Should Corporate Parents Interfere in the Strategies of Diversified Essay

Should Corporate Parents Interfere in the Strategies of Diversified Groups of Companies - Essay Example Maybe the child company does the same type of product or service as the parent but more than often not. Some corporate strategies involve micro-managing the interests of the subordinate while others believe that letting the child manage its own affairs will result in a profitable win-win for both. So the question remains then, how much control should the parent exercise over the child? Discussion In the perfect corporate parent and child relationship the parent corporation is simply there to guide as it were. As in the physical parent and child relationship, the parent hopes the child will grow and prosper. No parent would ever expect his four year old child to stagnate there and on the same token the company that prospered in1998 to keep the same strategies as then. Times change, peoples’ needs change, and companies should be flexible enough to keep abreast of those changes. If not, the â€Å"cash cow† of 1998 might have turned into the dog of 2012. Therefore, the parent company should train and coach, while helping the child prepare for the future, only intervening when absolutely necessary for both of their continued successes. A good example of a company that failed to envision the future and failed to intervene was the now defunct Packard car company. From the early days of the automobile, the Packard name stood beside Cadillac and Lincoln as the symbol of luxury American cars. Yet the company made a fatal mistake when it acquired Studebaker in 1953, in response to decreased sales because of cutthroat competition by the Big Three. Even though it was financially solvent, Packard executives failed to see how troubled Studebaker actually was. A short five years later the last Packard was made and the Company tried to continue on as its child. By 1966, the entire company was bankrupt. Speaking of car companies, in 2008 General Motors found itself in financial trouble and received a Government loan. As part of its restructuring activities, and under pressure from Congress, the conglomerate agreed to divest itself of three divisions, one of which was Hummer. Although fairly profitable, Hummer was seen as a ball ast company that would eventually be driven out by its gas-guzzling SUV’s. So GM tried to sell the division but the deal fell through and Hummer was retired in 2010. The above were car companies though that owned other car companies. What about when the child’s core business is totally different from the parent’s? Back to GM, they owned appliance giant Frigidaire for sixty years. Yet their meddling in company affairs and trying to adapt the car model to home appliances, as well as foreign competition, caused Frigidaire to lose a whopping forty million dollars in1978. So GM saw them as an underperforming dog and sold the company to White Consolidated Industries in 1979. White likewise interfered with company business in such a manner that research and new product development was retarded for over a decade, almost a fatal blow to the ever volatile appliance business. Fortunately, White was likewise acquired by the Swedish firm Electrolux in the late eighties. Appl ying the European model to Frigidaire and making the brand visible helped them dramatically by the middle 1990’s and although behind industry leader Whirlpool in overall sales revenue, Frigidaire is still around and fairly healthy (Frigidaire). PepsiCo is a good example of a global corporation that leads its subsidiaries properly and makes just enough interference to ensure that profitability is obtained by both parent and child. True, most if not all of the conglomerate’s secondary companies deal with some segment of the food industry

Overview of a Technology based Company Essay Example | Topics and Well Written Essays - 5000 words

Overview of a Technology based Company - Essay Example ter this, Hewlett – Packard was able to develop into creating electronic instruments for the US government, specifically based on needs for buildings and safety. It was during the 1940s that there was substantial growth within the organization and led to continuous expansion. By 1947, over 39 products were offered through the company, all based on new innovations with electronics. In 1957, HP became a publicly traded company and was listed on the stock exchange for $16 per share. The company was listed under the industry of electronics in the stock exchange. By 1959, the company had built into a global corporation with radio equipment and electronically tested information not only coming from the base in California, but also moving into areas such as Germany and Switzerland. The main approach at this point was to test and develop different capacities in electronics with several marketplaces and branches. For instance, medical instruments, analytics and newer innovations were all added into the industry. In 1966, HP developed the first computer used by the company, followed by scientific calculators and other office type electronic supplies that added into the main devices of HP. Today, HP continues to add in extra electronic devices, ranging from some of the newer options in electronic devices to initial components that have continued to develop through the b eginning of the corporation. There are three main branches that are a part of HP, including personal systems for PCs, mobile computing and workstations, the imaging and printing group and the enterprise business services, which consists of business products, storage, servers and enterprise software (HP, 2010). The corporate objectives of the company are based on innovation and electronics. The first corporate objective is customer loyalty. The main focus within this is to produce several types of electronics that have quality and value, which allows several of the customers to return for newer

