Cruise ship business Essay Example | Topics and Well Written Essays - 500 words

Cruise ship business - Essay Example A population size of 1.7million people with only 0.5% unemployed reveals that the service sectors are well versified with manpower. A look at business venture in this area shows that 10% corporation tax is charged for foreign companies and nil for local companies. The Qatar tourism authority has opened avenues for making visitors experiences pleasant and efficient as they cruise in the country. The government involvement ensures great security around its ports and has been boosting the much welcomed economic growth area. Qatar has a full capacity of ships and other vessels at the targeted port of Doha, with the 12 berths present. The year 2014 will attest the opening of the new Doha port that will allow for the growing demand of vessels around this area (Jeff, 2007). Due to the high number of visitors in the country every year, the cruise business has been expanding with many investors targeting long distance voyage e.g. seven seas voyager. The short distance cruise of up to a week h as not been exploited around this port. The eye capturing view of the capital city is one of the sites that make a cruise business worthwhile along Doha port. Along its 7.5km stretch, Doha has very many tourist sites worth seeing e.g. historical museums, escapades, water sports et cetera. The market area for the capital city is ever increasing with the projected new port construction to accommodate more room for tourists (Qatar economy, 2011). The cruise industry is soon becoming flooded as more people can afford the prices from the previous high prices decreases. The cruise ship prices have also excruciated from 10 to 40% the initial price of a ship with capacity of 5300 people. The targeted for the cruise industry would entail a smaller vessel to maintain the high class clientele as well as privacy of the business around Doha. Precisely the cruise industry faces challenges of seasonality and

Urban Planning Assignment Example | Topics and Well Written Essays - 1000 words

Urban Planning - Assignment Example Sub-urbanization started after the end of the World War 2 when in the 1950s the federal government started issuing home mortgage insurance to those people who were willing to relocate to the outer limits of cities (Hall 74). In the 1960s, the government improved the transportation system by enhancing efficiency through the construction of interstate highways that helped connect the cities to the residential areas outside the city. Racial tensions in cities also contributed to the decentralization that occurred in cities, in recent times, high crime rates and deteriorating school standards in cities have led to more people to move away from the city (Hall 79). Urban planning is essential for proper implementation of infrastructure that is vital in providing support, for the numerous service industries, which are required to cater to the needs of those dwelling in urban centers. Politicians like mayors and governors, who control and manipulate the bureaucracies that determine the course of implementation of these policies influence policies that have to be formulated to guide these plans. Proper and adequate urban planning ensures that all present and future needs, of a town or city, are provided to ensure that there are no complications concerning space utilization and function. The role of an urban plan is to ensure the ability to cope with the dynamic aspects that are brought about by the passage of time. There are different categories of urban plans, which are specified by the time it takes to implement them. They include local development plans, which have details concerning their nature, and they take the shortest time of five years. A development plan takes ten years, and it serves to show the direction of a proposed project. A master plan is set for twenty years, and it is meant to account for the changes that happen along the way in a project (Hall 110). Kevin Lynch’s ideas are based on a psychological approach to urban area designs like towns and cities. Planners use their design ideas to act as a benchmark, guides, and inspiration when coming up with their own plans.

