Internationalisation Strategy for Fukamo Automobiles Company

Internationalisation Strategy for Fukamo Automobiles Company Executive Summary Fukamo Automobiles Company is a leading cars manufacturer in Brazil. The company intends to roll out an internationalisation strategy to expand to other parts of the world. The objectives of the organisation include becoming a leader in the automotive industry.Advertising We will write a custom report sample on Internationalisation Strategy for Fukamo Automobiles Company specifically for you for only $16.05 $11/page Learn More The following report proposes an internationalisation strategy for Fukamo Automobiles Company. The strategy highlights the intentions of the company to tap into the European market. The proposed plan illustrates a strategic alliance with automobile companies in Germany, such as BMW. The Germany automotive industry is expected to provide the company with the best opportunity for innovation, production technology, and expansion. Company Background Fukamo Automobiles was started in 1912. It is one of the leading cars man ufacturing companies in Latin America with headquarters in Rio de Janeiro. The company intends to expand its operations into Europe. It hopes to develop and enhance its capabilities in product development and in research and design. According to the management, the capabilities are important if the company is to attain its objective of becoming a leader in the industry. The major aim of this organisation is to gain technological prowess from the European venture. The development will help it to expand its operations throughout Europe and the USA. The following report provides the management with a proposition for the best country to focus on in Europe. Investing in the proposed country is expected to provide Fukamo with the opportunity to attain the desired objectives. In addition, the report provides advice on the preferred entry mode into the European country. Suggestions on how to effectively manage institutional and cultural differences and other issues are also made.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The Proposed European Country for the Venture The preferred country for Fukamo’s internationalisation venture is Germany. The main goal for the company’s entry in Europe is to strategically derive technological innovations in automobile production. It is also aimed at enhancing Fukamo’s research and design capabilities. Germany is the best destination due to various factors. The country accounts for 20.2% of the European automobile market. German automobile industry is dominated by such companies as BMW, Volkswagen, and DaimlerChrysler. They are leading and reputable companies in the global market. The German automobile industry is very advanced technologically. The reality is evidenced by the influential automobile brands originating from the country, such as Mercedes Benz. According to Hagiu and Clipici (2009), internat ionalisation entails adopting exchange transaction modalities in relation to international markets. The strategy involves both market selection and entry modes. German automobile industry provides Fukamo with these opportunities. Pangarkar and Yuan (2009) highlight the issue of location in multinational businesses. Pangarkar and Yuan (2009) contend that this constitutes one of the major and complex decisions for these corporations. The internationalisation strategy must enhance Fukamo’s operations through innovative technology and product and design. The company can be regarded as a born-global regardless of the fact that it has no presence in Europe or USA. Chetty and Campbell-Hunt (2004) define born-global organisations as those that seek attainment of significant competitive advantage. The advantage is achieved through the use of resources and sale of outputs to multiple countries.Advertising We will write a custom report sample on Internationalisation Strategy for Fukamo Automobiles Company specifically for you for only $16.05 $11/page Learn More Germany has more than 125 years of experience in the production of automobiles. It is home to the world’s first internal four-stroke combustion engine (Germany Trade Invest 2013). The country, as a result, occupies a strategic position in relation to the global automotive industry. Its original equipment manufacturers’ (OEMs) account for 17% of the global production of passenger cars (Germany Trade Invest 2013). The automotive industry is the most important sector in Germany’s economy. The country has the highest concentration of OEM plants in Europe. It has an annual budget of $19.6 billion that is dedicated to research and design. The investment is reflected in the environmentally friendly technologies originating from the country (Germany Trade Invest 2013). It is estimated that about 10 patents are registered in the country each day. Such a number makes Germany the leading innovator in the world (Germany Trade Invest 2013). Fukamo is known for its extensive investment in research and development. What this means is that the operations of the company are compatible with the situation in Germany (Yip, Biscarri Monti 2000). Germany is strategically located in Europe. The location is essential for expansion purposes in the region. From Sweden, one can access the country in about 3 hours by train. A truck takes about 24 hours to travel from Spain to Germany. Ukraine is 30 hours away by train (Germany Trade Invest 2013). Institutional and Cultural Differences Various institutional and cultural factors come into play with regards to internationalisation. The differences between Fukamo and other automobile companies in Germany are informed by these factors (Buckley 1993). The success of Fukamo’s internationalisation strategy is determined by these differences (Taggart 1998).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Hill (2010), the operations of international companies are affected by social, economic, technological, and political elements. The concepts of national business systems, culture, and institutions are very essential in internationalisation (Pan Xiaolian 2000). Institutional culture determines the impacts of social institutions on international organisations (Freyssenet Lung 2007). National culture and institutions expand the span of the institutional approach (Leung Ang 2008). Hill (2010) conceptualises national business systems as formal institutional structures. The systems may be categorised into command (communist) and capitalist (liberal) economies (Hill 2010). The categories are generalised since national business systems vary between different countries (Madsen Servais 1997). Brazil and Germany share a common national business system, which is capitalism. However, the economy varies between the two countries. Germany exercises social market capitalism. In thi s case, strong social controls are imposed on business organisations (Hill 2010). On the other hand, Brazil falls under the category of developmental capitalism (Hill 2010). Here, governments play a critical role in directing economic development. Cooperation between businesses and the state are either formal or informal (Luo 2001). The similarities between the two countries’ business systems make Germany the ideal location for Fukamo’s internationalisation initiative. The technological, research and design, and innovative benefits in Germany outweigh the cost of business in the country (Jones 1999; Kogut 1988). Fukamo Automobiles Company is familiar with capitalism. The familiarity will facilitate integration into the European and the US economies (Jones 1999). The company will adapt to the global economy with ease. The formal and informal organisational structures in Germany support those in Brazil (Huei-Ting Eisingerich 2010). The influence of national culture on F ukamo as it enters Germany and the larger Europe cannot be underestimated. The culture is associated with subjective constructs, which include beliefs and values (Kim Hwang 1992). According to the institutional theory, organisational culture is affected by institutionalised variables among societies (Williams Martinez 2012). The impacts of these variations on Fukamo should be mapped out. Williams and Martinez (2012) define national culture as a system of shared values and norms. The values and norms give rise to a way of life. The concept of national culture is critical in determining the entry of an organisation into another society (Wild, Wild Han 2010). Hofstede’s cultural framework can be used to analyse the situation in Brazil and Germany. From this perspective, it appears that national culture between the two countries differs. The success of Fukamo in Germany will depend, to a large extent, on the approach adopted by the company with regards to cross-cultural awaren ess and development (Wild et al. 2010). The company needs to identify the unique competitive advantages in the German culture. Conforming to the ethics of the host country is also important (Bradley Gannon 2000). Fukamo Automobiles’ Entry Mode According to Malhotra, Ulgado and Agarwal (2003), there are several strategies that can be used to attain internationalisation. The internationalisation concept can be analysed from a multi-theoretical perspective in relation to timing and mode of entry. Various entry modalities and moderating influences play a major role in determining the success of the selected mode. Two major approaches are applied in internationalisation. They include the strategic and the sequential approaches. The interfirm networks, experiences, and personal relationships explain the various stages and processes