Examine The Distinctions Between Theories Of International Relations Politics Essay

Examine The Distinctions Between Theories Of International Relations Politics Essay Critically examine the distinctions between explanatory and constitutive theories of international relations, illustrating your argument with insights from a variety of theoretical perspectives The distinction between explanatory and constitutive theory is a contested issue that has emerged as a result of the contemporary way of framing issues in International Relations. I will argue that this is an ambiguous and superficial distinction that when pressed to categorise theoretical concepts requires an oversimplification and carries a danger of negligence. I then offer an alternative categorisation; that put forward by Robert Cox ( 1981): problem-solving and critical theory. I conclude by arguing that the act of categorising in itself is highly problematic. Explanatory theory views the world as something external to our theories, indentifying a number of key factors and then predicting a range of outcomes on the basis of a few important causal factors. (Kurki Wight, 2007, p.28) In contrast, constitutive theory argues that our theories help construct our world and that we cannot separate subject and object as a causal relationship; but instead theory and practice are embedded. The epistemology of explanatory theory is positivist, arguing that we can have authentic value- free knowledge based upon sense experience and methodologically using empirical data to produce universal conditionals. (Baylis et al., 2008, p.177) Constitutive theory rejects this epistemological and methodological approach, arguing that human knowledge is not based on neutral foundations, but rather upon human conjectures. Instead, constitutive theory is concerned with the study of how norms, rules and ideas are constituted in social objects; preferring to study from a meta-theoretical perspective. (Kurki Wight, 2007, p.29) Realism, an orthodox theory, is regarded as a classic example of explanatory theory. (Kurki Wight, 2007, p.28) Realism claims that politics and society are governed by objective laws based upon a fixed conception of human nature. (Morgenthau, 1967) The Realist conception of human nature has its roots in the Hobbesian man; a creature of self-preservation, countless appetites and desires; when added to the anarchical state of nature the life of man is solitary, poor, nasty, brutish, and short. (Hobbes, 2008, p.84) This image of man is then extrapolated into the state and world order, giving Realism a rational outline that concludes that states are by nature power maximizers. (Rosenberg, 2001, p.17) This concept of power imposes intellectual discipline upon the observer, infuses rational order into the subject matter of politics (Morgenthau, 1967) and produces the idealistic  [1]  conception of a balance of power. Overall, Realism advocates a broad positivist scientific epistemolog y by a determinate causal relation between the object and subject i.e. the fixed objective nature of man into a subjective social power relation between states. Another orthodox explanatory theory is said to be Liberalism, which sets out a common positivist epistemology and ontological emphasis on human nature. The Liberal perspective accepts the Realist ontology of human nature and state-centricity, but differs by emphasising the rational qualities of individuals and a faith in the progress of social life. Despite the fixed conception of human nature, man is able to cooperate and construct a peaceful society. (Russett, 2007, p.96) Although not denying the international system is anarchical, there is a disagreement as to what this means and why it matters. (Baldwin, 1993, p.4) Liberalism has a belief in democratic governments, economic interdependence and international law and institutions, in a series of feedback loops each factor strengthening the other and leading to a self-perpetuating peaceful system. (Russett, 2007, p.107) In a sense Liberalism breaks from away from the Realist conception of man, to a more central role of rational indi viduals cooperating and constructing a peaceful society. Once more Liberalism applies a positivist methodology by relating the agency of human nature as the ontological basis and predicting structural power relations between states. So far I have focused upon two generalised orthodox theories and argued that both categorise neatly within the explanatory bracket. However, when moving to the third paradigm of International Relations theory Marxism we find that the distinctions become obscure and potentially misleading if operated negligently. Marxisms methodology operates on a dual basis of dialectical and historical materialism; if taken separately I believe Marxism can wrongly be defined as explanatory theory, whereas, taken in its correct dual sense Marxism bridges the gap between explanatory and constitutive theories. Firstly, dialectical materialism is a theory of struggle and must be understood as in direct opposition to idealism. Contrary to the orthodox theories, dialectics does not regard nature as an accidental agglomeration of things, independent and isolated such as the ontological basis of power and human nature but a connected and integrated whole, in which things are organically interdependent. The dialectical methodology is holistic and therefore holds that we cannot understand the phenomena in nature, if isolated from surrounding phenomena. Contrary to orthodox theory, human nature is not in a state of rest, fixed and immobile, but in a state of continuous movement and change. This dialectical approach has important implications for the way in which Marxism studies social life, removing it from a simple object and subject split, whilst also distinguishing its methodology from orthodox theory. As Marx himself put it, as soon as this active life-process is