Black Elk Speaks Essay Example for Free

Black Elk Speaks Essay Black Elk Speaks is about a Native American boy that has visions and these visions help him with the religious aspects of live. He has these visions that tell him what to do and shows him the path to righteousness. These visions can also be seen as myths, which are stories that try to explain something. Every culture has their own collection of myths. Black Elk Speaks is also a very symbolic book, because it has the use of many objects or people that represent other things. In the American culture, as well as other cultures around the world, are also very symbolic. The American culture is very diverse in that there are many different cultures that have mixed and created the American culture. The American culture is not something that is easily explained, because it is so mixed with many other cultures from around the world. At first there were American Indians and they brought along their tribes and myths and rituals. Then came the British and over time the Chinese because of the California gold rush. In time America was in habited with many different nationalities and ideas. These ideas were slowly but surely blended together. As for example, when the British shared their meal with the Indians they were also sharing their culture and food. The exchange of food and other ideas brought the two distant worlds closer. The more important ideas are what does all this exchanging of food and ideas symbolize? â€Å"A symbol is something such as an object, picture, written word, sound, or particular mark that represents something else by association, resemblance, or convention†(Wikipedia, 1). The object used in Black Elk Speaks is a pipe, given to them by a â€Å"young and very beautiful† woman, which symbolizes trust and companionship. Now, my friend, let us smoke together so that there may be only good between us† (Black Elk Speaks, 5). Black Elk and Neihardt have a smoke together to share their friendship and trust between the two. The pipe can also symbolize peace amongst people and/or tribes. Another act, such as the killing of a bison, might be seen as bravery, integrity, courage, pride. The American culture changed drastically when more cultures were included, such as the Chinese and African Americans. Slaves brought in from Africa, which meant that they brought along their culture and tendencies to America. Even though slavery was not the right thing to do, it brought a new culture into America and made it more diverse and â€Å"developed. † For example, superstitions are something that has shaped the culture as well. Spilled salt, walking under a ladder, a broken mirror, etc. are all superstitions that are said to lead to bad luck. When someone does one of these things they believe that bad luck is upon them. This causes them to act in a different way. Something bad in the future happens they may turn and blame it on the bad luck. Maybe some of the things that happen are just coincidences but culture has taught us to believe that it was the bad luck caused by the spilled salt, broken mirror, or walking under a ladder. Another big symbol in Black Elk Speaks is the four ribbons tied to the pipe that Black Elk and Neihardt smoke. It represents the powers of the four quarters of the universe. There are four ribbons tired to the pipe and each ribbon is a different color, which symbolizes a different power. Black is for the west, the source of the rain; red is for the east, the place of the morning star that gives wisdom; white is for the north, source of cleansing wind; and yellow is for the south, the places of summer and growth. Myths are another big thing that shapes a culture. Black Elk’s visions are like the myths in this story. In his vision, a bay horse greets Black Elk. He then tells Black Elk that he will tell him a story of the life history of himself. The horse walks in a circular motion â€Å"‘Behold me! ’ he said, ‘My life-history you shall see. ’†¦ ‘Behold them! Their history you shall know’† (Black Elk Speaks, 19). Each side that the horse goes to there are twelve horses that are each in a group of different colors. The horses to the north are white, those to the east are sorrel, those to the south are buckskin, and the ones to the west are black. The horses will take Black Elk to his Grandfathers. The sky fills with dancing horses that change into diverse creators and lead a formation of the horses from the four directions. They arrive at a cloud those changes into a tepee with a rainbow door, which inside the six Grandfathers are waiting. A myth is like a traditional story which usually contains some sort of hero or event. In this myth, the vision that Black Elk is having, is an event that is occurring. A bay horse appears in front of him and shows him the way to meet the six Grandfathers. Sometimes myths may sound like a fairy tale. For example, in ancient China, there was once this monkey that was very troublesome and cause destruction to the heavens. He was punished and put under a mountain. After about several hundred to a thousand years a monk comes along to save the monkey and there starts a journey of adventures and evil to obtain immortality. This is a myth because it is a legend of a hero that is punished for his crimes and therefore pays his debt by serving under his master. There are many aspects of a culture. The American culture is very diverse and tough to explain in one short answer. There is no true American culture because it is just a mixture of different cultures from around the world. Black Elk Speaks shows the forms of myths and symbols and how they contribute to American culture. Black Elk’s myths and symbols are very similar to those of the American culture.

