Enough is never enough

AHHHHHHHH!! What am I going to wear today? Every morning, this seems to be a problem, even though I have closets full of clothes and no more space to actually place my clothes since every possible place has been filled. But, I feel I don't have enough, because it seems I've worn just that top yesterday and the other â€Å"Gap† black one, on Wednesday. I guess I'll just have to go shopping once more, since I just don't have enough! Enough is never enough. Whether it is a lust for material, social or political â€Å"stuff†, we simply want more. I live in a first world country, with all the luxuries of life in a house, with a delightful 3 times meal, nice, new shiny cars parked outside- allowing me to go whenever and wherever I want. Basically, for most of us here in Canada, it's the best life can ever get! But why is it that we continuously just demand more and more? Or even better we claim we â€Å"need† more. A want, all of a sudden becomes a need – something we couldn't survive without. But, it's no different for me. I have a huge collection of different types of shoes for different seasons, and the collection just seems to be looking old and I actually think it needs an update, because the last time I bought shoes was just last week, when the new boots came out in style. According to the 2001 Survey of Household Spending, Households in Canada spent an average of $57,730 in 2001 on everything from food, shelter and clothing to recreation and travel, which was up 3. 4% from $55,830 in 2000, slightly higher than the rate of inflation of 2. % as measured by the Consumer Price Index (Statistics Canada). This shows the continuous rise in our buying habits, since our thirst for deeper material possessions doesn't seem to have an end. Its not just one person desiring innumerable things but it applies to all of us. The other day my friend was complaining to me, † I know I just came from the salon but I wish I'd get those bangs instead, instead of these layers, so lets go there tomorrow again. † We actually think that's a bit too much, but you know what? It's happening. We aren't just dissatisfied with our looks, but with everything else we own. She just isn't pleased with what she's got! So, then who exactly is? I asked 10 people randomly to find out the answer and the responses I got were surprising. Six out of the ten people were satisfied with what they have and replied in a positive manner. â€Å"You can't be greedy! How much more can you ask for? You have a house†¦ TONS of clothes, food†¦ and all the other â€Å"wants† for entertainment and all the fun things†¦ o yeah totally satisfied â€Å"or â€Å"I'm satisfied with what I have but I also wish that I can have more material and wouldn't mind having more if I were to get it† or â€Å"I'm satisfied for now but I would want more in the future, like in 10 years† and â€Å"I'm satisfied for now, but because there is more out there and we can access it, we want more but just not right now. † The others were complaining about how little t hey have and life would be much better if they had much more. I would fit into that category! My house isn't getting any prettier, even after all the money spent on the antiques and the expensive decorations. I feel it would make the house look much better, if we purchased some paintings. I have a â€Å"56† inch T. V, that seizes half of our living room space but I plan to buy the new flat screen ones, since they are the â€Å"new look†, even though our T. V is precisely perfect. From Internet to Mp3 players, our life is fully complete. Isn't it? But instead of normal speed Internet, we want high speed – faster and advanced, which means our life is complete but we aren't content. We simply just can't see what items we actually do have and what we can use, instead we see what we don't have and just ask for more and more since its never sufficient for us. We're on a continuous search for material. It's a non-stop hunt! It's not a hunt just for material goods but for social and political rights as well. We live in a democratic society that allows us to have more social control over government. We have more communal rights and freedom then many citizens in other countries. We have the guarantee for the freedom of expression, assembly, religion, and the press. We have equal rights just like all the other citizens regarding race or religion. We have mobility rights, legal rights, minority languages, educational rights and democratic rights. However, same sex couples are still asking for same sex marriage rights. Why does it feel that we don't have enough freedom? But, I just thought, we did. Maybe we should be put in a communist country such as China where public criticism of government is not permitted, and the rights of the state take precedence over those of the individual. That way it would be more fun seeing people complain and trying to get their way across to a communist government. Many of us are well employed and the companies we work for promise us many things, such as benefits, but several of the occupations, such as teachers are still asking for a raise in the pay since its not an adequate pay for them. We are paying all those taxes and even though we are getting safer roads and a health care system, in return, we feel it's too much and want a tax cut. Why does it feel like the government is ripping us off? We have the ability to make choices, get education at any age, attend free language classes, read free books at the library, play at the community center but the list just seems to be looking shorter. We are still fighting with the government against the high tuition cost and the small size of the libraries. We are waiting for new political leaders to come into place and change the way things are being done politically, and make decisions that are a benefit to the society or us, which is constantly changing. We can actually never sit down and be thankful for what we have. It's like we are on a constant search for more social and political rights, because the amount of freedom we currently hold, still makes us feel caged. What is the motivation that's asking us to search and fight for extra? What makes us think we don't have enough and we need to consume more? Don't you want to know? One of the reasons may be that day by day, researchers are finding out new technology and ways to make life much easier and more convenient for us. They provide us with gadgets that allow us to carry out several different tasks at one time, which are tempting to have, thereby creating more wants. As fashion builds, with new styles and trends coming out everyday, it overwhelms us with a new look, which is new and exciting, that gives us a satisfying feeling, making it a desire to go out there and devour more. Daily, our wants fluctuate. Overall, society and our own opinions, make us judge about our haves and have not's. Not having one thing at any moment makes us feel we have nothing, therefore making us unsatisfied. The wants of a person, socially also change and as life gets convenient for everybody, we start thinking about people who are in wheelchairs and are disabled in other ways. We ask the government to make ramps into theatres for them and parking lot spaces, especially to meet their safety, creating a social want. As inflation occurs and prices hike up, people want to start earning more, to be able to afford a living and have enough to satisfy their desires and wants, once again creating a social hunger. According to Maslow's Theory, â€Å"People might have enough of food, security, belonging and respect but!!! Enough of self-actualization is harder to attain. In point of fact self-actualization is seen as being somewhat addictive, once experienced it is something that people tend to want more and more of! Moreover people can only really pay attention to self-actualization needs once their more basic needs are satisfactorally met! † (Abraham Maslow hierarchy of needs). This theory shows how it's in us that after we pass our needs we move on to our wants, which are innumerable. All these factors, affect for our longing for material goods and social rights since they arise as the need for them occurs. Maybe we do have an explanation of why we are always asking for more and not being delighted with what we actually have. We might just be able to make it through an answer. Do these reasons mean we can just keep on seeking for more and fighting for more? To what extent can these reasons be used and are they a positive impact or a negative one? The question comes down to asking if the desire for more is a good or bad thing? Are we living in a society that sees the long for more, of a good thing benefiting everyone or something against communal values? In my opinion, it depends on the person who's looking at it and the type of want. I guess the citizen or person for example, asking for less tuition fees, of course will see it as a good thing and sees it as a need to lower the costs which will point out all the benefits to all the students, province wide. However, the government will see this as a negative impact on their financial budget and wont see it at all as a financial crisis for students attending universities and colleges. It all comes down to whose point of view we are looking through. In my opinion, if the social or political want is a one that will help everyone in society, and not harm anything, it's an agreeable thing. We can fight and protest for it since it's something only citizens can see and the government can't and its up to us as responsible citizens to have the political leaders open their eyes and recognize that it's for a good cause. It's the only way to be able to improve our society and the world we live in. If companies for example, were asking for laws that would be damaging to the environment such as no pollution control or being able to throw chemicals in the water, they would be seen as a social greed. The government hasn't allowed this law to take place for a specific reason and it should be kept that way. As time passes and changes occur in style and technology the lust for new things seem logical as long as there isn't a continuous desire. We just need to draw a line sometimes to exactly where the limits are for searching and fighting for extra of everything, sometimes that can justify the good and bad. We should be able to stay within them, and the person that exactly decides the limits is – us.

