Netflix 2010 Case Study free essay sample

How strong are the competitive forces in the movie rental marketplace? Do a five-forces analysis to support your answer. Five Forces Analysis of Movie Industry Rental: Rivalry among competing movie rental: The movie rental industry is intensely competitive and will continue to be in the future. The rivalry between the competitors is to strategize to set them apart from one another. Some marketing maneuvers are prices for rentals, instant DVD’s, promotional products, and its reputation. Netflix, blockbuster, iTunes, Hulu, and many more are among the competitors. They send Blockbuster, Movie gallery and its associated stores to bankruptcy and it even ended with companies closing doors for good. Google announced their abilities of Google TV. This let households combine their regular TV experience while accessing music, videos, and photos anywhere on the internet. Hulu who was owned by NBC Universal was also a free online video service that offered TV shows, movies from a few cable networks and movie studios. We will write a custom essay sample on Netflix 2010 Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also offering a larger library as Netflix offered it customers by purchasing plans. The concept was based on promoting â€Å"TV everywhere†, having such devices ad iPad, iPod, or smartphones with wifi capability you could watch TV practically anywhere. Changes in 2009 technology required all TV stations to use digital technology. Promotion is very important between these rivals when you are trying to promote in a highly competitive environment. For instance, Netflix free trials that the company took to make a new tactics paid off for the company. Redbox and Blockbuster put kiosks at every street corner that you could think of to attract customers. Price is one of the biggest attractions that a company has to bring consumers to its company. A way that Netflix brought that was giving potential customers 30 day free trials of instant shows, movies, as well as DVD’s shipped to your front door. This gave customers a feel of what Netflix was offering and gave them 30 days to see if they wanted to continue a membership with more offerings than the trial had t o offer. They had trials of 4. 99 subscriptions for a limited time to bring in customers. This also led the company to the fore front of the rental industry. Redbox charge $1 for a day of DVD rentals. * Hulu a free movie and cable network online video service. They had the concept of watching cable anywhere. Hulu consisted of t networks popular shows and movies you could watch anywhere from your came systems, iPods, iPad, or smartphones. They also offered customers the option of purchasing a plan where you could reach a larger library as Netflix offered. * Redbox gave customers the option to rent DVD’s got $1 from kiosks at different areas in your city. They were placed by supermarkets, gas stations, and retail stores such as CVS, Walgreens, and Wal-Mart. Blockbuster also had a kiosk around different areas as Redbox did. * Netflix gave companies a run for their money. They made stationary movie rental stores to go bankruptcy or go out of business. * Video on Demand has started to increase as well. Watching movies over the internet instantly to any internet ready computer, gaming console, and wifi enabled televisions. This increased competition between Redbox and Blockbuster which will presumably take away from their plans and they will soon have to market a new plan. Conclusion: The movie rental industry is intensely competitive and will continue to be over the next couple of years. Video on Demand will be a bigger household name going over its competitors. Netflix and Google offering â€Å"TV everywhere† have already shown that people prefer the online streaming. Thus putting end to retail rental stores such as Blockbuster, Movie Gallery, and its associated store that closed its doors. Threat of new competition: In mid 2010, N etflix marketed a plan that would take them to the top movie rental industry. They made it very difficult for any new entry to enter into the r movie rental industry. Netflix especially made it had to surpass them in the online subscription. They built and are continuing to build a comprehensive library and maintaining relationships with entertainment video producers. Netflix entered agreements with Universal Studios, Twentieth Century Fox, Warner Bros, and more to expand and broader its ability to stream movies and TV episodes. Video on demand streaming movies directly to your in-home device has become and will become the fast growing movie rental segment. With these barriers being high it makes the competitive entry somewhat low because the industry continues to grow. It has become more and more attractive to its loyal customers and potential customers * Netflix, Redbox, Blockbuster are households names. They have attracted and attached their brands to make it difficult for people to move into the industry. * An important factor for new entrants into the mov ie industry would be brand recognition. Many suppliers or distributors make it harder for new entrants to come into the marketplace. Most of the time they are putting their own capital up, or have a great marketing plan to build it clientele. * Customer loyalty will be a slow process considering the competition has a great amount of cost to be put up. * Government agencies can limit or stop the entry of new companies in the movie rental industry. The government controls the entry not just for cable but for