described, history ceases to be a collection of dead facts as it is with the empiricists. (Marx Engels, 1970, p.48) Nevertheless, Marxism still retains an element of explanatory quality, as dialectical materialism envisages a process of development; where qualitative changes occur not gradually, but rapidly and abruptly, leaping from one state to another; not accidently, but as a natural result of gradual quantitative changes in the unfolding of contradictions inherent in nature. (Stalin, 1938) This dialectical process results in Marxist methodology to scientifically predict the eventual downfall of capitalism to a higher stage of communism. The mistake often made with Marxism is to highlight the objective factors as primarily driving revolutionary change. Instead, by incorporating a reading of Marxist historical materialism, we begin to understand that objective factors inevitably give rise to revolts and not revolution; i.e. objectively the stock market will crash due to the structure of capitalism, giving rise to a subjective revolt. By incorporating historical materialism, Marxism focuses on the subjective factors alive within an epoch of history and seeks to measure the factors for revolution and the factors against; objective factors can include unintentional structures of exploitation and alienation; giving rise to subjective necessity to find a job, or join a union. It is this dialectical interrelation of object and subject that informs the Marxist methodology. Contrary to explanatory theory, which asserts that theory can be separate from practice, and that value-free knowledge is possible due to our sensations, ideas and perceptions; Marxist materialism holds that matter is primary, since it is the source of our ideas, and that our theory is derivative, a reflection of matter and practice. One cannot separate the thought from matter which thinks. Matter is the subject of all changes. (Marx, 2001, p.167) Whatever the material conditions of life of a society, such are the ideas and theories about them it is not the consciousness of men that determines their being, but, on the contrary, their social being that determines their consciousness. (Marx, 2001, p.425) In summation, Marxism has scientific qualities and foundational epistemology similar to explanatory theory; yet, by its break towards a more holistic methodology and historical materialist ontology, marks a nascent stage of constitutive theory. The Marxist ideological hypothesis marks a transition towards Post theoretical concepts. Post-structuralism claims that interpretation is void of any objectivity and as such political leaders, social activists, scholars and students all actively engage in a interpretation of the world that is ideological. Post-structuralism attacks the Realist foundational approach, highlighting how state-centric ontology results in predetermined practice; i.e. balance of power emerges as Realism marks a border between inside/outside, sovereign/anarchic, us/them (Campbell, 2007, p.216) and post-structuralism is concerned with how this inside and outside relation is mutually composed. Post-structuralism argues that these interpretations are made from a particular ideological vantage point and hence representation cannot be abstracted from our identities; therefore post-structuralism is concerned with the discourse of identity politics. (Campbell, 2007, pp.214-16) Post-structuralism is essentially conc erned with the deconstruction of truth claims; for example, Realism, Liberalism and Marxism all have a normative position and therefore claim to have uncovered some fundamental truth about the world. (Baylis et al., 2008, p.185) Overall, post-structuralism has a devastating critique and deconstruction of the normative element of traditional theories. However, I would argue that this meta-theoretical critique is useful in retrospect, yet, pacifying and un-politicizing by an failure to change the concrete conditions of society; otherwise contradicting its anti-normative perspective. The distinctions between explanatory and constitutive appear to be problematic and I believe this due to the construction of explanatory theory using a framework of Realist ontology, epistemology and methodology. This forces a superficial distinction to be drawn in the shape of constitutive theory, which directly opposes Realism. Yet, when placing Marxism and to a degree Liberalism within these inflexible categories, an element of overlap is necessary. Instead, using Robert Coxs more flexible categorisation; problem-solving and critical theory helps to show clearly the points of departure and encourage reflection on the process of theorising itself; i.e. to achieve a perspective on perspectives. (Cox, 1981, p.88) Realism and Liberalism would be defined as problem-solving theory due to its negation of the prevailing social and power relationships, as well as institutions and economic structure. The second category is critical theory, it is critical because it refuses to except the exi sting order as a non-historical occurrence, but question how that order came about and how it is maintained. (Cox, 1981, pp.88-89) Overall, the problem-solving and critical distinctions offer more flexibility and clarity between theoretical perspectives. Nevertheless, the distinctions made are on a normative basis and subsequently complicate the positioning of post theoretical perspectives. To conclude, I would argue that the distinctions of Explanatory and Constitutive theory are highly problematic since the act of categorisation, in itself, leads to the creation of new discourses that can dangerously disregard important underpinnings of major theories. As Marx once famously recalled if this is Marxism, then I am not a Marxist (Engels, 1890) and Foucaults effort to escape any fixed identity through his writings, (Gutting, 2005, p.10) illustrates the discomfort of categorisation as practice in political theory.