Paediatric Nursing Teaching Session: Reflection and Analysis

Paediatric Nursing Teaching Session: Reflection and Analysis Critically analysing a teaching session which has been undertaken in practice for a child or young person. This reflective essay explores and analyses a teaching session carried out with a young person within a paediatric nursing setting, in order to evaluate positive aspects of the session, skills involved and skills developed on the part of the nurse during the session, the effectiveness of the session, and the ways in which this activity could have been improved to better meet the needs of the client. The client chosen is a 13 year old girl with Type 1 Diabetes, who, having made the decision to become independent in her glycaemic control and in managing her condition, was admitted to the children’s ward after a hypoglycaemic episode. The focus of the session was on re-educating the client in good practice in self-administration of insulin. Up until the period shortly before her admission, her mother had been administering BD insulin injections before school and in the evening. The client, who shall be called Sheila for the purposes of this essay (the name has been changed to protect confidentiality), had asserted her independence and demanded to be allowed to carry out our own injections, unsupervised, but after the hypoglycaemic episode, the question was raised whether or not she was able to draw up the correct dose. Therefore, the session was set up to allow Sheila to revisit the correct procedure for drawing up and delivering the correct dose of insulin in the correct manner. Confidentiality has been maintained throughout this essay by anonymising the personnel involved, and by ensuring no identifying details are used at any point. The importance of the teaching role within paediatric nursing will be discussed in the light of this activity and experience, and some recommendations for good practice will be drawn from this. The client chosen provides an interesting case because this is a young person who can be viewed as being in transition, between childhood and the onset of adolescence, asserting more maturity and independence in her management of her chronic condition, and so needing to be treated and interacted with in ways more similar to those usually used with adults. This presents a challenge for the paediatric nurse, because one key aspect of educating for health is to engage with the client on the appropriate level, and to avoid alienating the client (Agnew, 2005). This is a fundamental component of all nursing care, acting as both the human face of medicine and as a teacher or coach who acts to â€Å"take what is foreign and fearful to the patient and make it familiar and thus less frightening† (Benner, 1984 p 77). Approaching a young person such as Sheila requires skill in terms of using typical teaching approaches but adapting them to meet her individual needs as a person, according to her own perception of who she is and her levels of independence. Benner (1984) suggests that there is a need to use tone of voice, humour, and the nurse’s own attitudes in meeting these needs. Knowles et al (2006) state that â€Å"evidence-based, structured education is recommended for all people with diabetes; tailored to meet their personal needs and learning styles† (p 322). In this instance, planning the session required the nurse to draw upon knowledge of teaching processes and principles gleaned from her own study and research, clinical knowledge about the skill to be taught, and personal attributes which would (it was hoped), avoid patronising the client or alienating her(see Appendix for teaching plan). However, this author anticipated that there would always be some distance between nurse and client, because the nurse, no matter how skilled or capable in communication, might still represent an older authority figure to whom they might not necessarily Ã¢â‚¬Ë œrelate’ very well. Understanding this, the approach to the session was clearly and consistently hinged upon basic principles of learning, incorporating aspects of adult learning in order to attempt to be more appropriate for Sheila’s learning needs. There is some debate about the differences between learning in children and adult learning, or whether there are, indeed, any differences (Rogers, 1996). Because of the significant health impact of Type 1 Diabetes on individuals, and consequently, on society and the state’s healthcare systems and resources, it was thought important to include in this session some of the rationales for good glycaemic control and prevention of the longer term consequences of the disease. Type 1 Diabetes, is a disorder in which beta cells of the Islets of Langerhans located within the pancreas fail to produce insulin as required by the body to regulate blood glucose, resulting in high levels of circulating glucose(Watkins, 2003). The longer-term consequences of the disorder include atherosclerosis and cardiovascular disease (Luscher et al, 2003); diabetic retinopathy (Cohen Ayello, 2005; Guthrie and Guthrie, 2004); peripheral vascular disease, intermittent claudication and foot