telecommunications, electric and electric utilities, radio and television broadcasts. * New entrants may face a harder time when they enter the market because its well competitors with a loyal customer base may use incumbents against them. They may use price cuts with its movie rentals, increase advertising, new improvement of its services and products, also launch legal attacks to prevent building a new clientele Conclusion: VOD or video on demand is now and will be the fast growing streaming movie segment to come. Netflix has the made the competition even harder and the competition is high. They have higher brand recognition and will make it harder for other companies to come close unless they market and have a lot of capital in order to enter the market. Bargaining Power of Suppliers in Movie Rental: Movie suppliers bargaining power is a competitive pressure in the movie rental industry that they are supplying. Movie suppliers who supply to Netflix and its other competitors may charge premium prices. This reason is why the rivals continue to raise prices in order to meet the prices of their suppliers. The only way that Netflix, Blockbuster, Redbox, and etc will survive is if movies suppliers because they make prices for their DVD’s. Movie suppliers have pricing leverage over these companies. They have the authority to make release dates for their products. Movie suppliers have the upper hand against these rival companies because they can choose a pattern of competition within the marketplace. In the end result, the rivals should face the facts that they will be paying higher prices to be supplied the necessary product. All these rivals want to keep their library growing to meet the needs of its current customer and potential customers and to always be in the fore front of the competition. * Conclusion: Movie suppliers have the upper hand in the bargaining power. They choose when, what, and how they distribute to these rivals. However, since Netflix has a better brand recognition it shouldn’t be too hard for them to be the first that these retailers sale to. Bargaining Power of Customers Movie Rental: Customers will continuously use online streaming and video on demand. This is why rates are going up because customers are so comfortable with the situation that they are in. Thus they will pay more if the companies were to increase. Netflix customers enjoy the video on demand with their favorite television shows and movies. Customers also can switch between rivals for lower prices, which can negotiate leverage between them and they suppliers. Switching between can easily encourage them to change plans and prices to fit the consumers. Netflix picked up on the weak strategy that other movie competitors lacked from. They made sure that there were enough DVD’s to supply people with. In-store DVD’s usually sold out of DVD’s and had upset customers. Netflix informed customers about the purchase of their DVD’s. You had no limit to turn them back in. In-store movie rentals you usually had 1, 3, or 5 days to return you DVD’s. Netflix marketed its plan on website, mail, and commercial ads. Substitutes in Movie Rental Industry: Substitutes that are readily available would be premium movie channels. These would include Starz, Encore, HBO, and Showtime. These cable channels are available through cable and satellite providers. * Movie theaters are still grossing profit through new released movies. People still want to have that movie theater experience. You want to catch movies in HD, 3D, and IMAX to experience new movies. * Consumers also want to buy movies just to have them on hand. You can buy these at various retail stores such as (dollar store, supermarkets, Wal-mart, K-mart, Target, Best Buy, and other retailers. The movie rental industry should not forget that substitutes are always available. In some cases they are by far more available than their products may. Some customers would well off buy DVDs, watching movies, or watching premium channels than streaming or renting DVDs. There are plenty of substitutes so companies should always be reminded of that. Conclusion of Five Forces Analysis The competition in the industry of movie rental is strong and will continue to grow in the next few years. The rivalry between the competitors is to strategize to set them apart from one another. Promotion is very important between these rivals when you are trying to promote in a highly competitive environment. Video on Demand has started to increase as well as watching movies over the internet instantly to any internet ready computer, gaming console, and wifi enabled televisions. Movie suppliers bargaining power is a competitive pressure in the movie rental industry that they are supplying. They have the authority to make release dates for their products. Movie suppliers have the upper hand against these rival companies because they can choose a pattern of competition within the marketplace. All these rivals want to keep their library growing and meet the needs of its current customer and potential customers and to always be in the fore front of the competition. Customers will continuously use online streaming and video on demand. This is why rates are going up because customers are so comfortable with the situation that they are in. Video on demand will grow and squeeze the competitor for a sizeable amount of money. No one in any of these industries should ever under estimate what their sales are. Movie Gallery one of the second largest movie rental in the U. S. closed its door because of these new technologies.

