10 causas de cancelación de la visa de turista o paseo

10 causas de cancelacià ³n de la visa de turista o paseo Las causas por las que una visa de turista para ingresar a Estados Unidos puede ser cancelada o revocada son muy variadas, si bien hay 10 que, por su frecuencia, conviene conocer para evitarlas. Destacar que pueden proceder a la cancelacià ³n de una visa de turista, conocida tambià ©n en algunos paà ­ses como de paseo o de placer, las Embajadas, los consulados y tambià ©n las autoridades migratorias como, por ejemplo, los oficiales en los pasos fronterizos o de aeropuerto. No es obligatorio avisar a la persona a la que se le revoca la visa. En este artà ­culo se informa sobre 10 causas muy comunes de cancelacià ³n de la visa y quà © se puede hacer cuando esto sucede. 10 Causas De Cancelacià ³n De La Visa Americana De Turista 1. Quiz la causa ms frecuente de cancelacià ³n de la visa es por permanecer en Estados Unidos ms tiempo del permitido, asà ­ sà ³lo sean 24 horas. Es muy importante  no confundir la fecha de expiracià ³n de la visa  con el dà ­a mximo autorizado para permanecer en Estados Unidos.. El tiempo que se puede permanecer en Estados Unidos est fijado en el documento que se conoce como I-94, o registro de ingreso y de salida. Aunque es muy comà ºn que la autorizacià ³n se extienda por 180 dà ­as, es decir, seis meses, tambià ©n es posible que, en realidad, el oficial migratorio que autorizà ³ el ingreso establezca un tiempo inferior. Es fundamental respetar este plazo, porque si no se hace no sà ³lo se pierde la visa sino que la persona se queda en situacià ³n de indocumentada dentro de los Estados Unidos. Para evitarlo, si se desea permanecer ms tiempo en Estados Unidos debe procederse a pedir una extensià ³n de la visa o un cambio de categorà ­a de visado. En casos muy concretos y excepcionales es posible solicitar con à ©xito que se apruebe restaurar el estatus, lo que se conoce como Nunc Pro Tunc, cuando no se pide a tiempo una extensià ³n o cambio de visa. Tampoco se debe jugar a intentar obtener un nuevo plazo de tiempo para permanecer en Estados Unidos saliendo a Mà ©xico, Canad o Bahamas y volviendo a entrar, ya que el sistema no funciona asà ­. 2. Cuando  la visa ha sido arrancada  del pasaporte donde originalmente se estampà ³, queda automticamente sin vigencia. En otras palabras, no es vlida. 3. La visa tambià ©n se cancela cuando se sabe o se sospecha que se utiliza para un  fin distinto  al suyo propio. Por ejemplo, cuando una persona con visado de turista pasa una larga temporada en Estados Unidos y decide estudiar en una escuela, high school,  universidad o academia de inglà ©s a tiempo completo. Esto no es correcto, ya que la visa  apropiada es la F-1,  la F-3 para el caso de mexicanos o canadienses en zona fronteriza,  si asà ­ lo prefieren, o la J-1. Otro ejemplo es cuando una persona extranjera ingresa al paà ­s con una visa de paseo pero con la intencià ³n de contraer matrimonio. Si el oficial de inmigracià ³n se da cuenta o en la aduana descubren en su equipaje cosas como el vestido de boda se le negar la entrada y se le cancelar el visado. Casarse con visa de turista  est permitido pero puede tener consecuencias muy negativas, por lo que hay que ser muy prudente con lo que se hace y cumplir la ley. 4. La visa tambià ©n es cancelada cuando se sospecha  que puede haber intencià ³n de emigrar. Esto puede suceder cuando una persona con visa de turista entra frecuentemente al paà ­s, por ejemplo a visitar a un familiar. Otro ejemplo puede darse cuando extiende continuamente la estancia. Esos comportamientos son perfectamente vlidos, pero no pueden dar lugar a sospecha de que la intencià ³n es emigrar y quedarse en Estados Unidos. Incluso otras situaciones ms sutiles pueden dar lugar a problemas como, por ejemplo, no tener un trabajo estable en el paà ­s de origen. 5. Cuando se ha causado que el seguro pà ºblico de Estados Unidos conocido como Medicaid gastos mà ©dicos porque la persona extranjera con visa de turista ha tenido una emergencia sanitaria y no ha pagado la factura ni tampoco su seguro mà ©dico. Es relativamente frecuente descubrir estos casos ms pronto o ms tarde  en el caso de paps que se han desplazado a Estados Unidos para que nazca su hijo y posteriormente se regresan a su paà ­s de origen sin pagar el gasto hospitalario. Esta situacià ³n se detecta cuando se pide el pasaporte americano para el hijo por primera vez o su renovacià ³n. En ese momento, si asà ­ lo desean, las autoridades consulares pueden pedir prueba de que los padres han pagado el hospital en Estados Unidos. La misma prueba la pueden pedir las autoridades de inspeccià ³n en el control migratorio al llegar a Estados Unidos. 6. Cuando a un extranjero se le concede una visa de inmigrante (permiso de residencia, tambià ©n conocido como tarjeta de residencia o green card), se le cancela la visa no inmigrante que pudiera tener. En este caso no hay ningà ºn problema porque cuenta con la green card. 7. Cuando una persona ha sido pedida por un familiar en Estados Unidos. Mientras espera es posible que si tiene una visa de turista vigente, à ©sta sea cancelada, aunque no sucede siempre. Tambià ©n podrà ­a suceder que si viaja, una vez que llegue a las aduanas se encuentre que no se le permite ingresar al paà ­s. Esto no tiene que ser asà ­ siempre, ni mucho menos. Pero es posible. La razà ³n es que segà ºn sean las circunstancias particulares de cada caso puede dar la impresià ³n de que la idea es viajar a Estados Unidos para quedarse a vivir con el familiar que ha hecho la peticià ³n, sin esperar el tiempo de demora, que segà ºn los casos puede ser muy largo, particularmente en el caso de papeles pedidos para hermanos. 8. La visa de turista se cancela automticamente si su titular  ha trabajado en Estados Unidos con ese estatus.  Ã‚  Incluso es suficiente tener la intencià ³n de trabajar en Estados Unidos o se sospecha que à ©sa es la intencià ³n del viaje Hay que insistir que legalmente sà ³lo pueden trabajar los ciudadanos, los residentes y las personas titulares de visas que permitan trabajar o que tengan un permiso de trabajo. En ningà ºn caso los extranjeros con una visa de turista pueden aceptar desempeà ±ar una labor remunerada. 9. Cuando la visa tiene un error burocrtico, como puede ser el mal deletreo de un nombre o apellido o una equivocacià ³n en la fecha de nacimiento. En este caso en concreto la cancelacià ³n no tiene efectos negativos para el titular de la visa que obtendr otra con los datos correctos. En estos casos el consulado suele llamar para corregir el error. 10. Cuando el oficial de la CBP que est en la aduana americana cree que una persona a la que previamente le concedieron la visa era  inelegible  o  inadmisible  para ingresar a los Estados Unidos o  se convirtià ³ en inelegible o inadmisible tras haberle sido aprobado el visado puede proceder a su cancelacià ³n. Esta regla tambià ©n aplica en la frontera o aeropuerto a los ciudadanos de paà ­ses en el Programa de Exencià ³n de Visas  que no necesitan una para viajar por negocios o turismo, pero en este caso en vez de cancelar una visa que no existe, se procede a enviarlo de regreso al paà ­s del que procede. Es muy conveniente saber que à ©stas son  22 causas por las que una persona es inadmisible  para USA. El consumo de drogas, que se encuentra entre ellas, es la razà ³n ms comà ºn por las que se cancela la visa a celebridades extranjeras. Adems, estas  20 causas que convierten a una persona en inelegible  por las que el consulado o el oficial de migracià ³n pueden decir no  aprobar o renovar  la visa o para  permitir el ingreso  al paà ­s. Quà © Hacer Cuando La Visa De Turista Ha Sido Cancelada O Revocada Si se quiere tener una nueva visa hay que proceder a aplicar por una de nuevo. Pero en la mayorà ­a de los casos el que se solicite no quiere decir que se vaya a obtener. Por ejemplo, en el caso de haber permanecido en Estados Unidos ms tiempo del permitido puede darse al mismo tiempo que se aplique el castigo de los tres y de los diez aà ±os. En el caso de que se haya utilizado la visa para fines no autorizados, como por ejemplo estudiar, o para trabajar, no hay castigo pero es muy difà ­cil que en esas circunstancias se obtenga una nueva visa. Cuando ya ha pasado tiempo desde que se produjo la cancelacià ³n y las circunstancias de la persona han cambiado en ocasiones el oficial consular puede sugerir que se solicite un perdà ³n, tambià ©n conocido como waiver o permiso. Evita Que Te Cancelen La Visa Con Conocimiento Toma este quiz sobre visas de turista que hemos elaborado para que compruebes si tienes los conocimientos bsicos para obtenerla y conservarla. Lo importante es evitar la cancelacià ³n, ya que a partir de ahà ­ puede ser muy complicado volverla a obtener. Este es un artà ­culo informativo. No es asesorà ­a legal.