ulcers foot ulcers caused by impaired circulation and peripheral neuropathy(Bielby 2006; Edmonds and Foster, 2006; Lipsky et al, 2006; Guthrie and Guthrie, 2004; Bloomgard en, 2005; Soedmah-Muthu, 2006); renal disease and renal failure (Castner and Douglas, 2005); and gastrointestinal complications (Guthrie and Guthrie, 2004). In preparation for the session, the nurse engaged in some background research, ensured that her knowledge was up to date, and reviewed the key national policy document, the National Service Framework for Diabetes published by the Department of health which underlines the need for good, ongoing health promotion and education for those with the condition (DH, 2002). Reading of research and professional literature also highlighted a wealth of information on the specifics of health promotion and education within diabetes, much of which is very applicable in this instance as it focuses on self-management of the condition (Cooper et al, 2003). While these support the transmission of information between health professional and client, so that the client becomes knowledgeable about their disorder and its management (Fox and Kilvert, 2003), there is also evidence which supports health education that actively incorporates and engages the client as a partner in the learning process as well as t he control of their condition (Davis et al, 2000) Therefore, the session was planned to initially determine Sheila’s level of knowledge and understanding, her current competence in the skill, and her ability to describe the underlying principles of the procedure. As Rogers (2002) states, â€Å"it is necessary to adapt our methods of teaching adults to the range of educational skills they possess.† (p 76). Horner et al (2000) also underline the need to improve the readability of teaching materials, and some were identified during the course of this session as being in need of improvement. Therefore, this element of the session also determined her level of understanding, reading ability and whether or not she had any difficulties such as dyslexia. It was discovered that Sheila had an above-average reading level, no special educational needs and no specific requirements other than that she was spoken to as an adult, as she reiterated on a number of occasions that she was not ‘a kid’. The learning approach taken was what Hinchliff (2004) describes as a constructivist approach, which, based on cognitive and humanistic learning theories, places the most importance on â€Å"self awareness, and the individual’s understanding of the processes involved in his or her own learning† (p 65). Hinchliff (2004) discusses Bloom’s (1972) learning domains, and this teaching session was designed to affect all three domains, cognitive, psychomotor, and affective. In relation to the cognitive domain, the aim was to reinforce and introduce knowledge. Psychomotor skills relate to the practical ability to administer insulin, and affective domain refers to the initiation of a process of attitude formation, wherein the nurse was hoping to help Sheila form a positive, proactive attitude to self-management of her condition. Further reading uncovered information on tailored educational programmes for children with diabetes to encourage appropriate self-care and management of their condition, based on pre-existing adult courses which exist in the UK but are of limited value for children (Knowles et al, 2006). Knowles et al (2006) carried out a study to adapt the adult Dose Adjustment For Normal Eating (DAFNE) course to design a skills training course, for children aged 11–16 yr, focusing on self-management skills within an intensive insulin regime. While this kind of approach would have been ideal for Sheila, a little research into facilities available local to the client showed no provision of this kind, or similar, targeted at her age group, which this author believed was a failing of local provision. This is a key point in the lifespan of a young person with a chronic condition, and at the least such young people need age-appropriate health education activities (Knowles et al, 2006). However, th is study has yet to be validated by a planned larger multicentre trial (Knowles et al, 2006). Viklund et al (2007) carried out a six month randomised controlled trial of a patient education empowerment programme, with teenagers with diabetes, but found after their trial that this empowerment programme made no difference on outcomes related to glycaemic control or empowerment. Their conclusion was that there should continue to be parental involvement in educational programmes and in management of self-care and ongoing control in diabetes in teenagers (Viklund et al, 2007). This might suggest that this session should have included some parental involvement, or should have made reference to ongoing parental involvement, because it supports anecdotal evidence that the author has gleaned from practice, wherein nurses rarely ‘trust’ teenagers to manage their diabetes appropriately themselves. Murphy et al (2007) describe a ‘family-centred’ diabetes education programme which was successfully integrated into paediatric diabetes