ALDI Business expansion through training and development Essay

Aldi (short for Albrecht Discounts) is a globally operating and expanding discount retailer with over 8,000 stores all over the world. The company was founded in 1913 in Germany by two brothers. In 1960 the former Albrecht KG was separated in Aldi Sued and Aldi Nord. The headquarters are located in Essen (Aldi Nord) and Mà ¼lheim an der Ruhr (Aldi Sued). Both companies still have a friendly relation and use the same brands occasionally but operate independently. Aldi Nord operates in Denmark, the Benelux countries, France, the Iberian Peninsula and Poland. Aldi Sued makes its business transactions in countries including Ireland, the United Kingdom, Greece, Switzerland, Hungary, Austria, Slovenia, USA and Australia. In Austria and Slovenia Aldi is represented by Hofer KG. Overall Aldi is one of the world’s biggest grocery chains. The sales strategy is well known as they offer the opportunity to buy cheap and good/fresh food. The main focus is on key markets in Europe, North Am erica and Australia. Store layouts are simple and opening hours focus especially on the busiest times of the day. The retailer is a specialist in food, beverage and household items but within the years the portfolio was extended. The company acts now among other things for example, as travel agency. Many of the offered products are own brands. The number of other brands is limited to a maximum of two for an item. Therefore it is possible to keep the shops smaller and to sell a larger quantity of a specific brand. The slogan â€Å"Spend a little, live a lot† reflects the strategy of Aldi. In a nutshell to keep prices low they are not taking effort on presenting their variety of goods. Worldwide main competitors of Aldi are Wal-Mart Stores, Inc., METRO AG and Lidl Dienstleistung GmbH & Co. KG. Particular Austrian competitors are Zielpunkt, Norma and Penny. The strategy of the mentioned chains is similar. They are all driving their main business in the food industry as they are primarily competing on price in order to increase their market share. Main customers are bigger families, housewifely people and people with less income. The marketing mix of every business is different. Aldi focusses on providing high quality products that are cheaper alternatives to famous brands. Moreover, the advertising strategy is very simple and cost saving. Apart from a weekly newsletter of  special offers Aldi is not advertising at all. Primarily this low price grocery chains arose due to the increasing population and economic challenges. Therefore it was necessary to construct bigger plants which resulted in fewer and larger firms. This had a negative effect on farmer’s return and all of a sudden people started to concern about the products they were consuming. Aldi was very hard affected by these changes and implemented sustainable products. Now they offer especially in the diary product sector regional goods. Certainly important to mention is the simple organization structure of Aldi. The very flat management hierarchy allows leaders to get their people known. At Aldi managers should be open for new ideas, improvements and it is common to involve all employees in decision making. They represent a philosophy of promoting and supporting talents within the organization. Consequently the performance of each employee is recognized easier. As the responsibility is increasing within promotions it is essential to support a transparent and effective decision making system. Subsequent the discretion of the Aldi organizational chart. On the very top of the management is the Vice President followed by several Directors like Director of Warehousing & Transportation and Director of Administration. The District Managers are directly reporting to the Director of Operations and are leading the individual Store Management Teams. The number of Store Employees is based on the frequency of customer visits. Worth to mention is also financial situation. The revenue of Aldi was not published until 2000. Since 2001, Aldi Nord publishes its numbers in the Federal Gazette. Sales in Germany in 2010 amounted to 22.5 billion euros. Furthermore the worldwide turnover was 52.8 billion euros. Aldi Nord and Aldi Sued are completely family owned. The capital is very solid and Aldi has no liabilities. Aldi Nord owns all logistic centers. Leased objects are increasingly replaced by own objects. Aldi Sued also owns almost all buildings and land but had to borrow money for further expansion properties. So they left the path of total independence. The return on sales constitutes between 3 and 3.7 % in 2010. The core values and principles that the brothers founded are still important for decision making today. These are presented from the management team as follows: Consistency – leads to reliability. We mean what we say. We are consistent in our dealings with  people, product, price and all other aspects of our day to day professional life. Simplicity – creates efficiency, clarity and clear orientation within our organization as well as for our customers. Responsibility – stands for our commitment towards our people, customers, partners and the environment. It also includes principles such as fairness, honesty, openness, service orientation and friendliness. Aldi places great emphasis in efficient human resource development. In the daily sales business they try to keep everything simple and cheap. This can only be realized with an increase of company’s performance. Furthermore it demonstrates how the training and development program ensures that their employees have the required skills. First of all the goal is to identify training needs in order to be prepar ed for the future. It is mandatory to plan both, the number of workers and specific skills and requirements. The company can then recruit new staff and is furthermore able to ensure that training and development programs are ready when needed. Training needs are identified through constant monitoring of the company’s performance. Aldi expands rapidly and therefore it is necessary to recruit more than 4,000 people within