Africa Cokes Last Frontier

Africa Cokes Last Frontier Article Summary This article gives an overview of Coke’s presence in Africa. The author begins by giving a case study of a shopkeeper in Kenya who sells Coke products in her retail store. In the case study, an estimate reveals that per capita consumption of Coke products is 39 servings in one year.Advertising We will write a custom article sample on Africa: Cokes Last Frontier specifically for you for only $16.05 $11/page Learn More Stanford compares this consumption with Mexico, one of the biggest consumers of Coke, and mentions that it consumes 665 servings of Coke in the same duration (Stanford, para. 1). The author surveys various markets around the world, such as South Africa, China, India, Zambia, United States etc, and makes interesting observations. He concludes that Africa seems to have a lot of potential as a marketing area for Coke. The CEO of Coke, Muhtar Kent, asserts that Coke seems to be potentially in danger of losing its market share. In 1989, Americans bought $2.6billion worth of Coke, yet over the next two decades, this figure rose only by $0.3billion. This seems to be the case for most developed countries, making continents like Africa a potential â€Å"savior† for this multi-million dollar company. Implications for Professionals Involved in Coke’s Strategic Management The strategic management team must consider the above statistic in creating their strategic plan over the next decade. As it seems, developed countries like the USA do not promise a brighter future for the company. Nevertheless, the volume of money changing hands in developing countries like Kenya and South Africa implies that Coke has a better chance of scoring in third-world countries. This means that the company should make more investments in these countries as they have the potential to generate the much needed 7-9% growth investors expect from Coke Corporation. This means that the management needs to boost its distribution t eam so that more supplies and more product varieties reach such shops, as those analyzed in the case study. Some of the strategies that the managerial team needs to implement in these countries include making the products more affordable for the market, though one has to consider the budget that will make this to work out. The other strategy that Coca-Cola can employ is making sure that distribution channels are effective. This way, the company can cut down on transportation and distribution costs thereby lowering operation costs and hence product prices. The product’s packaging should also be strong enough to withhold some of the harsh conditions in these war-torn countries. In other words, the maintenance costs of the products should be minimal. Finally, Coca-Cola should consider economics of scale, and sell the product more in mass numbers rather than on a retail basis in these developing countries.Advertising Looking for article on business economics? Let's see i f we can help you! Get your first paper with 15% OFF Learn More The professionals in the managerial team may also have to look deeper into ways of combating their competitors all around the developed world. For example, China’s Coca-Cola Company is facing stiff competition from Wahaha, a beverage company owned by the richest man in China (Stanford, para. 5). This means that their marketing team needs to come up with strategies of drawing more customers to their side. In countries like India, where Pepsi is the main competitor, the company needs to adopt newer ways to increase sales and improve profit margins (Stanford, para. 7). Conclusion There is still a bright future for Coca-Cola, but there needs to be keenness in handling some of the managerial decisions in the executive team. Competition against Coca-Cola is intense, and it will take a bit more aggressive marketing techniques to win over more customers. Work Cited Stanford, Duane. Africa: Cokes Last Fron tier. Bloomberg Businessweek. October 2010.  Web.

The doctrine of parliamentary sovereignty Essay

The doctrine of parliamentary sovereignty - Essay Example The urgent question is whether the existing doctrine may assist in adopting the constitution, which would be entrenched against the future amendments and would effectively limit the executive and legislative power in Britain. In this connection it should be mentioned, that despite the fact, that the doctrine is supposed to be the basic principle of the British constitutionalism, it has been recently admitted, that the doctrine becomes more and more inappropriate and unacceptable in the constitutional context, changing because of the British membership in the European Union, higher accents at the human rights and the transition of the legislative rights to the regional legislatures. Despite the absence of the fixed constitutional frames in the written form, which would limit the British Parliament' activity, it has long been admitted that it is impossible to take any political measures for limiting legislative or executive powers. However, it is essential to note, that the British Par liament is now more limited in its rights not on the judicial, but on the political reasons, and the sphere in which it is not able to implement its unlimited powers is increasing. 'When Dicey published The Law of the Constitution in 1885 he defined parliamentary sovereignty as meaning that, 'Parliament has, under the English constitution, the right to make or unmake any law whatever; and further that no person or body is recognised by the law of England as having a right to override or set aside the legislation of Parliament.' (Elliott, 2002) Simultaneously, it is essential to note, that any constitution without future amendments can hardly be adopted in the light of the existing Doctrine. The possible proof for such assumption may lie in the explanation as for the role of courts in the doctrine of Parliamentary sovereignty, which shows that the courts are not able to protect the absurd laws from being adopted, if the process of passing it through the both houses of Parliament has been transparent and legal. 'It has therefore been established that Dicey's doctrine of parliamentary sovereignty is, in theory, true. Parliament, it seems, can make or unmake any law it wishes and no person or body can set aside or override such legislation. However, whether this is actually true in practice remains to be seen.' On the other hand, it is also notable, that when the judges find enough competence and ability to interpret the Parliamentary statutes and acts, it hardly serves for the benefit of the society, as the laws and acts are usually written in such ambiguous wording as to adopt its interpretation to the specific situation; though taking into account the

