The logic of alliance Value Creation model on case study Renault and Assignment

The logic of alliance Value Creation model on case study Renault and Nissan - Assignment Example In this manner the alliance has proved to be a success for both Nissan and Renault. However the two companies are still facing challenges in creating an organizational culture that can maximize cooperation between the human resources from the two companies. In order to create the maximum value from this alliance, Nissan and Renault need to share their core competencies to synergistic effects. This will enable both companies to improve their specifications and standards in a continuous process so that the competitive advantages of both companies are made sustainable. Strengths and weaknesses Nissan’s strength is the worldwide market share while Renault’s strength is in financial management (Glover, 2006). By forming this alliance, both companies will be able to address these structural problems. In order to maintain its financial strength, the French car maker Renault has to access new markets and this objective is met by forming the alliance with the Japanese car maker Nissan. Both companies will be able to implement the practice of benchmarking which is defined as comparing an organization’s performance against the best practices in the industry. This alliance will enable Nissan to compare its financing strategies against those of Renault and thus identify the areas of improvement. Renault will be able to compare its product development practices with those implemented by Nissan. As a result both companies can improve their efficiencies in these operational processes and thus strengthen their competitive advantages. ... The main weakness is the different focus in each organization design. Nissan places strategic focus upon supply chain management while Renault’s strategic focus is upon product development. Therefore there are structural dissimilarities which must be addressed if the alliance is to enable Nissan and Renault to capitalize upon each other’s assets. The challenge in front of the management is to create a decision making process which will enable the human resources from both companies to coordinate their efforts so that there is no duplication. This can address the company-specific weaknesses. Nissan’s financial weakness can be addressed by importing the financial management practices from Renault. Similarly Renault can access additional geographic markets in order to maximize its market reach. However in order to meet the demand from additional markets, Renault has to focus upon supply chain management which is Nissan’s strength. Nissan has embarked upon a c ost-cutting initiative to create greater demand for its products. If Nissan can reduce its cost of operations, then it will be able to price its automobiles more competitively. Because of its financial management practices, Renault has been successful in maintaining demand for its products in the market that the automaker currently operates in. However demand in these markets is shrinking. Therefore Renault needs to access additional markets in those regions which have growing demand. By forming the alliance with Nissan, Renault has been able to meet this objective. By forming this alliance, Renault will be able to access those markets that Nissan operates in. As a result, Renault will be able to sell more cars and enhance scale economies. Because of the high costs of new

What are the methods, justifications and impacts of transgression on Essay

What are the methods, justifications and impacts of transgression on the rhetorics of the media South Park - Essay Example The use of rhetoric in various mediums is able to define and express specific approaches to those that are developing specific ideologies. In some instances, the traditional rhetoric is altered because of the expression which is used. This develops a sense of persuasion and understanding in a way that is able to create alternatives. The transgression is used to express opposition to the current political, social and economic environment, while developing personalized theories from the authors that are expressed in each episode. Transgression of Rhetoric of South Park â€Å"South Park† is now recognized as one of the most controversial shows on television. The show aired in 1992 with the â€Å"Spirit of Christmas,† which starred Jesus Christ battling his rival Satan. From this point, the show developed into productions based on Hollywood flicks, political controversies and statements which rebelled against the popular culture in society. The approach is one which continu es to develop with the issues which are currently associated with conflict in society while approaching these with a sense of cultural and political humor. The approach which has been taken by â€Å"South Park† in the last 20 years has developed it as a show noted as an oppositional culture. Instead of defining acceptable in terms of the political and social order, the show transgresses all of the order and opposes every angle with dichotomies and by negotiating the ideologies which are currently accepted in society (Gournelos, 2009: 15). ... The communication which is used is developed by taking apart the popular communication and showing that this exposure is one which does not provide relevant content to the current approaches. By opposing the statements which are made, â€Å"South Park† uses the transgression to make an even stronger statement. This is based on how the exposure in popular culture and in politics is irrelevant and is usually a substitute or metaphor toward an issue which is not being confronted or which does not exist at all. The tactic of oppositional culture then creates a transgression that shows another theory the authors effectively express (Pype, 2011: 114). An example of the oppositional culture that is created and the transgression that shows the irrelevance of the points is from the episode â€Å"Imaginationland† in season 11. This particular show was defined with the terrorist attacks of 9/11 that began to take over the popular media. The oppositional culture is one which define d the terrorist attacks as non – existent. The opposition was based on the continuous statement by the main characters of the â€Å"terrorists taking over the imagination† of those that were a part of the area. This moved into a red alert with the fear that was shown by the government of the terrorists taking over all of imagination land with no recovery. The show leads into not only oppositional statements about the terrorist attacks, but shows the clips as controversial because of the absurd which is used, such as seen in figure 1. Figure 1: Imaginationland The opposition which is created is based on rejection of the theories and media of terrorism. This is combined with the discourse and rhetoric which rejects the political and cultural theories about terrorism