care in one location, with pot ential benefits on parental involvement and glycaemic control. In all three of these cited studies, multidisciplinary involvement was a feature of the programme (Knowles et al, 2006; Murphy et al, 2007; Viklund et al, 2007). This suggests that there should be programmes which provide ongoing, family-oriented support, but this author still feels that the particular needs of teenagers may need something else, something indefinable as yet, but something which still supports their sense of self and emerging adult identity, fosters independence but also helps ensure proper management of the condition. This takes us to the issue of resources, and the lack of them, but if there were more, good quality research in this area, it might provide the leverage for more resources to be mobilised to meet the needs of this client group. Sheila evaluated the session well, but the author was left with the feeling that there was no certainty that the client would take on this new learning and that her glycaemic control would improve. Having addressed issues from the point of view of diabetes, and of the needs of teenagers with this condition, the author can only conclude that the session was well designed and incorporated patient-centred, established educational techniques, but that these techniques are not necessarily the optimal way to educate and support teenagers with Type 1 Diabetes. The literature has shed a light on some potential approaches to this, but the evidence is still insufficient to fully change practice. However, Sheila was able to demonstrate correct technique, discuss the rationale for the technique, and discuss with some confidence her management and control of her condition, and the prevention of longer-term complications. A more multidisciplinary approach would perhaps be needed to address the emo tional and psychological elements of her learning and development needs in the future. References Agnew, T (2005) Words of wisdom. Nursing Standard 20(6),pp24-26 Anderson, B. (2005) The art of empowerment : stories and strategies for diabetes educators New York: American Diabetes Association. Anthony, S., Odgers, T. Kelly, W. (2004) Health promotion and health education about diabetes mellitus. Journal of the Royal Society for the Promotion of Health. 124 (2) 70-3 Benner, P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice London: Addison-Wesley Publishers. Bielby, A. (2006) Understanding foot ulceration in patients with diabetes. Nursing Standard. 20(32). pp. 57-67. Bloomgarden, Z.T. (2006) Cardiovascular Disease Diabetes Care 20 (5) 1160-1166. Castner, D. Douglas, C. (2006) Now onstage: chronic kidney disease. Nursing. 35(12). pp. 58-64. Cohen, A. Ayello, E. (2005) Diabetes has taken a toll on your patients vision: how can you help?. Nursing. 35(5). pp. 44-7. Cooper, H.C., Booth, K. and Gill, G. (2003) Patients’ perspectives on diabetes health care education. Health Education Research 18 (2) 191-206. Court, S. and Lamb, B. (1997) Childhood and Adolescent Diabetes London: John Wiley. DAFNE Study Group (2002) Training in flexible, intensive insulin management to enable dietary freedom in people with type 1 diabetes: dose adjustment for normal eating (DAFNE) randomised controlled trial. British Medical Journal 325:746–9 Davies, K. (2006) What is effective intervention? Using theories of health promotion. British Journal of Nursing15 (5) 252-256. Department of Health (2002) National Service Framework for Diabetes Available from www.doh.gov.uk Accessed 25-7-08. Edmonds, M. Foster, A. (2006) Diabetic foot ulcers. BMJ. 332(7538). pp. 407-10. Fox, C. and Kilvert, A. (2003) Intensive education for lifestyle change in diabetes. BMJ 327 1120-1121. Guthrie, R.A. Guthrie, D.W. (2004) Pathophysiology of Diabetes Mellitus. Critical Care Nursing Quarterly 27 (2) 113-125. Hinchliff, S. (Ed)(2004) The Practitioner as teacher 3rd Ed London: Balliere Tindall Knowles, J., Waller, H., Eiser, C. et al (2006) The development of an innovative education curriculum for 11–16 yr old children with type 1 diabetes mellitus (T1DM) Pediatric Diabetes 7 (6) 322-328. Luscher, T.F., Creager, M.A., Beckman, J.A. and Cosentino, F. 2003 Diabetes and vascular disease: pathophysiology, clinical consequences and medical therapy: part II. Circulation 108 1655-1661. Murphy, H.R., Wadham, C., Rayman, G. and Skinner, T.C. (2007) Approaches to integrating paediatric diabetes care and structured education: experiences from the Families, Adolescents, and Childrens Teamwork Study (FACTS) Diabetic Medicine 24 (1) 1261-1268. Northam, E. Todd, S. Cameron, F. (2006) Interventions to promote optimal health outcomes in children with Type 1 diabetes are they effective? Diabetic Medicine. 23(2). pp. 113-21 Reece, I. Walker S.