Project Management in IT sector Essay Example | Topics and Well Written Essays - 10000 words - 1

Project Management in IT sector - Essay Example In summary, I would like to thank all of the people who helped me during the course of my project. It’s very hard to find suitable words to express my sincere thanks to my supervisor, Mr. Daniel Talbort, who gave me a tremendous amount of support and valuable personal direction in the progress of my project. This motivation and advice given at various levels has enabled me to pursue the successful closure of my project. Finally I would also like to thank all my friends and colleagues at Coventry University, who provided me libraries, books, and inspiration, as well as being a significant part behind the success of this project. Kulwinder Kaur ABSTRACT This dissertation is a study of the role of project management in the field of Information Technology. The research analyses the planning and control techniques used by project management teams in enterprise software development. RESEARCH METHODS Project management is a major element of the Information Technology industry interna tionally, with innumerable books, articles and journals articles published on the subject from various authors. The main area covered in this report is Project Management in enterprise software development. Various methods are used in order to build the research and gather conclusions about the research. A variety of sources, including the internet, books, and reference journals, were used to gather information about the topic. Lectures given in the class gave us the critical methodologies and research approaches required to complete this report effectively. Further personal instruction given by the project supervisor, Mr. Daniel Talbot allowed this to happen more easily. The various methods used in order to complete this research included: Library Books Articles available from online sources Data from friends and colleagues Internet Journals Project supervisor guidelines All the above mentioned sources were key ingredients to the research methodology and therefore played a great ro le in the completion of this project. Introduction Over last few decades, there has been an increase in the speed of development of enterprise software products, as well as an increasing demand in business management for quicker and more efficient means to develop software products for market. Product development in any field or business sector requires strong management and organization in order to be successful, and project management represents the collected tradition of these strategies of team organization in software programming. Project Management allows companies to build plans for software products and to have full control over the team organization of the projects. Project Management also helps in the allocation and proper utilization of resources in the enterprise software development process. (Mantel 2010) An enterprise software development project typically follows the four main stages of organization:

Self Leadership Essay Example | Topics and Well Written Essays - 2500 words

Self Leadership - Essay Example In today's dynamic world, we need leaders to challenge the status-quo, to create vision of the future, and to inspire organizational members to want to achieve the visions. There are many models and theories that have come into existence high lightening the different facets of leadership. There are many who still believe that leadership is a born talent, leadership is only for top management and one should have an inbuilt charismatic personality to be a leader. The media has long been a believer in trait theories of leadership differentiating leaders from non leaders by focusing on personal qualities and characteristics. The media identify people like Margaret Thatcher, Nelson Mandela, Richard Branson and Rudolph Giuliani etc., and then describe them in terms such as charismatic, enthusiastic and courageous. However, in addition, more recent research provides strong evidence that people who are high self monitors that is highly flexible in adjusting their behaviour in different situa tions are much more likely to emerge as leaders in groups then low self-moni6ors (Dobbins et al., 1990; Zaccaro et al., 1991). Overall the cumulative findings from more than half a century of research leads us to conclude that some traits increase the likelihood of success as a leader, but none of the traits guarantee success (Yukl & Fleet, 1992). The inability to strike gold in the traits 'mines' led researchers to look at the behaviours exhibited by specific leaders. The difference between trait and behavioural theories, in terms of application, lies in their underlying assumptions. If trait theories are valid then leadership are borne rather than made. On the other hand, if there were specific behaviour that identified leaders then we could teach leadership-we could design leadership programmes that implemented these behavioural patterns in individuals who desire to be effective leaders. Other model like contingency theory also been discussed as the understanding of leadership in creased. Attention turned to the study of situations and the belief that leaders are the product of given situation. This approach to leadership recognizes that there exists an interaction between the group and the leader. Fred F. Fielder (1995) has suggested a contingency theory of leadership in which he told that the people become leaders not only because of the attributes of their personalities but also because of various situational factors and the interactions between leaders and group members. The path-goal theory suggests that the main function of the leadership is to clarify and set goals with subordinates, help them to find the best path for achieving the goals and remove obstacles. The theory builds on various motivational and leadership theories of others. More recently, Fiedler and an associate Jeo Garcia (1987) focused on a theory of leadership that states that stress unfavorably affects a situation and that intelligence and experience can lessen the influence of stress on leader. They named the theory as Cognitive Resource Theory. Basically it's the capability or quality of leader who perform under stress. Inspite of its newness cognitive resource theory is developing a solid body of research support (Fiedler, 2002). Paul Hersey, Ken Blanchard and Johnson (2001) have developed a leadership model that has gain a strong following among management development specialists. This model is called situational leadership theory. Situational