the next 12 months. Therefore the retailer follows the strategy to offer industry-leading salaries to make sure that they also attract the best candidates. Clear and detailed job descriptions help the Human Resource Department to find people with the right set of skills and competencies. Moreover there is process of interview and assessment where managers will find out if the applying person fits. After the most suitable candidate is recruited the training period starts. Depending on the position different trainee programs are offered. For example as a district manager you have to participate in a nearly one-year long training. This program is divided into several different phases where knowledge and skills are being strengthened. Furthermore the new recruits learn about the philosophy of Aldi and its expectations of them to make them feel part of the family. The training and development continues throughout the career with internal and external training seminars. Besides the effect of higher business efficiency training can enhance and motivate staff. Promotions are quite encouraging as personal growth and development is very much appreciated and supported. On the one side Aldi expects an immediate contribution to the business but on the other side they provide special trainings to help developing their careers within the company. Over  85% of Aldi Directors are recruited within the company. They start after school or college and work themselves u p into the general management. Additionally, they offer also an international Expatriate program. This is especially for experienced District Managers who want to learn more about the business in an entirely different culture. Aldi is looking for individuals who are willing to develop themselves further. What is more is that Aldi offers an internship of 10 weeks. During this period interns are given real responsibilities and they have the opportunity to show their competencies and skills. This work placement is for students in undergraduate or graduate programs and is well paid. Internships are very common in such big companies as they offer options for both, the company and the intern. The company has the chance to test the employee for a few weeks and can then decide to offer high potentials a permanent position. However, this is also an advantage for temporary employees because they do not have to sign a permanent contract. Furthermore, Aldi uses on-the-job trainings to continue the training of the employees. T his form of education is taking place in the working environment. Skills are improved by dealing with daily challenges and employees get the chance to learn through re-equipment and materials. Another advantage is that feedback is given right after the accomplishment of the task. Besides also Aldi benefits by saving costs as they don not lose working time and a specific training is although provided. In a nutshell, on-the-job training is very economical. There are four different forms of providing on-the-job trainings: Coaching: The trainee will be trained by a senior employee. These coaches are providing instructions to the trainees to improve their knowledge about the daily work processes. Even though coaching is often used wrongly as a synonym for mentoring. Mentoring: Is characterized by a strong communication between the trainee and the mentor. The main role of a mentors is to guide and help the trainee. Additionally communication. Compared to coaching the relationship of these two parties is more personal. Job rotation: Means that employees are moved within different positions just for a planned period of time. As a result they should be able to gain a wider variety of knowledge and learn about the processes in other departments. „Sitting next to Nellieâ€Å": Is a training very special technique where skills are provided by working alongside to a colleague. This method is very popular. It shows much more  efficiently than reading or studying a written documentation. At Aldi the training follows the principle â€Å"tell, show, do†. First of all the process is explained by the manager followed by a demonstration. Subsequently the trainee has to conduct the task and the manager observes. All kind of positions follow this structure. Prospective area managers get the possibility to become acquainted with different departments. Thus the trainees understand how each department and processes relates to each other. In the trainee period of one year they are supported from an area manager and they get the possibility to represent the branch manager for four to six weeks. In addition to on-the-job trainings Aldi provides off-the-job trainings as well. As indicated, these trainings are taking place away from work. Whereas on-the-job training is very specific, off-the-job training transfers more general skills which are transferable and therefore can be used in many parts of the company. Aldi uses this kind of development for courses covering: Hiring Techniques: Recruitment, interviewing and selection Employment law Influencing skills Performance reviews (appraisals) Aldi Management System (how to develop and performance manage people) Off-the-job training shows positive outcomes like motivated staff and greater staff productivity. Moreover it provides employees with better skills and Aldi profits from improved customer service. Beside these positive aspects it must be admitted that off-the-job training creates higher payroll costs. These additional costs are shown in payments for the trainings organization, the training itself and absenteeism which has to be covered from other employees. Aldi decides whether on-the-job or off-the-job training is more suitable for the given aspect of training. In general the different internal and external training seminars accompany employees through their whole career. Aldi defines learning and growth as a career-long process where there is always an opportunity for more. An example for the combination of internal and external training is Aldi’s apprentice scheme. Beside the regular apprenticeship the trainees are studying for an NVQ (national vocational qualification) in