Roots of the Mexican-American War

Roots of the Mexican-American War The Mexican-American War (1846-1848) was a long, bloody conflict between the United States of America and Mexico. It would be fought from California to Mexico City and many points in between, all of them on Mexican soil. The USA won the war by capturing Mexico City in September of 1847 and forcing the Mexicans to negotiate a truce favorable to US interests. By 1846, war was nearly inevitable between the USA and Mexico. On the Mexican side, the lingering resentment over the loss of Texas was intolerable. In 1835, Texas, then part of the Mexican State of Coahuila and Texas, had risen in revolt. After setbacks at the Battle of the Alamo and the Goliad Massacre, the Texan rebels stunned Mexican General Antonio Là ³pez de Santa Anna at the Battle of San Jacinto on April 21, 1836. Santa Anna was taken prisoner and forced to recognize Texas as an independent nation. Mexico, however, did not accept Santa Annas agreements and considered Texas nothing more than a rebellious province. Since 1836, Mexico had half-heartedly tried to invade Texas and take it back, without much success. The Mexican people, however, clamored for their politicians to do something about this outrage. Although privately many Mexican leaders knew that reclaiming Texas was impossible, to say so in public was political suicide. The Mexican politicians outdid each other in their rhetoric saying that Texas must be brought back into Mexico. Meanwhile, tensions were high on the Texas/Mexico border. In 1842, Santa Anna sent a small army to attack San Antonio: the Texas responded by attacking Santa Fe. Not long after, a bunch of Texan hotheads raided the Mexican town of Mier: they were captured and poorly treated until their release. These events and others were reported in the American press and were generally slanted to favor the Texan side. The simmering disdain of Texans for Mexico thus spread to the entire USA. In 1845, the USA began the process of annexing Texas to the union. This was truly intolerable for Mexicans, who may have been able to accept Texas as a free republic but never part of the United States of America. Through diplomatic channels, Mexico let it be known that to annex Texas was practically a declaration of war. The USA went ahead anyway, which left Mexican politicians in a pinch: they had to do some saber-rattling or look weak. Meanwhile, the USA had its eye on Mexicos northwestern possessions, such as California and New Mexico. The Americans wanted more land and believed that their country should stretch from the Atlantic to the Pacific. The belief that America should expand to fill the continent was called Manifest Destiny. This philosophy was expansionist and racist: its proponents believed that the noble and industrious Americans deserved those lands more than the degenerate Mexicans and Native Americans who lived there. The USA tried on a couple of occasions to purchase those lands from Mexico, and was rebuffed every time. President James K. Polk, however, would not take no for an answer: he meant to have California and Mexicos other western territories and he would go to war to have them. Fortunately for Polk, the border of Texas was still in question: Mexico claimed it was the Nueces River while the Americans claimed it was the Rio Grande. In early 1846, both sides sent armies to the border: by then, both nations were looking for an excuse to fight. It wasnt long before a series of small skirmishes bloomed into war. The worst of the incidents was the so-called Thornton Affair of April 25, 1846 in which a squad of American cavalrymen under the command of Captain Seth Thornton was attacked by a much larger Mexican force: 16 Americans were killed. Because the Mexicans were in contested territory, President Polk was able to ask for a declaration of war because Mexico had †¦shed American blood upon the American soil. Larger battles followed within two weeks and both nations had declared war on one another by May 13. The war would last about two years, until spring of 1848. The Mexicans and Americans would fight about ten major battles, and the Americans would win all of them. In the end, the Americans would capture and occupy Mexico City and dictate terms of the peace agreement to Mexico. Polk got his lands: according to the Treaty of Guadalupe Hidalgo, formalized in May of 1848, Mexico would hand over most of the current US Southwest (the border established by the treaty is very similar to todays border between the two nations) in exchange for $15 million dollars and forgiveness of some previous debt. Sources: Brands, H.W. Lone Star Nation: the Epic Story of the Battle for Texas Independence. New York: Anchor Books, 2004. Eisenhower, John S.D. So Far from God: the U.S. War with Mexico, 1846-1848. Norman: the University of Oklahoma Press, 1989 Henderson, Timothy J. A Glorious Defeat: Mexico and its War with the United States.New York: Hill and Wang, 2007. Wheelan, Joseph. Invading Mexico: Americas Continental Dream and the Mexican War, 1846-1848. New York: Carroll and Graf, 2007.