Team motivation Case Study Example | Topics and Well Written Essays - 2500 words

Team motivation - Case Study Example For any organisation to be productive, it needs to motivate its employees towards its goals so that it achieves its business objectives. Motivation for the employees can be internal or external. While external motivation is an incentive provided by another person, internal motivation is offered by the environment and achievement of the task. But just as the individuals are unique, motives are unique as well. They are individualistic, they evolve with the times and change and are hierarchical as well. What works for one person may not work for another person. Therefore finding the right motivating factor is a challenge by itself. It is a continuous process. The various theories have tried to analyse how exactly motivation works, and have added a lot of research and valuable knowledge that can applied to a current situation to arrive at a solution that best suits the current needs under the operational constraints. There is no universal theory that can be applied to all the situations and offer a universal solution. Fredrick Herzberg tried to understand the factors associated with job satisfaction which motivated or demotivated people to perform a task. These factors, called Motivators, if present caused Job satisfaction. Motivators usually included nature of task, responsibility, promotion, recognition awards and a sense of achievement. The absence of these motivators signalled lack of satisfaction according to Herzberg. He also found that another set of factors, when absent, caused Job Dissatisfaction. However the presence of these factors did not cause Job Satisfaction. The presence of these factors called Hygiene Factors meant that the people were not dissatisfied, but neither were they satisfied. Hygiene factors included company policies, supervision, low rewards, substandard working conditions and poor relationship in the workplace. "Turning past de-motivators within your organization into future motivators for employees and aligning them to the objectives of the company will ensure both succeed". (Source:

