role in increasing organizational accountability, facilitating knowledge transfer within a facility, and contributing to a questioning organization. Step One The first step in the IDT is formulating a question or questions behind the decision. This is done in such a way that will increase the likelihood of uncovering useful research studies. As a manager, one must discover what information is needed to make the best decision. When investigating the needs of Medicaid clients and deciding which clinical services to change or eliminate, it is vital to research information regarding the various services used by these patients. The manager must ask several questions. Do individuals enrolled in Medicaid have unique health needs that differ from the larger population? What are the services most utilized within HCC at any given time? In what ways will service cuts and elimination of resources   affect the clients? What services can be outsourced to other facilities that accept Medicaid? Can the current physician staff be reduced, and the use of nurse practitioners and physician’s assistants be implemented? Step Two After the questions are formulated, step two involves identifying credible sources of information to answer these questions. In an age of abundant technological resources, a large percentage of sources may be found on research-based websites, bibliographic databases, online academic and peer-reviewed journals, books or other publications, and government reports, to name a few (The Center for Health Research, 2011). It may also be helpful for the manager to locate internal information available within the clinic that will tailor to the unique needs of HCC. While the IDT mainly focuses on evidenced-based sources of information, the manager may also utilize supportive colloquial knowledge from and opinions of colleagues, employees, patients, and other health care professionals (Rundall, et. al, 2007). Steps Three, Four, and Five Steps three through five take the collected research and evaluate its accuracy, applicability, and â€Å"actionability.† First, step three emphasizes the accuracy of the research presented. The manager must question if the research is of high-quality, originates from a credible source, presents complete and balanced viewpoints, and comprises reliable and valid measurements (The Center for Health Research, 2011). Step four highlights the applicability of the research. The manager must ask if the research is relevant to his or her question at hand and whether or not it applies specifically to HCC. Step five focuses on the â€Å"actionability† of the research. The manager needs to know how the research is going to be implemented and who exactly is going to do it. Step five also pertains to the implications and importance of the research studied (The Center for Health Research, 2011). Step Six Finally, step six allows the manager to look at his or her organization’s needs and values to determine if the research fits the context of its unique situation. The manager must question if the collected research is adequate to make a useful decision and if there is a single best option, multiple  practical options, or even inadequate evidence to make a decision (The Center for Health Research, 2011). Most Valuable Tool Although every step in the IDT has much significance and step one builds the foundation on which to define the problem at hand, the tool that would be the most valuable is step two, identifying credible evidenced-based sources of information. Health care workers who provide care based on knowledge from evidenced-based studies deliver significantly better care and produce better outcomes (Melynk Fineout-Overholt, 2005). Because of this, the process of identifying these studies is vital to the survival of an organization. The knowledge discovered during research can be a valuable source of strength to the organization by combining it with the unique employee and patient opinions and preferences. This process of searching for information can also contribute to organizational growth through the sharpening of knowledge and skills of decision makers. With regard to HCC, step two is very valuable in deciding which clinical services need to be eliminated primarily because locating appropriate research studies is the foundation of finding the solution to the question. Through the selection of evidenced-based articles, the manager can compare and contrast how other organizations dealt with budget cuts and the solutions they implemented. Accountability Utilizing the IDT greatly affects organizational accountability. Hospital organizations and clinics have to function according to the strict rules and regulations of such agencies as JCAHO and CMS, and at the same time, respond to the ever increasing needs demands of consumers for improved quality of care (Rundall, et. al, 2007). These added pressures force management to make comprehensive, precise, and influential decisions that they cannot formulate with personal knowledge and experience alone. Because of this, management needs to apply the best evidence available in making these consequential decisions. Knowledge Transfer Knowledge transfer aims to deliver research-based information and guarantee its availability for future members within an organization (Pentland Forsyth, 2011). Within health care facilities, it is important for newfound  research evidence to be