The Ins and Outs of the Madreporite

The Ins and Outs of the Madreporite The madreporite is an essential part of the circulation system in echinoderms. Through this plate, which is also called a sieve plate, the echinoderm draws in seawater and expels water to fuel its vascular system. The madreporite functions like a trap door through which water can move in and out in a controlled manner. Composition of the Madreporite The name of this structure came from its resemblance to a genus of stony corals called madrepora. These corals have grooves and many small pores. The madreporite is made of calcium carbonate and is covered in pores. It also looks grooved like some stony corals.   Function of the Madreporite Echinoderms dont have a circulatory system of blood. Instead, they rely on water for their  circulatory system, which is called a water vascular system. But the water doesnt flow freely in and out - it flows in and out through a valve, which is the madreporite. Cilia beating in the pores of the madreporite bring the water in and out.   Once the water is inside the echinoderms body, it flows into canals throughout the body. While water can enter a sea stars body through other pores, the madreporite plays an important part in maintaining the osmotic pressure needed to maintain the sea stars body structure. The madreporite also may help protect the sea star and keep it functioning properly. Water drawn in through the madreporite passes into   Tiedemanns bodies, which are pockets where the water picks up  amoebocytes, cells that can move throughout the body and help with different functions.    Examples of Animals With a Madreporite Most echinoderms have a madreporite. Animals in this phylum include sea stars, sand dollars, sea urchins and sea cucumbers. Some animals, like some large species of sea stars, may have multiple madreporites. The madreporite is located on the aboral (top) surface in sea stars, sand dollars, and sea urchins, but in brittle stars, the madreporite is on the oral (bottom) surface. Sea cucumbers have a madreporite, but its located inside the body. Can You See the Madreporite? Exploring a tide pool and find an echinoderm? If youre looking to see the madreporite, it is probably most visible on sea stars.  The madreporite on a  sea star  (starfish) is often visible as a small, smooth spot on the sea stars upper side, located off-center. It is often made up of a color that contrasts with the rest of the sea star (e.g., a bright white, yellow, orange, etc.). Sources Coulombe, D.A. 1984. The Seaside Naturalist. Simon Schuster. 246pp.Ferguson, J.C. 1992. The Function of the Madreporite in Body Fluid Volume Maintenancy by an Intertidal Starfish, Pisaster ochraceus. Biol.Bull. 183:482-489.Mah, C.L. 2011.  Secrets of the Starfish Sieve Plate Madreporite Mysteries. The Echinoblog. Accessed September 29, 2015.Meinkoth, N.A. 1981. National Audubon Society Field Guide to North American Seashore Creatures. Alfred A. Knopf: New York.

Organization Behavior - 3 Essay Example | Topics and Well Written Essays - 1250 words

Organization Behavior - 3 - Essay Example An open system focuses on the throughputs that are taken from the environment. The throughputs are then given back to the environment and in this way; the open system completes its cycle. The open system perspective plays a key role in determining the organizational effectiveness in a sense that the system receives inputs from the environment and its outputs are accepted from the external environment. The open system exchanges the feedback with the external environment of the organization, which helps the organization determine its effectiveness. The feedback, which is exchanged with the external environments, is analyzed in order to determine the changes that are needed to achieve the organizational goals and objectives. Therefore, we can say that the open system perspective is one of the integral perspectives of an organizational effectiveness because it helps the organization achieve its goals in a successful manner. There are five basic types of behaviors included in the organizational behavior literature. The types of behaviors include task performance, organizational citizenship, counterproductive work behaviors, joining and staying with the organization, and maintaining work