Primary Education The First Stage Of Compulsory Schooling Education Essay

Primary Education The First Stage Of Compulsory Schooling Education Essay Primary education is the first stage of compulsory schooling. The primary phase is split into key stages one and two. Key-Stage one is orchestrated for children 5-7 years of age. Key-Stage two covers the age range of 7-11 years of age. Following Key-Stage two children progress to secondary school and undertake Key-Stage three learning. Thus Primary education must prepare children for KS3, and beyond. Considering the diversity of the age range and ability range of children within the Primary phase, there are a number of theories about the purpose(s) of primary education and how they should be delivered to best suit children (toward Q10). However, all theories for best practice concur that children of primary school age are at a crucial stage of learning which can drastically affect their future learning and experiences. Thankfully the idea of primary school being a place where children are told stories and draw on their own with crayons as a transition to proper school is history. Primary education is now viewed as a valuable opportunity to teach children a number of complex skills which will form the foundations for a lifetime of future learning. The knowledge and skills taught in the early years of life will directly influence the childs success as an adult in a now multicultural society (Q18; affect of social influences). Thus, the thrust of primary education must be to create a rounded experience for all children, through a range of subjects, delivered in an enriched environment by a knowledgeable, dynamic teacher with an effective pedagogy (towards Q14). To begin this process, learning content and method of delivery of this must be appropriately designed for the individual child as part of a larger group. As with all activities, it is critical to gain and retain the interest of those involved to maximise the effectiveness of the activity. It is up to the teacher and team of staff to collaborate efficiently to deliver this successfully (toward Q6). The complex skills taught in primary education are delivered through three main areas; learning to read, learning to write (as part of literacy) and learning to manipulate numbers and all related content e.g. shape and space (numeracy). Since 2008 personal, social, health and economic (PHSE) has been added to the strategy for primary education. Through these topics, enhanced by interaction with peers and adults, children are able to learn the knowledge, attitudes and range of skills required to cope with the vast range of issues that they are likely to face throughout their maturation into and during adulthood. Of equal importance during this period is that children develop the schemas required to acquire skills and are able to recognise opportunities for development. Parents, teachers and other adults can provide the required guidance. By providing exceptional care throughout Primary education it is clear that potential can be maximised and utilised for the benefit of the individual and society (toward Q1). Therefore a programme for education is required. This was introduced as part of the Education Reform Act 1988 as the National Curriculum. The concept of key stages and educational objectives relating to these were also introduced. Furthermore the element of choice was also introduced to allow parents to specify their preferred choice of school for their child; league tables provided the necessary information for parents to choose. This inclusive approach signalled directly the importance of parental involvement and influence on the well-being, education and potential future attainment of their child. However, the introduction of league tables may have paradoxically shifted the focus from childrens attainment to getting results (following emphasis on exam results used as a measure of understanding of the prescribed Curriculum content). The prescription of the National Curriculum is under the direction and control of the Government advised by educational specialists guided by research into the ways in which children learn and what it is believed will be most beneficial throughout adulthood. The National Curriculum thus offers a list of the knowledge a child must gain. This approach provides consistency, guidance for educational institutions and a framework for future assessment of attainment. The content of the Curriculum is impacted by its two aims and four purposes. The first aim is that the school curriculum should aim to provide opportunities for all pupils to learn and achieve. (National Curriculum handbook). The second aim is the school curriculum should aim to promote pupils spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life. These concepts clearly link closely with the invaluable objectives of the Every Child Matters policy. The four purposes of the National Curriculum are to establish an entitlement, to establish standards, to promote continuity and coherence and to promote public understanding (knowledge for Q15). The core statutory subjects of a national curriculum under the education act of 2002 are English, Maths, Science, Art and Design, Geography, History, ICT, Music and Physical Education. Additionally to this, all maintained schools have to teach Religious Education, which should reflect the Christian history of Great Britain. However, Religious Education should also consider practices and ideas of other religions represented in the UK; due to the movement of people, particularly to the UK, and the resultant shift in the majority, this teaching is and should be ever expanding. This is positive as Religious Education develops morals, spirituality and acceptance of others. Within a developing culture this acceptance and understanding should be encouraged, especially during the foundation-setting Primary phase. The school must be responsible through their ethos to highlight and harness the benefits of understanding and co-operation (toward Q2). For these reasons children should be encourag ed to mix with one another where possible. In September 2010, modern foreign languages will become an additional statutory requirement for delivery at Key Stage 2. The Department of children, schools and families suggests that children should also be taught personal, social and health education (PSHE). Ed Balls, of the previous Labour government confirmed that PSHE will become a statutory part of the national curriculum in 2011, but as we now have a new government this may change. PHSE can include a range of topics which aid children in their future lives. A number of beneficial topics can include drugs and alcohol education (DARE), emotional health and well-being, sex and relationship education, nutrition and physical activity, finance, safety and career education. Many of these topics are linked with the valuable outcomes of the Every Child Matters policy and allow the child to be healthy, to achieve and be safe. By learning about these topics, children can be encouraged to consider one another and the world that they live in (teaching toward Q19; promoting equality). Following this community cohesion can become possible, demonstrating clearl y the benefits of teaching PHSE. The notion of delivering PHSE through the Primary phase, rather than commencing during Secondary education, is a positive step as a preventative measure to avoid the current generation making the mistakes of previous generations. Whilst the National Curriculum sets out guidelines, each individual school is responsible for determining how they deliver the programmes of study for each of the subjects specified. The programme of study is prescribed for each subject and indicates what children should learn, as defined by the Education Act 1996, section 353b. This guide also provides a useful basis from which schedules can be planned. It is up to the teacher to decide upon the delivery to give maximum benefit to the pupils in their care. It is important for the school and teacher to deliver National Curriculum study programmes in imaginative ways (toward Q10) but not be constrained by the necessities of the Curriculum itself. Attainment targets define the expected standards of knowledge, skills and understanding for pupils in each key stage for each of the specified subjects and allows for appropriate assessment tools to be developed (http://curriculum.qcda.gov.uk/key-stages-1-and-2/Values-aims-and-purposes/about-the-primary-curriculum/index.aspx). As attainment is not static and isolated to specific intervals, it is necessary for the teacher to monitor the developing achievements of the individual child, the child in the context of their peer group and relative to descriptors of attainment-level. With this in mind, it would be appropriate to ensure that class sizes do not exceed the maximal number of pupils beyond which the teacher cannot effectively plan for, teach and assess. As suggested, it is important to continually assess the abilities of pupils, and therefore their progress (towards Q12) and to report this to all involved in the education of the child, especially parents. I believe that the benefit of parental involvement cannot be overestimated; parents have an established relationship with the child and are therefore ideally placed to provide extra or remedial learning at this critical phase of education (facilitating Q5). Whilst the stipulated content of a National Curriculum aims to cater for all, it cannot always achieve this, especially if those children who fall both above and below the average are not considered. Furthermore providing a list of required learning content may be restrictive upon the ability of teaching staff and schools to provide suitably varied lessons for the group(s) of learning needs they are responsible for. Following the change of Government in May we cannot say if the National Curriculum, or even the notion of one, will remain consistent due to the difference in the ideas of Government ideology. This is particularly dynamic if the Educational Minister and her advisors of educational best-practice change (knowledge for Q15; remain aware of curriculum). For example, the Rose review (commissioned by the leaving government) and it suggestions for educational best practice for KS 1 and 2 may become obsolete. The Rose review considered the National Curriculum and the ability of teachers to effectively deliver