of internationalisation. Studies have shown that sequential entry is less popular in developing countries compared to the strategic approach (Malhotra et al. 2003). The latter is highly preferred especially in technology accumulation (Balcet Enrietti n.d). Malhotra et al. (2003) advance several theories in relation to modes of entry. The theories focus on expansion and foreign direct investments. They include resource advantage, market imperfections, strategic behaviour, and transaction cost theories. Others include network and internationalisation theories, as well as the eclectic theory of international production (Rugman Verbeke 2003). The resource advantage (RA) theory is applicable to Fukamo’s expansion to Germany. Under this theory, firms compete on the premise that resources are heterogonous. In addition, the resources are immobile. The second premise is that intraindustry demand is very diverse. Consequently, firms need to diversify in size, scope, and profitability. As indicated, some resources are diverse and static. As such, some firms exhibit comparative advantage. The advantages translate to superior performa nce and competitiveness. It appears that TA theory supports the international trade theory, which highlights the issue of comparative advantage (Hofstede 1980). It is also comparable to organisational capability theory (Andersen 1993). Fukamo has access to informational, physical, legal, relational, and human resources. It should enter the German market with the aim of developing its comparative advantage, societal resources, and capabilities. The objectives constitute the main goal of leadership in technology, innovation, and market expansion. They are geared towards the establishment of sustainable competitive advantage for the company (Davis, Desai Francis 2000). According to Malhotra et al. (2003), internationalisation, together with the preferred entry mode, is associated with a number of processes. They include exporting, licensing, and joint ventures. Others are licensing, franchising, and strategic alliances (Malhotra et al. 2003). Fukamo should embrace contractual agreemen ts to address these entry modes. The approach is in line with the company’s internationalisation objectives. It is apparent that the German automotive industry is more vibrant compared to that in Brazil. In light of this, collaboration and contractual arrangements would support the company’s expansion initiative. Contractual agreements include strategic alliances, joint ventures, and collaborations with leading German automobile companies. Conclusion Internationalisation is common among many organisations aspiring to remain competitive in the global market. The proposed internationalisation strategy takes into consideration the expansion aspirations of Fukamo. Adherence to the strategy provides a firm foundation for the implementation of the plan in the company. Globalisation presents organisations with opportunities to expand their market share, presence, and dominance through internationalisation. Trade deregulation and liberalisation have opened up new markets and b locs. Strategic internationalisation can be effectively used to ‘scramble’ for the growing international markets. Strategic alliances are effective as far as access to these markets is concerned. References Andersen, O 1993, ‘On the internationalization process of the firms: a critical analysis’, Journal of International Business Studies, vol. 24 no. 2, pp. 209-231. Balcet, G Enrietti, A n.d. The impact of focused globalisation in the Italian automotive industry, econ.uniurb.it/zanfei/convegno/papers/balcet_enrietti.pdf. Bradley, F Gannon, M 2000, ‘Does the firm’s technology and marketing profile affect foreign market entry?’, Journal of International Marketing, vol. 8 no. 4, pp.12-36. Buckley, P 1993, ‘The role of management in internalization theory’, Management International Review, vol. 33 no. 3, pp. 197-207. Chetty, S Campbell-Hunt, C 2004, ‘A strategic approach to internationalization: a traditional versus a born-global approach’, Journal of International Marketing, vol. 12 no. 1, pp. 57-81. Davis, P, Desai, A Francis, J 2000, ‘Mode of international entry: an isomorphism perspective’, Journal of International Business Studies, vol. 31 no. 2, pp. 239-258. Freyssenet, M Lung, Y 2007, Car firms’ strategies and practices in Europe, freyssenet.com/files/Car%20firms%20strategies%20and%20practices%20in%20Europe.pdf. Germany Trade Invest 2013, The automotive industry in Germany, ixpos.de/IXPOS/Content/EN/Your-business-in-germany/_SharedDocs/Downloads/automotive-industry-in-germany.pdf. Hagiu, A Clipici, E 2009, The internationalization strategy in a global age, itchannel.ro/faa/375_pdfsam_ICEA_FAA_2009.pdf. Hill, C 2010, International business: competing in the global marketplace, 8th edn, McGraw Hill, New York. Hofstede, G 1980, Culture’s consequences: international differences in work-related values, SAGE Publications, London. Huei-Ting, T Eisingerich, A 2010, ‘Internationalization strategies of emerging markets firms’, California Management Review, vol. 53 no. 1, p. 114. Jones, M 1999, ‘The internationalization of small high-technology firms’, Journal of International Marketing, vol. 7 no. 4, pp. 15-41. Kim, W Hwang, P 1992, ‘Global strategy and multinationals’ entry mode choice’, Journal of International Business Studies, vol. 23 no. 1, pp. 29-53. Kogut, B 1988, ‘Joint ventures: theoretical and empirical perspectives’, Strategic Management Journal, vol. 9 no. 4, pp. 319-332. Leung, K Ang, S 2008, Culture, organizations, and institutions: an integrative review, culturalq.com/docs/Leung%20%26%20Ang%202008.pdf. Luo, Y 2001, ‘Determinants of local responsiveness: perspectives from foreign subsidiaries in an emerging market’, Journal of Management, vol. 27 no. 4, pp. 451-477. Madsen, K Servais, P 1997, ‘The internationalisation of born globals: an evolut ionary process?’, International Business Review, vol. 6 no. 6, pp. 561–583. Malhotra, N, Ulgado, F Agarwal, J 2003, ‘Internationalisation and entry modes: a multitheoretical framework and research propositions’, Journal of International Marketing, vol. 11 no. 4, pp.1-31. Pan, Y Xiaolian, L 2000, ‘Joint venture formation of very large multinational firms’, Journal of International Business Studies, vol. 31 no. 1, pp. 179-189. Pangarkar, N Yuan, L 2009, ‘Location in internationalization strategy: determinants and consequences’, Multinational Business Review, vol. 17 no. 2, pp. 45-46. Rugman, A Verbeke, A 2003, ‘Extending the theory of the multinational enterprise: internalization and strategic management perspectives’, Journal of International Business Studies, vol. 34 no. 2, pp. 125-137. Taggart, J 1998, ‘Strategy shifts in MNC subsidiaries’, Strategic Management Journal, vol. 19 no. 7, pp. 663-681. Wi ld, J, Wild, K Han, J 2010, International business: the challenges of globalization, 5th edn, Pearson Education, Inc., New Jersey, USA. Williams, C Martinez, C 2012. ‘Government effectiveness, the global financial crisis, and multinational enterprise internationalization’, Journal of International Marketing, vol. 20 no. 3, pp. 65-78. Yip, G, Biscarri, G Monti, J 2000, ‘The role of internationalization process in the performance of newly internationalizing firms’, Journal of International Marketing, vol. 8, no. 3, p. 10. Appendices Appendix I:Â  Germany Automobile Market Value:$billion, 1999-2003 Appendix II:Â  Germany Automobile Market Volume Forecast: Units Million, 2003-2008 Appendix III:Â  Germany’s Strategic Location in Europe Source: Germany Trade Invest (2013). Appendix IV:Â  World’s most Competitive Auto Location Source: Germany Trade Invest (2013). Appendix V: Internationalisation Strategy: A Reflection Personally, I learn t a lot in relation to development of an internationalisation strategy, especially its application in the global business platform. The difficult part involved developing the strategy in line with the stipulated procedures. Choosing the best entry mode also required critical considerations. In spite of the various elements related to the internationalisation process, I realised that there was lack of a ‘merged’ or comprehensive theoretical framework. The framework should have provided explanations on the internationalisation process, timing strategies, and entry modes. However, analysis of existing literature enabled me to develop a unified framework for the strategy. The internationalisation strategy developed was customised to fit into the objectives of Fukamo Automobiles Company. Analysis of the various foundational theories regarding internationalisation and entry modes helped me to develop a conceptual framework. The framework enhanced my understanding of the conce pts of internationalisation and entry modes. I used this knowledge to address the expansion objectives of Fukamo Automobiles Company. I provided the management with suggestions on how to implement the internationalisation strategy. A review of the impacts of technology, national cultures, as well as social and economic challenges provided information on international markets. An organisation venturing into the global market must be prepared to cope with these challenges. If the company fails to deal with these issues, its chances of success in international markets are minimised. The undertaking informed my knowledge in relation to internationalisation and international markets. With this knowledge, I am well prepared to work for a multinational corporation in the future. The challenge of understanding and excelling in the current global market is thrilling when exploited using internationalisation.