attendance. All these types of behaviors are of significant importance for the success of an organization. Task performance refers to those goal-directed behaviors that are under the control of individuals. This type of behavior is used to transform the raw materials into the finished goods. If we take example of employees, we can say that employees usually have more than one dimensions for performance. In task performance behavior, all of the dimensions are analyzed in order to evaluate the employee’s performance. In my view, task performance behavior is one of the most significant behaviors because this behavior is directly related to the performance of employees. Organizational citizenship behavior

The Puzzled CEO, The Number Crunching CFO, The Curious HR Director, Essay

The Puzzled CEO, The Number Crunching CFO, The Curious HR Director, The Frustrated R & D Director - Essay Example In some instances, as in Level II or III attacks, they have the potential to be catastrophic. Bearing this in mind, I will now restate what I discussed in the executive meeting regarding the three generation of IA technologies but shall better clarify their relevancy to our company. The first generation of IA technologies is exclusively focused upon the prevention of intrusion. As may be deduced from Liu, Yu and Jing's (2005) definition and analysis of the first generation of IA Technologies, it is imperative that any corporate entity, not just ours, have such a system in place. It involves the implementation of multiple levels of data securitization, seeking to protect information from both unauthorized physical and network access and attack. It is, thus, that our data is encrypted, for example. Encryption functions to maximize the security of data by rendering the deciphering of data retrieved through unauthorized access, difficult. The second generation of IA technologies is founded upon an acknowledgement of the fact that the first generation of IA technologies cannot preve... The IT department was effectively able to identify the intrusion attempts and to offset them precisely because the company has second generation IA technologies in place, whether firewalls or intrusion detectors. As you may recall from our meeting, I did not spend too much time discussing the first and second generations outlined in the above but focused on the importance, indeed, imperatives, of implementing third generation IA technologies. Even while conceding to the fact that the implementation of such a system of technologies is expensive, I would argue that not doing so can prove even more costly. To clarify this, I will define and discuss third generation IA technologies in specific relation to our company. The third generation of IA technologies withstands categorization into two groups, as Liu, Yu and Jing (2005) explain. These are intrusion making and defense in depth. Within the context of the first, the primary aim is to maximize the survivability of a system, even when it has been subjected to attack. It necessitates the redesigning of our current system around the following principles: "(a) redundancy and replication, (b) diversity, (c) randomization, (d) fragmentation and threshold cryptography and (e) increased layers of indirection" (Liu, Yu, and Jing, 2005, p. 112). This system will maximize, not only the company's ability to prevent and detect intrusions but, of greater importance, it will protect our data, hence the company, if violated. The second category of third generation IA technologies I mentioned at the meeting is defense in depth. It would involve our implementing technologies as "(a) boundary controllers, such as firewalls and access control, (b) intrusion detection and (c)

Literacy Survey of Bangladesh 2010 Essay Example for Free