Principle of teaching Essay

Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin & McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research – and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Globalization Essay Example | Topics and Well Written Essays - 2500 words

Globalization - Essay Example Thrusting in a jet velocity starting from the industrial revolution till today the advancement of technology can be seen in every aspects of life today (Communication Technology & Globalization, n.d.). Contemporary definition of globalization In the contemporary definition of globalization the social, cultural and environmental factors are included. The bottom line of contemporary globalization can be viewed as the â€Å"intensification of cross-national interactions that promote the establishment of trans-national structures and the global integration of cultural, economic, political, technological and social process on global, supra-national, national, regional and local levels†(Gaston. etal, 2008, p.15). Contemporary globalization in our daily life The term globalization is a complex and relative term. It varies from people to people. According to some people globalization affects their lives economically. Some say that it would point the influences made by the political an d social issues. People differ in their perspective of understanding of globalization as their experiences vary. But in general it can be inferred that globalization can be thought of as a process through which the citizens of the world in rapid pace are getting connected and dependant on each other. The effect of globalization on an individual’s life can be viewed from three different perspectives viz. economic, social, and political. (Stohl, n.d. p.223). Substitution of early means of communication with the modern means and role of technology Advancement of technology has substituted the previous means of communication with modern means of communication like messengers on horseback has been replaced by postal vans and subsequently replaced by electronic mail which has became faster and more convenient than the previous means of communication. Globalization has contributed to the exaggerated rapidity of information exchange across the globe. And this phenomenon has taken int o consideration the homogenization and hybridization of all aspects of social, technological, economic, and political dynamics on a global scale (Understandings of Globalization, n.d.). Technological determinism and social constructivism in modern communication and globalization Behind all kinds of social development technological determinism plays a primordial driving force. Technological determinism holds that technology is the key source in the social development. According to Marshall McLuhan, â€Å"the channels of communication are the primary cause of cultural change.† According to his view technology plays an indispensible part in the development of a path which is unaffected by social, economic and political factors. In contrary with the theory of technological determinism another paradigm of concept which has been developed is the social constructivism. The advocates of social constructivism argue that human action including culture, economics, and politics is not sh aped by technology but rather it is the case that technology is shaped by human action. According to Wiebe Bijker culture is not distorted or decided by technology but it is a fact that culture accelerates the development and advancement of technology (Understandings o

American economy Essay Example | Topics and Well Written Essays - 750 words

American economy - Essay Example The Constitution gave the country a framework to fall back on.Yet there were a lot more that needed to be plugged in.A judicial system did not exist and laws could not be framed.During 1789 to 1797,the Congress fleshed out the constitution,giving it the much-needed legal,bureaucratic,and military machThe conflict between the federalists and anti-federalists went from bad to worse and finally in 1800,the anti-federalists had their representative in the post of president – Thomas Jefferson.Washington had tried to lead the nation to greatness with the federal government.Jefferson intended to rescue the same nation from policies that had endangered its experiment in popular self-governance and had undermined the constitutional and social groundwork of a sound republican regime,from leaders whose commitment to democracy itself had seemed uncertain. The Jeffersonian democracy laid out political goals for the United States and reigned over American politics for two decades, 1800 â₠¬â€œ 1820s. Thomas Jefferson’s objectives for the country focused on the West. The spotlight was on the Yeoman farmers, who were the epitome of republican virtue and independence as compared to financiers and industrialists who were the pits of corruption. Soon after, in the years that followed, several anti-federalists were seen to join the Jeffersonian camp as well. The freedom of speech and freedom of the press were pedestalized and the anti-federalists believed that this was the only way in which to ensure that the government would not turn against its people. Violation of the rights of individuals and states were a serious offence and the Kentucky and Virginia Resolutions of 1789, that were secretly written by Jefferson and Madison publicized these principles. Despite this, this presidency witnessed an

Islam Essay Example | Topics and Well Written Essays - 500 words

Islam - Essay Example The spiritual benefits associated with prayer in Islam are heavily conspicuous to be ignored, since they play a major role in alleviating a person’s obnoxious worries and moroseness. On the other hand, prayer in Islam also has immense physical benefits that are a great means of reducing the chances of many serious diseases. It is because a person does not have to stand or sit still at one place during the process of praying, rather all the Muslims are required to adopt various positions during the prayer. The most important part of the Islamic prayer is the prostration, when a Muslim has to bow down in front of God. It is a scientifically approved fact that when one adopts this position not once but many times a day, extra blood flows down to the brain and this blood flow is of immense importance. This greatly reduces the risk of many diseases like chilblain and also helps in effective drainage of sinuses (Naik). An interesting fact associated with the prayer in Islam is that the vertebral column adopts various postures like standing erect and bending as in prostration, due to which there are reduced chances of grave vertebral diseases. Islamic prayer hugely differs from the Christian prayer in many ways.

My Special Woman Essay Example | Topics and Well Written Essays - 1000 words

My Special Woman - Essay Example I was very happy in the relationship. I wanted to spend more and more time with her . It was all about us. She made me forget about anything else in the word. It was fantastic. I was clearly falling in love. From the malls, cinemas, fancy restaurants, and amusement parks to vacations together - nothing seemed to be able to ever separate us. After a while I suggested her to live with me. Actually, the relationship with my roommate wasn’t really smooth, and, therefore, it was the best time for her to replace him. At first, she had doubts and did not want to move in with me. However, after some hesitations, she decided to take a step. Immediately, we started to organize our life together, and of course we purchased furniture at Value City - our favorite store at the time. We would spend hours at Walmart shopping around and looking for small staff to make up our house. In a short time, our home was fully equipped. Then came my birthday. She surprised me with a cake with a picture of me and my family on top of it. That really touched me since my mom and brother were back home. It was like a family reunion for me. Moreover, she prepared a celebration party for me. I am always having a good time on my birthdays. She is never tired of surprising me again and again. Every year she does something extraordinary and something especially for me to make sure I am happy. Living togheter has definetly improved our relationship. We had become a real family, particularly when her son joined to live with us.

Are traditional approaches to security correct to position the STATE Essay - 1

Are traditional approaches to security correct to position the STATE as the referent object of security - Essay Example One should ask themselves whether it is plausible to include other parameters like demography, environment and resources. (Daniel, 1998) This means that the concept of international relations must be redefined; this is because there may be other underlying assumptions that have governed it. There are common strains and factors that have broken national borders. It must also be remembered that communication and information has undergone rapid changes. Besides, finances and capital are flowing all around the world. The clear dividing line that separated foreign and domestic policy is now distorted. This has now caused states to deal with problems in international forums rather than domestically. (Paul, 2000) Security perceptions may either be narrow or wide. Narrow concepts focus on power as the main agenda while wide concepts focus on cooperation. It must be remembered that human rights and international law are crucial determinants in this analysis. There are a number of occurrences that have sparked this debate. The first was the unification of Europe and Germany in the year 1989. Shortly after, there was the September eleventh attack in the year 2001 that posed new challenges to the American government. The security concept is now widening from national security to human or individual security. It has also expanded to include other factors like; actors, food, energy, health and other sectors. (Mathews, 1993) In opposition to the view that national security is of prime importance, other bodies like the United Nations Commission of Human Security have endorsed and proposed the idea of human security. However, traditionalists argue that this concept is too wide. It does not provide a clear outline of cause and effect like national security does. In addition, these conservatives further claim that the concept of global security is a mere complication of an already

What are the consequences of a state break-up in the Arabian Gulf from Essay - 1

What are the consequences of a state break-up in the Arabian Gulf from USA prospuctive - Essay Example A joined military is yet another objective that has a dominant place in GCC’s agenda and has thus strengthened the Arabian Gulf. The nature of GCC changed however since US invasion of Iraq in 2003 and its objective became more economy-oriented rather than providing security to civilians. Since disputes happen among any two bodies obeying nature of superiority and thus conflicts have risen often in the Council meetings. Saudi Arabia is the largest country in GCC and holds a spiritual importance for Muslims all over the world. It has long term disputes with UAE and Qatar; disputes which have now multiplied with the rise of Muslim Brotherhood in Egypt and ISIS and ISIL in the Arabian Peninsula. High point arrived when Qatar was ejected from the GCC (Critchlow 2014). The council was created to maintain harmony, but it had failed to do so thus providing opportunity to the U.S to interfere in state matters and provide opportunities to the countries to adopt the methods proposed by American visionaries and government. The United States has always encouraged Gulf countries to act collectively and enforce security measures against Qaeda-affiliated military groups acting in Syria. This is in favor of their military plans against terrorism in the Arab world. The GCC’s plan to eject Qatar has met disapproval as Qatar houses the Al Udeid Air Base and Combined Air and Space Operations Center that aided US during wars in Iraq and Afghanistan (Saab 2014). United States has strong alliance with Saudi Arabia but it needs to develop a new level of cooperation as both have different values and priorities but common interests (Cordesman 2014). Hence the Gulf countries and the United States of America both need to avoid state-breakup in the Arabian Gulf du e to their own different reasons. The U.S has to support GCC in order to maintain security and eliminate Islamic State of Iraq (ISIS) which poses a threat to its national and international security.