The Uses of Psychology to People at Work Essay -- Papers Workplace Cow

The Uses of Psychology to People at Work Psychology is the scientific study of behavior and mental processes (Hilgard, 1996). An understanding of this can be a useful tool for many different groups of people in the work environment, who all have their own interests in what psychology has to offer. Such groups to benefit include managers, employees, Human Resources specialists and Trade Unions. An in depth understanding of human behavioral patterns can be applied positively in order to get the most out of people and increase productivity at work. This is achieved by reducing factors that interfere with the efficiency of peoples' work. This assignment will aim to focus on factors that are ongoing and socially aroused by the interaction between people and their environment, namely: dealing and coping with work stress; lowering the rate of bullying and harassment in the workplace; and maintaining a high level of motivation and effort both in demanding and tedious tasks. Every type of person in an organization is susceptible to suffering from worry and stress. Stress is a challenge to a person's capacity to adapt to inner and outer demands, which may be physiologically arousing and emotionally taxing and call for cognitive and behavioral responses (Westen, 1999). Stress provokes physical and emotional disturbances, which have the ability to affect both one's health and performance. It can lead to tension in the workplace and frequent absenteeism due to illegitimate claims of sickness, thus its prevention is beneficial to both employee and organization. Managing stress can be achieved by the direct approaches of behavioral tec... ...vol 28, no 3, p 311-30. Â · Niedl, 1996, Mobbing and Well-being: Economic and Personnel development implications, European Journal of Work and Organizational Psychology, vol 5, no 2, p 251-271. Â · Otway, HJ & Misenta, R (1980), "The determinants of operator preparedness for emergency situations in nuclear power plants", Paper presented at Workshop on Procedural and Organisational Measures for Accident Management: Laxenburg, Austria, 28-31 Jan. Â · Westen, D (1999), Psychology: Mind, Brain & Culture, Second Edition, Wiley. Â · Wilke, Rutte, van Knippenberg & Ad, 2000, The Resentful sucker: Do rewards ease the pain?, European Journal of Work and Organizational Psychology, vol 9, no 3, Sept 2000, p 307-320. Â · Yukl & Wexley (1971), Readingsin Organizational and Industrial Psychology, Oxford University Press.