School District Essay Example for Free

School District Essay Present research provides the analysis of dissertation titled Multimedia-Based Classroom Instruction and Student Achievement: What is the Relationship Between Multimedia-Based Classroom Instruction and Student Achievement in a Public Elementary School District written by J. J. Spaulding. Central objectives of the present analysis deal with dissertation’s key research questions, types of data collection and its effectiveness, sampling frame, unit of analysis, theories and methodology underpinning research, literature review quality and some other important aspects of the dissertation discussed. In general, the author formulated eleven research questions which, however, may be reduced to key three questions, which immediately results from author’s stated research purposes (Spaulding 49). These questions are as follows: 1. ‘the relationship between the levels of multimedia-based classroom instruction and student learning in language arts in grades four, five, six and seven’. â€Å"The differences between student learning in language arts in grades four, five, six and seven that exists between grade levels and ESL and non-ESL students†; and finally, 3) Students’ and teachers’ perceptions of ‘multimedia-based classroom instruction and learning’ (Spaulding 49). In our view, the first research meta-question is the most crucial for author’s research, since it embraces 8 sub-questions from the total number of 11, and requires widespread implementation of research methods. However, due to the total number of questions pertaining to the abovementioned meta-questions, it is reasonable to limit analysis to the first research question: â€Å"What is the relationship between the level of multimedia-based classroom instruction and student learning in language arts? ’, which contains all major elements and problems found in the other seven questions of this category (Spaulding 49). 2. The type of data collection, implemented in the discussed dissertation immediately follows from the stated objectives and research methods: descriptive and correlational (Spaulding 51). The first research question was addressed using quantitative methods of data collection, including questionnaire for teachers, participating in research and pretest and posttest surveys for the students (Spaulding 57). The questionnaire for teachers was prepared to differentiate the use of multimedia-based instruction by each of the total number of 32 teacher involved in the researched process. The questions designed sought to define the frequency of multimedia-based instructions use among the teachers. As a result, eight intervals were created, the first interval pertinent to the lowest frequency and the eighth to the highest frequency. The abovementioned instrument of quantitative data collection is of particular importance in the first research question (as well as the rest 7 questions of this group), because it helps differentiate pretest and posttest results in correspondence with the multimedia-based instruction utilization. The second quantitative method applied to the first research question refers to pretest and posttest surveys for students. These tests, administered by the selected teachers were designed to define the level of English proficiency growth during nine-week period of the study (Spaulding 58). As for the issue of data collection’s appropriateness for the first research question, it has two-fold answer. The questionnaire designed for teachers to define the level of multimedia-based instructions perfectly fits the set research problem, which seeks to find the answer to the questions, how their use affects students’ educational progress in schools. However, it should be noted that the room for subjective assessment was left, due to the fact that teachers’ answers could not be checked, due to specific difficulties. Pretest and Posttest surveys are the most problematic methods of data collection for this research question, because in my view they fail to tie positive or negative educational changes with the use of multimedia-based instructions. To put in other words, there exists several important external factors, which are not taken into consideration: Positive or negative findings may result from factors other than multimedia-based instructions, such as teacher professionalism and students’ potential. 2. Low levels of progress in classes frequently using multimedia-based instructions may mean not their low effectiveness, but the limit of progress they can provide (Spaulding 73). Hence, pretest and posttest data collection techniques, should have involved the questions and tools for measuring these particular factors.

Spotted Horses :: essays research papers

"Spotted Horses" Vs. "Mule in the Yard" William Faulkner wrote two short stories, which are alike in many aspects. "Spotted Horses" and "Mule in the Yard" are short stories that both involve comic animal chases and financial transactions. Even though the stories are written by the same author, have similar characteristics, and share similar plot features, they are entirely different stories. The stories are both examples of interpretive literature, however "Spotted Horses" is a more interpretive short story than "Mule in the Yard because "Spotted Horses" fits Perrine’s profile of interpretive literature, and "Mule in the Yard" seems to replicate Perrine’s profile of escape literature. According to Laurence Perrine in his seventh edition of Literature: Structure, Sound and Sense he states the definition of interpretive literature is "Literature written to deepen and broaden and sharpen our awareness of life." Interpretive literature is not candy coated. It allows its readers to experience the trials and tribulations of life. By using graphically realistic plots and endings, which are consistent to those in real life, interpretive literature achieves a higher literary value than escape literature. Interpretive literature allows its reader too step out of the fantasy world they might be living in and focus on what the world is really about. One might say an interpretive story provides insight to understanding. Not only understanding of ourselves, but our neighbors, friends, family or anyone else we might encounter. Escape literature is the complete opposite of interpretive literature. Escape literature is written purely for entertainment. Escape literature takes it’s reader out of the real world and into a fantasy world where everything works and happens just like we want it to. This is a world where the ending always has closure. Escapist authors hardly ever end on a bad note. They want the reader to leave the pages of their story satisfied, and having a sense of contentment. Perrine’s example of escape literature is Cinderella. Cinderella’s life goes from rags to riches in one night. She marries a prince and lives happily ever after. According to Perrine the most common expectations of escape literature readers are the sympathetic heroes or heroines, the suspenseful plot which one exciting event proceeds another, the resolved happy outcome, and the theme. Escape literature themes confirm the reader’s previous opinions of the world. Readers of escape literature read for pleasure not to gather knowledge on how to survive in the real world.