History of Art Essay Example | Topics and Well Written Essays - 1500 words

History of Art - Essay Example Starry night is one of the masterpieces by Vangogh, and it depicts a sky at night filled with blazing stars, swirling clouds, a bright crescent moon and a morning star as centre point. The features of this painting is bit exaggerated, but it reflects a feeling of ease and comfort in human being. This starry sky makes the viewer’s eye gazing all around the painting. The dots of the stars and swirls of cloud keep the viewer hold on to the painting as well as engaged. Below the sky there is a hill and close to the horizon lies a village. The cool colors of the painting bring in nostalgic memories to the viewers about their childhood years. Guitar’s by Picasso was a breakthrough in the world of sculpturing, as it was an epitome of human experimentation and creativity. First this work was done in cardboard and later it was reconstructed in metal. The antiquity of the work is that it was not constructed from traditional materials like wood, marble or bronze but from sheet met al. Here the guitar is being portrayed in a unique form where the lower half of the guitar projects outwards instead of receding. Picasso with this art explored the cubism and presented a different form of guitar to the world. This guitar in paper was the most influential art work of Picasso in the 20th century. The starry night has a theme of serenity, as a person viewing it feels calm and peace both emotionally and physically. The prominent blue color of the painting cools down the senses and relaxes a person entirely. Watching a starry sky at night have always been an act of pleasure. It is definite that Vangogh while painting this work had been intensely calm and at peace. The massive dark structure on the left hand side of the painting evokes a feeling of isolation .This art work remarks about the sense of serenity a person feels while watching a starry sky at night in isolation while weather is cool. The paining also connects a person immensely to the nature. The art work has a core message of the significant impact nature has on human beings. Even when the times changed, the affect of a star studded night on a person is enormous. In this age of technology, people find less time to appreciate nature and its characteristics. If we find some quality time to observe sky at night, we could dream away in its beauty. It could make us see what Vangogh has seen and additionally