Retail Apprenticeship. When the traineeship ends after 3 years the apprentices  gained Level 3 – advanced qualification. Due to the growth of Aldi, trainees have good opportunities to be promoted. Fully trained have the possibility to acquire a position as a deputy manager or assistant store manager. The next step on their career ladder is to become a store manager. All these forms of training provide employees with work-related knowledge and skills that are needed to carry out their jobs. Besides on-the-job and off-the-job training there is another possibility to educate the employees of a company. Development is similar to training as it supports personal growth and improves skills which are directly related to the job. Furthermore, employees gain qualifications and which results in a higher value in the job market. At first glance it looks as if companies do not benefit from development, but they do in every way. Beyond employees can be used more flexible. Additionally they are able to take over more responsibility. Moreover, people are considered to be an important member of the business. Hence, the company cares about the performance and capabilities of employees, which enhances motivation. Aldi is greatly aware that further development of employees increases the change of losing high potentials. Due to better knowledge people are more likely to leave as other companies often promise better career objectives. Nevertheless Aldi is conscious of this risk but in order to remain competitive they prefer to invest in human capital. As this food retailer has a lot of subsidiaries it is possible to offer its employees relocation to different international countries. This helps to develop all-round expert ise and motivation. At first, strengths and weaknesses of each employee need to be identified. Next step is to help them to improve their skills. To support this process Aldi launched an appraisal form. In this special system the manager and the employee evaluate the past and current performance. According to this process it is easier to decide which development is necessary or useful for the individual. A very important procedure is also the personal goal setting. At Aldi managers and employees work very close together to find the right targets. The discounter also tries to attract especially university students. Students have the possibility to prove their theoretical knowledge during a one year long working experience. They enjoy the first time to be part of a company. Moreover Aldi benefits greatly from this system. If the students are doing well they usually get a permanent job offer. In this  case no further recruiting process is needed and subsequent time and money can be saved. In a nutshell Aldi puts great emphasis on training and development. Even though the company does not have a human resource department, it is rewarded with number 6 in â€Å"The Times Top 100 Graduate Employers 2013†. 85% of all directors have been recruited within the company this shows that the firm has a strong policy for internal recruitment. So promotion is permitted to every employee. Another factor of success is that staff is recruited from schools or colleges. The appropriate on- or off-the-job training guarantees that recruits are well-trained and lays the foundation of the employees’ careers. The retailer’s global competitor Wal-Mart has a similar training and development strategy. Wal-Mart uses a training and development system inspired by Nike. The difference to Aldi is the e-training process, which is a web-based training concentrating on selling skills and product knowledge. Besides all these positive aspects some valuations of former employees on the internet tell another story. Zeit online reports that discounters like Aldi are fallen into disrepute and try to clear their names as good employers with training and development offers. On the one hand former employees are largely satisfied with Aldi’s further development, but on the other hand they claim that the promised prospects for promotions and career are rare. To guarantee that every employee gets equal career development opportunities, we would suggest a development account like Fraport AG uses. Fraport is the operator of the airport Frankfurt and organizes staff development with the so called Q-Card (qualification card). The Q-Card is a credit account for further development, which gives each of the 13,000 employees the chance to redeem â‚ ¬ 600 per annum for personal development. If the development credit is not consumed, it expires on their own responsibility. All in all, Aldi has an effective way to train and develop staff. Open communication of the career prospects brings orientation for recruits and employees. The flat management hierarchy combined with career possibilities enables the staff to take over responsibility. Training ensures well-trained employees and promotion is open to all staff. In respect of staff development Aldi deservers number 6 of the 100 Graduate Employers 2013. Primarily, people associate Aldi with cheap products, but hardly anyone knows that they care about their employees especially in staff development. (2739 words) Reference List: http://www.aldi.com/?aldiurl=true https://corporate.aldi.co.uk/en/responsibility/our-people/everyone-achieving-their-best/ https://www.hofer.at/ http://www.aldi.de/

Emotional, Behavioral, and Physical Disabilities Essay