transferred into clinical practice and policy development. Management and decision makers must communicate clearly to the health care team and make them aware of decisions that are made and how the decisions will affect them. Team members are encouraged to share their understanding with others to expedite knowledge transfer within the facility. Knowledge transfer facilitates shared intelligence, improved employee performance, higher levels of innovation within the organization, and economic growth (Rundall, et. al, 2007). Questioning Organization The IDT affects an organization in a number of positive ways. Most important, it allows the decision-maker and the health care team to reflect on what was learned, what questions still need to be asked, and what should be done differently next time, which is critical to innovation (Buchen Rowley, 2000). Building a questioning culture within an organization inspires team members to search for answers within evidenced-based research studies and improving the lines of communication among members as well. Conclusion The IDT is an exceptional set of tools that assists management and decision-makers in utilizing evidenced-based research in confronting and responding to pressing questions that significantly affect an organization. The IDT plays an important role in increasing organizational accountability, facilitating knowledge transfer, and contributing to a questioning organization. In the case of HCC, the manager utilized the IDT by formulating questions to determine which clinical services to change or eliminate based on the various health care needs of Medicaid clients. The manager identified various credible sources of information to answer these questions, which has been determined the most valuable tool within the IDT. The research evidence was examined to determine its accuracy, applicability, and â€Å"actionability.† Finally, the manager assessed to see if the collected research was both adequate and met the specific needs of HCC, which is what the IDT was designed to do. References Buchen, I, Rowley, L. (2000). The questioning culture: Perpetual state of the art. Performance Improvement, (39)5, 26-30. Melynk, B., Fineout-Overholt, E. (2005). Evidence based practice in nursing and healthcare. Philadelphia, PA: Lippincott Williams Wilkins. Pentland, D., Forsyth, K. (2011). Key characteristics of knowledge transfer and exchange in healthcare: integrative literature review. Journal of Advanced Nursing, 67(7), 1408-25. Rundall, T., Martelli, P., Arroyo, L., McCurdy, R., Neuwirth, E., et al. (2007). The informed toolbox: Tools for knowledge transfer and performance improvement. Journal of Healthcare Management, 25(5), 325-341. The Center for Health Research. (2011). The informed decisions toolbox. Retrieved from http://www.toolbox.berkeley.edu/overview.

Mathematics in the Primary School

Mathematics in the Primary School Innumerate school children cost the taxpayer up to  £2.4bn a year. In 2007, Sir Peter Williams the then chair of the Advisory Committee on Mathematics Education (ACME), was commissioned to consider and make his recommendations in response to the teaching of mathematics in early years settings and primary schools, with a view to assessing and improving upon the current practices of mathematics teaching in early years settings (EYS) and primary schools (Adonis 2007). By examining the available evidence, drawing from the best practice nationally and internationally and by working closely with the teaching profession, the Williams final report was published in June 2008. By means of 10 recommendations the report identifies methods by which children in primary schools and early years settings can acquire a greater understanding of mathematics, and a greater appreciation of its importantance with relation to a successful progression through life during and after their school career is over. Through a high-quality curriculum and excellent teaching (Williams, 2008, p61), children should have confidence and feel comfortable with the concept of Mathematics within their day to day lives. In the following, I will explore the implications of the ten recommendations outlined in the Williams Report and will conclude with some reflection on the value of the report and the likely impact it will have on me as a trainee teacher. Recommendation 1 Considers the entry requirements necessary for Initial Teacher Training (ITT). GCSE Grade C mathematics continues to be the mandatory minimum requirement level. However the report argues that grade B in GCSE maths is desirable with the long-term ambition of the government initiative the Training and Development Agency for Schools(TDA), being for all Qualified Teacher Status (QTS) graduates to have reached Masters-level accreditation. However, this is currently deemed inadvisable given the possible risk of falling enrolment of trainee teachers A higher priority is given to teaching experience through teaching placements to increase the students pedagogical knowledge, Williams (2008, p7) states that, a combination of deep subject knowledge and pedagogical skill is required to promote effective learning, a view supported by the research body Mathematical Knowledge in Teaching (2007/2008). The evidence of good grounding in these two fundamental attributes shows; taken together they constitute a necessary condition to progress learning for all children up to the