Literacy Survey of Bangladesh 2010 Essay Indicator 1. Literacy Situation National 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) Rural 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) Urban 5 years and over Can write a letter for communication (Literate) 7 years and over Can write a letter for communication (Literate) 2. Literacy rate by Age group 05-09 10-14 15-19 20-24 15-24 25+ 15+ 15-24 3. Highest grade passed (5 years and over) Total No education ix 100. 00 38. 22 100. 00 35. 88 100. 00 40. 62 16. 43 67. 38 82. 17 75. 09 78. 63 52. 75 59. 82 78. 58 15. 78 64. 51 80. 57 76. 77 78. 67 58. 47 63. 89 78. 81 17. 10 70. 57 83. 98 73. 73 78. 86 46. 84 55. 71 78. 36 68. 40 70. 84 65. 95 65. 83 68. 09 63. 54 54. 19 56. 90 51. 39 51. 81 54. 39 49. 16 57. 53 60. 15 54. 84 55. 08 57. 56 52. 54 Both gender (%) Male (%) Female (%) The Bangladesh Literacy Survey, 2010 Indicator Class I-V Class VI-VIII Class IX-X SSC/equivalent HSC/equivalent Degree/equivalent Masters/equivalent Engineering/Medical Technical/vocational* Others 4. Training Received by Type of Training Technical/Vocational* Catering Service Garments/Tailoring Foreign Language In-service training Nursing Youth development training Other training 5. 6. Use of Internet Facility (15 years and over) Used internet Mode of Using Internet Cell phone Computer Both 7. Use of Internet by Level of Education (5 years and over) Total Class I-V Class VI-VIII Class IX-X viii 1. 12 0. 00 0. 48 3. 60 1. 49 0. 00 0. 54 4. 25 0. 74 0. 00 0. 43 2. 95 63. 80 33. 19 2. 98 63. 90 33. 30 2. 80 63. 68 32. 95 3. 37 1. 49 2. 00 0. 97 1. 38 0. 14 0. 70 0. 07 1. 26 0. 05 0. 34 1. 10 1. 92 0. 19 0. 74 0. 10 2. 05 0. 03 0. 53 1. 64 0. 84 0. 09 0. 66 0. 04 0. 46 0. 06 0. 14 0. 56 Both gender (%) 29. 56 13. 29 8. 05 5. 21 3. 08 1. 55 0. 85 0. 11 0. 08 0. 01 Male (%) 29. 80 12. 96 7. 97 5. 86 3. 81 2. 17 1. 24 0. 17 0. 12 0. 02 Female (%) 28. 30 13. 63 8. 12 4. 54 2. 34 0. 92 0. 45 0. 05 0. 04 0. 01 The Bangladesh Literacy Survey, 2010 Indicator SSC/equivalent HSC/equivalent Degree/equivalent Masters/equivalent Engineering/Medical Technical/vocational* Others Both gender (%) 3. 65 5. 95 13. 21 17. 76 27. 35 8. 00 4. 28 Male (%) 4. 27 6. 74 13. 47 18. 19 27. 20 8. 05 6. 36 Female (%) 2. 83 4. 62 12. 59 16. 57 27. 96 7. 84 0. 00 Indicator Radio 8. Use of Electronic Media by the Population for Education Purpose (%) Several times in last 3 months Several times in a month Several times in a week Daily No scope Male Television Radio Female Television 21. 94 6. 76 3. 06 2. 82 13. 60 22. 95 14. 24 10. 91 13. 87 9. 43 20. 46 5. 73 2. 67 2. 45 14. 17 21. 90 12. 08 9. 09 13. 01 10. 70 Indicator Library Book stall News stand Comm. centre 9. Visit to Public Places for Attaining Literacy Skill Several times in last 3 months Several times in a month Several times in a week Daily No scope 3. 04 0. 99 0. 41 0. 45 8. 26 10. 58 2. 73 0. 43 0. 27 6. 52 1. 72 0. 57 0. 26 0. 32 8. 00 0. 78 0. 18 0. 09 0. 36 9. 55 Notes: *= Technical/Vocational=Computer training, Motor driving/Motor mechanic, Welding, Electrical, etc, ix Acronyms BBS UNESCO UN UNV LFS ICT PSU UNDP UNICEF HH Bangladesh Bureau of Statistics United Nation Educational Scientific and Cultural Organization United Nations United Nations Volunteerism Labour Force Survey Information and Communication Technology Primary Sampling Unit United Nations Development Programme United Nations Children Emergency Fund House Hold xii The Bangladesh Literacy Survey, 2010 Section I Introduction and Overview 1. 0 Background Information pertaining to literacy is an important social indicator having direct bearing on different socio-economic factors, including employment. The Bangladesh Bureau of Statistics (BBS) has included a very detailed literacy module in the 2010 Labour Force Survey (LFS). The items that have been included in the literacy module are ability to write a letter, highest class passed, current enrolment in the educational institutions, skill development training, use of literacy skill in every day life, viewing of education-related programmes in electronic media such as radio and television, attending places having connection with educational attainment such as library, book-stall, news-stand, community-based educational centre, etc. , and use of latest Information and Communication Technology (ICT) such as internet for educational purposes. It may be mentioned that all the tables of the current report are weighted, based on 2010 Labour Force Survey. In Bangladesh, literacy rates available from different surveys and studies are significantly different. This is mainly due to the fact that the definition of a literate person is not uniform and standardized, and most of the surveys and studies are not based on competency test. In the present survey, literacy is defined by the ability of writing a simple letter for communication. The surveys and studies generally record the respondent’s statement relating only to his/her literacy status. However, comprehensive, reliable and timely data on literacy rate is important for formulating policies and improving the state of literacy level in the country. Statistical data on literacy rate is important for both government and other stakeholders. With this objective in mind, the UNESCO planned to carry out a household-based survey on literacy rate in collaboration with the BBS. 1 The Bangladesh Literacy Survey, 2010 1. 