When it comes to students, teacher’s roles in determining how to teach a student with emotional and behavior disorder, Physical disabilities and Health Impairments, Traumatic Brain injury, Hearing impairments, and Visual impairments is to create an environment in which all students can feel safe and can participate to the best of their abilities. When it comes to proving a positive learning environment for students who has disabilities it can be a great challenge within the classroom cause each student has their very own needs, intellectual and physical abilities, perceptions and most of all learning styles which may vary for each student. It is very important to know the students needs and identify and areas of curriculum before teaching a student because may present problems for them. In order to do that a teacher most have some teaching strategies that they can modify in order to help teach their student who have disabilities where it can help identify the students special needs and it will offer strategies for the teachers to put within a lesson plan to teach and give all students a change to success in learning. There are lots of strategies teachers can use for example, when it comes to students with emotional and behavior disorders may students may have gifts or even learning disabilities in which case can divide from expectations or even from standards of behaviors. Some teaching strategies that teaching can use for a student with emotional and behavior disorders are a teacher need to work long term improvements without expecting immediate and strong success from the student, try to expose students with behavior disorder to students who are not special need. Try and allow students to walk around classroom and talk with the students about what they like or dislike helping learn about the student strength and weakness to be able to started making an outline of a lesson plan for them. Structure rules, a schedule for the student, arrange the room for students comfort for a more conductive learning environment for the students to learn in. teachers need to setup students a way to other outlets ways to reduce frustration and angry by model and role playing appropriate behavior for them to see. 2010 McGraw Hill) Most important I think a teacher and do also is create a cool off spot within the class for the student to calm down once they become frustrated or angry it can help model and reinforce proper behavior from the students one they have common down which will help the teacher to keep everyone else calm. Lastly they need to communicate with other teachers and the student parent to keep the line of communication open about the student educat ion. There are lots of different characters of students with emotional and behavior disorder and some examples are fighting and hitting, getting out of their sets, disturbing others by yelling and talking loud, destroying things by throwing, do not like to follow orders and some curses a lot in which cases some cannot help it. Next there are Physical disabilities and Health Impairments where student are not able to learning easy without help. For example students with Physical disabilities are those who have are orthopedic impairment in which one or more limbs are severely restricted and there are those who have health impairment. 2010 McGraw Hill) Some teaching strategies for teachers are to learn about special devices or procedures, help other students and adults understand and accept physically disabled students and to keep in mind that some students in wheelchairs have full uses of their hands and others do not. Most important allow student to participate in all activities like field trips, special events , projects and make sure they have full access to the classroom and nothing is blocked them in like them going down narrow hallways and heavy doors where they cannot get out. 2010 McGraw Hill) Some characteristics of Physical and health impairments are Mobility issues, fatigue, weak muscle, attention involvement and Hypotonic-low muscle tone. Lately there is traumatic brain injury (TBI) is a form of Acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. 2013 National Institute of Neurological Disorders and Stroke) Some teaching strategies for teachers are reduce distractions in the student’s work area like remove extra pencils and books, Divide work into smaller sections where the teacher have the student complete one section at a time, Ask the student to summarize information orally that has just been presented, Use cue words to alert the student to pay attention like â€Å"listen,† â€Å"look,† and â€Å"name† lastly establish a nonverbal cueing system by using eye contact and touch to remind the student to pay attention. 2000 TBI Challenge Vol. 4, No. 2) Some Characteristics of a person who has traumatic brain injury are headache, confusion, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. 2013 National Institute of Neurological Disorders and Stroke) In conclusion what can I do to nurture the self-esteem and self-determination, and enhance the self-advocacy skills, of students with emotional and behavioral disorders, physical and health impairments, and traumatic brain injury is to teach knowledge and skills to each students in other to become self determined. Also by set personal goals for each student and create actions plans to achieve the goals each and every day. Second Make good choices that re appropriated and that applies to the students everyday lives. When it comes completely down to the bottom line I will help my entire student achieve academic success. What can be done to help regular students understand, respect, and respond appropriately to students with disabilities in a class? I will post respect rules on my classroom walls, door, even in the school hallways. I will tell other students not to stereotype students that have disabilities because it is not nice to mock or tease students who are different and if I do catch them they will let them know that is disrespectful. I will tell them to show respect to them and try to get to know them better before making fun of the disable if that do not work and they are not trying to understand student with disabilities I will keep making sure that every student I come across so disrespect or even feel like they do not want to be around one of the student I will just tell them in a calm but nice voice â€Å"Try to walk in their shoes for once. †

Essay King Phillip II of Spain The Battle of Lepanto in 1571