end of Key Stage 2, which prepares them well for Key Stage 3 ((Williams, 2008, p10). The only currently acceptable route to raising mathematical understanding is through properly funded and rewarded continuing professional development (ibid p 12) Q14, Q15, Q19, Q25a,b,c,d Recommendation 2 Local Authorities (LAs) are to continue to up-skill and increase the numbers of their Mathematic Consultants. A continued extensive budget is to be set aside by the Government for local LAs to implement this following the recommendations made by the Primary National Strategy (PNS) (via the National Numeracy Strategy (NNS)), and in partnership with the National Centre for Excellence in the Teaching of Mathematics (NCETM). This funding to be used to develop and track refresher Continued Professional Development (CPD) courses for all LA consultants, evidence being that since the introduction of the NNS, a transformation in the way mathematics is taught can be strongly correlated with the increase in the attainment levels of primary school children (ibid p 16). Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 3 Every school should have at least one mathematics specialist present (or have access to one), whose initial objective is to raise standards and narrow attainment gaps. By utilising the highly-trained (circa) 400 LA Mathematic Consultants to their fullest, a phased proposal is given to have a Mathematical Specialist present in every school which will re-enforce the importance of mathematics within schools and enhance and allow flexibility for CPD provisions available to all teaching and support staff. Small and rural schools benefitting from pooled resources wherever possible. Many of these specialists could be sourced from Newly Qualified Teachers (NQTs) trained to a higher mathematical level through their ITT providers, and all specialists to be monitored by their respective head teacher. Q14, Q15, Q19, Q20, Q25a,b,c,d Recommendation 4 The Department for Children, Schools and Families (DCSF) is to commission a set of materials which will help early years practitioners understand the effect of childrens development as shown through their mathematical mark-making. The resulting report supports the introduction of childrens mathematical graphics (Worthington, M/ Carruthers, E, 2003), at the Early Years Foundation Stage (EYFS). The EYFS adheres to the principles of the central importance of creativity and critical thinking in early learning and development (Mark Making Matters, 2008, p2). By giving practitioners the tools to support and challenge a childs thought process through encouragement and understanding of the young childs mark-making, along-side open ended discussion (sustained shared thinking (Williams, 2008, p34)), the children will become confident and competent communicators, both orally and on paper, in all six areas of learning and development. (Mark Making Matters, 2008, p2) In relationship to mathematics, by encouraging a child to mark-make from a very early age, when children realise that marks can be used symbolically to carry meaning [] they begin to make marks as tools to make their thinking visible (ibid p3). Through drawing the child may develop their concepts in relationship to problem solving, reasoning and numeracy. The importance of the Early Years Practitioners taking the time to observe, listen and analyse childrens mark making in order to understand, praise and enrich the childs achievements (ibid p3), is affirmed. However, I must agree with the importance of a young childs mathematical understanding being developed through imaginative play and effective mathematical learning for children in this age group needs to be predominantly social in nature (Williams, 2008, p36). Q15, Q18, Q19, Q20 Recommendation 5 The forthcoming review of the EYSF in 2010 is to consider the inclusion of time and capacity which Williams feel were omitted when the statutory early learning goals set out in the Statutory Framework for EYFS: Learning and Development Requirements (DCSF 2006) were first developed. By using these two extra concepts along with those already required i.e., shape, space, measures along with the use of correct mathematical language, it would enable the child to apply their mathematical knowledge in practical and active ways (Williams, 2008, p36), whilst also enhancing the childs understanding of problem solving. The responsibilities of effective pedagogy for this remit falling to local authorities, leaders, managers and head-teachers. Q14, Q15, Q19, Q20, Q25a,b,c,d Recommendation 6 The DCSF is to continue to increase the amount of graduate practitioners going into Early Years Settings (EYS). The Childrens Workforce Development Council (CWDC) (2010), states High quality early years provision can have a significant impact on childrens development, performance at school and their future life chances (CWDC, 2010, Areas of Work- Early Years) and the early years workforce must be well qualified. (ibid) With reference to the Effective Provision of Pre-School Education (EPPE, 2004), the Millennium Cohort Study (MCS, 2005) and the evaluation of the Neighbourhood Nursery Initiative (NNI, 2000), it recognises the importance of having a good proportion of trained teachers on the staff. The recommendation being for one graduate early years professional per setting by 2010 and with provision for two graduates per setting in disadvantaged areas. A member of staff having Qualified Teacher Status (QTS) and a Graduate Early Years Practitioner who has a specialism in working with early years children could have the most benefit to most childrens development and learning. Standards could also be raised with additional funding given to implementing CPD within the Early Years Workforce where mathematics is given essential priority. It should however be noted that EYFS provisions are currently very erratic throughout the UK. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 7 Engaging the full understanding and commitment of participating children and their parents/carers before the onset of intervention, paying special attention to the integration of intervention in the class room and in a home-school partnership through official home-learning activities. Where research is undertaken, it is proven that the inclusion and understanding of parents/carers before the onset of intervention is paramount in guaranteeing programme success, and parents/carers could support their childs learning progress through official home-learning activities. Equally, children who understand exactly the nature of the programme show genuine delight in their progress and the importance of this factor should not be under estimated for a successful programme (Williams, 2008, p55). In terms of the integration of intervention, the DCSF National Strategy Standards (PNS) (1998) cites; Intervention is not just about additional out-of-class provision. It also includes reviewing what happens in class to make sure it is appropriately tailored to the needs of the children. Q14, Q15, Q18, Q19, Q20 Recommendation 8 The Wave 3 Intervention programme from The Every Child Counts (2008) initiative; a partnership between government, businesses and the charity Every Child a Chance (2007) aims to enhance achievement for approximately 5%-10% of children nationally who are failing to master the basics of numeracy (Adonis, 2007). Adonis (2007) states; there is no single cause of under-attainment and therefore no single answer'(ibid) It is best to summarise the implications, logistics and recommendations of wave 3 intervention in Year 2 as follows:- Intervention should be led by a qualified teacher on a 1: 1 teacher pupil ratio. The benefits of working in pairs or small groups should also be explored. The childs class teacher should be given responsibility to decide whether intervention is necessary. Investigation into of the efficacy of using video tapes for assessment and training should be undertaken. Diagnostic tools should be developed to aid teachers with assessment before intervention and monitor progress after leaving the programme, using for example, Assessing Pupils Progress (APP) and the Early Years Foundation Stage Profile (EYFSP). Intervention should ideally last for one term and be completed by the end of Key Stage 1. Where it is deemed that a child is in need of intervention for both literacy and mathematics, it is imperative that mathematics be given equal standing to literacy. A wide range of (potentially costly) multi-sensory resources should be made available, for example, Numicom and the interactive whiteboard, to enable the teacher and child to select the appropriate aid to their specific issue. CCD programmes should be developed for the teacher as intervention specialist and for LA intervention specialists. Currently there is only a small cohort of intervention specialists available. Combining the roles of intervention specialist and mathematics specialist should be considered through the pooling of resources wherever possible to limit cost implications. Teaching Assistants could be further trained to lead less intensive wave 2 and 3 interventions. A longitudinal study is to be carried out over the next 10-15 years to assess the success of the programme. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Recommendation 9 and 10 Refer to the importance of continued building on the currently solid curriculum, with more prominence being given to use and application (Williams, 2008, p60) of Mathematics across all subjects and to give renewed focus to oral and mental mathematics. Q14, Q15, Q18, Q19, Q20, Q25a,b,c,d Conclusion In conclusion, the above discussion has demonstrated the key features of the Williams Report and has reflected on the implications of the report for EYP, strategies for intervention and the roles of the curriculum, training, accreditation, head-teachers and the family. I have demonstrated how the Williams Report has both drawn on existing regulations, recommendations, policies and practice but crucially, identified the weaknesses in existing legislation. For me the key strengths of the report lie in its emphasis on the role of teacher pedagogy and practice and the shared responsibility of the LAs with schools, in particular the head-teacher, and with the parent/carer. A key recommendation is being pro-active and understanding that every child matters. I feel the weaknesses of the report relate to its over-emphasis on high-levels of formal accreditation, which do not reflect an individuals natural gift to teach and which may jeopardise future recruitment. Of course, the question remains what the effect of recent government changes and the very real and imminent threat of public sector cuts will mean for the practical implementation of the Williams report recommendations.