Factors Affecting Nle Passing Rate

Chapter 2 REVIEW OF RELATED LITERATURE This chapter presents concepts and studies that expounded the variables under the study. Conceptual Literature To become a registered nurse, graduates of Bachelor of Science in Nursing course must take their final test that’ll assess their knowledge, skills and competency to work in the profession. This test is called Nursing Licensure Examination (NLE). In Philippines NLE is a 500-item multiple choice exam to test basic nursing level competency which considers the objectives of the nursing curriculum, the broad areas of nursing and other related disciplines and competencies.NLE is held every June and December annually in various public schools throughout the Philippines. Takers are assigned in different schools and rooms to provide quality control and avoid overcrowding. Room assignment for the exams are posted outside the Professional Regulation Commission building at least three days before the exam. NLE results are released after 30 w orking days though it may vary depending on the number of takers and other factors. However, not all takers are fortunate enough to pass the exams and never have been any occurrence of 100% national passing rate throughout NLE’s history.Non passers may review and retake but some are faced with dilemmas that’ll make it even harder for them to cope up and pass the next time around. A total of 16,908 out of 49,066 passed the Nurse Licensure Examination given by the Board of Nursing last December 2012 which was held in 16 areas around the country. The Professional Regulation Commission (PRC) is closely monitoring schools that offer BSN course to enforce the standards and for them to provide quality education to their students. Nursing schools are given three years to improve their passing rate.However if these aren’t met the schools may face possible closure of their nursing program. The quality of education the school provides is only one of the various issues that affect the success of takers. There are also other factors that depend largely on the students own capabilities. Others may come from low performing schools in relation to passing rates yet achieve a high score in the exams. Many studies have analyzed the factors behind the performance of students. Earlier studies have been carried out which focused on cognitive factors as predictors of academic success.Recently, there has been a growing interest on the non-cognitive factors. A number of researchers have examined the role of non-cognitive variables such as study skills (Fazal, S. et. al, 2012; Awang, G & Sinnadurai, S. K. , 2011; Demir et. al, 2012; Hassanbeigi et. al, 2011), study motivation (Tella, A. , 2007; Nonis and Hudson, 2008), study behavior (Yang Yang, 2011; Otto, 1978), study habits on academic achievement. Some argued that these factors have strong relationship with academic performance of students, while others concluded that it was the combination of the different fac tors that could explain students’ academic performance.In addition to that, Crede and Kuncel (2008) found that non-cognitive factors like study habit, skill and study motivation, among other attitudinal constructs, accounted for incremental variance in academic performance beyond standardized tests and previous grades. Moreover, a literature review by Nagaraju (2004) pointed out that for good academic success, good study habits and attitudes are important. Study habit is the pattern of behavior adopted by students in the pursuit of their studies that serves as the vehicle of learning.It is the degree to which the student engages in regular acts of studying that are characterized by appropriate studying routines (e. g. reviews of material, frequency of studying sessions, etc. ) occurring in an environment that is conducive to studying. Study attitudes, on the other hand, refers to a student’s positive attitude toward the specific act of studying and the student’s acceptance and approval of the broader goals of college education (Crede and Kuncel, 2008). In short, study habits and attitudes of students are determined through their time management ability, work methods, attitudes toward teachers and acceptance of education.Many problems encountered by the students are inter-related and should be regarded in a comprehensive manner. However the way they see their problem would be a lot different on how it is seen by others. So in the end, the probability of success depends on the student’s habits and activity during their 4 year education. Schools are not the only ones to be blamed for the students’ failures. This study aims to depict these factors affecting their failures in their point of view to allow us to fully understand them.

“Stray Dog” and “Lost in Transition”