A Paper on Apprenticeship in Chemical Industries Essay Example for Free

A Paper on Apprenticeship in Chemical Industries Essay I would like to acknowledge and extend my heartfelt gratitude to the following persons who have made the completion of this summer project: Our college, METAS ADVENTIST COLLEGE, for giving this opportunity. My college mentor Mr. D. Mukherjee Sir for his vital encouragement and support. Reliance industries ltd. , India’s world renowned corporate house for giving me a wonderful platform to undergo this summer project. Mr. Himanshu Bhatt (HOD), for his good leadership and leading me to the right places. Mr. Suresh Lachhwani, HR Manager for his understanding and assistance. Mr. Geyal Bhatt,HR manager for his constant reminders and much needed motivation. Mr. Vijay Shethna, HR Manager for his guidance. Mr. Naman Buch Mr. Giriraj Mistry for their valuable support and help throughout my project. Most especially to my family and friends. And to God who made all things possible COMPANY PROFILE The Reliance Group, founded by Dhirubhai H. Ambani (1932-2002), is Indias largest private sector enterprise, with businesses in the energy and materials value chain. Groups annual revenues are in excess of USD 27 billion. The flagship company, Reliance Industries Limited, is a Fortune Global 500 company and is the largest private sector company in India Backward vertical integration has been the cornerstone of the evolution and growth of Reliance. Starting with textiles in the late seventies, Reliance pursued a strategy of backward vertical integration in polyester, fibre intermediates, plastics, petrochemicals, petroleum refining and oil and gas exploration and production to be fully integrated along the materials and energy value chain. The Groups activities span exploration and production of oil and gas, petroleum refining and marketing, petrochemicals (polyester, fibre intermediates, plastics and chemicals), textiles and retail. Reliance enjoys global leadership in its businesses, being the largest polyester yarn and fibre producer in the world and among the top five to ten producers in the world in major petrochemical products. The Group exports products in excess of USD 15 billion to more than 100 countries in the world. There are more than 25,000 employees on the rolls of Group Companies. Major Group Companies are Reliance Industries Limited (including main subsidiaries Reliance Petroleum Limited and Reliance Retail Limited) and Reliance Industrial infrastructure Limited. RELIANCE AT A GLANCE This is the story of a company with a vision of how it grew from being a small trading unit to be ranked among the top 50 emerging market companies in the world. It is the story of how a company helped place India firmly on the world industrial scenario. Taking with a family, a growing family that includes collaborators, suppliers, customers, employees and the largest based in the country. It is the story of how company’s vision has extended to include newer challenges, new goals and most of all it is a story of a company where the â€Å"Growth is Life†. He (Mr. Dhirubhai Ambani) made a beginning by setting up a company viz. Reliance Commercial Corporation. â€Å"Reliance† means reliability, which is the main principle of any business and we believe that this success in business lies in the principle. He created an empire of Reliance in the various fields such as PETROCHEMICALS, POLYMERS, TEXTILES AND PETROLEUM. The expert team of the technocrats of the World Bank has come to conclusions that reliance textile unit is the top most quality conscious textile unit among the developed countries. Reliance Commercial Corporation went public in the year 1971. In the next few years the company made a massive investment exceeding 40,000 cores of rupees in the industrial areas of petroleum, Gas, Chemicals, Textile, Special Economic Zones and life sciences and established supremacy in diverse industrial areas which took the Reliance group to the peak of Industrial areas. History of Reliance – Hazira Reliance Industries Ltd, Hazira started in 1988. RIL, Hazira is one of the flagship companies of reliance group. It is largest integrated Petrochemicals and polyester complex of India. It dealt with various commodities including Nylon and Rayon. Eight years later it started the manufacturing of synthetic fabrics in February 1996. Eight years later it is started with the manufacturing of synthetic fabrics under the brand name of â€Å"Vimal† in textile mills at Naroda. In three years Reliance establish itself as the largest textile group in the country. The Reliance Industries Ltd, Hazira Manufacturing Division at Hazira near Surat in Gujarat is situated in 750 acres land on the banks of river Tapti. The land when procured was very low and marshy and required extensive site development including 7 million cubic meter of soil filling to raise the ground level upto 6ft. In order to protect the environment and avoid ecological disaster, conventional methods were employed to pump out the river sand for hydraulic filling. The marshy soil with load bearing capacity called for extensive pilling work to be carried out. In an unprecedented construction activity around 18,000 piles were driven for the first phase in about 6 months time. Reliance adopted the unique concept of implementing the Phase 1 down stream plants at Hazira with imported raw material (Ethylene) and intermediates (Ethylene Dichloride, EDC) to ensure completion and commissioning of the plants in 24 months time. Reliance is the first complex in the world to starts operations based on imported Ethylene, British Petroleum followed then. Ethylene unloading terminal is built in collaboration with LT and LGA of Germany. Ethylene storage is one of the largest in the world. It has 2 tanks with uble wall protection and concrete wall outside as an advance safety feature Contribution to the economy Reliance Group revenue is equivalent to about 3. 5% of India’s GDP. The Group contributes nearly 10% of the country’s indirect tax revenue and over 6% of India’s export. Reliance is trusted by an investor family of over 3. 1% million-India largest. Abbreviations and acronyms AITT All-India Trade Test AOCP attendant operator (chemical plant) API active pharmaceutical ingredient ATI advanced training institutes. ATS Apprenticeship Training Scheme BTC basic training centre cGMP current good manufacturing practices CTS Craftsmen Training Scheme DCS distributed control system DGET Directorate General of Employment and Training GDP gross domestic product HOCL Hindustan Organic Chemicals Limited HRD human resources development HRM human resources management ITC industrial training centre ITI industrial training institute MITI model industrial training institute NAC National Apprenticeship Certificate NSCI National Safety Council of India NCVT National Council of Vocational Training. PLC programmable logic controller RD research and development RIC related instruction centre RIL Reliance Industries Limited SCVT State Council for Vocational Training SHE safety, health and environment SOP standard operating procedures SSI mall-scale industry VET vocational education and training INTRODUCTION OF CHEMICAL INDUSTRIES The chemical industry is a base of modern society. It is huge, one of the largest industries in the world. As societies and economies grow, so does the chemical industry. It is of strategic importance to the sustainable development of national economies. The world chemical industry employs an estimated 14 million workers and accounts for about 10 percent of national GDP in developed countries. World trade in chemicals reached a record US$700 billion, and the industry is still growing. The chemical industry in Western Europe shows steady growth, with annual averaged growth of over 4 per cent. The Asian chemical industry shows an increase reaching almost two-digit growth every year. The chemical industry keeps improving our standard of living and provides many of the essentials that our society needs. The chemical industry produces more than 70,000 products. It is a highly capitalized industry. Much of the manual work has been replaced by automation, but significant parts of the operation still rely on human input. Workers’ skills are therefore crucial to the stable production and growth of the industry. The aim of this study is to explore in depth some practices of vocational education and training (VET) in the chemical industry in India, which is one of the leading chemical producers in Asia. Overview of the Chemical Industry in India The chemical industry is one of the oldest industries in India. It not only plays a crucial role in meeting people’s daily needs but also significantly contributes to the industrial and economic growth of the country. In 2004, the total sales of the Indian chemical industry were about US$28 billion, or about 2 per cent of global chemical sales, which stand at about US$1. 7 trillion. It is the third largest in Asia and ranks at 12th in world chemical production. Some statistics on the contribution of the Indian chemical industry to the national economy are given below: The Indian chemical industry at a glance in 2005 Total sales: US$32 billion. The chemical industry constitutes: – 7. 5 per cent of India’s total GDP; – 10 per cent of India’s total exports; and – 12 per cent of industrial production in India. Unionized chemical workers account for 17 per cent of the total unionized workforce (or about 1 million unionized workers in the chemical industry). 