Book

Oliver Stone used a Logical appeal making the reader to think about the case by his/ her mind and trying to convince the reader and to clarify that whatever Inside the person will motivate he/she in either ways good or evil; â€Å"It is likely that, whether they had seen Natural Born Killers or The Green Berets or a Tom and Jerry cartoon the night before their first crime, Ben and Sarah would have behaved In exactly the way they did†.Stone logically argued back with a valid point. All teenagers around Hanna 2 the world have seen the movie and they weren't affected by It like Ben and Sarah ere; the problem seems to be in Ben and Sarah, not the movie. â€Å"1 500 hours of mostly violent TV programming might have slightly more effect on these two youngsters than two hours of Natural born killers? â€Å".Ben and Sarah could have never been affected by a two hours movie and motivated them to attempt a crime; as millions of people saw the movie and they never heard about somebody who attempted a crime from just watching a violent movie, as Natural born killers was not and won't be the last violent movie. The whole problem comes from the inner of Ben's and Sarah's, both of them had a bad life where the family was not there nor taking are of them or watching out their teenage children.We can tell that both of Sarah and Ben came out from a separated and different families where the love bond was not there; but they did share similarities in their personalities as both of them were drinking, doing drugs and as they don't have any source of Income eventually they will need money to continue living; That's what actually motivated them to attempt the crimes they did, not the movie. When a person is good and have pure thoughts his/her actions will be good and useful for others too, if that person is not, probably his/her actions will hurt others.And that is actually what happened with Ben and Sarah, both of them turned to be bad and do evil actions from what they sa w In their lives not from what the movie they saw. 1 OFF Using logical appeal was not enough to Oliver Stone clarifying and defending himself against Gresham, therefore he used ethical appeal; as Stone build up his argument talking about Gresham himself â€Å"A lawyer in search of a client could see in this an indictment of the entertainment industry and not of the teenage killers and those who reared them†.Oliver Stone trying to tell us that a lawyer who is Just looking for none and does not care about lives and the safety of people is not a person to trust; how can you trust a person who doesn't care about people lives and about how those teenagers had been raised up are not a responsible people. As we should care about this generation who's coming up to this world and help them to be better people for our country not to use them Just to get clients and make some money, Oliver here is trying to defend himself by blaming Gresham and everybody who's supporting those youngster s as it's not logical that.What can control a person ? A movie or the person himself !? How can Gresham blame a movie for attempting two murders ? Ben and Sarah are eighteen and nineteen years old, they are mature enough to control their actions and it's really a childish thing to blame a movie for motivating them to attempt two murder crimes one each. What gives a man a value than any others organism is the MIND which we can use to control our actions.Hanna 4 â€Å"If Dan White, the killer of San Francisco supervisor Harvey Milk and Mayor George Nosecone, could claim that Twenties made me do it† Oliver is continuing using ethical appeals by saying that a person can not do whatever he wants then blame it to other people or things and say that it was not his/her fault as somebody else or something motivated him/her to do a crime.Watching a movie is not the big thing that can motivate you, and if it's what about those people who are losing their families in the wars, and we nev er heard about any of them turned to be a murder, even us and our friends we all watch horror movies and play violent video games and it never turned us to violent people who can go and kill the others or even Jump into somebody else car and steal it, it is Just because there is no need to do that. But Ben and Sarah had their reasons to attempt the crimes but that is not an excuse to do a crime even when you have reasons.Artists should never be blamed for societal violence; in most cases, they are merely holding a mirror up to the reality that already exists or providing catharsis for emotions we are already suppressing. Violence is there and it does exist in the movies and we can not deny that but one who's watching is the one who decides what to do and how his/her actions will look like. One should use his/her mind before going for an action and then regret it later.