(2003) Teaching, Training and Learning. Tyne Weir: Business Education Publishers Ltd. Rogers, A. (2002) Teaching Adults 3rd Ed Buckinghamshire: OU Press Soedmah-Muthu, S.S., Fuller, J.H., Mulner, H.E. et al (2006) High risk of cardiovascular disease in patients with type 1 Diabetes in the UK. Diabetes Care 20 (4) 798-804. Viklund, G., Ortqvist, E. and Wikblad, K. (2007) Assessment of an empowerment education programme. A randomized study in teenagers with diabetes Diabetic Medicine 24 (5) 550-556. Watkins, P.J. (2003) ABC of Diabetes (Fifth edition). London: BMJ Publishing Group. Appendix Patient Education Plan Self-administration of Insulin Lesson Aims: To support Sheila to develop the skills and knowledge to demonstrate competence in the independent self-administration of Insulin. To reinforce health promotion principles and information regarding long-term management and control of her Diabetes and the prevention of later-life health complications. Learning Outcomes – at the end of the session the client should: Be able to describe, discuss and demonstrate the principles of correct drawing up of accurate doses of insulin as prescribed in her own regimen. Be able to competently self-administer insulin with correct technique, and describe the rationale for this technique Be able to discuss ongoing glycaemic control and prevention of later life complications of Diabets. Activity Method and Rationale Determine Sheila’s current level of knowledge. Determine Sheila’s reading level and identify any specific learning needs or difficulties (eg dyslexia) Discussion This allows for the identification of Sheila’s needs, and allows the nurse to set the tone and establish a relationship with Sheila. Provision can be made for specific needs such as augmented or specialist reading materials. Sheila to demonstrate drawing up technique Nurse to demonstrate drawing up technique Demonstration/discussion with supporting information/leaflets. Drawing comparisons between the two techniques should allow the client to identify whether her own practice matches that of the nurse/teacher. Discussion of this will draw out underlying knowledge and principles. Written information will reinforce learning. Review and demonstrate correct administration technique Discussion/Demonstration Discussion allows the nurse to identify gaps in knowledge and skill and address these in a responsive, flexible manner. Review knowledge of disease management and prevention of complications and identify further learning needs Discussion Provide a rationale and potential motivation to maintain good glycaemic control. Plan to meet further learning needs either immediately or in future sessions, perhaps involving the multi-disciplinary team. Gain client feedback To evaluate effectiveness of teaching session in client’s own words.

The Limits of Language in Heart of Darkness Essay -- Literary Analysis

The Limits of Language in Heart of Darkness From the very beginning of Heart of Darkness, Joseph Conrad traps us in a complex play of language, where eloquence is little more than a tool to obscure horrific moral shortcomings. Hazy, absurd descriptions, frame narratives, and a surreal sense of Saussurean structural linguistics create distance from an ever-elusive center, to show that language is incapable of adequately or directly revealing truth. Understanding instead occurs in the margins and along the edges of the narrative; the meaning of a story â€Å"is not inside like a kernel but outside, enveloping the tale which brought it out only as a glow brings out a haze† (105). The title of the novel is itself misleading, because Conrad purposely leads us around understanding rather than directly to its heart, always hinting at something that, it seems, cannot be expressed. En route to â€Å"the biggest...most blank† space on the map of his youth, Marlow muses: â€Å"My isolation amongst all these men with whom I had no point of contact, the oily and languid sea, the uniform sombreness of the coast, seemed to keep me away from the truth of things, within the toil of a mournful and senseless delusion† (108, 114). He repeats words until they are nothing but sounds, polysyllabic mouthfuls devoid of real meaning: â€Å"palpable,† â€Å"inestimable,† â€Å"inscrutable,† â€Å"impenetrable.† Thick layers of images accumulate until all senses are enshrouded in mist, darkness, and distance. And yet, even in the face of the Unknowable, there is still an adamantly declared sense of understanding, however elusive or inadequat e it may be. Marlow recalls that his experience in the Congo, for example, â€Å"seemed somehow to throw a kind of light on everything about me — and into ... ...ose of the earth,† according to the Saussurean linguistic theory that Conrad seems to support. â€Å"There was nothing either above or below him,† Marlow observes, â€Å"and I knew it... I †¦ did not know whether I stood on the ground or floated in the air.† In his essay, â€Å"The Failure of the Imagination,† James Guetti writes that in Heart of Darkness, language has meaning â€Å"in terms of the exterior of experience — the coast of a wilderness, the surface of a river, a man's appearance and his voice — and the meaning can exist as a reality so long as one remains ignorant, deliberately or otherwise, of all that lies beyond these exteriors, of what language cannot penetrate. For with the intimation that there is something beyond verbal, and indeed, intellectual capacities, comes the realization that language is fiction† (SOURCE). Perhaps this is the ultimate horror.

