Challenges Faced By Global Managers-Free-Samples for Students

Question: Challenges faced by Managers in Global Business Environment. Areas to be focused Political, Social and Economic aspects of challenges as a Global Manager. Answer: Introduction: A person positioned as global manager should have knowledge of domains existing in world. A successful global manager possesses all the key skills required to face the challenges. The report will define issue like political rules, social responsibility and economic environment. A global organisation success depends on various factors like management, policies and key areas. There is huge amount of risk present in all areas of business. Challenges faced by global managers In political environment: A permanent risk for international business existing is political uncertainty and instability. Emerging businesses which provide huge opportunities face more challenges politically then an established business do. Changes in government brings changes in policies, regulations and interest rate that proves damaging to foreign business and investment and creates difficulty for global managers to come out with a solution. Political Issues also occur when ill-defined and unstable policies are present in market (Adger, et ol, 2001). Global managers have to deal with regularly with some risk like confiscation, expropriation and domestication when doing international business. Boycotting of trade or products by one country also creates difficulty for global manager to handle business in other countries. Sometimes extreme nationalism adopted by any country creates issue for managers in that country, as survival becomes difficult (Krishna, Sahay, and Walsham, 2004). Instability of government i n a country make managers confuse to adhere to which policy which directly affects company profits. Global trade practices also include undefined cultural practices like corruption in different countries, which proves challenging for new business. In some countries government has convention of scattering of news and data of organization to public, which organisation may not want. Other risk can be violence, terrorism, cybercrime, import restrictions and price control practices affecting company global business. In economic environment: Global managers not having information about international laws and regulation creates negative effect on freely floating of its funds. Numerous investment opportunities available for organisation will be denied if there is restriction on free flow of funds. Many countries in world do not allow business with other companies if they are not following international business laws. Energy and environmental security also nowadays existing, due to which extra fund for disposing waste and green environment practices is required by global manager (Ghoshal, 1987). A proper disposal waste management policy helps managers to attract customer towards it. Poverty in a nation also decreases the growth of an organisation because lower availability of fund will not allow people to go for another country's product. Global health crisis also affects a business existence because unhealthy population will be reluctant to purchase new products and therefore hesitant to adhere to new practices (Handfield, and Nichols, 2004). Currency and exchange rate of every country affects a manager decision regarding price policy for products and services. In Social environment: Social responsibility is an obligation which every organisation has to fulfil to create a balance between economy and business. Every business has to follow all the customs, beliefs and practices existing in an environment (Lubchenco, 1998). There are numerous issues globally which have to face by managers because of multicultural society, diverse population and unique approaches towards every business. If a business refuses to adapt towards different customs and beliefs then business sales will drop down by significant percentage and will create difficulty for business to grow. In a country where social infrastructure is lacking like housing, schools and basic amenities creates difficulty for a manager to grow business. It may account for huge investment and costs if organisation tries to provide all amenities. Government interference in decision of company also creates an issue as taking permission each time may affect the business. In some countries attitude towards foreign invest ment is still negative. Thus imposing stringent rules for a business and hampering its expansion (Stokols, 1992). The various issues like war between trading and home country also stops trading between them, corrupt leader leading in trading country creates difficulty for global manager to expand business. Conclusion: From the above report, various factors affecting business are discussed like political, economic and social affects business existence globally. Political issues create difficulty in survival of business by imposing different regulation. A social issue hampers the growth of country due to various customs, beliefs and practices adopted by trading country. And in last economic issues creates difficulty in trading freely and fund requirement of an organisation. Sometime funds are not easily available globally to invest in some business and many more. Thus global manager should be provided training with every tic-tacks of business to deal with above issues efficiently References: Adger, W.N., Benjaminsen, T.A., Brown, K. and Svarstad, H., 2001. Advancing a political ecology of global environmental discourses.Development and change,32(4), pp.681-715. Ghoshal, S., 1987. Global strategy: An organizing framework.Strategic management journal,8(5), pp.425-440. Handfield, R.B. and Nichols, E.L., 2004. Key issues in global supply base management.Industrial Marketing Management,33(1), pp.29-35. Krishna, S., Sahay, S. and Walsham, G., 2004. Managing cross-cultural issues in global software outsourcing.Communications of the ACM,47(4), pp.62-66. Lubchenco, J., 1998. Entering the century of the environment: a new social contract for science.Science,279(5350), pp.491-497. Stokols, D., 1992. Establishing and maintaining healthy environments: Toward a social ecology of health promotion.American psychologist,47(1), p.6.