20 per cent of excise and import duty collection The Indian chemical industry is highly fragmented. The primary cause of the fragmentation is due to the Government’s corporate licensing policies, allowing various sizes of chemical firms in order to address the supply and demand gap of chemical products. The sectoral classification of the Indian chemical industry in 2004 is given in figure 1. The dyestuff sector is one of the important segments in the chemical industry in India, which is closely related with other chemical sectors. The textile industry is the largest consumer of dyestuffs, nearly 80 per cent of total dyestuff production. While in the 1950s, India imported dyestuff, the country’s dyestuff sector has grown into a very strong industry and has become a major foreign currency earner. India has emerged as a global supplier of dyestuff and dye intermediates, in particular reactive, acid, vat and direct dyes. Fertilizers and pesticides played an important role in the â€Å"Green Revolution† of the 1960s and 1970s. But the consumption of pesticides in India has been decreasing, and is now lower than any other developing country. India now turns to be an exporter of agrochemicals, showing an impressive growth in the last five years. In 2004, fertilizers accounted for about 18 per cent of India’s total chemical production. Indian chemical industry: Sectoral classification, 2005 Fertilizers; 18% Man-made fibres; 16% Pharmaceuticals; 15% Organic chemicals; 15% Soap toiletries; 11% Polymers; 6% Inorganic chemicals; 8% Paints dyes; 5%. Pesticides; 3% Other chemicals; 3% National framework of vocational education and training (VET) Introduction In 1947 India was independent. In the early 1950s, India launched a five-year plan with massive industrializing drives to stimulate workers to acquire high skills. To meet this end, the Directorate General of Employment and Training (DGET) in the Union Ministry of Labour initiated the Craftsmen Training Scheme (CTS) by establishing about 50 ITIs for imparting skills in various vocational trades to meet the increasing skilled workforce requirements for the advancement of technologies and the industrial growth of the country. VET is a concurrent subject of both central and state Governments in India. VET-related matters, such as the development of training schemes, training policies, training standards, training procedures, organization of trade tests and issuance of certifications, are the responsibility of the central Government, whereas the implementation of training schemes largely rests with state Governments. The central Government created the National Council of Vocational Training (NCVT), a tripartite body representing central Government, employers and trade unions. Similarly, the State Council for Vocational Training (SCVT) was established at the state level, with the same purposes as the NCVT. At the national level, at present there are two main vocational training initiatives, which are the CTS and the ATS. 1 The Government and chemical companies have dual responsibility for providing workers with training under the Apprentices Act, 1961. Craftsmen Training Scheme (CTS) Objectives The objectives of the CTS are: 1. To ensure steady flow of skilled workers in all industrial/service sectors; 2. To raise the quality and quantity of industrial production by systematic training of workers; and 3. To reduce unemployment among the youth by equipping them with suitable skills for industrial workers. Salient features of the CTS Training is imparted in 50 engineering and 48 non-engineering trades through the industrial training institutes (ITIs) and the industrial training centres (ITCs) located throughout the country. The period of training varies from one to three years. The entry qualification varies from 8th to 12th class completed students, depending on the requirements of trade. The training institutes have necessary infrastructural facilities. These institutes are required to conduct training courses as per the training curriculum decided by the NCVT. All-India Trade Tests (AITTs) are conducted in January and July every year by the DGET. After the completion of the training at the ITIs and ITCs, trainees must appear in the All India Trade Tests. National Trade Certificates will be awarded to those who pass the tests. The Certificates are recognized by the central Government for the purpose of recruitment at the central Government and the state-owned corporations. About 70 per cent of the training period is allotted to practical training and the rest to theoretical training relating to trade theory, calculation and science, engineering, social studies including environmental science and family welfare. Broad-based modular training is offered in four central model industrial training institutes (MITIs). This training offers an advantage of re-orienting the training modules as per the changing skill requirements in the industry. Trades related to the chemical plant operators. The trades related to chemical plant operators, the period of training and their entry qualifications under the CTS are summarized in table 1. Table 1. Trade, period of training and entry qualifications for chemical plant operators under the CTS Trade Period of training Entry qualifications Maintenance mechanic(chemical plant) 2 years Passed 10th class examination with physics, chemistry and mathematics under 10+2 system of education or its equivalent. Instrument mechanic (chemical plant) (a) 2 years (b) 6 months. Passed 10th class examination under 10+2 system of education with physics, chemistry and mathematics as one of the subjects or its equivalent. Passed B. Sc. with physics and chemistry. Attendant operator (chemical plant) (a) 2 years (b) 6 months Apprenticeship Training Scheme (ATS) With the growing tempo of planned economy giving rise to increased industrial activity both in the public and the private sectors. Systematic trained manpower is vital for Industrial development and productivity. Apprenticeship training is the most important programme for training skilled workers for these industries. India is one among the very few countries having a comprehensive and systematic Apprenticeship Training Scheme. In order to regulate and control of training the Apprenticeship Act of 1850 was enacted. Later on Parliament considered it necessary to enact a more comprehensive Act as the old Act if 1850 was found quite inadequate and so instead of just amending it, the new Act containing more detailed provision was enacted on the unanimous acceptance of recommendations of Shiva Rao Committee in 1961. Subsequently Apprenticeship Rules were framed for smooth implementation of the Act in 1962 and it was enforced with effect from 1963. Its scope was extended in 1973 to cover Engineering Graduates and Diploma holders. At present 254 specified groups of Industries are brought under the purview of Act 137 trades are designed under the apprenticeship Act. The ATS is operated under the Apprentices Act, 1961. The law requires all companies to provide apprentice training to entry-level workers. Firstly, we will briefly discuss the aims and the background of the Act, followed by the discussion concerning the ATS. BRIEF OBJECTIVES OF THE APPRENTICESHIP ACT 1961 ARE : (i)To regulate the programme of training of apprentices in the industry so as to confirm to the prescribed syllabi, period of training etc prescribed by the Central Apprenticeship Council, and (ii)To utilize fully the facilities available in the industry for imparting practical training with a view of meeting the requirements of skilled workers in the Industries. TRAINING OF TRADE APPRENTICES CONSISTS OF : 1. Basic Training 2. On the job training or Shop floor Training. 3. Related Instructions. INTRODUCTION. The Apprenticeship Act, 1961, come into force with effect from Ist March, Craftsman Training was proposed to be imparted under the Industrial Conditions on the shop floor. PURPOSE OF THE APPRENTICESHIP ACT, 1961. The Apprenticeship Act, 1961provides for the regulation and control of training for Apprentices in the country. This Act has been enacted in order to regularise the programme of their practical training and to ensure fully utilisation of the available training facilities. The Apprenticeship Training Scheme has two fold objectives namely :- ( a )Maximum utilisation of training potential to relieve unemployment and ( b )To give more intensive training to the Apprentices so as to bring their level of skill to entertain specified standards. Evolution of the Apprentices Act, 1961 The National Apprenticeship Scheme started in 1959 on a voluntary basis. The Apprentices Act was enacted in 1961 and promulgated on 1 March 1962. Initially, the Act envisaged training of trade apprentices. The Act was amended in 1973 to include training of graduates and diploma engineers as â€Å"graduate† and â€Å"technician† apprentices, respectively. The Act was further amended in 1986 to bring it within its purview the training of the 10 + 2 vocational training system as â€Å"technician (vocational)† apprentices. Administration of the Apprentices Act, 1961 The responsibility of administering the Apprentices Act, 1961, lies in the DGET. The DGET is also responsible for implementation of the Act with respect to trade apprentices in the central Government through the undertakings and departments. This is done through six regional directorates of apprenticeship training located at Kolkata, Mumbai, Chennai, Hyderabad, Kanpur and Faridabad. State apprenticeship advisers are responsible for the implementation of the Act at the state level. In addition, the Department of Education in the Union Ministry of Human Resources Development (HRD) is responsible for the implementation of the Act with respect to graduate, technician and technician (vocational) apprentices. This is done through four boards of apprenticeship training located at Kanpur, Kolkata, Mumbai and Chennai. Under the Act, the chemical industry is included in the categories of manufacture of basic chemicals and chemical products and manufacture of rubber, plastic, petroleum and coal products. APPRENTICESHIP TRAINING SCHEME (ATS) The Central Apprenticeship Council is a responsible organ to the ATS. The Council advises the central Government on designing the policies and prescribing the standards and principles in respect of the ATS. It is a tripartite organ. The Union Minister of Labour is the Chairperson of the Council and the Minister of State for Education is the Vice-Chairperson. COVERAGE The apprenticeship training is obligatory on the part of employers in public and private establishments; they must have the requisite training infrastructures, as laid down in the Act. In 2005 nearly 18,000 establishments engaged in the apprentice training, of which 254 companies or groups of companies in the chemical industry were covered by The Apprentices Act. For the attendant operators in the chemical plant, chemical companies must hire one apprentice trainee for every ten workers, excluding non-skilled workers. QUALIFICATIONS AND RECRUITMENT OF TRADE APPRENTICES. A person male or female not less than 14 years of age is qualified for being engaged as Apprentices. The entry educational qualifications for the Apprentice vary from 8th class or equivalent matric with mathematics and Ph/Chem/Biology/ English as prescribed by CAC. The apprentice before engagement should also satisfy such standards of physical fitness as prescribed. The recruitment of apprentices is the responsibility of the employers . Employers can seek the assistance of Employment exchanges, Industrial Training Institutes, Directorate of Technical Education and Industrial Training, Apprenticeship section, Placement section or advertisement through press can be recruited in the month of Feb/Mar or Aug/Sept of every year against the assessed vacant seats. The apprentices recruited during March/September shall complete their apprenticeship training during either of these two months and this subsequently helps them to appear in the All India Trade Tests of Apprentices held in the months of April and October every year without any idol period between the completion date of training and the dates of All India Trade Tests. The establishment can recruit trade apprentices from either of the following categories 1. Passed out trainees of Industrial Training Institutes. 