learning content to children. Furthermore the review considers whether the curriculum needs to be altered to achieve the aforementioned key objective; in other words, what should children learn and how should this be delivered to facilitate successful learning. The Rose review states that too much time is spent revising and practising for exams rather than making sure that children have a love for learning. Teaching staff must be responsible for ensuring that children enjoy Primary school, especially as this will encourage enjoyment of further educational phases. To do this, the new curriculum must understand the way that children learn and develop physically, intellectually, emotionally, socially, culturally, morally and spiritually. Furthermore Rose indicates that the current three core subjects (English, Maths and Science) should be replaced by four skills for learning and life (Literacy, Numeracy, ICT and Personal Development). The following areas of learning should feature within the Primary curriculum: understanding English, communication and languages mathematical understanding scientific and technological understanding historical, geographical and social understanding understanding physical development, health and well-being understanding the arts (Rose Review 2008 P17 Section 31) The above revised aims for the primary curriculum take influence from the values issued under the every child matters policy of the Education Act 2002. The new curriculum must also be well-planned and fun to ensure children have the opportunity to learn independently as well as be challenged and engage in practical activities (Q22). Giving children the opportunity to learn more about the world around them, through experiences in art, literature, and religious education and much more will facilitate this. The curriculum should allow many opportunities to use learned knowledge through cross curricular studies. With the Primary years in mind, the review recommends that high-quality play-based learning would benefit young children immensely as well as teaching parents the importance of play and read to/with their child (Q5 Q30). It is also critical that opportunities for spoken communication are taken to maximise the childs ability to learn to read and write. Phonics sessions will further aid development in this critical area. Encouraging use of Information Communication Technology (ICT) is important to allow children to use a number of the tools often needed to find employment and be financially healthy in todays technologically advanced society. Generally, the review pronounces that there needs to be more continuity through the stages of learning e.g. from EYFS to Key stage one and beyond to maintain success; the DCSF should give primary schools one extra in that day in 2010 to train/understand the new curriculum and transition between key stages. As stated by Rose, the curriculum should aim to teach pupils how to learn as well as the learning content. Having outstanding teachers in any education centre is crucial for pupils success here. Therefore, it is critical to consider ways that teachers can improve their pedagogy to deliver the required content (in whatever form it takes), for the benefit of the children in their class (toward Q10). Significantly, the review also suggests that it may be appropriate to restructure Key Stage 1 to include the Early Years Foundation Stage i.e. begin schooling and reap the rewards as early as possible, especially if parental involvement is successfully encouraged. Another research based review of the Curriculum, and ways to realise successful learning, is provided by the Cambridge report. The report suggests that a new primary curriculum be introduced which is broad, deep, balanced and offers high standards in all subjects; by separating literacy and numeracy they are afforded a higher level of emphasis and importance. Furthermore, new aims and values should be adopted within modern primary education. The 12 aims of the report focus on: The individual Well-being including mental, emotional and physical welfare (in line with Every Child Matters) Ensuring children have a thirst for engagement in their learning Empowering children with knowledge to meet and be adaptive to the changing challenges of the world Autonomy to promote aspirational thought (satisfying Q1) Self, others and the wider world Promote self-respect, respect for others, respect for diversity and difference as well as acceptance of others ideas and values (awareness for Q19, satisfying Q25) Promoting interdependence to develop sustainable positive relationships. Empowering local, national and global citizenship, encouraging children to make decisions in the world around them e.g. school council, as well as knowing about human rights, conflict resolution and social justice. Celebrating culture and community; schools should strive to become the centre of the community life and culture. Learning, knowing and doing Exploring, knowing, understanding and making sense, giving children the opportunity to actively experience the world around them (towards Q25). Fostering skills to make sure that pupils have the skills which learning, employment and rewarding life depend on. This includes all customary subjects in the curriculum as well as communication, creativity, intervention, problem solving, critical practice and human relations. Exciting imagination, giving children the opportunity to extend their knowledge outside the limits of their experiences. Enacting dialogue, to help children understand the need for communication and collaboration between teacher and pupils, and among pupil whilst becoming aware that knowledge is not just given but negotiated and recreated. This form of dialogue is central to effective pedagogy (facilitating Q2). It is highlighted that language, literacy and oracy (the capacity to express oneself in and understand speech) are critical to accomplishing these aims, as well as allowing aims to drive rather than follow the curriculum. Significantly, the report advocates extending the foundation stage to the age of six. Therefore the primary phase would include children 6-11 years of age, eliminating key stages one and two. Extending the foundation stage to 6 years old gives children the opportunity to develop personally, and learn to interact, before they embark on a journey harvesting knowledge. This can only work if there is the correct cooperation, communication and cohesion between foundation stage and the primary phase and their curricula (working toward Q32; development of effective team practice). This must be embraced by the teacher with pedagogy that is centred on personal accountability for effective teaching. This is obviously aided by providing adequate space, equipment and resources to ensure that pupils EYFS education provides solid foundations for the future. To aid the process it is imperative to ensure that disadvantaged and vulnerable children are given the help they need swiftly and successfully. To begin this, eradicating child poverty must be prioritised. Equally, opportunities must be provided for pupils with SEN, EAL or disability to progress to the same degree as their peers (Q19). Based on continuing research, the new Government has released a white paper for reform of the education system and the curriculum. The paper reflects much of the aforementioned, noting that the most important factor upon attainment is the quality of teaching/teachers. In order to help schools and their staff to deliver high quality teaching, the bureaucratic burden must be removed to allow focus on what is necessary for the children in their care. This burden is largely caused by the restrictive nature of the current Curriculum and the focus upon the attainment of qualifications which have the highest value in performance tables; often Primary schools over-rehearse teaching for the test (Q12, understand the value of assessment). I have experienced this with year 6 pupils preparing for SATs I felt that other subjects had been put aside to make way for the tests. The enjoyment of learning had been forgotten because of the pressures of ensuring each child passed. It was necessary to teach the children how to interpret and understand the questions rather suggesting that the assessment method may be unreliable. There appears to be a disparity between assessment, curriculum and the prescribed method of teaching i.e. utilising practical activities does not seem to match the way the children are tested. Furthermore, the National Curriculum should be tightened to contain less non-essential knowledge, especially in core subjects. By reducing the prescribed content and giving back decision making power to the school (about what, and more importantly how, to teach) it will be possible for children to gain the knowledge they to reflect the high standards expected of children in other nations. In order to improve, schools must be freed from compliance with Government initiatives to become self-improving. To aid this programme, schools should have access to regional league tables to identify and seek guidance from those schools from which they can learn (working toward Q5). In conclusion, Primary education must be grounded upon the needs of children as individuals. From this, guidelines for the content to be taught can be established. It is important that whilst the value of these guidelines is embraced, they do not become restrictive upon the imaginative element of pedagogy, allowing teaching staff to cater for all children as unique and valuable individuals. In doing so, children can learn how to be healthy, stay safe, enjoy and achieve and in doing so allow the child to make a positive contribution and achieve economic-well-being which are crucial to acceptance of the diverse culture we live in. Furthermore with guidance the child/growing adult will be free to develop social understanding/sensitivity to behave appropriately with others in numerous and changing social situations (Q1, Q19 and Q25). Adaptability and accountability of the teachers who mould young minds are paramount to childrens on-going success. As part of this group, I must strive to develop a pedagogy and effective relations with other members of the school which allows me to deliver teaching which enables children to maximise their potential (Q14, Q6, Q1). To continue to deliver this I must continue to embrace my desire for Continuous Professional Development (Q9).

