Using Economic Theories to Analysis Apple Inc Essay

Using Economic Theories to Analysis Apple Inc - Essay Example The behavioural process of consumers, suppliers and other business stakeholders of a firm can be thoroughly assessed with the help of appropriate economic theories (Heracleous, 2013). This report aims to interpret commercial success and failure of the famous multinational company of Apple Inc. For making the analysis, the researcher will use theories of economics such as, that of demand and supply, consumer behaviour, absolute advantage, rational choice and market structure (Hutt and Speh, 2013). It is highly rational to conduct this type of a research because the researcher will finally provide specific recommendations based on the analysis, that will help the company rectify few of the business problems. Apple Inc. is a publicly traded company founded in 1976, situated in California. The company engages in providing computer hardware and software products. Popular products of the company comprise iMac, iPhone, iPad, iOperating system and iTunes. At present, the company headquarters is located at Cupertino, California in the United States. The company conducts operations in almost all world economies. The organization was founded by three proficient business leaders, namely Steve Jobs, Ronald Wayne and Steve Woznaik (Apple Inc., 2012). It was estimated that in 2010, the organization owned over 425 retail stores across different marketplaces. The company provides services through both online and offline selling means. In 2012, the net income of Apple Inc. was estimated as US $ 41.733 billion, but in 2013, it was astonishing to note that income of the company had declined to US $ 37.037 billion (Hutt and Speh, 2013). However, the organization experiences huge scale and scope of trade a nd recruits over 80000 skilled workforce around the world. Though the net income or profit is falling, yet the company appears to experience increasing revenue. The revenue of Apple Inc. in 2012 was US$ 156.508 billion, which had increased to US $ 179.91 billion in 2013 (Apple

Toyotas Social Initiatives Case Study Example | Topics and Well Written Essays - 2750 words

Toyotas Social Initiatives - Case Study Example This essay declares that one of the most important questions that the rise of the modern business corporation has triggered in the minds of men is the following: â€Å"What is the purpose of a business?† Like the human beings that founded, managed, and grew them, corporations have searched for answers to this basic question on the assumption that doing so would give meaning to their existence, their behavior, and the countless short- and long-term business decisions made each day. This paper stresses that the search for an answer is not easy. Why and how does a business begin? Usually, some brave soul discovers a need in society that can be met, a product or a service that can be sold either because no one else is selling it or because s/he thinks it can be improved, made more convenient, or sold at a cheaper price. In the process, the person who discovers this unmet need and can supply it to people who are willing to pay the right price becomes rich. The business grows, expands, competes, and then goes public by listing in the stock market†¦and then what? This is where having a business purpose comes in handy, because making money is the easy part (although most start-up businesses fail, not only in America but in any other part of the world). These successful businesses go beyond finding ways to be profitable and try to discover how to spend those profits. the company’s business goals can be profitable if properly managed.... The business grows, expands, competes, and then goes public by listing in the stock marketand then what This is where having a business purpose comes in handy, because making money is the easy part (although most start-up businesses fail, not only in America but in any other part of the world). These successful businesses go beyond finding ways to be profitable and try to discover how to spend those profits. At first, companies were happy to share those profits with their managers, employees, and shareholders, but over the years, everyone realized that there were limits to the amount of money one could spend. In their search for a purpose, they came up with several answers. Adam Smith, in his Wealth of Nations, Book III entitled "Of the Natural Progress of Opulence" (Bartleby 2001) entreated private businesses to go beyond profits and create surpluses for export because this would lead to progressive wealth resulting in the improvement of the standard of living and the cultivation of society, a sort of heaven on earth where everyone would be happy. Drucker (1955) argued that the creation of value is the purpose of the organization, and that the purpose of business is to create and keep a customer. Friedman (1962) also emphasized that the social responsibility of business is to increase profits and maximize shareholder return without breaking the law, and that it is not the purpose of business to take care of society. Two prominent thinkers disagreed. Freeman (1984), the pioneer of stakeholder theory, defined (p. 48) stakeholders as "groups and individuals who can affect the organisation" and that "managerial behaviour must respond to those groups and individuals." Freeman argued that a business must go