2. Freshers possessing minimum educational qualifications. BENEFITS TO WEAKER SECTIONS While recruiting apprentice employer has to ensure that scheduled castes/ scheduled tribes, minorities, physically handicapped and other weaker sections of the society get fair deal and are engaged as prescribed. CONTRACT OF APPRENTICESHIP Every person or if he/she is a minor his Guardian shall have to execute a contract of apprenticeship with employer in the prescribed form, which has to be registered with the concerned Apprenticeship Advisor. The Apprenticeship training will be imparted in pursuance of this contract. The employer and the apprentices shall carry out their obligations under this contract. If where the contract of apprentice is terminated through failure on the part of the employer to carry out the term of contract and condition ( as notified under apprenticeship rules 6), he shall pay to apprentice compensation as prescribed. In the event of premature termination of contract of apprentice for failure on the part of apprentice to carry out the term and condition of contract ( as notified under Apprenticeship Rule 1991 ). The surety at the request of apprentices hereby guarantor to the employer the payment of such amount as determined by the State Apprenticeship Advisor and towards the cost of training. The liability of surety is limited to amount equal to the three month stipend last drawn and with interest at 12% per annum. BASIC TRAINING AND RELATED INSTRUCTION The period of basic training is most of the cases is either one year or two years. Apprentices who have undergone institutional training of one or two years in I. T. Is are not required to under go basic training. The time to be spent on related instructions during this period is 7 hours/ week i.e. one day per week. Where an employer employs in his establishment to 250 or more workers the entire responsibility for imparting basic training to apprentices is the responsibility of the employer himself. In case an employer in his establishment less than 250 workers, he shall have to bear only 50 percent of the cost of the basic training, the other 50 percent is borne by the Government. As regards Related Instructions, it is imparted at the cost of Government. Employer is re-imbrued related instruction charges at the rate of Rs. 50 per apprentices per month, when he arranges to impart related instructions. SHOP FLOOR OR ON THE JOB TRAINING RELATED INSTRUCTIONS. The remaining period of Apprenticeship which in most of cases is one year or two years is on the job/shop floor training and it will be the entire responsibility of the responsibility of the employer whether he employs less than 250 workers in his establishment. Several employers may join together to form training-co-operatives for the purposes of providing on the job (practical) Training related instructions. Related Instructions will be imparted during this period also at the cost of the Government. The training will be according o the standards prescribed by the Government in consultation with the Central Apprenticeship Council or as laid down in the prescribed syllabi. OBILIGATION OF EMPLOYERS. The employer shall provide the apprentice with the training in the trade in accordance with the provisions of the Apprentices Act and the Rules made thereunder and in terms of the contract of Apprenticeship. If he is not himself qualified in the trade, he shall ensure that a duly qualified is placed in charge of the training of Apprentices. He shall look after the health, safety and welfare of Apprentices. If personal injury is caused to an apprentice by an accident arising out of in course of his training as an apprentices, his employer shall be liable to pay compensation in accordance with the provisions of the workmens compensation Act. An employer shall pay stipend to every apprentice during the entire period of apprenticeship training. The minimum rates of stipend are as follows :- First Year Rs. 820/- per month Second Year Rs 940/- per month Third Year Rs 1090/- per month Fourth Year Rs 1230/- per month Employer can pay any higher rates of stipend to attract better candidates . Apprentices shall not receive any Bonus or incentive money. Hostel accommodation if available may be provided to the Apprentices but this not obligatory under the Act. OBLIGATION OF APPRENTICE Every apprentice shall learn his trade conscientiously and diligently. He shall attend practical and related instruction classes regularly and shall carry out all lawful orders of his employers and superiors in the establishment. In the matter of conduct and discipline the apprentice shall be governed by the rules and regulations applicable to workers in the trade in the establishment. He will be a trainee and not a worker and shall not take part in any strike etc. He shall also carry out his obligations under the contract of Apprenticeship. HOURS OF WORK,LEAVE ETC. The weekly and daily hours of work of an apprenticeship shall not exceed the following:- Daily: Not more than 8 hours (includes the time spent on related instructions). Weekly : Total number of hours per week shall be 42 to 48 (including the time spent on related instructions. ) Trade apprentices during the third subsequent years of apprenticeship shall work for the same number of hours per week as the workers in the trade in the establishment in which the trade apprentice is undergoing apprenticeship training. No apprentice shall be engaged on training between the hours of 10 P. M and 6 A. M. or required to work overtime except with the prior approval of the Apprenticeship Advisor. An apprentice shall be entitled to have casual,/medical and extra-ordinary leave as per leave rules of the establishment. If no proper leave rules exist in the establishment the apprentice shall be entitled to total 37 days leave of different types i. e. casual 12 days, medical 15 days extra-ordinary 10 days. Grant of such leave shall be subject to the following conditions:- a)That every apprentice engaged in an establishment which works for 5 days in a week(with a total of 45 hours per week) shall put in minimum attendance of 200 days in a year out of which one sixth namely 33 days shall be devoted to related instructions and 167 days to practical training. b) That every apprentice engaged in an establishment which works for 5 1/2 days or 6 days in a week shall put in minimum attendance of 240 days in a year out of which one sixth namely 40 days shall be devoted to related instructions and 200 days to practical training. In case an apprentice could not put in minimum period of attendance or could not complete his essential part of training for circumstances beyond his control, his period of training could be extended for a period of up to six months under Apprenticeship Act rule 5(2). Employer has to continue to pay the stipend for the extended period of training. FINAL TRADE TEST At the end of their training the apprentices are trade tested by the National Council Of Vocational Training . These All India Trade Tests under the Apprentices Act 1961are held twice a year some time in April and October. Every apprentice who passes this test is awarded National Apprenticeship Certificate which has been recognized by the Central and State Governments for the purposes of appointments in subordinate posts and services. EMPLOYMENT ON COMPLETION OF APPRENTICESHIP TRAINING. It shall not be obligatory on the part of the employer to offer any employment to an apprentice nor shall it be obligatory on the part of the apprentice to accept an employment under the employer on successful completion of training unless it is specifically provided in the contract of Apprenticeship. SEAT ASSESD/ SEAT UTILISED AS ON 31. 12 . 2005 |S. NO. |SEAT ASSESD |SEAT UTILISED | | |PUBLIC SECTOR |PRIVATE SECTOR |TOTAL |PUBLIC SECTOR |PRIVATE SECTOR |TOTAL | |1. |2541 |2821 |5362 |1779 |1330 |3109 | The role of the chemical industry in the national VET framework Chemical companies take the following roles and initiatives as their commitments to the national vocational education system: a) To deliver basic and practical training for apprentices in the industry by the enterprise, with the whole cost borne by the enterprise; b). To appoint  the experts from these training centres as members of the curriculum committee at the national level to draft the curricula for the Craftsmen and Apprenticeship Training Programme; c) To appoint the experts from these training centres as examiners and paper setters for the Craftsmen, Apprenticeship and Instructor Training Programmes; and d) To appoint the experts from the training centres as members of advisory committees, such as the Central Apprenticeship Council, the NCVT, the State Apprenticeship e) Council and the SCVT, as well as advisory committees of ITIs and ATIs. The companies on their own fund their in-house and external training programmes for their employees. Liberalization of the Indian chemical market and VET When liberalization hit the Indian chemical industry in the early 1990s, most of the chemical companies – regardless of the number of employees – were affected by a massive drive of cost reduction due to increased competition stemming from globalization. Before liberalization arrived in the chemical industry, the Government of India devised protective schemes to protect its industry and domestic market. In fact, the chemical industry was one of the major forces urging the Government to take protective measures. The rationale was that if the industry were not protected, it would have been wiped out, causing a loss to India’s exchequer. Under the protected market, chemical companies produced only enough to make minimum profits. The Government restricted the production capacity through corporate licensing. Hence, there was no incentive for chemical companies to improve the quality of product, reduce production cost or replace outdated machines and equipment with state-of the- art high-tech production systems. Improving workers’ skills in order to increase productivity had been barely considered. Once workers were employed by chemical companies, they received initial training but nothing further. Liberalization and the substantial reduction of customs tariffs in 1991 due to globalization shocked the manufacturing sector, in particular the chemical industry. Globalization resulted in the closing down of many small and medium-sized chemical firms in India. To cope with emerging globalization, chemical companies needed to change their business manners and business practices. Cost-cutting was the only way for them to survive in a keenly competitive globalized market. Chemical companies also took drastic measures to reduce workers as an inst.