Modern Art: An Art of Expression and Freedom :: Modern Art Artists Dance Theatre Essays

I. Introduction Wherever man lives there is art, because art is anything made or done by man that affects or moves us so that we feel and see beauty. Man uses his imagination to invent a unique beauty. The artist's feelings and inspiration affects on how he will express his art. Through the major development of technologies and social changes that have taken place in the 19th century, Modern art flourished during this period and caused a lot movements of modern art to form, some of these famous movement are cubism, abstract expressionism, pop art, and surreal art. Modern art also become man’s inspiration in life because these great art can express a unique feeling in which a person is attracted to that kind. This also means that a modern artist learns from himself and does not need any major training, a modern artist learns by himself through his experiences and imagination. Modern art runs a very important role in man’s life throughout history, because it that does not only give us inspiration but also the freedom to express ourselves through the use of different mediums. II. Statement of the problem This research aims to answer the following questions: 1. What are the general informations about Modern Art? 2. What is the beauty of Modern Art? 3. What are the different styles in making Modern Art? III. Presentation A. Definition of Modern Art Parallel to the scientific, technological, and social changes that have taken place in the 20th century are the rich varieties of art styles that have developed. Notable are the number of â€Å"isms†, such as Fauvism, expressionism, cubism, futurism, constructivism, neoplasticism, surrealism, precisionism. Modern Art didn’t have a main origin from where it came from. But there is a general agreement that it was first seen between 18th century to 19th century, from the French revolutionist movement. Art in its broader meaning, however, involves both skill and creative imagination in a musical, literary, visual, or performance context. Art provides the person or people who produce it and the community that observes it with an experience that might be aesthetic, emotional, intellectual, or a combination of these qualities. Modern Art does not follow any traditional rule, in fact Modern Art breaks this barrier. In the traditional way of painting, you must the true nature of your work; you must have the balance in creating it. The rules that are working on our universe must be applied to the old traditional painting.

Barriers to Effective Communication Essay

As we all know, Criminal Justice has two main types of communication which are Verbal and Nonverbal. Each of these are subsets or components in the communication area. These components help us to breakdown ideas of communication for a better understanding. For the verbal communication, there is a cluster with four different areas which include: Blaming, Directing, Persuading and Problem Solving. Along with these components for the verbal, there are also two main things for nonverbal communication which include: Body language and Written word communications. When we are in a conversation with someone, verbally speaking is not the only thing that comes with communicating well. There is also the fact that you must be a good listener as well so you can understand what the other person is communicating. According to Grubb, Hemby, â€Å"Generally there are three purposes associated with either casual conversation or public speaking: to inform, to persuade, or to entertain† (Matthewson, 2009). You need to be focused and pay attention to detail when someone is attempting to inform you on critical information. To build better communication and a better understanding of what someone is saying, try repeating or saying everything you just heard. It will help you to remember more of the important issues that were brought up in the conversation. For effective communication, you want to make sure that you are to the point of what you are talking about and avoid going off topic. This is make sure that you are able to clarify what the other person is saying and it will help any kind of confusion that may occur. You may also run into someone who does not speak English or speaks it very well. With this, you need to make sure that you are clear and precise on the topic and have an interpreter  just in case they need help understanding. In the Criminal Justice field, many officers, lawyers, probation and parole officers face this challenge on a day to day basis. For having different types of languages around us at all times, we must be prepared for anything that can happen in the communication aspect. Cultural differences can and do affect verbal and nonverbal communication. When you are using nonverbal communication, you must watch how you use your body language such as your hands, eyes, leg movement, and the folding of your arms. Using each of these in a certain manner can show the other person that you are uncomfortable, that you are not really listening to what they have to say and or you don’t care about what they are talking about. These can also show some signs of lying and stress if you are not careful. Law Enforcement uses these signs when they are interviewing and interrogating suspects. Giving direct eye contact but yet your body language says something else can be misunderstood as hiding something. There are many different variables dealing with communication as well. When we have a conversation, we should always make sure that we do not miscommunicate information and the way we can do this, is by being more alert and understanding the different methods of communication. In the 7th paragraph in his article, Grubb says â€Å"KISS is an extremely effective acronym. â€Å" Keep it Short and Simple† is not an indicator of lack of intelligence or professionalism but rather an efficient way to communicate. Some police officers, through a sense of misplaced importance, feel compelled to use language that is inappropriate for the situation- inappropriate in the sense that it does not fit well in the context of the conversation or in the message that the officer is attempting to convey† (Matthewson, 2009). When writing a report which is considered nonverbal communication, you want to make sure you are using as much detail as possible but making sure at the same time, you are not going overboard to where it drowns out the report. You want to make sure that you have enough information and enough details that it explains what you witnessed or what happened. There have been cases  where less description is also good in a report as well. Along with writing reports, when you are in the Criminal Justice field, you want to make sure that when you are emailing, you are concise and yet brief. By explaining too much in your reports, this can in fact potentially be thrown out of court by a judge. Communication Frustration plays a role in the Criminal Justice field by people misunderstanding what they are reading and what they are hearing. This can mean life and death in criminal justice organizations. If all the officers are getting briefed on a case where they have to apprehend a suspect, it takes one officer not paying attention and it could very easily cost him or her their lives. Understanding and communicating well are very important thing to master in any type of law enforcement agency. There are advantages and disadvantages with communications dealing with formal and informal. Having the formal communication, allows uniformity within the organization, having informal communication allows free flow of information, but tends to restrict uniformity. Another thing that goes along with having a hard time listening, is the fact that there can be outside stress like family issues, financial problems. There can also be external issues with listening such as being biased about the subject that is being talked about, the subject being boring etc. Having active listening and great feedback will help in good communication as well. There are three different barriers that are in effective communication. The first one is Individual Practitioner Barriers. This affects more of the community based correctional staff. With it affecting this area, some may lack basic knowledge, abilities and skills to do their jobs correctly and efficiently. Some that have lack of all three of these things, have never participated in the training that is required by that specific job. The second is the Organizational Barriers. This kind of barrier deals with barriers that are in their organization be it the police department, court houses, attorney’s offices etc. This also limits the full implementation of evidence based information and the correctional practices. When dealing with  correctional practices, you need to have all the knowledge to do your job correctly and without many or no faults. The third is Systemic Barriers. With this barrier, it deals within the criminal justice and the social service systems. This can cau se competition between the different agencies due to shortages in funding, difficulties in sustaining collaborations and the lack of support from the court system. Clients may be pushed away due to the community practitioners not having the power to control what happens in the system. My real world example of effective communication is the time I was living with my aunt back in Bryan, Ohio. She and her ex were seeing each other at this time. He was always coming over to our apartment spending time with her, cooking, cleaning, and helping with everything that he could think of. Everything was going wonderful for a long time. Communication was at its best between all of us. Then one day, he had been drinking and I was very ill lying in bed. I heard a lot of yelling and screaming from my aunt telling him to get out and him yelling back telling her to shut up. I heard some slamming around out in the living room so I got out of bed, extremely dizzy to see what was going on. I walked out and they were each on one side of the TV holding on to it. Well I stepped in and told him to get out of the apartment. She was in no shape for any stress and I was s o sick I just about couldn’t stand up straight. After I told him that, he took the TV and pulled it off the stand hitting me and my aunt in the back with it. Almost pinning me in between the glass coffee table and the TV. If I wouldn’t have moved when I did, I would have been severely cut. Needless to say, I got on the phone call the police and my aunt and I filed a police report. Later that day, her and I were pulling out of the apartment complex when we saw his van across the street. As soon as he seen us, he flew across into the apartment drive almost hitting her car. As she was backing up to the office, I was on the phone to the police once again. His van was so close to her bumper, u couldn’t put a piece of paper between them. If it was not for me being in that car, he said he would have killed her. No matter what situation or scenario you are in, communication is the main thing you need to have. If you do not have effective communication, then anything can happen. People can get off murder charges, rape charges, any type of abuse charges. As we all know, Criminal Justice has two main types of communication which are Ve rbal and Nonverbal. Each of these have subsets or components. References Henderson, M. L., Mathias-Humphrey, A., & McDermott, M. J. (2008). Barriers to Effective Program Implementation: Rural School-Based Probation (Vol. 72). Seattle, Washington, United States: Administrative Office of the United States Courts. Retrieved December 12, 2013, from http://search.proquest.com.ezproxy.apollolibrary.com/docview/213978183?accountid=458 Matthewson, J. (2009). Effective Communication in Criminal Justice: Process, components and various types. Examiner.com, 2. Retrieved December 12, 2013, from http://www.examiner.com/article/effective-communication-criminal-justice-process-components-and-various-types Wallace, H. &. (2009, January 15). Criminal Justice Law Exploring Issues, Developing Solutions. Retrieved December 12, 2013, from Criminal Justice Law: http://criminaljusticelaw.us/leadership/communication-frustration/