June 6 SAT Takers Heres How You Can Retest for Free

June 6 SAT Takers Here's How You Can Retest for Free SAT / ACT Prep Online Guides and Tips The College Board is going to allow students who were affected by the mistake on the June 6, 2015 administration of the SAT to re-take the test for free in October. Read on for more information and to see what your options are. A Bit of Background: What Happened on June 6th? June 6 was the final SAT testing date for the 2014-2015 school year, and hundreds of thousand of students across the country registered to take the test. On test day, many were surprised to see that instead of the standard 20 minutes allowed for Section 8 or Section 9, their test booklets instructed they should be allowed 25 minutes. The proctors' instructions, however, still stated the time allowance should be 20 minutes. Therefore,some students got the correct amount of time on both sections, others were given 25% extra time, and still more were given something in between,which overall created a very confusing situation for everyone involved. Of the hundreds of thousands registered, almost all students were affected, apart from those taking the SAT with accommodations. (International test takers were not affected.) For a full breakdown of what happened, see our article here. The Aftermath and the Demand for a Retest After the test, students were very concerned about what would happen with their test results. They were worried that their scores would be invalidated,because the test was no longer standardized compared to other administrations of the SAT.Many worried that colleges would not accept their scores as equal to those from other testing dates. In the days following the exam, the College Boardgave a lot of conflicting information to different people.It told some thatthere would be a retest,but told others thatthe affected section of the exam would be thrown out. Two days later, they finally released an offical statement, in which they announced that they would proceed with scoring the exams,with the TWO affected sections removed.They claimed that they would be able to do this and still provide"reliable scores." Understandably, many students were angered by this response - it was obvious that this was decided on because it is theeasiest and cheapest way for the College Board to "fix" the situation, as opposed to the best way for students. It became clear that though the scores could be called "reliable," they would not necessarily be "accurate," especially for certain students. Students began to worry about how the test scores would affect admissions and qualifications for scholarships. Students began demanding anoptional retest for anyone who had been affected by the College Board's error.One student from Long Island has filed a lawsuit against the College Board, saying that scores of a test missing nearly 30% of its content cannot be considered valid. She has demanded unspecified monetary damanges and a re-test for anyone who wanted it. Another student started a change.org petition that quickly attracted over 1,000 supporters demanding another chance to take the test for free. The College Board Listened and Is Now Offering a Retest Late on June 15th, the College Board responded to unhappy students with an offer for a free retest - but maybe not in the way that they were expecting: â€Å"We remain confident in the reliability of scores from the June 6 administration of the SAT and don't want to cause undue anxiety for students by making them believe they need to sit for the test again. However, we have waived the fee for the October SAT administration for students who let us know that their testing experience was negatively affected by the printing error and we will continue to do so, through the September 3 registration deadline for the October administration.† You can see the full text here. Instead of offering students affected by the June 6th test their own makeup date, the College Board is giving free registration for the October test.This is going to mean that the retest will be too late for many students who need it, and it's only a useful offer for those students who were not relying on getting scores this summer. However, it's questionable how much the College Board really wants students to take advantage of the offer, even if they do have the time to get their scores later! For several days this past week, the informational banner with updated informationwas missing from the College Board web site, which meant that students who wanted more information about the retake would have beenunable to find it unless they had the link already.The College Board has now replaced the banner, but many were frustrated by what seemed to be a deliberate attempt to keep the information quiet. Additionally, on the June 6th FAQ page, the information for a retest is at the bottom, and is not emphasized. Many people would not know to look for the updated information. Fortunately for students (and unfortunately for the College Board), their mistake has received enough national attention that the retest is beingpublicized through various outlets, even though the College Board itself is trying to keep it quiet! I Called the College Board -Here Is How to Get the Retest Once again, there is a lot of misinformation going around abouthow to actually get registered for the retest.This is mostly because the College Board employees seem to know very little about it themselves. I called the College Board to nail down the information so that you don't have to. The first attempt... The first time I called them, the customer service rep I spoke to had no idea what I was talking about when I asked the process to be signed up for the retest. She insisted several times that there was not going to be a retest for students - this went on for about ten minutes. Finally, I verbally directed her to the appropriate section on their own web site and read it aloud to her. I was then put on hold for several minutes. Another rep picked up. I asked her what the proper procedure was to register for the retest. She told me (in quite an annoyed fashion) that Idid not need to take the retest. She said that theCollege Board was only dropping ONE section of the test, and that the scores would not be affected because they always drop one section as an "experimental section." As you know if you are at all familiar the SAT, there IS always an experimental section, but it is always one of the middle sections of the test - a 25 minute section. I said this to the rep and asked how it would be possible to swap in the experimental section for one of the final sections. Not only are they different lengths, but the whole point of the experimental section is to test out future questions and some of them may not be appropriate. She told me that the experimental section is always randomly selected out of all the sections, which is not true. I also asked how the other section would be accounted for, and was told thatthey are only going to drop one section. Both of these statements are in direct contrast to what has been said to other people who have called, and what has been said by the College Boarditself on its web site. This goes to show how unreliable the information is that they are giving out. If you call and ask for specific information, and it does not seem right to you, make sure to ask to speak to another person. Though we were 20 minutes in and I knew at this point that the conversation was going nowhere, I persevered and asked what