Free Speech on the Internet v. United States Constitution

The internet became a very popular and huge way of getting millions of different kinds of materials and information for everyday use in the later 80's early 90's. It became easy for anyone to access millions of different kinds of materials ninety nine percent of which is decent according to our governments standards and one or less percent which is considered to be material the is indecent or harmful to minors.(ABC) These facts maybe deceiving however because there are millions of internet sites so the internet may only be one percent indecent but that means there are thousands upon thousands of sites that are indecent.(ABC) The biggest question is how can we protect our children from these indecent sites? The government believed that passing a bill banning indecent material from the internet would help in the protection of the children who use the internet. So in 1996 Congress passed the CDA (communications decency act) along with the TCA (tela communication act).(Lewis) The TCA wa s purposed and passed by congress in order to band indecent material from the radio and television and the CDA was a last minute add onto this bill.(Greenhouse) The CDA was never heard before congress and many of the members questioned its constitutionality. Clition did signed the bill however it was understood that he was hopping that the courts would declare the bill unconstitutional.(Greenhouse) It became obvious very quick that this bill was going to cause problems. In June of 96 the same year the bill was passed a New York internet based paper filed a law suite against the CDA saying â€Å"‘This bill is a violation of the rights of not only myself, but a violation of the rights of the American people. Long live the net,’ said Joe Shea, editor in chief of The American Reporter, the electronic newspaper that challenged the law.†(Lewis) This case however was not the first. In Philadelphia a group of some 50 organization filed a lawsuit against the CDA and the court also ruled in their favor. (Lewis) More and more cases began popping up in federal courts until December of 96 when it was finally brought before the Supreme Court in Reno v. American Civil Liberties Union.(ACLU v Janet Reno) The problem with the CDA was the fact that it didn’t clearly define indecent material. Many thought the broadness of the terminology used i... ...gle to â€Å"safely protect† the rights of the men and women of America. Works Cited "American Civil Liberties Union v. Janet Reno." 11 May 1996. 2 May 2005 Childs, Kelvin. "Problems Persist Despie CDA Ruling." . 05 July 1997: 19 Apr. 2005 "Communications Decency Act; Gina Smith, Charels Gibson." Good Morning America. ABC. 19 Mar. 1997. 19 Apr. 2005 Dlouhy, Jennifer A. "Ruling Suggest an Alternative For Online Pornography: Mandate Use of Internet Filters." 3 July 2004. 2 May 2005 Greenhouse, Lina. "Court,9-0, Upholds State Laws Prohibiting Assisted Suicide; Protects Speech on Internet." New York Times 27 June 1997. Kids and Civil Rights. Talk of The Nation NPR, Washington DC. 06 Apr. 1998. Lewis, Peter H. "Opponents of Indecency Rules on Internet Win Another Case." The New York Times 30 July 1996. eLibrary. 19 Apr. 2005 "Policing Cyberspace." Editorial. The Nation 1 Mar. 1999: n. pag. "Supreme Court Affirms Preliminary Injunction of Child Online Protection Act." . 01 Sept. 2004: eLibrary. 2 May 2005 "Supreme Court Rules on Child Online Protection Act." . 1 July 2002: eLibrary. 2 May 2005

Organisational behaviour of ‘Breadtalk’ Essay

Question 1: What is Corporate Social Responsibility and how could this influence the organisational behaviour of ‘Breadtalk’? Corporate Social Responsibility (CSR) is where corporations or organisations are obliged to inter-relate their businesses with behaving in ethical and moral ways. It is where such corporations have notions towards having responsibility to the society that upholds them. Examples of ethical and moral ways varies from giving back to needy groups in terms of monetary funding and healthcare, to integrating CSR strategies directly into the business tactic of an organisation. By means of integrating is having â€Å"employee-friendly human resource policy where safety in workplace, social security benefit, flexible office hour, recreation and other benefits are included† (cited in The Financial Express, 2010). ‘Breadtalk’, well-known for its commitment in providing the best for its customers in different countries, have given back to the society and providing internal support throughout its company. ‘Breadtalk’ continuously provides on-the-job training and supervision for its employees, awarding opportunities