The movie â€Å"Stray Dog† is the classical masterpiece directed by Akira Kurosawa. It is about a rookie homicide detective, played by Toshiro Mifune, who had a stolen Colt pistol. It is ironic how a homicide detective had lost his weapon due to pickpocketing. The Colt pistol stolen from the main character was used in a series of murders, which eventually troubled him. Due to this, Murukami started to hunt the guy who stole his weapon and used it for murder. Murukami who was in search was helped by Sato, played by Takashi Shimura, when the first victim was found. Sato was an old guy, but he was definitely clever. The movie or the manhunt occurs in post war Tokyo, with a partially bombed atmosphere or scenery. Furthermore, the search and the feat occur while a brutal and horrid heatwave is present. The heatwave somehow shows or reflects the living conditions of post war Tokyo, or Japan as a whole (Ishikawa and Tyler, 1998). Japan after the World War II was devastated wherein problems in communication and transportation are at large. Furthermore, living conditions are not that good. There was a severe shortage in the supply of food, and a very high demand for it, and this lasted not just for months but for years. â€Å"Stray Dog†, was filmed in the year 1949 which somehow relates to the time where the story itself took place. Furthermore, the setting or atmosphere in 1949 was evident in the film as justified by the presence of a lot of scenes showing cities or regions which requires rebuilding. The mark or indication of bombings was present in the setting of the movie, just like Japan after the bombings in 1945. Poverty and desolation are some of the things which can be depicted out of the movie and in a way, gives the movie watchers a little feeling of social consciousness. Aside from Japan being withered by the bombings, the harsh or horrible social conditions also depreciates or weakens the soul and morals of a man. This happened to Yasu, the killer or antagonist in the movie, who was once a good person. He shifted to a life of crime after experiencing the harsh effects of poverty and poor conditions of living. Somehow, it may tell the story of some individuals turning towards a life of crime and social evil to continue living in the post war Japan. As the title somehow suggest, â€Å"stray dogs† which could turn later on as rabid dogs, could be representations of a man or of a desolate individual who goes or turns to doing social crimes. Social awareness on Japan also increases as the movie ventures into the dark alleys and criminal or murder elements in the story. Generally, â€Å"Stray Dog† is a good movie, especially to those who love murder or crime-solving movies and even to those socially or slightly socially aware individuals. It is like coursing through history of Japan, without being actually there. The audience are entertained, at the same time taught good lessons. The second movie entitled â€Å"Lost in Translation† is basically a comedy-drama film which hit the box office hits in 2003. It is about an American action movie star, named Bob Harris, who was experiencing certain problems in his career and basically is losing it. Bob Harris, played by Bill Muray, went to Tokyo, Japan in order to shoot a film, more specifically a commercial on Suntory whisky wherein he met Charlotte, played by Scarlett Johansson. Bob and Charlotte went with each other, and experienced or shared an unconsummated romance. Though at some points, they were a little bit uncertain about the directions that they want to take or in their lives or how far they want to take their relationship. Life in Japan by 2003 is far different than that of the post-war Japan. Also, life in Japan is different as that of what Westerners experience. As such, the two characters had a feeling of being alienated as they both toured or explored the life in Tokyo, more specifically Japan’s culture. Since they were both Westerners and that they are in a different country, they both felt loneliness and wanted to be with each other. The second movie takes its audience to the new and modern Japanese cityscape, far beyond the scenery in the movie Stray Dog. After World War II, almost all the regions in Tokyo ware devastated and destroyed. By 2003, the city had risen from the ashes and had grown into a strong city with a lot of beautiful scenery. The scenes or views of the new Tokyo after the war can be observed by the audience not just in the movie alone, but even in the posters, teasers or in the trailer of the movie. Economically and socially, the movie tours its viewers to the new Japan after the devastating war and shows through the scenery, actions or movements and characters how it had recovered. The post war economic success was possible and helped Japan to reinvent itself and be the Japan that we know of it today (Neary, 1995). Just like the Stray Dog, Lost in Translation which was directed by Sofia Coppola, is very much entertaining. Lost in Translation was at first funny, but as the story goes on, audiences experience a unique drama. The ending of Lost in Translation was more mind boggling or intriguing as compared to the ending of the Stray Dog. The audiences in Lost in Translation are left thinking or imagining what the ending could have been. Both movies were able to show the old and new Japan, and if it was watched one after the other, the audience would be greatly aware of the huge transformation that Japan took or went to, before and after the war. Works Cited â€Å"Japanese History: Postwar†.   1996.   (December 18, 2002):   japan-guide.com. December 18, 2007. . â€Å"Lost in Translation†.   2003.   (December 18, 2007):   Focus Features. December 18, 2007. . â€Å"Lost in Translation (2003)†.   2007.   (December 18, 2007):   Internet Movie Database Incorporated. December 18, 2007. . Ishikawa, Jun, and William Jefferson Tyler. The Legend of Gold and Other Stories. Honolulu: HI University of Hawaii Press, 1998. Neary, Ian. War, Revolution and Japan. Richmond, Surrey, GBR: Curzon Press Limited, 1995.