Ww1 Causes of

Who or what was to blame for World War One: Did two bullets lead to twenty million deaths When one talks about the World Wars Germany often springs to mind and is was supposedly the root cause for the First World War and even The Second World War, but was it the sole force of Germany alone or was some larger being behind this whole â€Å"setup† in which at least 20 million deaths. Let me set the scene for you and let us embark on a journey that will reach into the realm of horrific torture, an accidental assassination and the source o number of deaths equal to almost a third of the population living in the UK currently. But before I show you these plans of evil. A new country is formed in 1871; it is a day to remember, as this country will be the fundamental reason for over 10 million deaths for the years to come. Germany is formed; Britain has built up an empire stretching from America to the edge of India. Germany, being born quite late is immensely jealous of Britain and builds up an army of 2 million foot soldiers. Now it aspires to have the greatest war-fleet in the whole of Europe. But it still will be no match for the British navy. So Germany forms an alliance. Whilst the forming of alliances is materializing Germany and Britain are having a massive arms race triggered by the German’s building naval giants in factories around the whole country, many of these battleships include Dreadnoughts. Britain senses this as an immediate threat to her lands and starts building even more naval vessels. By 1914 Britain had 29 Dreadnoughts and Germany had 14. Meanwhile France has been fighting with Prussia (German state) and lost Alsace-Lorraine, a wealthy town with a varied range of abundant resources, and wants revenge. France is also in league with Britain and later is thinking about using the sheer size of the British Navy to it’s own advantage. Austria-Hungary snatched lands in Bosnia and Herzegovina in 1908 as a part of expanding their empire and becoming great again. However in Russia the Tsar of Russia is becoming less and less popular with most of the population and was facing food cuts and terrible poverty. This forced Russia to think about taking lands in The Mediterranean and near the Black Sea, which was basically a large chunk out of the Ottoman Empire. When in 1908 Austria-Hungary took control over Bosnia Herzegovina, which was a huge mistake. The population in Bosnia-Herzegovina were composed of Slavs and they wanted to be reunited with Serbia (another Slavic country) to get revenge on Austria-Hungary. This situation is exacerbated by Russia having, not only, a huge army; but also having a large influence in the Slavic countries. This connection with an unknown enemy would influence the war effort greatly and raise morale. In 1908, Austria-Hungary took over the former Turkish province of Bosnia. This angered Serbians who felt the province should be theirs. Serbia threatened Austria-Hungary with war, Russia, allied to Serbia, mobilised its forces. Germany, allied to Austria-Hungary mobilised its forces and prepared to threaten Russia. War was avoided when Russia backed down. There was, however, war in the Balkans between 1911 and 1912 when the Balkan states drove Turkey out of the area. The states then fought each other over which area should belong to which state. Austria-Hungary then intervened and forced Serbia to give up some of its acquisitions. Tension between Serbia and Austria-Hungary was high. The only method of beating a country in a war that is bigger and greater than you was to make an alliance with another country. This meant you could lead a joint attack with the combined number of legions of both countries. The two countries are united against the one. Such was the power of an alliance. The alliances formed in the World War One were the Triple Alliance (also known as The Central Powers) and the Triple Entente (Britain, France and Russia). The idea was that the two sides would cancel each other out and Europe would be at peace. These alliances created more tension between the major powers. Germany, Austria-Hungary and Italy felt threatened and surrounded by the Triple Entente. Russia was worried about Austria’s intentions towards the Balkans. A massive arms race began between Germany and Britain, with each country competing to have the biggest army and navy in Europe. In addition to this there were two crisis’ over Morocco, at the Algeciras Conference in 1906 Germany was outnumbered and had to withdraw, because of: British, Italian, Russian and Spanish support for France taking control of Morocco’s police and banks. The still fuming Germany sent a Dreadnought called â€Å"The Panther† to try and force France in stopping their invasion. Britain disagreed and sent a whole squad of warships. In this situation Germany was forced to back-down to the sheer force of the British