I could do to sign up for the retest. I was told that I could wait to see my grades at the end of this month, and if I'm still unhappy to call back by the end of the month to register. The College Board has since updated its statement to specify that they will be accepting registrations through September 3rd for the October 4th test. Nevertheless, if you do want to take this retest, I recommend signing up sooner rather than later - see below for why. The second attempt... I called back a couple days later and had a totally different experience. As soon as I said that I wanted to register for the free re-take, the customer service rep agreed quickly and opened my account. I went though the security questions, she asked for my preferred test center, and waived the fee. In less than 4 minutes, I was signed up for the retest for free. The Takeaway In conclusion, here is how to sign up: The free retest hasnotautomatically been applied to your account. If you register for the test and pay, it will probably be more difficult to get your money back, so just call and register over the phone.Usually there is a fee for registering over the phone, but they are not charging this for June 6th testers. Call the College Board Customer Service line at 1-866-756-7346. Give yourself time to make this phone call. As you can see from my experiences above, how your conversation will go completely depends on which customer service rep you talk to. If the rep tries to give you a hard time about registering, ask to speak to another rep or a supervisor.Stay calm and say that you were affected by the College Board's mistake on the June 6th test, and you would like to take them up on the offer that is posted on the web site. If they still give you trouble, stay polite but firm: "This is not what the College Board is publicly offering. I was promised a free retest and I am calling to register for this. If the process remains difficult, I will contact press members to let them know that the College Board is not honoring its promise." You do not have to take the test at the same center where you took the June 6th SAT.This is great news for people like me who signed up for the June SAT late and had to travel quite far to take it. Usually when the College Board offers a retest it does have to be at the same center, so this is a big bonus. You will have to do all the things you normally do at registration time - including confirming your name, birth date, and high school. If you don't have any trouble with the rep, the whole process should take about 5 minutes. Afterwards, you will receive aconfirmation email and will be able to sign into your account to print out your admissions ticket. Can I See My Scores First? Yes, you can!The scores from the test you took on June 6th will be available around June 25th. You are welcome to look at your scores and decide if you want to take the test again. The College Board has done this intentionally, because they are hoping that many people will be satisfied with their scores and will decide to not take the test again.Remember, for each person who does decide to do the retest, they are losing out on potential registration money. Even if you sign up for the retest now, your scores will still be delivered on time. Remember, however, that these scoreswill not include sections 8 and 9, and youwill not have the option to see what your score would have been with those sections.So it will be difficult todetermine if you have beenpositively or negatively affected by the shorter test. Since they have now officially said that free registration will be available through September 3, you can feel comfortable waiting to sign up if you want to. But it might be a better idea to not wait.Since the College Board is not offering a separate test date for the retest,there will be many more people than usual signing up for the October test.Therefore, there is a very good chance that testing centers will fill up quite quickly. If you register now, you can always cancel later if you want to, and you do not have to risk potential disappointment at not getting a seat. Should I Take the Retest? For most students, signing up for the retest is a good idea if it's at all possible for your schedule. If you get your scores back and think that you were negatively affected, this is the best way to fix it - for free. And if it turns out that you did better than you were expecting to do, you can always cancel your registration. You will not lose out on any money from the registration costs because it's free. If this was your last chance to take the SAT for one deadline or another, then the retest will not really affect you. Though some schools are taking the "wait and see" approach for this test, it is very likely that most willhonor the results, especially for seniors or those who took the June 6th test on a tight deadline. If you feel that you have been significantly disadvantaged by the College Board's error, and cannot take the retest, it might be a good idea to keep an eye on the lawsuit mentioned above to see how it progresses. If they win, you may be entitled to some compensation. Last Words... If you do decide to retake the test, you should use the experience you have had with this test to help guide your studying. Set aside time this summer for dedicated prep so that you can smash it this fall. What’s Next? Worried that taking the SAT again this fall will be one time too many? Read our guide on how many times you should take the SAT. To prep for the re-test this fall, read our 11 top, must-read guides to prepare yourself for the next test. Learn our expert strategies to improve your SAT Math, SAT Writing, and SAT Reading scores to help push your scores above 600s in any section. Wanta top score on the re-take? Read our guide to getting a perfect SAT score. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Paulo Frerie Essay Example | Topics and Well Written Essays - 1000 words

Paulo Frerie - Essay Example I have had an opportunity to experience both sides of the divide during my time in high school and college, throughout much of the former education consisted of sitting in class and taking notes. Despite the fact that they were making some effort to be interactive, I with the benefit of hindsight, realize now that their efforts often simply culminated in our rubber-stamping the teacher opinions. Conversely, in senior high school, there is one teacher who made a difference in the way I perceived education, he was an elderly Gent who loved classics and surprisingly for a teacher, in any lesson, he did the least amount of speaking and the most listening. This was radically different from what most of us were used to, and some of my classmates claimed (Secretly) that he was just lazy, nonetheless with time we realized that we were learning more from ourselves than we would have if he just stood there dictating. This is because, when a teacher is teaching, we would often zone off and I pe rsonally had to be startled out or my reverie, as someone was reading Robert frost, in what I considered sleeps inducing tones. With time, the teacher made the readings more student oriented especially by asking a student to lead the discussion, social rivalries began to show their face in the class as students competed in a new arena, intellect. Initially, we were surprised since whenever we were confused by a problem, we would ask the teacher and he often came out with answers that were complicated, but we often assumed they were right.