Battle of Lepanto in 1571. Phillip sent a fleet of ships to reconquer the city of Tunis (in present day Tunisia) and succeeded. However, the Ottomans rebuilt their fleet and in 1574 recaptured Tunis with a force of 250 galleys and a siege, which lasted 40 days. This battle ended the threat of Ottoman control of Spain and Europe and in 1585. The Ottoman Empire signed a peace treaty and ended the war. Marriage Phillip’s father, Charles V, arranged Phillip’s marriage to Queen Mary I of England. In order to get Phillip to Mary’s level Charles made Phillip the king of Naples and of Jerusalem. They were married on July 25th, 1554 at Winchester Cathedral in Winchester, Hampshire, England. With their marriage Phillip obtained all of Mary’s†¦show more content†¦Finally, a large storm hit the English Channel that damaged many of the fleet’s ships. When the Armada and the English Navy finally did fight, the Armada was forced to retreat. The battle wasn’t one-sided, but the Armada was at a disadvantage because of the previous damage they obtained from the storm. Phillip sent two more Armadas to England in which both failed and he sent one to the Azores Islands and the Canary Islands to fight of raids. These battles came to be called the Anglo-Spanish War that would continue even after Phillip and Elizabeth both had died. In May of 1570, Phillip married his niece Anne of Austria. And they had five children, four of which died before their parents. The only one to live until adulthood was Phillip III and he would take his father’s place as King of Spain in 1598. Death Phillip died in El Escorial (a building outside of Madrid, Spain in San Lorenzo de El Escorial, Spain) on September 13th, 1598 from cancer. His death was nowhere peaceful; it was actually extremely painful involving red, hot swollen joints (gout or podagra as it is known today), fever, and edema (a build up of fluid beneath the skin). This went on for 52 days and he wasn’t able to move because of the pain. After Phillip died he was buried at the Royal Burial site in San

Barn Burning Abner Snopes Character Analysis Essay

William Faulkners short story Barn Burning describes a typical relationship between wealthy people and poor people during the Civil War. The main character, Abner Snopes, sharecrops to make a living for his family. He despises wealthy people. Out of resentment for wealthy people, he goes and burns their barns to get revenge. Abners character over the course of the story is unchanging in that he is cold hearted, lawless, and violent.brbrFirst, Abners unchanging character shows his cold heartedness. After being sentenced to leave the country for burning a mans barn, he shows no emotions to his family. During the story, there was not a time when he apologized or offered a word of encouragement to them. His tone of voice when talking†¦show more content†¦Abners act of breaking the law begins when he was supposed to be fighting in the Civil War, but instead he stole horses from both sides of the lines. When Abner returned home, he continued his act of breaking the law by committi ng arson. At the beginning of the story, Abner is in a makeshift courtroom where he is being tried for burning Mr. Harris barn. There was no evidence to rule against Abner so he was advised to leave the country. I aim to. I dont figure to stay in a country among people whoÂ… (217). After sly remarks of barn burner(218) from a group of people standing near, Abner tells his family to get in the wagon and get ready for travel. Abner and his family traveled to their next house where things got off to a bad start. Just a few days had gone by and Abner took Major DeSpain to court claiming his fine was to high for the damage he did to his rug. The court ruled in DeSpains favor fining him, to the amount of ten bushels of corn over and above your contract with him, to be paid to him out of your crop at gathering time (226), thus setting off Abners anger. As a result he set out that night and put DeSpains barn on fire. brbrFinally Abners unchanging character is revealed not only in his rol e asShow MoreRelated William Faulkner’s Barn Burning: Abner Snopes Character Analysis1049 Words   |  5 PagesWilliam Faulkner’s short story â€Å"Barn Burning† describes a typical relationship between wealthy people and poor people during the Civil War. The main character, Abner Snopes, sharecrops to make a living for his family. He despises wealthy people. Out of resentment for wealthy people, he burns their barns to get revenge. Abner’s character over the course of the story is unchanging in that he is cold hearted, lawless, and violent. First, Abner’s unchanging character shows his cold heartedness. 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Psychological Benefits Of Video Games - 1768 Words

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Can sitting in place for hours playing a video game really teach an individual something useful that they can use in their life? To better understand this first one must understand what video Games are. Video games differ from other media (books, movies, television etc.) by the fact that video games are designed to keep people engaged. A person cannot passively surrender from a games storyline. The games were designed for the player to engage with their system and for the system to engage with theShow MoreRelatedVideo Games Have A Negative Influence On Young People1376 Words   |  6 Pagessociety often depicts video games to have a negative influence on young people. However, playing video games is more beneficial than people would think. Playing video games has many advantages, such as they help increase and develop cognitive functions, mental health, and more often than most they are educational. Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. 