US Economy Essays - Economy Of Asia, Oregon, Pacific Northwest

US Economy The U.S. economy has been slowly growing since the spring of 1991, growth increased in 1997 when real gross domestic product rose 3.9 percent from an increase of 2.8 percent in 1996. At the same time inflation in 1997 fell to 2.3 percent decreasing the cost of living. Payroll jobs rose from 121.14 million in January to 124.29 million in December and the national unemployment rate declined over the year by .7%. This combination of events was good news for the businesses and the general public because it increased wealth and lowered prices. On July 2,1997 Thailand started a crisis in Asia which effected U.S. exports to the region. U.S. exports to Asia represent 30% of total exports but were cut in half to 13.4% in 1997. The interest declines offset some of the drag on the American economy from the reduced exports by concentration on construction and real estate. Asia crisis was a threat to the U.S. economy but a strong dollar and the reduced commodity demand helped to keep the low inflation period. In 1998 the economy experienced further acceleration growth, unemployment decreased faster to lows not seen in 20 years and the price index stayed the same. Falling interest rates and oil prices encouraged consumers. Economists still kept a close eye on the unfolding events in Asia. In 1999 U.S. economy will slow due to weak markets around the world consumer spending will decrease and businesses will slow down their investing. Although inflation has not changed the decline in oil prices and the rising dollar will fade. Nations GDP is excepted to slow growth near 2% and the world economy possibly will stabilize. Oregon's Economy Just like the rest of the county Oregon has been booming since early 90's but came to a moderate pace in 1997. Oregon only experienced dramatic declines in lumber and wood products production and employment. In 1997 turmoil in Asia started which brought concern to the state due to its great exports to that region. Nike experienced lost sales in Asia and laid of workers in Oregon. Other big companies like Intel, Mitsubishi Silicon, Hewlett Packard, Tektronix, and Sequent saw weakened sales and reduced employment. The number of people moving to Oregon declined and request for residential construction permits were down 2.9%. Oregon's overall tax burden has declined with capped property taxes and rapid increases in personal income. In1999 economy will continue to grow but increments will diminish. Employment growth in 1998 was 2.4% and will fall in 1999 to 1.5%. Oregon and the Western Region Oregon along with Idaho and Utah experienced a decline in the total amount of people coming to their state. In the region all states saw job gains that were above the national average. Nevada, Idaho, California, Washington saw the fastest growth while Oregon and Utah eased. Employment in services the region did better when the nation except in Nevada, Utah and Oregon which slowed down from 1996. Only mining, military, and agricultural sectors saw earnings growth below the national figures in Oregon. Dividends, interest, and rental income rose above the national average of 4.3% in all the states while transfer payments rose more slowly than the nation in Oregon, Washington, and California. Residential permits declined in Nevada, Oregon, Utah, and Idaho but increased by 15.3 % in the "Northern 34" and 4 % increase in Washington. The Asian crisis has not effected other states in the region as much as Oregon that's why it is experiencing some economy growth difficulties.

Sample Why Michigan Essay Law

Sample Why Michigan Essay LawIf you are looking for a Michigan legal curriculum, you've probably come across the term Sample Why Michigan Essay Law. What exactly is Sample Why Michigan Essay Law? You may be wondering whether it can really help you in writing the perfect Michigan essay.Sample Why Michigan Essay Law is actually the main resource for all questions relating to Michigan's AASL. There are many advantages and disadvantages to using this resource. One advantage is that Sample Why Michigan Essay Law contains hundreds of examples that you can practice using. This will allow you to write the essay as quickly as possible and also without any errors or copy-pasting.Sample Why Michigan Essay Law does not give you specific instructions on how to write an essay. Instead, you are left to read the text and you write your essay from your own thoughts. The next step is to learn how to create an outline for your essay. So, if you are following the sample text that you have, you will know what to write about and what not to write about.Sample Why Michigan Essay Law does not actually take the place of teaching you how to write your own essay. You need to write your own essay after you have followed the Sample Why Michigan Essay Law. You may want to write a list of facts, and then use these facts in your essay.Sample Why Michigan Essay Law also does not tell you how to format your essay. You should be aware that the correct format for your essay will be dependent on the type of paper that you want to submit for review, the topic of your essay, the size of your essay, etc.Sample Why Michigan Essay Law does not help you with your essay's tone. You should try to find out how the writer is using her writing style. The goal is to create a different style than the one that is common among writers.Sample Why Michigan Essay Law does not make you think on how to structure your essay. You should be able to find the best essay structure without having to pay attention to the sam ple resource.As you can see, Sample Why Michigan Essay Law does not offer you any definite answer to the question, 'how to write an essay.' You will have to take a look at several samples first before you can come up with a viable essay.