PERSONAL DEVELOPMENT PORTFOLIO Coursework Example | Topics and Well Written Essays - 2750 words

PERSONAL DEVELOPMENT PORTFOLIO - Coursework Example Thus, I have always cherished the dream of pursuing an academic career in engineering with some orientation towards electrical engineering. On the other hand, I also value self dependency and supporting myself in my endeavours to the maximum extent possible without having to depend on my family. Therefore, immediately after completing high school, I sought out a job with HSBC Bank, Dubai, as a business development executive. In this position, I was responsible for marketing several products of the bank and I have been effective in this role. Since I had good connection in the region I was instrumental in bringing several new customers to the bank. During my tenure of six months with the bank, I was also able to learn administrative procedures apart from having here had also enabled me to become more organized in terms of settings goals, planning the achievement of targets as well as how to make good the short falls. However, I did not want to entertain the idea of getting strike to a job which did not entirely fit into the frame work of the carrier of my choice. In the meanwhile I realised that global aviation industry is poised for a sea change in the near future, in the aftermath of globalization. Even in Dubai, the developmental activities were in full swing. Similar was the case with Asian and European countries as well as the US. Travel and tourism industry was flourishing on an unfathomed manner. A realisation of the opportunity in aviation management, coupled with my inherent affinity towards a career in engineering, motivated me take up a course in aerospace systems. Thus, I joined Barry College, South Wales, UK, for a 3 year Diploma Course in Aerospace Systems Management. I selected this college because of its popularity as a premier institution in the field of aviation studies and over 9,000 learners pass out from there every year. They provide state of the art aerospace training and development programmes in maintenance, repair and overhauling and th eir courses are approved by the Civil Aviation Authority. Besides, they also have a vast network of institutions in partnership with several colleges that offer a wide range of aircraft engineering courses. The stint I spent in Barry’s campus was a major turning point in my life. The college had an excellent faculty supported by modern equipment and sophisticated infrastructure. It also provided a congenial environment for me to focus on my studies with full involvement both in terms of academic betterment and personal development. My peers and tutors in there were very supportive and encouraging, which helped me in my overall development not only in my academics but in the personal front also, by inculcating in me several values and ethics. My earlier work experience with HSBC had helped me in properly setting my goals and objectives, planning my studies appropriately as well as executing the plans as prescheduled. The main objectives that I set for myself were to achieve im provement in three subjects, which are: mathematics, electrical engineering and practical work (communication skills). Taking cue from my work experience as stated earlier, I was also able to integrate aspects of personal development into my academic schedule, focusing on values and ethics. Thus, I was able to organize my studies in a proper manner, aligning my plans with the objectives I set for myself and executing my plans as per the predetermined schedules. Besides, I had carried out

U.S. History Essay Example for Free

U.S. History Essay 1. ) From the turn of the Century to the entrance of America into World War II, American government and its relationship to the people changed drastically. At times the change was slow, at times it was very rapid. Explain the changes that took place both practically and philosophically. By the nineteenth century, the Industrial Revolution transformed the economy and society of the United States. In the 1870s, machines replaced human labor, new sources of energy were found, and manufacturing replaced agriculture as the primary economic activity. The conversion of the United States into a developed country happened mainly behind the Civil War and based on the British representation. New ways of thinking about government, science, economics, and religion had brought many changes to America since then up to the nineteenth century. Concern for individual freedoms became so strong that it led to revolution in many lands. In Britain’s American colonies, revolution brought the establishment of a new nation, the United States. The Americans had declared their independence but still had to win it. They had capable leaders and were strengthened by their dedication to the cause of liberty. The Americans emerged victorious from the Revolutionary War and adopted a plan of government that became a model for other nations. This was then recognized as the Second Industrial Revolution, which was shared by both the United States and Germany. The First Industrial Revolution actually changed the route and accelerated the growth of the American economy. On the other hand, the Second Revolution modernized that economy to become full-fledged industrial economy. In the 1900s, gradually Americans, both immigrant and native-born, began to achieve a better standard of living. They saved their money, bought homes, and gave their children an education. Thousands became part of a growing middle class that the expanding economy had helped create. Middle-class communities arose in the suburbs outside the cities. During the early 1900s, organizations were established to help various groups improve their lives. The expanding economy had opened up jobs for women, for example, and increasing independence helped fuel a movement for women’s rights. The National American Woman Suffrage Association was organized although it was not until 1920 that women throughout the nation were allowed to vote. In 1909, black leaders formed the National Association for the Advancement of Colored People (NAACP) in an effort to ensure the rights of black Americans. Reformers were also able to win passage of a number of important laws. Many state and local laws, for example, tried to improve housing, education, and working conditions. As the United States grew stronger economically, its leaders continued to favor a policy of expansion. The rapid growth of industry created a need for markets for American manufactured goods and a need for raw materials. Moreover, several prominent Americans believed that expansion would demonstrate American power and greatness. It was the destiny of the United States, they argued, to become a great power, and this meant extending American influence to other lands and raising the American flag on distant shores. Many Latin Americans resented the growing influence and power of the United States. They felt their neighbor to the north had turned from a protector to an aggressor. By its role in the Caribbean, however, the United States revealed its strength as a nation. In only a little more than a century it had grown from an infant republic to a major power in international affairs including its big role in the two world wars. In the aftermath of the war and the peace settlements, there were widespread political and territorial changes. Idealistic plans for peace were advanced, but bitter feelings and resentment in many nations worked against a permanent peace. World War I, called by many â€Å"The Great War,† was a crucial turning point in world history. The changes that it brought about and the problems that it created continued long after the fighting ended. The Versailles Treaty became controversial, and the war took a devastating toll of soldiers and civilians. The ground-breaking outcome though was then the Nineteenth Amendment became law in the United States in 1920. This law gave the women the right to vote. In the 1920s, the United States was prospering. The decade after the Great War brought far-reaching changes to American life. The economy crossed the threshold of magnificent-though-jagged-growth. Driven by the good times and an aspiration to be modern, a great number of Americans took on innovative attitudes and standards of living. The assembly-line methods for producing cars had were used in the production of other goods for consumers. Profits of American businesses soared, and the standard of living increased for many people. People all over the world are beginning to seize the opportunity for self-rule, which is a pillar of democracy popularized by the United States. The mounting tribalism has been connected with the revolution in telecommunications because it makes everything transparent. We can all monitor the process of a massive move to self-rule, and check the excesses if we want to. With telecommunications and computers, big companies are working best now if divided up into autonomous small units. The breakup of countries into tribal entities is surely as beneficial as the beneficial of companies. This autonomy is an upshot of democracy that America is bringing to every society there is around the globe. Though the rise of the United States meant the proliferation of democracies in the world, still more people have preferred to use a different kind of freedom to develop leftists in themselves. Then again, the infamous 9/11 incident in America is a clear testament that world leadership of only one country proves that world politics has not yet departed from the ancient political practice of Imperialism. 2. ) What had a greater impact on America in the post war period – foreign policy (the Cold War, Korea, Vietnam, etc.) or domestic issues (the Civil Rights Movement, Free Speech Movement, etc. ) The United States was gradually drawn into the war as part of its Cold War against international communism. The successes of the Vietcong and insatiability of South Vietnam worried United States leaders. Fear of the spread of communism in Asia as well as in Europe involved the United States in war in Vietnam and Southeast Asia as a whole. Successive American presidents from Eisenhower to Nixon poured more and more aid, troops and war equipment to keep the North from conquering South Vietnam (Berman, 1982). Determined to prevent the spread of communism, the United States had set up the Southeast Asia Treaty Organization (SEATO) in 1954. The so-called Second Vietnam War (1954-1975) was significant led to America’s first defeat in a foreign war and ended American prestige as a world power. The United States, by deserting its ally, South Vietnam, in the darkest hour of its need, has lost face. The tall, rich but decadent Americans had lost to the small, poor but determined Asians One of the issues of increasing concern in the postwar years was the civil rights or the movement to gain equality for black Americans. Blacks had benefited from the nation’s growing prosperity, and urban blacks in particular had greater earning power and a wider choice of jobs. Indeed, the Civil Rights Movement in the 1960s had a substantial influence on the country’s economy but still, social and economic discrimination continued. Civil rights leaders waged a struggle against discrimination and segregation. Leaders of the movement turned to the federal courts and were successful in overturning an 1896 Court decision that allowed â€Å"separate but equal† schools for black students. The court ordered schools to end segregation with â€Å"all deliberate speed. †