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Over the years, video games have acquired a tainted reputation for the violence often found in many popular titles. Although people view video games to be destructive to children and society, studies have shown numerous medical, social, as well as psychological benefits that strongly outweigh theRead MoreVideo Games Have A Negative Influence On Young People1600 Words   |  7 Pagessociety often depict video games to have a negative influence on young people. However, playing video games is more beneficial than people would think. Playing video games have many advantages, such as they help increase and develop cognitive functions, mental health, and more often than most they are educational. Gee, James Paul. What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, 2007. This book looks at the educational level of what video games have to teach us. GeeRead MoreVideo Games Help Motor Development And Brain1501 Words   |  7 PagesSince the beginning of these, the benefits of video games have been ignored by many people due to the great discussions that have generated the defects of some video games that are violent. The young people, the main users of these only think of having fun and as many of them say, it is only a game but with regard to the questioning of society, they generate a stubborn attitude, as experts say, there is no influence more marked than that which is not aware. Not all of them are dangers and threatsRead MoreNegative Effects Of Violent Video Games796 Words   |  4 Pagesparticular, playing video games has become an increasingly popular pastime for adolescents. According to the American Psychological Association, 97% of American adolescents between the ages of 12 and 17 play video games (Scutti). However, there are many controv ersies surrounding the idea of playing video games. In today’s market, video games often contain violent themes, such as killing or stealing. This would include many shooting games, strategic games, and role-playing games. It is a popular beliefRead MoreIs video gaming a force for psychological good or psychological harm?1000 Words   |  4 PagesIs video gaming a force for psychological good or psychological harm? Is video gaming a force for psychological good or for psychological harm? This is one of the issues discussed in the last thirty years. A lot of people, especially parents, would say gaming is harmful on a child’s psychology. Those people would say that video games make children aggressive; they are frustrating and highly addictive. The concerns are not only about children, they go for teenagers and young adults as well. SomethingRead MoreBiography Of Hideo Kojima s Influence On The World1110 Words   |  5 Pagesstudy economics, He spent most of his spare time playing video games. He shocked his peers by saying he wanted to go into video game design his fourth year of college. Kojima became famous beginning with the release of the first iteration of the Metal Gear series in 1986, Metal Gear biggest and most recognizable contributions to the gaming world. The main character of the title, Solid Snake, has even made appearances in other video games like Nintendo s Super Smash Bros Brawl. In the start ofRead MoreImpacts of Video Gaming1704 Words   |  7 PagesScientific research supports that video games have implications on the youngsters. In addition, they support the claim with concrete findings addressed in the literature review. In their reports, various researchers state that video games affect the social, psychological, and physical well-being of children. This research report supports the scientific view that although video games are beneficial in terms of improving attention, they negatively affect the children’s social being on a deeper contextRead MoreThe Effects Of Video Games On Today s Youth1131 Words   |  5 PagesIntroduction Video games have been one of the most popular sources of entertainment for quite some time. Video games have changed the entertainment industry and is now a billion-dollar industry. The industry has also effected society. Of course, there are some benefits of using video games, but there are also many negative effects of the use of video games, especially on today’s youth. According to NPD, ninety-one percent of children from the age of two to seventeen play video games (Camp, 2011)

Strategies in Monopolistic Competition

Question: Discuss about the Strategies in Monopolistic Competition. Answer: Introduction: Market structure in context to the economy means the nature of the business organizations or firms along with the degree of competition for purchase and sale of the products and services. Each of the firms or organizations belongs to some specific market structure that is determined by the nature or level of competition. The following assignment presents the discussion on several market structures that involves monopoly, duopoly, oligopoly and monopolistic competition in the education industry in Australia. Monopoly market structure refers to the market structure for a firm or organizational products or services for which the substitute is not available. Duopoly is a market structure which refers to the ownership by maximum two companies for the product market (Lehmann, Taylor and Hamm 2015). The market structure where the share of market for products and services is owned by small number of companies is called oligopoly. Besides, monopolistic competition is a market structure which specifies imperfect competition in which large number of firms deal in the products and services that are different with respect to the quality or presentation or brand (Brander and Spencer 2015). Accordingly, the study covers the determination of market structure related to education industry as per the Australian economy and nature of its market competition. Discussion The article on A review of literature on the vocational education and training market in Australia presents the issue and the ways of change in the market structure concerning the market principles. The article covers the funding issues, government policy issues and other regulatory issues that affected the market competition and growth for the vocational education for both the public and private service providers (Anderson 1996). Similarly, the article of the international education industry highlights the issues faced by the organizations providing higher education for the growth in Australia during the early years (Iannaccone 1991). Further, higher education markets and public policy article highlights the issue for reforming the market share for the organizations providing higher education in Australia in comparison with the education system and market of US (Dill 1997). Considering the market share for vocational education and training in Australia, it can be said that the