Community Relations of MAS holdings

Community Relations of MAS holdings In any company, the greatest challenge is managing the business. To support this end, a companys relationship with the community plays a pivotal role. In terms of corporate social responsibility MAS Holdings has done a considerable amount of work towards uplifting Sri Lankans in a social context. It has also worked to retain customer attraction through achieving their targets and maintaining customer compliance standards by ensuring the employees work in a safe working environment. This report illustrates MAS Holdings relationship with the community and provides recommendations for improving community group relationships for business well-being. Company Background MAS Holdings is a company, which has focused on the apparel manufacturing business for the last 20 years. It has great success to date with a consolidated turnover of approximately more than 400 million USD and has a massive growth in operations. The majority of the success has been achieved within the US market, which accounts for almost 60% of sales. Europe and UK provides the majority of the balance. In terms of customer focus, the company gains 50-55% of turnover from Victoria Secret, 14% from Gap another 10% from Marks Spencer. In terms of global presence, the company is present in more than 5 locations globally, including China, Vietnam, Indonesia, Mexico, India, Hong Kong, United Kingdom, Maldives and US. The company is made of multiple investments mostly in the form of joint ventures in Intimate Apparel Manufacturing, Elastic Manufacturing, Knit Fabrics, Lace, Bra Accessories and recently Design Development. Key stakeholders and their level of influence and impact on the company 2a). Benefits of stakeholders analysis for MAS Holdings Undertaking a taking stakeholder analysis benefits the company as follows, Opportunity to identify the interest of the all stakeholders on the company Recognizing the groups that affect or affected by the company The power level of each stakeholder and ways to reduce negative impact on the company Identifying the stakeholders who have decrease association with MAS and getting them involved in company events at particular stages Identify potential issues that might disrupt the company It also helps to visualize the risk factors and plan strategic responses 2b). Key community groups and their impact on the company Stakeholder mapping provides insight in to which parties have the most impact on the company (See appendix 2). Described below is the influence and impact of each stakeholder. CEO and The Board of Directors (High Interest + High Power) This includes companys major players and potential stakeholders. In it consists of the chairperson, Mahesh Amalean and the board of directors which includes the other two Amalean brothers and 7 directors. (Refer appendix 2 figure) From the beginning MAS was a benchmark for being a superior employer. All the main key players of the company are responsible for sustainability in community development. By looking at the significant steps that have been taken by them to develop the community and their employees it is clear that they have made a big difference. As per Ajay Amalean it was the right thing to do. We had absolutely no idea that 20 years down the road, the things we were doing would be called CSR. Venture Capital and Customers of (High Interest + High Power) According to the power interest mix (Refer appendix 2 Figure 2) there is a clear indication that this is a category with high interest and power. Without these key individuals or groups, such as joint ventures, with Speedo and strategic partners such as Nike, Makes Spencer, Victorias Secret and Gap MAS Holdings part of the business operations would not have its current success. When MS selected MAS for their green manufacturing plant project (As mentioned in appendix 2 page ii) it demonstrated their recognition as a global customer that MAS is an organization that is conscious of environmental and social sustainability. This recognition will results in better relationship with worlds leading brands that are under pressure to maintain sustainability and it will help to maximize the profit of the company by attracting new customers and through customer retention. Employees (High Interest + Low Power) The higher management at MAS Holdings has set its employee objectives which are called as KPIs (Key performance indicators). However the drivers of these main KPIs are the employees themselves. It is noticeable in the Mendelows matrix (Refer appendix 2 Figure 2) this category holds high interest and low power on decision making. This group includes the executives and the machine operators of the company. In MAS, 92% of the employees are women. Focusing the women in the company MAS has launched an empowering program which is called Women Go Beyond (Refer appendix 2 page v). The men, who are working at MAS, enjoy the same benefits as women. These activities result in company growth through employee attraction and retention. Thus recruiting process is easier and the annual labor turnover is much less. As mentioned in appendix 2 these activities also results in higher productivity of operations, which is a one of the main achievements of a manufacturing plant. Community ( Low Interest + Low Power ) As mentioned in the mendelows matrix this category has a low interest and a power, but the company point of view its important to have a close relationship with the communities MAS operators. Hence they need more man power for their operations and its a great advantage when having a close relationship with the community specially in recruiting people and also in retaining them which will be discussed future in the report. How MAS use relationship marketing and approach the community through its concept 3a). Relationship marketing Relationship marketing refers to all marketing activities directed towards establishing, developing and maintaining successful relational exchanges Morgan hunt 1994 It is important to understand the benefits of maintaining good relationships with the community groups. Not only in FMCG companies but also within business to business companies, manufacturing plants benefit by having close relationships with the community groups that are relevant to them through the practice of sustainability within these communities. Though it doesnt have a direct impact on the company with regards to profits, sustainability, helps to increase the company standards, reputation and profits in a way that is mutually beneficial to the community and the company. By developing such enduring relationships the company can gain trust within the community, build employee commitment and loyalty towards the company. These things give long lasting benefits to the company. MAS Holdings is a company that gets these positive results out of such community relationships. 3b). What MAS Holdings does to attract their community groups and reach their hearts When building a relationship it should be done from a combination of Trust, commitment and cooperation. Trust According to Morgan hunt trust is defined as confidence in an exchange partners reliability and integrity Trust can be seen as a long term investment for the business. It works as glue in building business relationships with all stakeholders. Building trust among the customers and suppliers of will allow the MAS business to gain the upper hand to improve business with the US and European countries. In the same way MAS holdings most important resource is labor. As mentioned before 92% of the employees are women. Sri Lankan women are very particular in selecting the working place. Considering the culture, tradition of Sri Lanka, its important for women to have a safe working environment in manufacturing plants which will enhance their trust and the trust of the community. For an instance when started first EPZ in Katunayake and the country is declared as a free trade area most of investors started garment factories in those areas. 90% of the works become women, most or 18 25 of age and they came from rural area of the country, lived in boarding houses near the factory. In this period most of the employees suffered from sexual harassment and assault. They also had long working hours even without prior notice. Breaking through these grey clouds MAS become one of the best employers in Sri Lanka by creating a safe working environment. In addition the Amalean brothers made sure that their work force worked in an air conditioned environment, had free meals, and were given transportation to and from the factory. Commitment This is one the most important element which strengthens relationship marketing. As per Morgan and hunt, commitment is an enduring desire to maintain a valued relationship (Morgan and Hunt 1994, 23) Commitment could be considered in different ways, 1.Commitment towards the organization by the employees, commitment towards the brand or the product also the commitment towards the community etc. In order to foster this commitment MAS Holdings, created incentives based on service period giving gold coins to employees that had completed 5 years of service, providing increments each year so that an employee knew that if they stayed one more year their salary would increase and giving bonuses based on performance which encouraged the employees to be committed to continuous improvement. Co-operation with community groups In order for a business to operate in a geographic location it is important that the people living there are ready to accept the presence of this business. As MAS Holdings has many plants in many locations it has found it useful to co-operate with various community groups in order to establish their presence. For example through the Shadeline factory in the remote area of Mahiyanganaya, various projects were undertaken. These included assistance in building houses funding for primary education and assistance in social welfare. Some of the community assistance was provided through the Buddhist temple in the area which provided access to large portions of the community. Further to that association with the local police and welfare societies provided inroads to the lives of the people. The Level of influence and impact applied by pressure groups on MAS Holdings 4a. Pressure groups Pressure groups are organizations that seek to influence government the public and private business or advance a cause. Often they advance a political or ideological goal. These groups can be placed in to two main categories. Sectional Pressure groups Causal Pressure groups 4b. Sectional Pressure groups Sectional pressure groups represent a section of society. The pressure cause by these groups is often directly beneficial to the members. Religious groups (High impact) -Often in the rural areas of Sri Lanka where several of the MAS Factories are situated the Buddhist temple in that area is the central meeting place and many decisions are made there. MAS as an organization is encouraged to follow the local customs and cultural habits. The Employers Federation (High impact) -is a legal organization that MAS is part of. Adhering to the guidelines set by this organization is beneficial for MAS Holdings goal of ethical hiring and employment 4c. Causal Pressure groups Causal Pressure groups are associated with a set of ideas rather than people. The agendas they pursue may not be directly beneficial to their members. As a member of certain key groups MAS must adhere to standards they set. Some of these are listed below: The Joint Apparel Association Forum (JAAF) (Low impact) is the leading umbrella organization concerning the apparel industry in Sri Lanka. Making Sri Lanka the number one ethical destination for garment manufacturing (the Garments without Guilt initiative) is one of its chief objectives. MAS Holdings is a special invitee to this Forum and is expected to conform to the directives set by this forum. Several sub organizations are part of the JAAF. FAAMA Fabric Apparel Accessory Manufacturers Association FTZMA Free Trade Zone Manufacturers Association NAEA Apparel Exporters Association SLAEA Sri Lanka Apparel Exporters Association SLCGE Sri Lanka Chamber of Garment Exporters SLGBOA Sri Lanka Garment Buying Offices Association Various SBUs of MAS Holdings are involved in many of these sub organizations as well. Worldwide Responsible Accredited Production (WRAP) (High impact) -MAS Holdings is a member of and must adhere to their standards as well. The Board of Investment of Sri Lanka (Low impact) As a member MAS must adhere to certain standards. While these organizations are quite influential in Sri Lanka, MAS has lead the way in Ethical and Responsible employment therefore it is MAS that often sets the standards for these organizations. New communities that MAS can expand their services fro the betterment of the society In the tradition of MAS to lead in the area of CSR in Sri Lanka and sometimes the world, this could be taken for further by analyzing new community groups will always give the opportunity to connect to the community. Its proven that MAS is one of the fast growing companies in the world. Its very important to have a good relationship with the local government, society that they operators since it need more man power and carry out their operations in the respective communities. MAS has been doing all community projects targeting the employees and society such as women go beyond and other CSR activities (Refer appendix 2, page v vi). It needs to look in to future prospect in terms of building a close relationship and the target audiences of the new community groups are, Skilled future generation for Srilanka Target Group -School leavers of MAS employees Providing educational opportunities to the community in areas of English language education and IT Lets learn the importance of environmental sustainability Target Group -Schools (Students) Achieving sustainability Practicing and teaching Environmental sustainability 4 a) Why MAS should choose these two community groups Since MAS is targeting on the community itself it gives greater results to the company and the country when considering future leaders, minds in the country. By providing education which is required in the current business world it helps the young generation to foundation their career paths. By creating a strong and stable generation, it will eventually strengthen the communities of Srilanka, starting from the area that, MAS manufacturing plants operators. This will also benefit the country. When looking company point of view this program will not directly impact, but this will increase imagine and the good will of MAS among the communities which will help the company in recruitments and also in retaining employees. As per the 2nd community group, by helping the schools and spreading the massage about the importance of environmental sustainability by teaching them from their small ages it will give a give impact in their personal lifes as well as the country, environment. Also as mentioned before by establishing the name of MAS in their hearts by doing a worthwhile project to their lifes and the community MAS always be company that is socially responsible. Hence most of the MAS customers are particular on the CRS projects that MAS does, these kinds of projects gives positive marks and will strength the relationship with the customers as one of the responsible suppliers in the world which will attract more customers around the world. 