Political Science Essay Example | Topics and Well Written Essays - 500 words - 19

Political Science - Essay Example ACH manages to avoid both human bias and analytical errors by integrating both cognitive psychology and scientific methods into its system of exploration. That notwithstanding, I hold the opinion that bringing on board other analysts when using ACH is more productive than when an analyst uses it alone. This is because having many analysts on board ensures that each situation is approached form a broad angle, thereby taking into consideration all the possible alternatives. The input of the other analysts will similarly be important in doing away with assumptions while collecting evidence against each alternative (Intelligence Reports 2013). The ideal result would be that the alternative with the least evidence against it would be accepted. Bringing on board several analysts would be challenging as handling numerous views may be mentally hectic, nonetheless, the process would be comprehensive and without pitfalls, notably because the alternatives will be competing against each other. Response to Tyler I harbor the same belief as you that the content that we have covered in this course will come in handy in ensuring that we become worldwide professionals in the field of intelligence. Taking a walk down memory lane, we all attest to the fact that intelligence has made significant strides. This is because the physical maps and marker pens that were the order of the day have been overtaken by the use of satellites and information technology (Hypothesis, 2008).

A Comparison of UK Parliament and US Congress Essay Example for Free

A Comparison of UK Parliament and US Congress Essay A congress and a parliament seem to be very similar things the legislative branches of the majority of the worlds democracies which are filled with popularly elected men and women who come together to decide the legislative issues of their home nation. However, despite the initial impression of sameness, the two are very different in two key areas: What is the constitution of them and what are their functions. This assay will discribe them setting examples of the United States and the United Kngdom. And through this assay, we will learn more about Parliament and Congress especially the US Parliament and British Congress. â…  . Similarities between Parliament and Congress As Political systems of capitalist countries, both Parliament and Congress are the highest legislative branch of their country and exert the highest legislative authority. The legislative process of the US Parliament and British Congress both include three procedures: propose the bill, deliberate the bill and turn into law. In addition, both the US Parliament and British Congress exert supervisory authority. They control the politics and woks of their governments to ensure the governments can service themselves better and more effectively. Both the US Parliament and British Congress consist of two houses and most of members of the US Parliament and British Congress are produced by election. On the other hand, citizens in the country of parliament and congress elect commissaries to compose the representative bodies, participat in politics indirectly, discuss and decide on national affairs in order to reflect the exercise of state power and organizational forms of a democratic system. â… ¡. Differences between Parliament and Congress A. The Constitution 1. The Constitution of the US Parliament Parliament consists of Members of Parliament. Members are often elected , in particular, a bicameral national MPs are elected by the General Assembly of the Republic and some by appointment or special status and access to qualified members. For the patriarchate of members, the House of Lords is longer than the House of Commons. With Speaker of Parliament, as the House shall preside, control the proceedings, the administrative charge and supervision of Parliament, representing the Council. Under the House Standing Committee, there are a variety of supporting agencies as to assist the House to review the motion. The bicameral Parliament also has a full-house committees and both houses of the Consultative Committee. In modern times, all capitalist countries have parliamentary assembly in order to facilitate the political parties to strengthen parliamentary control and influence. 2. The Constitution of British Congress The highest legislative branch of United States consists of the Senate and the House of Representatives. Senator directly elected by the voters in the states, and each state has 2, implementating the principle of equal representation of states. The number of congressmen are distributed by state and by direct election, each state at least one. It is fixed number of 435 and senators must be at least 25 years old. Furthermore, members shall not serve other government functions. B. Functions of the US Parliament and British Congress 1. Legislative Authority As a rule, the procedure of a bill in United States is firstly proposed, then deliberated by the Committee, and finally considered by General Assembly. When one house gets across it, send it the other one, getting through the same procedures in turn. Bills passed by both houses will signed by the President. If the President does not veto, or he veto but re-enacted by two thirds of members of the two houses,the bill will become law. However, in United Kingdom, the legislative process includes three elements: prepare and submit the motion; consider and adopt the motion; approve the bill into law. The motion of Council consideration consists of three points: public motion, private motion and hybrid motion. Public motion could be submitted to both houses of any of the private motion and usually performed by an authorized agent of the party and hybrid motion will be delt with by a special committee. After all of these motions passing through all stages of the Houses of Parliament, then th e king present to the approval of license certificate after being issued by the king, and then announced by the speaker of the houses. 2. Supervisory Authority In the US, implementing agencies are responsible for enforcing the laws passed by Congress. In order to monitor the implementation of the implementing agencies, Congress adopt a series of actions to ensure implementation of laws adopted. Specifically, Congresss oversight of the executive branch involved in the five aspects: First, the administrative implementation of the law; Second, the administrative situation of the use of congressional funds; Third, the political behavior of government officials; Fourth, the sets of the administrative branch; Fifth, decision-making process of the administrative branch. The history of the British Parliament cannot be detached from the struggle for controlling the financial power. Parliament supervisor the policies and work of government by controlling its financial power. Monitoring Committee focused primarily on tracking the appropriate government departments and policy, and the General Assembly through the Liaison Committee Xiangquan Yuan receiv ed the case report. In the Committee, it is the National Accounts Committee work most effectively. The source of the financial control can divided into two aspects: Monitor revenue and monitor expenditure. â… ¢.Conclusion To sum up, there are many similarities and differences between Parliament and Congress and we have learned some spesific information about the US Parliament and British Congress from this assay. However, it just discribes them in some of aspects. For example, I cannot find enough infornation about the similarities between Parliament and Congress so I cannot expatiate perfictlty and just discribe on the surface. Furthermore, I want to know more about the differences between Parliament and Congress but I did not find the information of election and many other things. Therefore, I hope I can learn more about these and have other opportunities to research them in near future.