growth rate of education market was low due to several policies and regulations. Such issues affected the new entry of service providers and proposed students for obtaining the education and training which eventually affected market share growth due to lack in demand and supply. Further, the macro policy issues with respect to the payment for training, training market share at the national level along with the local flexibility declined the market resulting in oligopoly market structure (Anderson 1996). Moreover, the market growth for international education in Australia during the year 1991-92 reflected only $1.2 billion value, though in recent years the market displayed enormous growth. However, during the earlier years the market of higher education industry affected due to macro and micro economic policy (Iannaccone 1991). Unlike recent years the key source of education market i.e. students from China were restricted and required to comply several regulations and policies. During the earlier years, the source of income also affected and as a result the market share remained limited to small number of service providers. Similarly, higher education market in Australia affected due to public policy and larger economic forces that changed the market share for government institutions as well as private institutions. Increase in the public policy regulations provided several barriers in acquiring international students, export of education and collection of payments for providing education (Dill 1997). Accordingly, the education industry could not achieve the perfect competition market until the recent years 2006 onwards that reflected significant growth in education market. The market oriented policies with respect to the new entrants of service providers resulted the lower market share and less competitive market. In view of the several issues on market of the education industry in Australia it can be analyzed that the educational institutions and service providers should consider the present education economy. The education market should be perfect competition market where the service providers are large in number for similar education services so that the Australian economy in education sector increases (Assenza et al. 2015). Accordingly the service provides are recommended to comply the legal requirements and government policies for export of education and acquiring international students. During the recent years, the current market structure shows that the value of higher education increased to $10 billion while most of the education market share occupied by the students of China. Moreover, the government and other concerned bodies relating to Australian education sector should simplify the policies and legal formalities, which is why the region experienced significant growth in recent years. Further, the benchmark of education should be as per the education system around the world incorporating the simple and qualitative education service for the students. Presently, the market structure of education industry is the monopolistic competition which constitutes imperfect competition as the service providers provide different types of education. Considering the vocational education and training market, the service providers need to improve the quality as per the international standard so that it can achieve perfect competition market (Berger, Cerqueiro and Penas 2015). According to the Australian economy, perfect competition market refers the market in which the service providers are large in number for identical service (Goschin et al. 2015). Since, market share for vocational education is lower in Australia, the institutions are required to focus on the quality so that they can acquire large number of students along with the introduction of new and improved means of vocational education system. Conclusion It can be concluded from the above discussion that the current market structure of Australian education industry is monopolistic competition market for private as well as public institutions. The market share for higher education have been increased at a higher growth rate reaching the value up to $10 billion while that of vocational education increased at a lower rate due to several policies of public and government. Hence, the institutions including government institutions and service providers are required to introduce improved education system to acquire more number of students. Such step would assist in achieving perfect competition market share by the education industry in Australia resulting in growth of economy. Reference List Anderson, D., 1996.Reading the Market. A Review of Literature on the Vocational Education and Training Market in Australia. Centre for the Economics of Education and Training, Faculty of Education, Monash University, Clayton, Australia 3168. Assenza, T., Grazzini, J., Hommes, C. and Massaro, D., 2015. PQ strategies in monopolistic competition: Some insights from the lab.Journal of Economic Dynamics and Control,50, pp.62-77. Berger, A.N., Cerqueiro, G. and Penas, M.F., 2015. Market size structure and small business lending: Are crisis times different from normal times?.Review of Finance,19(5), pp.1965-1995. Brander, J.A. and Spencer, B.J., 2015. Intra-industry trade with Bertrand and Cournot oligopoly: The role of endogenous horizontal product differentiation.Research in Economics,69(2), pp.157-165. Dill, D.D., 1997. Higher education markets and public policy.Higher education policy,10(3-1), pp.167-185. Goschin, Z., Constantin, D., Roman, M. and Ileanu, B., 2015. Regional specialization and geographic concentration of industries in Romania.South-Eastern Europe Journal of Economics,7(1). Iannaccone, L.R., 1991. The consequences of religious market structure Adam Smith and the economics of religion.Rationality and society,3(2), pp.156-177. Lehmann, W., Taylor, A. and Hamm, Z., 2015. Go west young man!Youth apprenticeship and opportunity structures in two Canadian provinces.Journal of Education and Work,28(1), pp.44-65. Nikaido, H., 2015.Monopolistic Competition and Effective Demand.(PSME-6). Princeton University Press.