Cal State Monterey Bay CSUMB Admissions Data

Cal State Monterey Bay CSUMB Admissions Data California State University-Monterey Bay (CSUMB) is selective, with 35% of applicants accepted last  year. The school is accessible to many interested students, especially those with grades and test scores well above average. Students should have at least a 2.0 high school GPA to be considered for admission. Prospective students are encouraged to visit the campus and to check out the schools website for more information regarding applications and the admissions process. Will You Get In? Calculate Your Chances of Getting In  with this free tool from Cappex Admissions Data (2016) Cal State - Monterey Bay Acceptance Rate: 35%CSUMB GPA, SAT Score and ACT Score GraphCompare Cal State SAT ScoresCompare Cal State ACT Scores CSUMB Description Founded in 1994, CSUMB, the California State University at Monterey Bay, is the second youngest school in the  Cal State system. The schools stunning coastal setting is a big draw. CSUMB emphasizes hands-on, outcome-based learning and interaction between faculty and students. The CSUMB experience begins with a first-year seminar and concludes with a senior capstone project. The university owns two research boats for studying Monterey Bay, and service learning and undergraduate research projects are common. In Athletics, the CSUMB Otters compete in the NCAA Division II  California Collegiate Athletic Association. Enrollment (2016) Total Enrollment: 7,274  (6,758 undergraduates)Gender Breakdown: 38% Male / 62% Female92% Full-time Costs (2016 - 17) Tuition and Fees: $6,379 (in-state); $17,539 (out-of-state)Books: $1,339 (why so much?)Room and Board: $11,930Other Expenses: $2,030Total Cost: $21,678 (in-state); $32,838 (out-of-state) CSUMB Financial Aid (2015- 16) Percentage of New Students Receiving Aid: 80%Percentage of New Students Receiving Types of AidGrants: 74%Loans: 52%Average Amount of AidGrants: $8,623Loans: $4,532 Academic Programs Most Popular Majors:  Business Administration, Computer Software, Environmental Science, Humanities, Kinesiology, Liberal Studies, Radio and Television, Social SciencesWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 80%Transfer Out Rate: 7%4-Year Graduation Rate: 21%6-Year Graduation Rate: 55% Intercollegiate Athletic Programs Mens Sports:  Soccer, Baseball, Basketball, Cross Country, Track and Field, GolfWomens Sports:  Soccer, Softball, Water Polo, Volleyball, Basketball, Golf, Basketball Data Source National Center for Educational Statistics If You Like CSUMB, You May Also Like These Schools Menlo College: Profile  Otis College of Art and Design: Profile  Point Loma Nazarene University: Profile  Occidental College: Profile | GPA-SAT-ACT GraphUniversity of Redlands: Profile  Westmont College: Profile | GPA-SAT-ACT Graph Admissions Profiles for Other Cal State Campuses Bakersfield  | Channel Islands  | Chico  | Dominquez Hills  | East Bay  | Fresno State  | Fullerton  | Humboldt  | Long Beach  | Los Angeles  | Maritime  | Monterey Bay  | Northridge  | Pomona (Cal Poly)  | Sacramento  | San Bernardino  | San Diego  | San Francisco  | San Jose State  | San Luis Obispo (Cal Poly)  | San Marcos  | Sonoma State  | Stanislaus More California Public University Information SAT Score Comparison for Cal State SchoolsACT Score Comparison for Cal State SchoolsThe University of California SystemSAT Score Comparison for the UC SystemACT Score Comparison for the UC System