1 Objectives of the Survey The objectives of the survey were as follows: 1. To develop and adopt a methodology for providing regular quality data on the access and use of literate environment by individuals including adults and youth in Bangladesh. 2. To obtain regular quality data on the access of literacy program and usage of literacy skills in Bangladesh. 3. To build national capacities in monitoring the literacy program and measurement of individual access and use of literacy skills and literate environment. 1. 2 Scope of the Survey It is a nationwide household based survey. The entire country is the domain of the survey. The survey covered all persons who have attained the age of 5 years and above. However, people in special dwellings such as patients in hospitals, inmates in prisons, inmates in homes for special care (e. g. disabled, aged), boarders in boarding schools were not under the purview of this survey. This survey will produce national estimate by urban and rural. 1. 3 Sampling Design for the Survey The questionnaire of the household based literacy was part of the 2010 Labour Force Survey (LFS) questionnaire as a separate module, and this questionnaire was applied in the same PSU (Primary Sampling Unit) and in the same sample households. Therefore, it was not required to develop a separate and independent sampling design for this survey. A total of 43,945 households were covered of which 34,620 households were from rural areas and 9,325 households were from urban areas. The division wise allocation of the sample PSUs and households are as follows: 2 The Bangladesh Literacy Survey, 2010 Table 1: Distribution of PSUs by Divisions Divisions Rural Dhaka Chittagong Rajshahi Khulna Barisal Sylhet TOTAL 244 183 268 168 156 156 1175 Number of PSU Urban 126 63 46 42 26 22 325 Total 370 246 314 210 182 178 1500. Table 2: Distribution of Sampled Households by Divisions Divisions Rural Dhaka Chittagong Rajshahi Khulna Barisal Sylhet TOTAL 6829 5372 8277 5031 4361 4750 34,620 Number of Sampled Households Urban 3738 1785 1338 1111 690 663 9,325 Total 10567 7157 9615 6142 5051 5413 43,945 1. 4 Limitations of the survey The literacy survey 2010 is not a standalone survey, rather it is a modular survey. The information collected under the survey is based on the responses received from the respondents where no practical tests was administered. Therefore, there is a chance for an upward bias. The Bangladesh Literacy Survey, 2010 The survey was conducted with the Labour Force Survey (LFS) and the main focus was on labour force characteristics such as employment, underemployment, occupation, industry etc. This provided an opportunity to collect data on literacy. Therefore, there might be underreporting of some questions. Special training is required for this special type of survey, but it was not done and the training was given simultaneously with LFS which may have some negative impact about the quality of the data. 4 The Bangladesh Literacy Survey, 2010 Section II Population Characteristics 2. 0 Population Characteristics Before discussing the education related information from the 2010 LFS, let us exercise the characteristics of the survey population in terms of their age-gender distribution and marital status. 2. 1 Age Gender Distribution Age-gender distribution of the population has been presented in Table-3. The highest proportion of population is in the age group 10-14 years, and the corresponding percentage is 12. 48 at the national level for both gender, followed by age group 0-4 (12. 22%) and 5-9 (11. 75%). These three groups constitute around 36. 5 % of the total population. Males constitute 37. 0% and females 36. 0%. There exist urban-rural variations in the age-gender distribution of the population. In the rural areas, the percentage of population for both gender of these three age groups was 37. 