ICT in Finance :: ICT Essays

Credit Control ============== Credit control is a database and it tells the company when payments need to be made. By implementing a credit control procedure manual Boots are enforcing the company's individual characteristics. They are showing they have management and company values that will inform their customers that they have presence, confidence, diligence, and that they are prepared. Companies that have these values are less likely to suffer from late payment or bad debt (aged debts). Controlling their company's credit, when they no longer control their debtors the cost of financing their company's cash flow is at the mercy of those very same debtors. Boots need this because it tells them when their debts need to be made so they wont get into deeper debts. If they didn't use this method the company could go bankrupt in a few months. Forecasting Boots need to use forecasting when they seeing what products will be needed in the season because they will not buy furry body warmers for babies in the summer, these will be used in winter time this will make sure that boots do not lose any customers to other rivals Supplier Payments Supplier payments are payments that need to be paid to the company they bought their stock of. So if Boots needed to pay supplier payments this would mean that whatever supplier Boots bought their food and drink of these are payments that are to be made to the supplier. Boots gets sent an aged creditors report, this tells them the aged debts, will show the Finance Department who the company owes money to. This helps boots because they wont get behind with paying money they own to different people, so they wont get into deeper debt and that's why Boots needs this type of method. BACS (bankers automated clearing system) BACS means that you can now pay the creditors directly into their own bank accounts. Increasingly suppliers are receiving payment directly into their Bank Account via BACS, the automated clearing system. This means that cleared funds are available on the day you are paid - unlike the time delay associated with cheques, there is no possibility of cheques getting lost or delayed in the post, you are saved the time and trouble of paying cheques into your bank account, accounting procedures are simplified and administrative costs reduced. Boots would use this when they owe money to the suppliers because they have bought their food from them like the sweets the drink they sell. Boots needs this because when they pay the creditors by cheques they can get lost so the creditors will think that they haven't paid causing the company to go into debt with the creditors.

Greek Mythology and Medea Essay

Medea – Protagonist of the play, Medea’s homeland is Colchis, an island in the Black Sea, which the Greeks considered the edge of the earth–a territory of barbarians. A sorceress and a princess, she used her powers and influence to help Jason secure the Golden Fleece; then, having fallen in love with him, she fled her country and family to live with Jason in Iolcus, his own home. During the escape across the Mediterranean, she killed her brother and dumped him overboard, so that her pursuers would have to slow down and bury him. While in Iolcus, she again used her devilish cleverness to manipulate the daughters of the local king and rival, Pelias, into murdering their own father. Exiled as murderers, Jason and Medea settled in Corinth, the setting of Euripides’ play, where they established a family of two children and gained a favorable reputation. All this precedes the action of the play, which opens with Jason having divorced Medea and taken up with a new family. The play charts Medea’s emotional transformation, a progression from suicidal despair to sadistic fury. She eventually avenges Jason’s betrayal with a series of murders, concluding with the deaths of her own children. Famously, the pleasure of watching Jason suffer their loss outweighed her own remorse at killing them. Jason – Jason can be considered the play’s villain, though his evil stems more from weakness than strength. A former adventurer, he abandons his wife, Medea, in order to marry Glauce, the beautiful young daughter of Creon, King of Corinth. Hoping to advance his station through this second marriage, he only fuels Medea to a revenge that includes the deaths of his new bride, her father, and his children. Jason’s tactless self-interest and whiny rationalizations of his own actions make him a weak, unsympathetic character. Children – The offspring of Jason and Medea, the children are presented as naive and oblivious to the intrigue that surrounds them. Medea uses them as pawns in the murder of Glauce and Creon, and then kills them in the play’s culminating horror. Their innocent deaths provide the greatest element of pathos–the tragic emotion of pity–in the play. Chorus – Composed of the women of Corinth, the chorus chiefly serves as a commentator to the action, although it occasionally engages directly in the dialogue. The chorus members fully sympathize with Medea’s plight, excepting her eventual decision to murder her own children. Creon – The King of Corinth, Creon banishes Medea from the city. Although a minor character, Creon’s suicidal embrace of his dying daughter provides one of the play’s most dramatic moments, and his sentence against Medea lends an urgency to her plans for revenge. Glauce – Daughter of Creon, Glauce is the young, beautiful princess for whom Jason abandons Medea. Her acceptance of the poisoned coronet and dress as â€Å"gifts† leads to the first murder of the play. Although she never utters a word, Glauce’s presence is constantly felt as an object of Medea’s jealousy. (Glauce is also referred to as Creusa. ) Aegeus – The King of Athens, Aegeus passes through Corinth after having visited the Oracle at Delphi, where he sought a cure for his sterility. Medea offers him some fertility-inducing drugs in exchange for sanctuary in Athens. His appearance marks a turning point in the play, for Medea moves from being a passive victim to an aggressor after she secures his promise of sanctuary. Messenger – The messenger appears only once in the play–he relates in gruesome, vivid detail the death scenes of Glauce and Creon, which occur offstage. Nurse – Caretaker of the house, the nurse of the children serves as Medea’s confidant. Her presence is mainly felt in the play’s opening lament and in a few speeches addressing diverse subjects not entirely related to the action of the play. Tutor – A very minor character, the tutor of the children mainly acts as a messenger, as well as the person responsible for shuffling the children around from place to place