Personal effectiveness and reflection on the past

Personal effectiveness and reflection on the past To maintain anonymity and protect confidentiality, all identifiable information pertaining to people or places has been made anonymous throughout the reflective portion of this assignment. (done) Introduction Reflection is recap of previous experience and reflective practice is to look back on an consequence and make it more meaning full and to identify what to do in the future to practice better (Burnard 2002). It is further supported that all definitions of reflection emphasise that there is no learning without reflection and further add to this, not all emphasis is centre on peoples emotions and feelings (Sugerman et al 2000). (done) It also pointed out that reflective practice can add knowledge in individuals practice and improve the knowledge and competent (Bulman et al 2004). John ( 2000) believes that reflection can be describe differently, or example, reflecting in action can be defined as a involvement in an event and what happened during event. On action is when rewinding the memory to turn the information into knowledge. Davis (2003) stressed that under taking educational programs may help to practice effectively. And also, he warns that some people without being aware, recurring the positive experience and avoids the negative experience and this can be due to de-motivation and the barriers of reflective practice. Jasper (2003) further suggests that additional education is needed to improve individuals thought and ability to overcome stressful situations. (done) Model of Reflection For one to benefit from effective reflection, one should follow a model to be sensible and easy to understand (Brooker et al 2003). Bulman et al (2004) quotes Johns (2000) cautioning that models are designed to assist in reflecting but, not set to prescribe what reflection is . There are many models to reflect on and, Platzer et al (1997, cited in peate 2006) that no model is better than others. Chosen Model After gathering information and evidence from different sources, the author has chosen Gibbs( see appendix 1) reflection model as it seems straight forward and easy to follow. Bulman et al (2004) confirmed that Gibbs reflection model is well favoured by practitioners and according Jasper (2004), Gibbs model follows six stages and at each stage, questions are asked. The stages are easy for practitioners to follow and can be analysed critically. (cronin et al 2004) believes that the stages are in certain order and following one another creating a cycle. Kolbs reflective cycle considers events in a cyclical way as in Gibbs model. Jarvis (1987) cited in Moon (2004) criticised the model for its simplicity and missing other factors like transfer of learning. I find it too ordered, too regular, too predictable. It seems to imply that we must move through the cycle and move on to the next stage, rather than letting experiences enter into our souls to rest there, (Newman 1999, cited in Moon 2004, p 115). Description I had just gained my qualification as dental implant nurse and dental implant co-ordinator, when this patient was referred to me by dentist to instruct and inform her about financial agreement and appointment times. Because I was newly qualified dental implant nurse, my experience was quite minimal. The patient was a middle age female, living with her husband and children, Asian background, housewife and spoke very little English. The dentist offered her an implant placement treatment plan. Patients lower right first molar was missing and she wanted to replace the missing tooth with dental implant. It was a one to one session in a quiet room and during this session I realised that the patient is not interested in knowing about financial agreement as she was on, income support, benefit and she was confident about having dental implant free of charge. During the conversation, I realised that patients English understanding level was minimal and she was not fully aware about her dental treatment. Therefore, I tried to avoid using dental jargon and illustrated the instruction and information, which I have been asked to provide for patient, in a simple term. I used simple term, spoke slowly, used pictures and models and confirmed patients understanding. With the little communication we had, I managed to find out that the patient was not able to pay for her dental implant treatment as she was unemployed. I asked the patient to bring along one of the member of her family, who speaks and understands English well, on her next appointment to visit the dentist. (done) Feelings When patient walked to room I started to panic as I never been involved in such a situation. I also stereotyped her as ignorant and not interested to listen to my instruction, because she was looking quite and confused. However, I tried not to panic and be patient. I didnt want to disappoint and embarrass the patient by asking her some question that she may not be able to answer. (done) Evaluation I have learnt how to handle different patient with different backgrounds. I believe the good thing about this experience was that I managed to overcome most of communication barriers that exist. I wasnt able to completely extinguish dental jargons and deal with unexpected situation, but my biggest worry was that through my communication. I might have conveyed poor message. As a result, the patient might have not understood why she should have paid for her dental implant trea tment. I judged the patients approach as social exclusion, lack of knowledge and understanding language had made her look confused. However, I miss-judged her as someone ignorant. (done) Analysis When the patient was referred to me, by the dentist, the paper work should state that the patient is having difficulty communicating in English. Miscommunication between dentist, receptionist and nurses could cause difficulty for the patient to trust them and return back to the surgery for treatment, because the patient may lose trust or feel ignored. During the conversation, it was difficult to assume if patient apprehended why she had to see me. The patient was smiling, looking confused and saying yes almost for everything I was saying. And this made me concerned whether the patient understood why she had to see me. My prejudgment toward the patient could have negative impact on the patient due to being unemployed and not being able to pay for dental treatment could have cause an embarrassing or even disappointment situation for the patient. Because the patient couldnt communicate English adequately, I felt that I might have overloaded her with too much information and have created communication barrier. Conclusion John (2009) state that reflecting on critical incidence aids to construct picture of what happened and how to practice better in the future. But he also warns that the practitioners should avoid altering their practice to suit a particular framework. The author agrees with this statement and further ads to this that practitioners can adopt reflection as a habit in order to practice efficiently in the future. The author also adds that previous practice can be overlooked or taken into grand to improve and work effectively at present and in the future.