Roman Essays (2926 words) - Violence In Sports, Titus,

Roman Coliseum Architecture of the ancient Roman Empire is considered one of the most impressive of all time. The city of Rome once was home to more than one million residents in the early centuries AD1. The Romans had a fine selection of building monuments in the city of Rome including the forums for civic services, temples of worship, and amphitheaters for recreation and play. The Romans made great use and pioneered great architecture mechanisms including arches, columns, and even mechanical elements in pulleys and early elevators. However, when one tends to think of great buildings, one building stands out in Rome. This building is the Flavian Amphitheatre, or better known as the Colosseum. When discussing such a great monument such as the Colosseum, it is very important to realize the time, place, and culture in wish it stood to fully understand both its form and function. In the beginnings, Rome was both influenced by the Etruscans of the North and Greeks of Italy and South but had its basic roots from a long time of Samnite domination2. The Etruscans were that of an interesting type as described by Peter Quennell: The Etruscans...combined a passionate devotion to the ordinary pleasures of life with a haunting fear of death. They were cruel, too, and deeply superstitious...their victims were ordered to fight among themselves until the last had fallen. The Etruscans would have a strong impression in Roman lifestyles and philosophies. For example, the purple robe worn by leaders would be later adopted by the Romans. They also were the influence which brought gladiatorial battles of sacrifice into the Roman culture. This was a time of blood thirsty humans who loved the site of battle. Even an early christian named Alypius proclaimed that he "took away with him a mad passion which prodded him not only to return (to gladatior events) with those by whom he had first been forced in, but even ahead of them and dragging in others."3 This was a time of paganism, which meant sacrifice and death. Early christians were persecuted for their beliefs in the first few centuries. Clearly in Rome, the focus was not only on religion or the emporer, but we have a focus on leisure and activities. It is said that of a three-hundred and sixty-five day year that one-hundred and fifty days were celebrated as regular holidays, with over ninety days given up to games4. This type of lifestyle would dominate the cities and architecture of the Romans for some time to come. The people of Rome enjoyed theatres, battles, races, baths, comical events, and of course the game of death. There were many forums, temples, and many amphitheaters in the history of Rome, however only a few stand out even today. The Colosseum is the greatest standing building of Rome, and one of the most recognized worldwide architectural achievements to this day. The amphitheater is a type of architecture that was without Greek precedents. This makes sense since its primary purpose was to hold gladitiator fights and brutal shows which were banned in Athens at the time. Such events held in Roman amphitheaters were horseracing, gymnastics, mock cavalry battles, footraces, prizefighting, wrestling, fights between animals, between men, animals and men, and even naumachiae, or mock sea battles5. One of the first amphitheaters was the Pompeian amphitheater of Pompeii of 30 BC. Like the Colosseum, it was oval in plan. It was supported on great masses of solid earth pierced by a broad corridor at each end. Stone seats were added at one time but most spectators sat on the earth or wooden chairs. Although this amphitheater was a great innovation, it would be eclipsed by the Flavian Amphitheater, better known as the Colosseum. The great building although fitting and plain in design to its surroundings of Rome still stood out due to its sheer monstrosity and oval shape. Although the site viewed today is still a marvel, back in the days of its prime it was a spectacular site that would be difficult to apprehend with only words[TVK1]. [TVK2] The city which held the great structure was full of great examples of the use of arches, columns from every order, and of course sheer size. When traveling the city to the Colosseum the whole area had been paved and railed off. The approach was taken by cobbled slabs of lava, and then one entered an area paved with travertine more than five thousand feet wide and surrounded by huge boundary stones6. To a spectator at the time the Colosseum from the outside is