Ka :: essays research papers

Karma Paper The concepts of Varna and karma are each closely related to the eastern civilization religions of Hinduism, Buddhism, and Jainism. Varna and karma go hand in hand with each other to explain themselves, as does karma with the doctrine of reincarnation. The complicated explanation of all of these concepts follows. In order to understand the concept of karma, one must first understand the term varna. An appropriate definition would be the rise of class system, which the Hindus adhere to. An English translation of Varna, however, means color. There are four social classes that break down the class system otherwise known as varna. Beginning with the highest class, there is the Brahmins or priests, followed by the ruling Kshatriyas, the Vaisyas (common people), and finally the Shudras (servants). The Brahmins said that if one was a member of any of the first three classes to be extremely careful to avoid the Shudras. Now that we have somewhat of an understanding of varna, the concept of karma can be more easily explained. Karma simply stated is that the way one lives his or her life now determines destiny or fate. In other words, the consequences of one’s actions in this life will determine what they do or become in the next life. Therefore, karma is what made one who he or she is in the present life due to the actions the person portrayed in his or her previous life. Karma is the cause of one’s destiny in the future life, and is what caused a person to be who he or she is today. Now we will explain the relationship between varna and karma. Let’s imagine the following situation. There are two people living in the Vaisyas class of commoners. One of them does only good deeds, has good thoughts, and portrays an all around good sense of well being. The other person commits crimes, has bad thoughts, and portrays an over all sense of evil or no good. The first person will perhaps become a member of the Kshatriya class, moving up on the wheel of samsara. The other person will most likely become a Shudra in the next life. So, perhaps in their most recent previous lives’, the first person was a good person of the Shudra class, and samsara declared that he or she rise in class; and the second person may have been a bad person of the Kshatriya class, therefore he or she declined in class.

Daewoo General Motors International Case Essay

Q 1. What are the advantages and disadvantages of a hands-off, decentralized management approach? Advantages of Decentralization Decentralization will not work unless you really delegate both responsibility and authority. This means that the final decisions must be made at that lower level. You just can’t beat a decentralized system. It gets decisions closest to the level where the action really is. And it really does something for people. The executives are now essentially running business of their own. The companyhas confirmed their authority by making it very clear it will not let people dissatisfied with their decisions ‘jump’ over to the home office. Finally, getting the decision-making out of the home office creates something like a family feeling in the outlying location. People there begin to depend on each other. Disadvantages of Decentralization This means that the final decisions must be made at that lower level. Two things stand in the way of this working. One isthat the people who now have the authority may not let go of it. The other is that the people at lower levels may not want to accept it. One of the problems, which decentralization aims to solve, is that the chief executive never has enough time to think about the major problems affecting the future of the operation. Q2. How Can Daewoo Stay Competitive with the Japanese ? Auto industry is important to developing countries is this intensive linkage. Most of developing countries selected auto industry as one of the prime elements for launching industrialization in the country. An independent auto maker and to be global top ten as in Daewoo’s long range plan, with 3.5 million production indomestic (3.0 million) as well as in overseas plants (2.5 million) could not achieved without the success of globalization.The leadership in domestic market might be another important factor. Korean auto makers including Daewoo has tomeet the challenges from the Japanese auto industry in domestic market from the beginning 2012. The severecompetition in world auto industry induces the forecasting that only  global top ten auto makers could survive in near future. We need more time to see whether or not Daewoo could meet the success the globalization and how Korean automaker, Daewoo could getover the manifolds challenges to be a global auto maker & key to success is the policy of Globalization. Q.3 . What were some of the controllable and uncontrollable factors in this case? How should Mr. Kim have responded to