A Man Defined by War Essay

Similar to many authors during the early part of the 20th century, Ernest Hemingway uses his first hand experience to write meticulous novels conveying his struggles. Hemingway’s efforts are recorded using new techniques not yet seen before. Hemingway, the author of the celebrated â€Å"A Farwell To Arms,† incorporates meaningful diction, imagery, and syntax in Book 1 to convey his detached tone towards the Great War. Book 1 of â€Å"A Farewell To Arms† sets the groundwork for one of the most influential novels of all time. Lieutenant Frederick Henry, an American ambulance driver for the Italian army, seems stoic about his situation. Henry meets a British nurse, Catherine Barkley. After an evening with Catherine, he says to himself, â€Å"I had treated seeing Catherine very lightly, I had gotten somewhat drunk and had nearly forgotten to come but when I could not see her there I was feeling lonely and hollow.† (41). This is the first time Henry fully recognizes that he loves Catherine. His body drained of guilt, Henry utter, â€Å"when I could not see her†¦.I was feeling†¦ hollow.† A lover without a clue, Henry lays his problems, the war, his love life, and his friends on the table. While away from Catherine, he feels he goes through the motions needed to live but can not actually be attached to the world. Catherine completes him. Just after the priest discusses God, Henry walks through Abruzzi. He thinks to himself, â€Å"†¦lovely was the fall to go hunting through the chestnut woods. The birds were all good because they fed on grapes and you never took a lunch because the peasants were always honored if you would eat with them at their houses.†(73). Henry’s thoughts are obviously disconnected from his main problems. Pondering the birds, Henry detaches himself from the rest of the war. Hemingway’s personal issues regarding the war are exemplified in Henry’s speech. Vibrant, vivid imagery became one of Hemingway’s favorite structural devices. In the early stages of the tale, Henry, still getting accustomed to his surroundings, finds time to observe the less important items of his experience. While viewing the scenery around him, Henry observes, â€Å"snow slanted across the wind, the bare ground was covered, the stumps of trees projected, there was snow on the guns and there was paths in the snow going back to the latrines behind trenches.† (6). His world completely changed, Henry resorts to crafting detached images for himself from his surroundings. Snow generates a sense of permanence, just as the war itself has produced. With the same disinterest as he has in the war, Henry continues to show a lack of concern on his job and sometimes with his friends. Hemingway wants the reader to reconsider their opinion of the Great War and contemplate the lesser things in the world such as nature. While driving an ambulance to Pavla, Henry’s car is demolished by a trench mortar. A general without his authority, Henry struggled through this tragedy using his unbelievable willpower and audacity. Just before the attack, Henry, â€Å"ate the end of my piece of cheese and took a swallow of wine†¦then there was a flash, as when a blast-furnace door is swung open, and a roar that started white and went red and on and on in a rushing wind.† (54). The mortar blast that attacks Henry’s ambulance furthers his dismal attitude towards the war. Hemingway knows that innocent men such as Henry have been injured and killed throughout this war and he knows this is not fair. Above all, he further detaches Henry from the world and the war for the reader’s own thoughts to form about the evilness of guiltless casualties. Syntactical devices are one of literature’s most important and practical modes to get a point across in an exciting and interesting manner. Authors utilize such tools to get deeper meanings across to the reader. A variety of syntax Hemingway utilizes is known as subject. Additionally, while he is illustrating one of those most impressing scenes of Book 1, Henry must deal with other feelings and sights. Henry observes, â€Å"The dead were off to one side. The doctors were working with their sleeves up to their shoulders and were red as butchers. There were not enough stretchers. Some of the wounded were noisy but most were quiet† (56-57). To cope with his negative opinions towards the war, Henry draws up his inner strength to battle them. With the same resolve that drove him to the war, Henry eliminates feelings of sorrow and shows a lack of interest on the front. Another syntactical device utilizes repetition. To prepare the reader for the upcoming idea, Hemingway creates a brilliant structural masterpiece. During a mess hall scene in Book 1, Henry narrates, â€Å"Yes, father. That is true, father. Perhaps, father. No, father. Well, maybe yes, father. You know more about it than I do father.† (38). By repeating the same â€Å"father† over and over again, Hemmingway initiates a serious, monotonous tone to this excerpt. The repetition alone is a cautious statement bending the limits of literature itself. Dr. Robert Lamb believes repetition is key to creating great literature, but the author must know how to apply it. He states, â€Å"†¦the most remarkable aspect of the passage is Hemingway’s†¦employment of repetition. The repetition of key words like want and perfectly†¦are used [to] keep the dialogues relevant.† (Hemingway and the Creation†¦17). Hemingway effectively displays repetition demonstrating Henry’s disinterest and detachment from the war and all of its horrors. The everlasting war establishes Henry’s dismal tone as he struggles to survive the war. Out of Henry’s struggles emerged his strengths. In conclusion, Ernest Hemingway’s innovative techniques in the fields of diction, imagery, and syntax generate the protagonist’s detachment from World War I in Book 1. Deriving from his disinterest comes his affection for a young British nurse. Hemingway’s own conflicts in World War I blend with his views from that war and congregate in this masterpiece.

Mpo Remediation Essay

Mpo Remediation Essay Mpo Remediation Essay Managing People and Organisations Assessment Corrections Jennifer Light 2) 3) The formal organisation refers to the formal relationships of authority and subordination which are found in the form of regulations, written rules or law contracts. The formal organisation creates the formal structures that allow scotia airways to meet the objectives. The informal organisation is in the formal organisation and is the system of social and personal relations that is developed between people that work together. This could be people who take their breaks together or people who share transport to and from work, it is very important that these relationships are made because it influences both behaviors and attitudes with in the work environment, the happier people are at work the more likely they are to be successful. Both the informal and the formal structure have a role and affect the organsiation and relationships between the staff. 4) Customers are stake holders within scotia airways because they are the people who consume the service, they decide whether or not they like the service and what reputation the company will have. Customers may write reviews on websites or social media which can affect the airways company; they also recommend the service and decide whether they want to buy the service. The Government are stake holders in scotia airways because the government spending policies influence macroeconomic conditions and this effects the interest rates, tax rates and government spending all in an effort to control the economy. This is the fiscal policy, however, the monetary policy is when the action of the bank or other regulatory committee determines the size and rate of growth of the money supply, which in turn effects the