navy. The German’s hatred for the British grew and grew. This evidence proves that the alliances formed were not for peace and prosperity, but War and destruction. Britain and Germany were forced to build ships on the account of invasion or protection. But mainly security. This didn’t do Germany any good when Italy switched sides and became part of the Entente. Militarism means that the army and military forces are given a high profile by the government. The growing European divide had led to an arms race between the main countries. The armies of both France and Germany had more than doubled between 1870 and 1914 and there was fierce competition between Britain and Germany for mastery of the seas. The British had introduced the ‘Dreadnought', an effective battleship, in 1906. The Germans soon followed suit introducing their own battleships. The German, Von Schlieffen also drew up a plan of action that involved attacking France through Belgium if Russia made an attack on Germany. The map below shows how the plan was to work. Germany would attack Belgium and defeat them within six weeks; this would gain them an access in France. Germany would then attack France from the Franco-German border and then send over 100,000 troops to outflank them, therefore occupying France. After this complicated manoeuvre was completed Germany would be free to attack Russia on its own. As you can see in this plan, Britain plays no part in this war. That was the main reason everything went wrong Russia mobilized its armies within six days and led an assault on Germany. Belgium put up fierce resistance and everything was in shambles. But after all this tension was rising when did the war break out? Or more importantly how did war break out. If we look at the dates and figures (seen below) we will easily see that in over eight days a mass war breaks out between Europe and nearly every other continent. For a country to go to war it would have to consider many things, for example: the cost of war, the casualties and suspected death rates. Communications weren’t easy. There were no long distance calls and no e-mails. Not enough technology to start a ar in no less than ten days. No, it must have been planned. A breakthrough for all the tension arrived, the pin in the balloon breezed in. A murder. Of royalty. June 28 The Assassination in Sarajevo: of Archduke Franz Ferdinand, heir presumptive to the Austro-Hungarian throne, who is killed along with his wife, Archduchess Sophie. Details July 23 Austria-Hungary sends an ultimatum to Serbia. Serbian r esponse is seen as unsatisfactory. Details July 28 Austria-Hungary declares war on Serbia. Russia mobilizes. The Great War begins. July 31 Germany enjoins Russia to stop mobilizing. Russia says mobilization is against Austria-Hungary only. August 1 Germany declares war on Russia and mobilizes. Italy declares its neutrality. Germany and the Ottoman Empire sign a secret alliance treaty. August 2 Germany invades Luxembourg. Details August 3 Belgium refuses German ultimatum. Germany declares war on France. German troops enter Russia. August 4 Germany invades Belgium to outflank the French army. Britain protests the violation of Belgian neutrality, guaranteed by a treaty; German Chancellor replies that the treaty is just a chiffon de papier (a scrap of paper). The United Kingdom declares war on Germany. August 5 Montenegro declares war on Austria-Hungary. The Ottoman Empire closes the Dardanelles. August 5–August 16 The Germans besiege and then capture the fortresses of Liege, Belgium. Details August 6 Austria-Hungary declares war on Russia. Serbia declares war on Germany. Colonel Dragutin Dimitrijevic a respected leader of the Austro-Hungarian Military Intelligence masterminded a plan to get rid of the Archduke (heir to the Austrian throne) Franz Ferdinand. The colonel (CODENAME: Apis) wanted a militaristic Austria, so he formed a terrorist group of low-lying peasants and trained them to be assassins. The assassination of Archduke Franz Ferdinand, heir to the Austro-Hungarian throne, on 28 June 1914, set in train a series of diplomatic events that led inexorably to the outbreak of war in Europe at the end of July 1914. Ferdinand – and his wife Sophie – were killed by Serb nationalist Gavrilo Princip while on a formal visit to Sarajevo. Princip shot Ferdinand at point blank range while the latter was travelling in his car from a town hall reception; having earlier that day already survived one assassination attempt. The leaders of the world leapt for a chance to vie which each other, to gain power, land and money. World War One, unlike World War Two had a variety of reasons for bloodshed and massacre. Mainly the rising of tension and the exclusion of Germany in treaties and the colonization of Morocco and the Algeciras conference. Ultimately all the tension funnelled out into a World War.