Are US policies toward the Middle East likely to succeed Discuss with Essay

Are US policies toward the Middle East likely to succeed Discuss with relation to to either democratization or Iran - Essay Example he following will discuss Middle Eastern perceptions of American foreign policy and ask the question, are US policies toward the Middle East likely to succeed? Democracy has been at the forefront of stated American ambitions in the region and the decision by the United States to invade Iraq and overthrow Saddam Hussein in 2003 was perhaps the most controversial event in recent Middle Eastern history. Seen by many as an attempt by the United States to exert its global hegemony and dispose of a dictator not for the benefit of the Iraqi people, nor due to the supposed cache of weapons of mass destruction, but to obtain access to the vast oil resources of Iraq, this invasion is arguably the most controversial aspect of American foreign policy within the past quarter century. The US invasion of Iraq was controversial for a variety of reasons, the not least of which was the fact that the invasion did not first receive United Nations Security Council approval: an important condition in inte rnational relations which effectively legitimizes decisive political action. Opinion polls, conducted in the Middle East prior to the invasion by both the British Broadcasting Corporation and global pollster Ipsos Reed, effectively demonstrated how different Arab (and Iranian) perceptions of the War were in comparison to those of Americans (who were divided, albeit less opposed, to the invasion). We now turn to an analysis of unilateralism in the 21t century, the driving force of American foreign policy in the Middle East since the attacks of September 11, 2001 (Reynolds 2008). According to Drake University Professor of Politics and International Relations, David Skidmore, American unilateralism developed into an explicit and implicit policy of the present Bush Administration since the aftermath of September 11th 2001. Although the United States, historically committed to multilateralism, collective decision-making and international rules of law, has rejected foreign policy

Reflection and Evaluation of Technologies(Module Learning Outcome 2) Essay

Reflection and Evaluation of Technologies(Module Learning Outcome 2) - Essay Example HTML5 falls under client side technology and can be considered to be a rich interface technology, given that it significantly enhances user interaction within a browser. Such technology as HTML5 is crucial in the development of a website since it highly improves the outward appearance of a browser and enhances its functionality as well as the look and feel of an application. Most of the shortcomings of the first generation web applications and development technologies are addresses by HTML5 in addition to the improvement of the user interface. It can be in the form of a fully interactive browser or a web-based enterprise application that is capable of offering the interface functionality and flexibility of a desktop application (Pilgrim, 2010). One of the major advantages of such technology as HTML5 is that it provides safe and result-oriented applications that offer a faster and more expensive interface as compared to the traditional technologies and applications. User interaction with the application becomes more attractive and fun, given the aesthetic value added by HTML5 to the browser and applications. With the adoption of HTML5 in the development of websites and applications, businesses are able to improve their productivity while utilizing advanced communication system to level up their services to their customers (Schmitt and Simpson 2011). There are a number of rich interface technologies, but currently HTML5 is considered to be the best among them. It is the latest revision of the previous HTML developed with the purpose of addressing the needs of modern web applications, mainly in order to eliminate the dependence on external browser plug-ins for most browsers. HTML5 is a significant improvement of the previous HTML, given that it comes with added features and new elements which did not exist in the previous versions of HTML. For instance, the standard web design has been improved

Inclusion Equal Opportunities And Diversity Education Essay Essay Example for Free