Common Core of Skills Knowledge for the Childrens Workforce

Common Core of Skills Knowledge for the Childrens Workforce The common core of skills and knowledge for the childrens workforce describes the knowledge and skills that people working with children and young people in the United Kingdom are expected to have. There are six areas of expertise involved in the common core of skills, and these six areas offer a single framework aimed at underpinning an integrated multiagency cooperation, training, qualification and professional standards across the childrens workforce. The common core of skills is inclusive of people working with children all the time, as well as those working with the children on a part time basis. It is also inclusive of paid staff as well as those working as volunteers on the childrens workforce. The common core of skills also sets out common values for childcare professionals, thereby promoting equality and challenging stereotypes, while at the same time respecting diversity. The common core of skills and knowledge was initially launched in 2005, with the goal of enabling professionals and volunteers working in the childrens workforce to carry out their duties more effectively in the interest of the children and young people being cared for. The common core was developed in an effort to underpin successful integration and multiagency cooperation in the United Kingdom. The Childrens Workforce Development Council identified six areas of expertise that are deemed to be essential for people working with children and their families. These include: 1. Effective communication and engagement with children, young people and families 2. Child and young person development 3. Safeguarding and promoting the welfare of the child or young person 4. Supporting transitions 5. Multi-agency and integrated working 6. Information sharing Each of these areas contains information about the required knowledge and skills for childcare workers. These basic requirements enable care providers to do their jobs well. Within the common core of skills, skill is defined as the ability to do something, usually through experience or training, while Knowledge is described as an understanding or awareness gained through learning or experience. (The Common Core of Skills and Knowledge for the Childrens Workforce) The common core of skills also sets out that providers should apply these skills and knowledge in their work and take account of the background and circumstances relevant to a situation. (The Common Core of Skills and Knowledge for the Childrens Workforce) Recently, the Childrens Workforce Development Council (CWDC) refreshed and published some new guidance which updates the common core of skills that childcare workers should possess in the United Kingdom. The last update of the common core of skills happened in 2005. In partnership with some other government organizations, the Childrens Workforce Development Council investigated the relevance of the contents of the common core of skills. Thus, the common core of skills was updated to ensure that childcare professionals possess a common set of basic skills and knowledge that would enable them to do their job in harmony with each other. The common core was also refreshed to ensure that childcare professionals can communicate effectively, so as to be able to support the children and their families better. Effective communication and engagement with children, young people and their families Effective communication is vital when working with children, their families, young people and other care providers. Good communication will help in building trust and encourages children in need of childcare services to seek advice and to utilize the care services provided. Appropriate communication is important for the establishment and maintenance of relationships, as well as being an active process which involves listening, asking questions, understanding issues and responding. Effective communication extends to involving children, young people, their parents and caregivers in the design and delivery of services and decisions that affect them. It is important to consult the people affected and consider opinions and perspectives from the outset. Another crucial element of effective communication is developing trust between the workforce and children, young people, parents and care providers as well as within different sectors of the workforce itself. (The Common Core of Skills and Knowledge for the Childrens Workforce) Child and young person development This area of the common core of skills and knowledge deals with the intellectual, social, linguistic, physical and emotional growth and development of the children and young people receiving care services, it is important to understand the changes that occur during development in children and young people, and how these