4b Skilled Future generation for Srilanka Providing educational opportunities to the community in areas of English language education and IT MAS competes in the global market and deals mainly with the US and Europe. In order to communicate with its customers the most relevant language is English. No business that is global can survive without information. MAS recognized this need early in the game and is dependent on Information Technology for all information needs both internal and external. While there have been government initiatives to foster the teaching of English and IT these have often failed due to a lack of funding or will power. Having a community that is fluent in English and adept in IT provides MAS with a greater pool of individuals to select from for employment. Before looking at the all the school leavers MAS could target on the family members of employees at MAS. The selection criteria of this could a relative of a employee at MAS, who is 18 -27 age and has completed G.C.E advance level 2 passes and unemployed. While providing primary education to these communities can be carried out by supporting the government initiatives, family members of employees can be chosen out of the community to provide scholarships for further education. In this way MAS can give back to those who support the business while building trust, commitment and sustainability in the community. 4c Lets learn the importance of Environmental sustainability Achieving sustainability Practicing and teaching Environmental sustainability MAS was the first company to recognize the need for Environmental sustainability as a key global concept and put this knowledge into action by creating the first green plant in Sri Lanka. In order to take this message to the community in general MAS will have to create awareness and provide education. Currently there is no provision in the Sri Lankan school curriculum to teach environmental sustainability. Target group could be taken as 15-18 year old students hence it is the best age group that can be thought the importance of environmental sustainability and make it their way of life. To communicate this massage to the selected audience would be schools which are located in the areas that MAS manufacturing plants. As this area of education is most relevant to the future generation it is important that this area of study be included in the Schools curriculum. It is possible that MAS can team up with experts in the field from the United Nations Environment Program (UNEP) to get government approval and support to introduce this vital area of education. By conducting this program in schools, MAS is creating educated youth to the community and also who will be a example to the society and a person who carries a massage on how important sustainable development. These will also benefits MAS indirectly by establish a reputation among the community which the plant operates. Coordinated Communications mix for new community groups projects In order to have success in these two ventures it will be necessary to have a coordinated communication plan. The communications mix must target all the relevant stakeholders. As these are non-profit initiatives the communications mix must be adapted to suit the situation Internal stakeholders Management, Employees External stakeholders- Community, Government, Partners, Customers 5a. Internal stakeholders Management In order for both these initiatives to be successful the management must be aware of them and back them. As most of the decisions for funding will come from this group of individuals it is recommended that direct contact is made (personal selling) and the use of presentations would be advisable. An e-newsletter sent directly to their e-mail account and linked to a website with Links on Facebook and Twitter will provide them with any additional information they need and provide regular updates on the status of these projects. Management can also form a committee or working group to oversee and monitor the process of teaching and the progress of these initiatives. This group will report back to the management. Employees The employees too can receive the same newsletter and management can communicate the needs and progress to the employees at meetings. Making it possible for the employees to get involved in the teaching programs and funding is also recommended so that there is a greater employee ownership for these initiatives. 5b. External stakeholders Community By far the most effort and resources must go to making the community aware of these initiatives and the benefit thereof. While the employees in the community will take part of the message by word of mouth assuring that the correct communication is conveyed will require further effort on the part of MAS Holdings. At the inception of these initiatives the best option would be to start with a public relations campaign which includes press conferences, announcements at town meetings and branding. Having a Brand ambassador (such as one of the members of the Sri Lankan cricket team that work for MAS and are highly regarded by both urban and rural communities)would give a face to these initiatives. The most important part of these communities are the individuals that will receive the benefits of these programs. The teachers and students will receive their curriculum via an approved government syllabus. But programs and workshops can be organized (personal selling) to assure that quality information is available to theses two groups. Having exams to measure English and IT competency and contests to select the best idea for environmental friendliness with prizes awarded t best student or best idea will assure the students interest in these subjects (promotions). Government The shareholders of MAS have demonstrated their goodwill and capability they will not find it difficult to obtain government approval for these initiatives. Recently the government too took the stand that the way forward is through English education and IT. Furthermore if it is demonstrated to them that environmental sustainability is the way forward they too will join the process of becoming green direct selling is the most efficient method of communication here. Partners A great strength of MAS in carrying out a project is working together with partners who have the expertise. Involving The British Council for English education, Microsofts teaching services for fundamental IT education would provide a first step in these areas. For environmental sustainability United Nations Environment Program (UNEP), the Consumer Citizenship Networks (CCN) and the Looking for Likely Alternatives (LOLA) toolkit provide information and know-how. Having joint ventures with the above organizations would be beneficial to MAS and will lean credibility to the efforts. Customers Many customers are interested in the CSR projects undertaken by MAS. In MAS communiquà ©s it is possible to include the websites and social networking sites so that the customers can access more information about these projects. Allowing the customers to get involved through sponsorship will afford them an opportunity to pass on to their customers or the end customer the knowledge that they are not only receiving guilt free environmentally friendly products but also [part of the purchase is going towards community building and the education of the less fortunate. The garments could carry labels such as produced in eco-friendly factories, or your purchase provides for the education of a child in Sri Lanka. Measuring the success of the communications mix for both new community relationships In order to measure the success of the communications mix the standard evaluation criteria must be adapted to reflect the non-profit nature of this venture. Quantitative Measures Managements and employees contribution both financially and through time allocation can be easily quantified. That can then be used as an indicator of the success of the marketing communications. In the long run the number of individuals that are retained by MAS that have attended these programs can be counted and both the success of the internal communication strategy and the success of the programs can be evaluated. Community awareness can be measured by the number of individuals attending the programs. Also the exams that are held for the individuals and the response to the contests will give an indication of the success of the community communication strategy. Using benchmarking tools that the partners have developed over the years it may be possible to measure the success of the communications that have been carried out. For Government, Partners and Customers the main indication of the success of the communication strategy will be their financial participation. Targets must be set for the anticipated contribution and measuring the success of achieving these targets will give a clear indication of the said success. Hits on the website can also be used to quantify interest and communication success. Qualitative Measures Feedback can be obtained from Management and Employees as to their perception of the programs through an e-mail survey. Feedback can also be obtained from the students to ascertain their perceptions and attitudes towards the program. Furthermore community inquiries regarding the program can be accumulated and categorized to measure and determine the success of the communications mix. Conversations with the partners and customers can indicate their observations and thoughts on the endeavor. All this information can be used to measure the success of the marketing mix. Recommendation Continue doing community projects more which will support to sustain the relationship with the community and will also visualize the organization as a good responsible citizen Internally set key performance indicators to measure the amount of CSR projects completed and the quality of the program and the no.of impacts in order to understand value of the programs and can forecast the type programs should given to the community Conduct programs for male members in the company while carrying out women go beyond for the female team members to all employees motivated Manage communication campaigns to the new community groups in a strategic way to attract them to the projects conducted and built trustworthiness among the company Prepare booklets, including CSR projects that has made a difference in the community and also use modern technology to spread the good will of MAS holdings and attract customers Always keep the employees informed on the CRS projects that are done by the company and make feel them that they work for a socially responsible organization Implement a system to collect feedback from all the participants of the CSR projects. Also for new ideas for new projects from employees as well as external groups Conclusion Its very important to maintain a mutually beneficial relationship all the stakeholders since each of them are directly or indirectly involve with the company. MAS has become one of the best multinational companies in terms of business also in community relationships they have maintained. By establishing a good reputation among the communities they operators, local government, customers also the pressure groups it has been easy to execute their business activities anywhere in the country and the world. References Appendix 1 Company Background It was in 1987 when the three brothers, Mahesh, Sherad and Ajay Amaleans took their first step to begin as a small entrepreneurial and to make it one of the largest south Asian intimate apparel manufacture and a competitive sportswear provider in the region. Now a company, with an annual turnover of USD 700 million. MAS Holdings which operates globally includes design studios, and 28 world class manufacturing plants. Thus giving career opportunities for over 45000 people to, excel through their talents and capabilities. MAS Holdings consists of four main divisions namely Intimates, Active, Fabrics, and Investment which are overseen by Corporate Solutions which centralizes the operation in all four strategic business units. Furthermore MAS Holdings has taken a step forward by launching its own lingerie brand Amante in fall 2007 and have made it their strategy to be the premium lingerie brand in Asian region. Vision and the Mission of Vision No.1 preferred partner of the world is leading brands of Intimates Sportswear with a turnover of USD 1Bn by 2010 Mission We provide the worlds leading brands of Intimates Sportswear with reliable innovative design to deliver solutions. Strategic partners and customer portfolio MAS has become one of the strategic vendor for some of the best brands in the world such as Victorias Secret, Nike and Marks Spencer also it services other global brands as Adidas, Reebok, Columbia, Lulu lemon, Banana Republic, Ann Taylor, Lane Bryant, Soma Intimates, GAP and Speedo and much more. Victorias Secret Stores and Nike selected MAS as Vendor Partner of the Year 2006. One of the key factors of MAS success is the ability to forge partnerships with the leaders if the industry such as The Limited Inc,  Triumph International, Speedo International, Stretchline UK, Noyon Dentelles, Prym Intimates Group, Dogi International, Textprint SA and Brandot International. Product range portfolio MAS products can be categorized as below. Competitors of and the market position As a large manufacturing company MAS has international and local competitors. Internationally competitors would be Ace which is a large intimate manufactures in Hong Kong, Clover, Luen Thai which operates in several countries and Tefrone the main competitor in the seamless market and Brandix apparel which is the local rival. Victoria secret positions MAS as their main preferred vendor and the company is regarded as one of the the top 10 intimate manufactures in the world. Analyzing all the information motioned above its clear that MAS holding is a successfully driven family owned company. The brothers decided to stick to their joint venture criteria of choosing partners who brought in technology expertise, marketing knowledge or access to certain markets. Background for Best Ethical practices MAS holdings as a history of ethical business practices that predate the concept of CSR. In addition, it ensures a healthy and safe work place, which regarded as a good business practice. However, the ethical approach to manufacturing is setting the organization apart from the competitive apparel sector. To support the vision of itself developed their own CSR strategy called MAS Go beyond, this program empower the organizations 92% of the female workforce also develop a sustainability-mined n youth, future employees and leaders of the organization. Source Company website, Researches on the web, Company Magazines