A Literary Critique of C. S. Lewis Essays - Criticism Of Atheism

A Literary Critique of C. S. Lewis Essays - Criticism Of Atheism A Literary Critique of C. S. Lewis A Literary Critique of C. S. Lewis: The Case for Christianity, The World's Last Night and Problem with Pain I. Introduction II. Brief Biographical Information III. The Case for Christianity - Right and Wrong as a Clue to the Meaning of the Universe IV. The Problem with Pain - Divine Omnipotence V. The World's Last Night - The Efficacy of Prayer VI. Conclusion A Critique of C. S. Lewis "A Relativist said, 'The world does not exist, England does not exist, Oxford does not exist and I am confident that I do not Exist!' When Lewis was asked to reply, he stood up and said, 'How am I to talk to a man who's not there?'" - C. S. Lewis: A Biography Clive Staples Lewis was born, in 1898, in Belfast. C. S. Lewis was educated at various schools in England. In 1914, Lewis began studying Latin, Greek, French, German and Italian under the private tuition of W. T. Kirkpatrick. He then moved to Oxford where his studies were interrupted by World War I (1917). Two years later he was back in Oxford resuming his studies. In 1924, Lewis was "elected" to teach Literature and Language at Magdalen College, Oxford and remained there till 1954. During this time period in his life, Lewis wrote the majority of his work. Lewis moved to Cambridge for the remainder of his life teaching Medieval and Renaissance Literature.1 C. S. Lewis was a man dedicated to the pursuit of truth who" believed in argument, in disputation, and in the dialectic of Reason. . ."2 He began his pursuit of truth as an atheist and ended up as a Christian. His works the Problem of Pain and Mere Christianity dealt with issues he struggled with. Mere Christianity consists of three separate radio broadcasts. One of the broadcasts was titled The Case For Christianity. In The Case For Christianity, Lewis discussed two crucial topics in his apologetic defense of Christianity. They were the "Right and Wrong as a Clue to the Meaning of the Universe" and "What Christians Believe". This critique will address the first chapter. "Right and Wrong as a Clue to the Meaning of the Universe", can be broken into three parts. The first deals with moral law and its existence. The second addresses the idea of a power or mind behind the universe, who, is intensely interested in right conduct. Also that this power or God is good. Good as in the area of truth, not soft and sympathetic. The third point moves to Christianity, its attributes and why it was necessary for the long" round-about" approach . The law of nature binds humans as would the laws of gravity apply to a falling stone. It is called the law of nature because it does not need to be taught. Lewis points out that an odd individual may exist "here and there who didn't know it, just as you find s few people who are colour-blind or have no ear for tune. But taking the race as a whole, they thought that the human idea of Decent Behavior was obvious to every one."3 Lewis brilliantly defended his statement of natural law's existence. Two arguments, which argue for relativity, posted against him are the "herd" instincts or genetic inborn in us ( i.e. motherly love, survival or sexual impulses) and that which is taught socially or learned. Historically, these to interpretations of human behavior have clashed, however, he suggest that "reason" is above both. He clarifies his position by classifying impulses as separate from the decision to follow the impulse itself. The "learned" argument is refuted by his analogy of a boy on the island who is unaware of the existence of the process of multiplication. He never attended school and learned them. The education would be classified as "human convention". This human convention, consequently, did not invent multiplication just as it did not invent the law of nature. However, this comparison is based on a false assumption. The law of nature, as Lewis argued, is not taught but some how exists as an inherent part of the human psyche. This law also presents itself in the form of decisions and actions in line with what ought to