changes affect the behavior of the children. Safeguarding and promoting the welfare of the child or young person People in the childrens workforce are responsible for promoting and safeguarding the welfare of these young ones. This is a very important responsibility which requires paying close attention to the needs of the children. It involves the ability to recognize situations in which a child or young person is failing to reach his or her developmental potential, or when a childs mental or physical health is impaired. Childcare workers are also required to b able to recognize when a child is displaying harmful or risky or behavior, or when a child is being abused or neglected. Care providers should also be able to identify sources of help for these children and their families. It is important to identify concerns and where appropriate take action as early as possible so that children, young people, their families and caregivers can get the help they need. Supporting transitions It is expected that the use of the common core of skills may vary according to the roles of childcare professionals and the sector involved. Thus, different organizations should be able to find the most appropriate ways of expressing the various areas of expertise indicated in the common core of skills. Those who work with children and young people all the time will use the common core in different contexts and to different levels of depth from those who come into contact with children and young people as only part of their job (The Common Core of Skills and Knowledge for the Childrens Workforce.) It is also expected that certain roles in the childrens workforce will focus more on certain areas of the common core. Childcare professionals who interact with children on a regular basis will utilize the common core to a different level of depth and in a different context from part-time or voluntary workers who work with the children and young people less frequently. It should be noted that not every practitioner will be regularly involved in supporting transitions, although all practitioners will have to understand at least the most important aspects of the sections of the common core of skills in a manner that is relevant to their work. Multi-agency and integrated working It has been observed that the common core of skills should be more clearly positioned to work in conjunction with the every child matters initiative, the National Occupational Standards and the common assessment framework, although there should be adjustments in order to take care of any future change in laws or programs related to the common core of skills. There is also the issue of initial training as relates to the common core of skills. This is because currently, the common core of skills applies only in England, and accredited qualifications are based on standards in the United Kingdom. A lot of people believe that the common core of skills should be incorporated into regulation and inspection in order for it to be accepted and embraced by everyone. This is evident in the responses and feedback from questionnaires, and studies carried out about the efficacy of the common core of skills. Information sharing In order to be able to deliver quality childcare services to children in the United Kingdom, it is essential to share information in a timely and accurate manner. Accurate sharing of information can actually help in saving lives, so childcare professionals should be able to work together and share information in a proper manner for the safety and wellbeing of the children. Information sharing also enables childcare workers to understand situations better, and more quickly. When interviewed, most parents were happy about the information sharing requirement of the common core of skills. They responded that information sharing among childcare professionals ensured that the caregivers and the parents did not have to keep repeating information many times over. Sharing information in a timely and accurate way is an essential part of delivering better services to children, young people, their families and care providers. Sometimes it can help to save lives. Practitioners at different agencies should work together and share information appropriately for the safety and well-being of children. It is important to understand and respect legislation and ethics surrounding the confidentiality and security of information. It is crucial to build trust with the child or young person and their family from the outset by clarifying issues and procedures surrounding confidentiality, consent and information sharing. Practitioners should adhere to the correct principles, policies and procedures for information sharing, ensuring that the child or young person, parent or caregiver understands the process. (The Common Core of Skills and Knowledge for the Childrens Workforce)