Inclusion Equal Opportunities And Diversity Education Essay Essay In 21st century classrooms, there are more and more children coming from much more diverse backgrounds. Teachers need to teach these children with effective teaching methods and must therefore have pedagogical approaches that deepen their cultural understanding. Many of these children have a range of ability in language, abilities and culture. Centre for Studies on Inclusive Education (CSIE) stated that teachers must employ not only theoretically sounds but also culturally responsive pedagogy. Teachers must create a classroom culture where all children, regardless of their cultural or linguistic backgrounds are welcomed and supported and provided with the best learning opportunity. What is inclusion? Inclusive education is concerning equality and human rights. Inclusion is more than an understanding and a policy requirement. It is on the subject of respect and values which welcomes diversity in the classroom and a wider part of society. The inclusion statement n the National Curriculum (DfEE/QCA 1999) stated that differentiation from a wide variety of needs and the planning of lessons to ensure access and participation was part of normal teaching. This point was further emphasised by Overall Sangster (2007) saying that it is about meeting the different needs of as many children as possible in mainstream schooling. What are equal opportunities? Equal opportunities are about being inclusive and fair in the way you deal with all children. Treating all children the same is not enough. Overall Sangster (2007) define fair to be when the teacher meets the needs of every child as far as they can. What is diversity? Diversity is something that is becoming more and more popular in the classroom. In simple terms, diversity just means that are is a variety of different types of children in the classroom. Not only is it a professional standard to develop an understanding of the cultural diversity in their class but it is also a legal requirement (Children Act, 1989, 2004), but are these legal requirements being met? Are these evident in schools? Figures from the Department for Children, Schools and Families show that last year saw the biggest year-on-year increase in pupils from ethnic minorities. Across the country, they accounted for almost 22% in 2007 compared to 20. 6% in 2006. From these figures it is clear to see that inclusion, equal opportunities and diversity are part of the ‘norm’ classroom and need to be therefore addressed appropriately. I will now discuss what it means for a school to be inclusive and if a school is ‘effective’ does it mean that it has to be inclusive as well? I will also look at barriers to learning and how they are overcome. School Inclusion It is important for schools to be inclusive. Hayes (2004) believes that inclusion is best understood as an aim, aspiration or even a philosophy, rather than as a set of techniques that can be applied to a situation. It is important for a school to aim to be inclusive to everyone in the school, whether this is towards children, teachers or other members of staff. Inclusion tends to be regarded as ‘the right thing to do’ and it is this moral imperative than often makes teachers feel guilty about saying anything negative about inclusive policies and practices. It is important to remember that a positive attitude to inclusion has an impact on the process of developing inclusive teaching strategies (Halliwell, 2003). As a trainee teacher, it is important for me to understand that inclusion is a process that is influenced by a number of different factors and has a different meaning for everyone involved. From experience, I have seen inclusion being carried out. This occurred during assembly when the whole school came together for their Friday ‘celebration assembly’. During this assembly, birthdays were announced and the children came to the front. All teachers and children joined in with singing happy birthday while as the same time signing it. This was a lovely experience to observe. The school as a whole were including everyone. Although there are many different indicators of inclusion to reflect on such as policies, practises and experiences of individuals learning, it is also my aim to carry these out. Such policies include Inclusive Schooling (DfES 2001b). This document provides practical advice to schools and LEA’s on the inclusion framework and sets out seven principles of an inclusive education service. The Every Child Matters Policy (DfES 2003, 2004a, 2004b) has according to Arthur, Grainger and Wray (2006) ‘served to set educational inclusion within the broader context of radical change in the whole system of children’s services including explicitly shifting from intervention to prevention with services working together more effectively’. The overall aim of Every Child Matters is to reduce the number of children who experience educational failure, engage in offending or antisocial behaviour, suffer from ill health or become teenage parents (DfES 2003). The Every Child Matters aims are said to be at the heart of Children Act 2004 (Arthur, Grainger and Wray 2006). Finally, according to Overall and Sangster (2007) the idea of an inclusive school is one that will meet the needs of many pupils in a variety of ways; within special classes, through support for individuals, differentiation in the curriculum and carefully thought through teaching, is an exciting idea. This is something that I should really develop as part of my philosophy of inclusive education. Barriers Inclusion is about looking for ways of reducing the barriers to learning that may exist for children who present more challenging circumstances. Prejudice and stereotyping are often significant in creating and maintaining these barriers (Overall and Sangster 2007). Within The National Curriculum (DfEE/QCA 1999) three principles were set out to develop a more inclusive education. Within these principles, the third is to ‘overcome potential barriers to learning and assessment for individuals and group of pupils’. These groups of pupils can range from SEN to EAL to Gifted and Talented. Overcoming barriers is further emphasised in Inclusive Schooling (DfES 2001b) with one of the principles stating ‘schools, local education authorities and others should actively seek to remove barriers to learning and participation’. Overcoming potential barriers to learning and assessment is relevant to all children who have already been identified to have an emotional, mental or physical need. Teachers must plan to meet these needs and also the needs of the rest of the class at the same time. One method of doing this is to pair a pupil with EAL with a pupil who is good at English. Peer encouragement is a great way of encouraging talk. I witnessed an example with an emotionally vulnerable child. This particular child was getting frustrated and upset when they couldn’t do their times tables because other pupils around the table were counting aloud and therefore interfering with this pupil’s train of thought. To resolve this problem, the pupil was sent into a quieter room where there was full concentration of the subject. As a trainee teacher, I need to plan my lessons which overcome barriers which I may face in delivering a lesson or scheme of work. Conclusion Schools should all have an inclusion, equal opportunities and diversity policy in place and one that is being actively carried out by all pupils and members of staff. It is important that I am positive about the right for all children to be valued and to receive the best education available for them. This can be helped by implementing and receiving guidance from local education authorities or attending extra training days. From reading I have learnt to develop my own pedagogy with regard to inclusion, equal opportunities and diversity. As a training professional I have a unique opportunity to contribute to developing my own personal practice and help with developing policies with other colleagues. My aim now is to need all the needs of the children who I will be teaching both on placement now and in the future with my own class of children.