for head departments to hold higher positions abroad; such as overseeing business processes. Having close human relations have forged strong ties into branching out its brand even more till ‘Breadtalk’ now operates across 17 countries and all of which are carefully chosen locations. Overseas operations are guarded by key players who are chosen with good qualifications and competent ones that work well with other key players in the company. In commemorating its 10th birthday, ‘Breadtalk’ donated $50,000 to needy school children of The Straits Times School Pocket Money Fund in Singapore from 5 cents from the sale of each Floss bun. Organisational behaviour is the study of understanding the behaviour of individuals and to see them so that organisations can relate to such behaviours that come in a variety and find solutions for them. For ‘Breadtalk’, there are many positive reviews about the company and none is seen to lead to any pitfall that might occur. On the other hand, having an uncertain future does not mean that constant learning is stopped; upgrading oneself is key for future success. Organisational behaviour for ‘Breadtalk’ have moved from traditional to re-engineered values of which have cause a more globalised mindset for the company, changing nature of work due to upgrading technology, improved knowledge management, understanding different cultures, improving employee-employer relations, having work-life balance, and all these due to an ethical managerial behaviour called Corporate Social Responsibility (CSR). The efforts to find solutions for a good Organisational Behaviour have allowed proper group dynamics and a sense of motivation within the company, a few examples of such solutions, which have been evaluated from CSR. (412 words) Questions 2: Why is an understanding of cultural differences important to the Business Managers at ‘Breadtalk’? To assist the Managers of ‘Breadtalk’ to decide if they should expand to Australia, briefly describe the Australian culture? Understanding cultural differences can help avoid acts of ethnocentrism, being aware of a country’s elements of culture – language, religion, values and attributes, customs and manners, material goods, aesthetics, education; complying to cultural dimensions – power distance, uncertainty avoidance, individualism, masculinity; and preserving social structure. Understanding the elements of culture can avoid ethnocentrism. These elements help the understanding of cultural differences by relating to the country’s way of life. Cultural dimensions help the understanding of how people from various cultures behave and its uniqueness. In business, managers must understand the culture of other countries and l earn to accept them. In this process, managers have to fight against ethnocentrism and understand the social structure of the host countries. The Aussie culture is a fast-paced, self-absorbed society, typical in the urbanized world. The influences of aborigines’ culture give the outlook of Australia as casual and friendly. It’s a fair country allowing its people to make their own decisions at a young age. Both men and women gain equal rights in education and work. At young ages of 18 can one enter into a full-time profession of their choice. Retirement has no obligatory age. In terms of time and punctuality for business engagements, Aussies are deemed acceptable. In business, it’s generally â€Å"expected that production and service deadlines will be met whilst long delays are considered unacceptable† (cited in Australia Society and Culture Complete Report, 2010). Social engagements are equally important to be on time. The pros of expansion will be tapping on a wider consumer experience, increasing benefits in many areas, increased popularity, increased chances of joint-ventures and opportunities. The cons of expansion will be on-going competition if unresolved at lower stages of expansion, increased capital costs, reduced performance from foreign agents, conflicts of interests and objectives. Thoughts of expansion can be pondered on. From an interview with ‘BreadTalk’s’ management personnel, the brand would not branch abroad to a country unqualified in meeting the standards and demands required. Looking at the consumer size, it is rewarding if outlets branch into Australia. Although, looking at the needs and demands of the Australian community for food sources, specifically bread, competition is highly foreseeable. ‘Breadtalk’ having its many successes as of now is seen sufficient for the company. Its culture of branching out in Asia is seen a lot. Many hope to see the company’s success diverts into that direction. If it is for the best of ‘Breadtalk’, expansion into Australia can be a future food for thought. (410 words) (Total: 822 words) References Tan, Mindy. (2011) Active in talent management : BreadTalk Group CFO Catherine Lee tells MINDY TAN why CFOs are most suited to take on this important task. The Business Times, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ Bayoud, N., M. Kavanagh, and G. Slaughter. (2012) Corporate Social Responsibility Disclosure and Employee Commitment: Evidence from Libya. International Journal of Economics and Finance 4, no. 5, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ Tan, Benjamin. (2012) Deft dough-maker. The Business Times, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ BreadTalk Group Limited â€Å"Our Company†. http://www.breadtalk.com/business-overview.html Peck Ming, Chuang. (2012) PM has straightforward message for companies and workers :Firms must think long-term, workers must upgrade skills. The Business Times, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ Express, The Financial. (2010) CSR soars, benefits all. 2012. The Financial Express, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ Wei Sheng, Lim. (2012) How important is ethics in business strategy? The Business Times, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ McGraw, P., and S. Dabski. (2010) CORPORATE SOCIAL RESPONSIBILITY REPORTING IN AUSTRALIA’S LARGEST COMPANIES. Labour & Industry 21, no. 1: 390-409, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ Nair, Suja R. (2010) Organisational Behaviour. Mumbai: Global Media Express, The Financial. (2012) Nestle’s own style of CSR. The Financial Express, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ Ngee Ann Polytechnic. (2011) Cultural Awareness. International Business: Chapter 4-6. Singapore: Ngee Ann Polytechnic Press, World Trade. (2010) Australia Society and Culture Complete Report. California: World Trade Press Sharmayne Saunders. (2012) Corporate Social Responsibility: A Helping Hand for a Better Belize. International Journal of Business and Social Science 3, no. 9: 174-175, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/ Wright, N., and H. Be nnett. (2011) Business ethics, CSR, sustainability and the MBA. Journal of Management and Organization 17, no. 5: 641-655, (accessed May 10, 2012) http://www.proquest.com.libproxy.nlb.gov.sg/

Structural Transformation Example

Structural Transformation Example Structural Transformation – Book Report/Review Example Macro & Microeconomics Structural Transformation Gary Gereffi’s article â€Å"Development Models and Industrial Upgrading in China and Mexico† explores the development strategies that China and Mexico employ in the quest for national development and industrial upgrading. Gereffi presents the dissimilarities and resemblances that exist between the models of structural transformation that the two countries use. While Mexico’s development model focuses on extensive privatization, foreign direct investment, and open markets, China’s development approach is statist and strategic in a way that promotes global value chains and economies of scale.I have learned that structural transformation drives regional job creation and growth, as evidenced in China and Mexico. In addition, advancements in structural transformation enable a country to provide ideas and opportunities to other countries undergoing development. There are several parts of the transformation proces s that are applicable in other countries learning the basics of structural transformation. Even so, before integrating structural transformations, it is necessary to address economic and social challenges that may affect a specific country. Factors such as corruption and wage inequalities are detrimental to the appropriate implementation of efficacious development models. It is obligatory to identify necessary policies that augur well with any intended structural transformation. For instance, policies on foreign direct investment and international trade must interrelate well with structural transformation. China has been prosperous owing to the appropriate political climate that promotes development and growth. In addition, technology is at the forefront of structural transformation, which results in industrial upgrading (Gereffi 46). Owing to the technological advancements, China has advanced its infrastructure, which reduces costs of transportation. In time, the whole process leve rages economies of scale, and results in lower labor costs from the available labor market, and an increased growth rate for a country. Gereffi, Gary. Development Models and Industrial Upgrading in China and Mexico. European Sociological Review, Volume 25, Number 1, 2009.