those factors? Controllable factors  Kim deserves the most credit for the conglomerate initial success and responsibility for its ultimate failure Despite Daewoo’s initial achievements, the financial crisis fully exposed the weakness of its concentrated governancestructure. The concentration in decision-making power proved fatal when the conglomerate faced a crisis and Kim’s business acumen, ethics and principles faltered. Returning to its roots, Kim viewed the crisis as an opportunity for Daewoo to expand, not retrench, by acquiring distressed companies and turning them around. Kim’s autocratic control further centralized and decision-making suffered as a result of a generation change of his closest advisors. Kim had personally recruited many of these senior executives and they had grown together with the conglomerate expansion Until the mid-1990s, the key executives that surrounded Kim consisted of those that had been with him since Daewoo’s establishment. Uncontrollable factors The representative directors, boards of directors and statutory auditors of Korean conglomerates failed to fulfill their role as fiduciaries working on behalf of the interests of shareholders at large. They did not prevent controlling shareholders from taking advantage of non-controlling shareholders and other stakeholders as a result. Non-executive outside directors did not exist until they were required in 1998. This weakened potential checks and balances against the controlling shareholder Weak corporate governance of conglomerates and their vast network of companies had a devastating effect when the1997 financial crisis hit. Q4. What do you think of Daewoo Expansion into Europe? What are the advantages and risks for the company? Advantages Daewoo’s currently at the crossroads of its European expansion in the automobile market. GM Daewoo has been successful in managing to market essentially the same cars in many parts of the world, particularly in the NorthAmerican and Japanese markets. Executives are wondering whether they should adopt more localized product level opment in Europe or not. Risk The rebranding comes as GM seeks to make a comeback in the global auto market, after having been hit by the global financial crisis, completing the world’s biggest-ever initial public offering in November. Its South Korean unit said that itwill drop the badge â€Å"GM Daewoo,† dogged by negative publicity stemming from bankrupt South Korean automaker Daewoo Motor acquired by GM in the early 2000s. It will introduce the Chevrolet brand for all of its new products this year. The company name GM Daewoo Auto & Technology Co will also be replaced by GM Korea Company in the first quarter. Q 5. Why do you think GM acquired the company, while Ford did not? In November 2000, the Korean government officially announced Daewoo’s bankruptcy and its assets were put on sale. Amid controversies and almost a year of negotiations with the Korean government, GM signed a preliminaryagreement in September 2001 to buy Daewoo’s assets for $1.2 billion. Reason why ford did not acquired Daewoo Ford pulled out of its planned $7bn ( £5bn) takeover of Daewoo Motor, the struggling South Korean car maker, daysbefore a deal was due to be signed.Company said that it had not been possible to agree on proposals which were in the interest of both companies and its with drawal was â€Å"a business decision†.Ford, which has been conducting diligent inquiries, had sought to reduce its original $7bn bid to about $ 5bn to reflectdeterioration in Daewoo Motor’s assets.Daewoo’s creditors estimated in that the group’s motor business had liabilities of $16.4bn, against assets of $ 10bn and as because company feels that It’s a costly decision and at that time in 2000 Ford also suffering for its near bottom share prices. Q.6 What problems can GM-Daewoo expect in the future? GM General Motors like many multinational automobile manufactures has made the decision to excel in many researchand development operations Although the countries relatively new political stage, increasingly stable economy and improving infrastructure has presented unique opportunities for increased foreign direct investment conducting business for the, still presents a number of unique challenges.General Motors was not the first or the last automobile manufacture to enter into global automobile market presenting the unique challenge of overcoming the unique conditions of global business practices while still maintaining competitive advantage. Lowered tariffs for automanufactures has cause an influx of assembly operations from nearly all the major automobile manufactures However unlike its competitors, General Motors General Motors has learned how to carefully and effectively conduct business.General Motor’s success with its joint venture agreements and research developments has even led them to into putthem global perspective.