Dracorex Hogwartsia - Facts and Figures

Dracorex Hogwartsia - Facts and Figures The full name of this pachycephalosaur, or bone-headed dinosaur, is Dracorex hogwartsia  (pronounced DRAY-co-rex hog-WART-see-ah), which is Greek for Dragon King of Hogwarts), and as you might have guessed, theres a story behind this. After it was excavated in 2004, in South Dakotas Hell Creek formation, the partial skull of this dinosaur was donated to the world-renowned Childrens Museum of Indianapolis, which invited visiting kids to name it as a promotional stunt. Considering the other possibilities, the allusion to the Harry Potter books (Draco Malfoy is Harry Potters ill-mannered nemesis, and Hogwarts is the school they both attend) doesnt seem quite so bad! The Complication of the Species Theres a significant amount of controversy about Dracorex among paleontologists, some of whom think this is really a species of the very similar-looking Stygimoloch (whose much less child-friendly name means horned demon from the river of hell.) The latest news: a research team headed by Jack Horner has concluded that both Dracorex and Stygimoloch represented early growth stages of yet another dinosaur genus, Pachycephalosaurus, though this conclusion hasnt yet been accepted by everyone in the scientific community. What this means is that, as Pachycephalosaurus juveniles grew, their head ornamentation became more and more elaborate, so adults looked very different from teenagers (and teenagers looked very different from hatchlings). What it also means, sadly, is that there may be no such dinosaur as Dracorex hogwartsia! A few things that thescientifice community does agree on is that the Dracorex existed in the woodlands of what is modern-day North America during the late Cretaceous period (70-65 million years ago) eating a diet of primary plants and growing to be about 12 feet in length and 500 pounds. However it winds up being classified, Dracorex (or Stygimoloch, or Pachycephalosaurus) was a classic pachycephalosaur, equipped with an unusually thick, ornamented, vaguely demonic-looking skull. Males of this slender, two-legged dinosaur probably head-butted each other for dominance within the herd (not to mention the right to pair up with females during mating season), though its also possible that Dracorexs massive head served to intimidate predators, by butting away the flanks of curious raptors or tyrannosaurs.

Piaget and Vygotsky Essay Example | Topics and Well Written Essays - 1250 words

Piaget and Vygotsky - Essay Example Both Piaget and Vygotsky have deeply influenced the techniques and approaches to teaching. Furthermore, they have explained the childrens cognitive learning styles and capabilities. Jean Piaget’s theory on children’s cognitive development, particularly with quantitative concepts, has gained a lot of attention within the field of education. Piagetian ideas on student’s quantitative growth have offered teachers teaching mathematics with significant understandings of how individuals acquire mathematical models and phenomenon. Piaget asserted that the development of a child takes place in the course of a constant change of thought processes. A developmental stage entails a period of months or years when a particular development occurs. Even though students are frequently classified by chronological age, their development levels might vary considerably, also the rate at which each child goes through each stage. This variation may be due to maturity, knowledge, society, and the capacity of the child. Piaget further suggested that children develop progressively and slowly throughout the different stages and that the experiences in one stage form the basis for shift to the next. Piaget presented four main stages of development; sensorimotor, preoperational, concrete operational, and formal operational (Ojose, 2008). In the sensorimotor stage, an infant’s mental and cognitive characteristics evolve from birth until the emergence of language. This stage is featured by the gradual attainment of object permanence in which the child is able to locate objects after they have been moved, even if the objects have been completely removed from his or her field of vision. Another feature of children at this stage is their capacity to associate numbers to objects (Piaget, 1977). To widen the mathematical ability of a child in this stage, he is permitted sufficient opportunities to take action on the

Six Sigma Essay Example | Topics and Well Written Essays - 3000 words

Six Sigma - Essay Example For example GE announced in 1998 that it had managed to save some $350 million as a result of Six Sigma initiatives. Subsequently this figure eventually reached more than $1 billion. (Dusharme, 2001) However, not all companies utilising Six Sigma have ended up saving money or making substantial gains. Fortune 500 reported that ninety one percent of fifty eight large companies that established Six Sigma regimes have been trailing the S&P 500 index ever since. (Betsy, 2006) One major reason for this phenomenon is that Six Sigma is less understood and more employed in businesses often in ways that make little or no sense. In essence, Six Sigma is a statistical technique and the lack of data, its analysis, proper presentation and follow up can all lead up to its demise. Amongst other things attempted through Six Sigma, RCA (Root Cause Analysis) is a major application. The contention behind RCA is to locate and subsequently rectify problems in a business operation. However, the applicatio n of Six Sigma to RCA in inappropriate methods often causes less than desirable outcomes. Often Six Sigma is used to â€Å"create† evidence in order to justify some kind of process or business hypothesis. This text attempts to delineate clearly defined methods to tackle Six Sigma along with RCA within a lean approach. The external customer’s perspective as well as the VOP (Voice of Process) perspective will be utilised to explain the application of lean Six Sigma to RCA. Differentiating the VoC and the VoP Approaches Any business process will always possess an external customer who receives the finished good. If the business process spectrum consists of multiple processing steps then the external customer might be a secondary processing department. On the other hand if the business is small enough or based on a single process, then the external customer will be someone who gets the final product. However, the size of an organisation is critical to the implementation of Six Sigma. Hence this text will take implementation within a large business context as small businesses can seldom afford Six Sigma initiatives. Therefore the external customer in question will be an allied business processing unit or function. Using the customer’s input as the guideline within Six Sigma is better labelled as VoC (Voice of Customer). The customer specifies their requirements using surveys, discussions, focus groups, comment cards etc. (Curious Cat, 2009) In comparison, the VoP (Voice of Process) depends on the process capability. The contention is to measure the best performance that a system could deliver. This is often described statistically using a control chart. Historical performance statistics may also be used to analyse the situation better. The most differentiated aspect of the VoP approach is its reliance on hard statistical data to take decisions. However, there is a great chance of leaving large gaps in collecting data through misreporting as wel l as omission. (Mann, 2006) VoP is also reliable in discerning the stability or instability of any given business process or operation. Statistical quality records are utilised to create control chart models and this will be discussed below. Lean Methodology for VoP The methodology for a lean Six Sigma RCA will be analysed by following it step wise. Strengths, weaknesses and vulnerabilities will be discussed in an attempt to introduce the sources of error in such systems. Data Collection and Processing Data collection is the single most important part of any RCA treatment. If data is flawed by any given definition then there is no chance that the entire analysis and its subsequent follow up will yield any favourable results at