Elizabeth Bishop Roosters :: essays research papers

Throughout history, poets have existed to create works that spark emotions from their readers. One poet in particular, who virtually mastered this technique, was Elizabeth Bishop. Born in 1911, Bishop grew to be a well-known poet. Her works gained national attention, and her writing style brought her fame. Elizabeth Bishop was born in Worcester, Massachusetts in 1911. She began her young life in New England, and later moved to Nova Scotia in Canada after her father died and her mother was committed. After basic education, Bishop attended Vassar College in the state of New York. Bishop met Mary McCarthy, and they worked together on a literary magazine while attending Vassar called Con Spirito. Bishop graduated with a bachelor's degree in 1934. After graduating, Bishop pursued her literary career and became wealthy as a result. Due to the overwhelming popularity of her first publication, North and South, Bishop edited and re-released it. With the publication's new makeover, the popularity increased earning Bishop the Nobel Prize for Poetry in 1956. Bishop's works were extensive and thought provoking. Although many of her publications were magazine submissions (The New Yorker), Bishop released different collections of her poems. Questions of Travel (1965) focused on many of the settings she saw and felt while living in Brazil. Brazil (1967) was a travel book of poems about Brazil's surroundings. An Anthology of 20th Century Brazilian Poetry (1972) is exactly what it labels, Brazilian poetry. Geography III (1976) was her last collection of poems that earned her the National Book Critics Circle Award. Bishop died from a cerebral aneurysm in Boston on October 6, 1979. Due to Bishop's magnificent following of readers, her poems have survived over twenty years after her death. There are many poems that carry an underlying meaning, and one of Bishop's in particular is Roosters. Roosters, is a poem of uncertainty and power. The poem addresses the Bible story of Peter's denial that he was a disciple of Jesus Christ. Jesus told Peter that by the time the rooster crows, Peter would deny any knowledge of Jesus three times. As the evening passed, three times Peter was questioned about Jesus and three times he denied Jesus' existence. Roosters starts off with a description of the surroundings and atmosphere. The setting develops a gloomy and dark arena for the reader to delve into: At four o'clock in the gun-metal blue dark we hear the first crow of the first cock