An Overview Of Tirupati Tourism Essay Essays

An Overview Of Tirupati Tourism Essay Essays An Overview Of Tirupati Tourism Essay Essay An Overview Of Tirupati Tourism Essay Essay Tirupati Tirupati is one of the most of import pilgrims journey finish in India. The metropolis is located in the southern Indian province of Andhra Pradesh at the foothills of the Eastern Ghats. The metropolis is celebrated for the Sri Venkateshwara temple as draws 1000s of tourers and fans every twelvemonth. Significance The metropolis of Tirupati seems to deduce its name from the hallowed Tirumala hills which are allegedly the 2nd oldest stone mountains in the universe and happen a reference in pre Christian Tamil spiritual Bibles. The metropolis, if history is to be believed, was an established Centre of Vaishnavism, an ancient Hindu religious order and the temple rites were formalized by the Vaishnavite saint Ramanujacharya in the eleventh century AD and the metropolis has stood the trial of clip despite the Muslim invasions of South India. Attractions Sri Venkateshwara Temple: The Sri Venkateshwara temple is cardinal to Tirupati s rise to fame as a august spiritual finishs. Though the exact beginnings of the temple are shrouded in antiquity, it is by and large accepted that the temple was an on-going piece of work undertaken by consecutive dynasties for several hundred old ages. The Sri Venkateshwara temple holds the record for being the most visited and the richest topographic point of worship in the universe. The temple is located on the celebrated Tirumala hills and is besides known as the Temple of Seven Hills. The presiding divinity is Sri Venkateshwara, an embodiment of Lord Vishnu, and is besides sometimes referred to as Srinivasa , the one in whom Sri or Goddess Lakshmi, Lord Vishnu s consort, resides. Kodanda Ramaswamy Temple: Is a brilliant piece of architecture, the white ornately carved ceiling is mounted on a brown base resplendent with finely carved pillars. This temple is dedicated to Lord Ram, Sita and Ram s brother, Lakshmana. A statue of Lord Hanuman, Lord Rama s ardent and loyal follower sits besides Lord Rama s pess. Kapila Theertham: Is a temple dedicated to Lord Shiva and his married woman Parvati. This temple, at the entryway to a mountain cave, is said to hold been the topographic point where saint Kapila Maharishi lived and meditated to Lord Shiva. Devotees and passer-by are greeted by a stone carving of the heavenly bull, Nandi. Lord Krishna Temple: The Lord Krishna temple is a alone work of architecture with the towers coloured in gold and white. The temple is adorned with glass pictures picturing the life of Lord Krishna and the ceilings are glorious with colorful pictures resembling Tanjore art. How to Reach You can acquire to Tirupati by get oning a flight from Hyderabad and Chennai. Tirupati besides has a train station though your best stake would be debarking at Renigunta, approximately 10 kilometers off. Renigunta is good connected by rail with other metropoliss in India. If you would wish to go by route, Tirupati is good connected by route to other metropoliss by coachs and other manners of route conveyance.

How should a person be Essay Example | Topics and Well Written Essays - 500 words - 2

How should a person be - Essay Example In real life, Margaux is a painter, and she is a close friend of Sheila. Therefore, it emerges that Sheila Heti, the author of this novel, used real characters in her novel. Hence, this novel can be considered to include both fiction and non-fiction. This therefore, is among some of the most interesting aspects of this novel. I love reading autobiographical novels. This novel offers a touch of autobiography, thus, is a good read to me. Reading some parts of this novel might feel like reading the diary of an individual. Additionally, considering the fact that the experiences shared in this novel might be real-life experiences, this makes the novel to be more interesting. Since this novel bears elements of autobiography, a major aspect is the use of transcribed conversations between Sheila and other characters. There are also many emails that are shared in this novel. This kind of style is quite unique in most novels, therefore, makes this novel to stand out from others. The author of this novel was creative in the way she developed this novel, including the style. Nonetheless, this novel primarily explores the life of Sheila and her friends. In the novel, it is clear that Sheila thinks about how she ought to conduct and run her life. This therefore, gives the meaning of the title of the novel. Sheila attempts to unveil how a person should be, by exploring different details of her life, including those of her friends. Therefore, the storyline of this novel is all about relationships, work, and pursuits of the characters. Nonetheless, the different parts of the novel have different levels of interest to any reader. While some parts are interesting, a reader might find others boring. Additionally, some parts are complicated while others have a simple flow. Furthermore, some parts of the novel are very well written, as compared to others. Additionally, some parts of the novel are quite insightful, and a reader might learn a few ideas and lessons. Nonet heless,

BRL Hardys post-merger success Term Paper Example | Topics and Well Written Essays - 1750 words

BRL Hardys post-merger success - Term Paper Example They also made similar acquisitions in France and Italy and these acquisitions were particularly targeted as credible organisations. It became relatively easier to effectively operate in the industry since there was a clearly defined network of distribution channels. The main advantage of mergers and acquisitions is that they give the company competitive advantage in that the resources are pulled together and new knowledge is introduced to the company by the people crossing the floor from the other company. The company immensely gained from the wealth of knowledge brought by people who moved from the other companies. On the other hand, it can be noted that acquisitions of reputable companies helped the company to gain a competitive advantage as a result of clearly defined distribution channels that already existed in the market. The other factor that contributed to BRL Hardy’s post merger success is a result of the stance taken towards changing the culture of the organisation. However, the new management which assumed top jobs at the merged companies was comprised of ex-BRL executives and focus was primarily aimed at the Australian market which was believed to be supportive of the company’s quality concerns. However, the company adopted a decentralisation approach whereby the middle managers were given the autonomy to make decisions in their operations as a way of improving the overall operations of their responsible departments. As such, the managers were empowered to make decisions while at the same time holding them accountable to their actions as a way of ensuring that there is conformity with the set organisational goals. By virtue of allowing the managers to make decisions in their operations, the organisation is likely to positively grow given that they will be motivated such that they w ill also develop a sense of belonging to it. Empowering the managers also helped them to be creative which positively contributed to the growth of the organisation. The other factor of BRL Hardy’s post-merger success can be attributed to the stance it took in sourcing the grapes used in wine production. Having realised that there were risks associated with the production of the grapes, the organisation decided to form joint ventures with different farmers in an attempt to ensure consistency in supply of the grapes even during periods of unprecedented events that can negatively affect supply. On the other hand, the company acquired expansive land to grow grapes and this was a good move given that it was always assured of abundant grapes should anything unfavourable occur in the environment. On top of that, the post merger success of the organisation in question can be attributed to the marketing strategies implemented such as the branding and labelling strategies. Whilst it is generally appreciated that branding a product like wine is a bit challenging from a global perspective, the company adopted a labelling approach especially in UK where it witnessed improved sales of different brands that were offered on the market. 2. Basically, the main essence of tensions between Steven Davies and Chris Carson is mainly concerned with the marketing strategies to be implemented. The head office in Australia was particularly concerned with endorsing the Australian brand of wine while Carson who operated in UK was of the opinion that this brand had been eroded especially in UK hence there was need for branding. This was the major source of tension especially with regards to the marketing strategy. Basically, branding is a basic tenet of marketing strategy given that it makes a clear distinction between different brands. Carson is of the view that there is need to relabel, reposition and relaunch the wine brand particularly in UK but this