5% compared to 33. 0% for the urban areas. This may be explained by the higher fertility in rural than urban areas. Similar differences are also seen by gender. As regards population 70 years and over, the percentage is 2. 7% in rural areas and 2. 1% in urban areas. 5 The Bangladesh Literacy Survey, 2010 Table 3: Percentage distribution of population by age, gender and place of residence, 2010 National Both gender 100. 00 12. 22 11. 75 12. 48 8. 58 8. 80 8. 46 6. 83 6. 99 5. 55 4. 98 3. 69 2. 93 2. 45 1. 73 2. 56 87. 78 Both gender 100. 00 12. 65 12. 09 12. 77 8. 45 8. 45 8. 07 6. 60 6. 79 5. 45 4. 96 3. 68 2. 97 2. 56 1. 82 2. 71 67. 28 Rural Both gender 100. 00 10. 79 10. 64 11. 52 9. 04 9. 98 9. 77 7. 61 7. 66 5. 88 5. 02 3. 72 2. 80 2. 09 1. 44 2. 06 20. 50 Urban Male 100. 00 10. 83 10. 64 11. 68 8. 74 8. 52 8. 90 7. 58 7. 71 6. 16 5. 51 4. 33 3. 23 2. 28 1. 56 2. 35 10. 30 Female 100. 00 10. 75 10. 64 11. 36 9. 34 11. 46 10. 66 7. 63 7. 60 5. 61 4. 52 3. 10 2. 37 1. 89 1. 31 1. 75 10. 20 Age group Total 00-04 05-09 10-14 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 70+ 5+ Male 100. 00 12. 26 11. 70 12. 97 9. 03 7. 75 7. 67 6. 36 6. 87 5. 64 5. 28 3. 97 3. 15 2. 62 1. 88 2. 85 44. 46 Female 100. 00 12. 18 11. 81 11. 98 8. 12 9. 88 9. 27 7. 32 7. 12 5. 46 4. 66 3. 39 2. 71 2. 27 1. 58 2. 26 43. 33 Male 100. 00 12. 68 12. 02 13. 35 9. 12 7. 53 7. 30 6. 00 6. 63 5. 48 5. 21 3. 87 3. 12 2. 72 1. 97 3. 00 34. 16 Female 100. 00 12. 61 12. 16 12. 17 7. 76 9. 41 8. 85 7. 22 6. 97 5. 41 4. 71 3. 48 2. 81 2. 39 1. 66 2. 41 33. 13 2. 2 Marital Status The marital status of population 10 years and over by gender and place of residence is presented in Table-4 and Figure-1. Around 60% males and 66% females aged 10 years and over are married. The percentage of unmarried is 39. 29% for males compared to 25. 61% for females. The percentage of widowed /widower was 1. 05% for males compared to 8. 52% for females. There exist some differences in urban and rural areas with respect to marital status. In the urban areas, 33. 34% males aged 10 years and over are unmarried compared to 39. 92% in the rural areas. As regards females, 27. 70% are unmarried in urban areas compared to 24. 95% in the rural areas. The percentage of widowed was 1. 06% for rural males compared to 1. 01% for urban males. For the females, the percentage of widowed was 8. 81% in the rural areas compared to 7. 59% in the urban areas. 6 The Bangladesh Literacy Survey, 2010 Table 4: Percentage distribution of population 10 years and over by marital status, gender and place of residence, 2010 National Marital status Both gender Male Female Both gender Rural Male Female Both gender Urban Male Female Total Never married Married Widowed 100. 00 32. 54 62. 73 4. 73 100. 00 39. 29 59. 66 1. 05 100. 00 25. 61 65. 87 8. 52 100. 00 32. 29 62. 84 4. 87 100. 00 39. 41 59. 54 1. 06 100. 00 24. 95 66. 24 8. 81 100. 00 33. 34 62. 38 4. 28 100. 00 38. 92 60. 07 1. 01 100. 00 27. 70 64. 70 7. 59 Figure 1: Percentage distribution of population aged 10 years and over by marital status, 2010 Never married 33% Married 62% Widowed 5% 7 The Bangladesh Literacy Survey, 2010 8 The Bangladesh Literacy Survey, 2010 Section III Literacy and Training 3. 0 Literacy and Training This section deals with the literacy level of population aged 5 and 7 years and over and the training received by the population 15 years and over. Literacy by age and place of residence, level of education by gender and place of residence are also discussed in this section. 3. 1 Literacy Situation Literacy level of population aged 5 years and over is given in Table 5 and Figure 2. At the national level, 55. 08% are literate for both gender, and the percentages for males and females are 57. 56% and 52. 54% respectively. Table 5: Literacy rate of population aged 5 and 7 years and over by gender, 2010 National Type of literacy 5 years and over Both gender Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) 100. 00 55. 08 Male 100. 00 57. 56 Female 100. 00 52. 54 7 years and over Both gender 100. 00 57. 53 Male 100. 00 60. 15 Female 100. 00 54. 84 44. 92 42. 44 47. 46 42. 47 39. 85 45. 16 9 The Bangladesh Literacy Survey, 2010 Figure 2: Literacy rate of population aged 7 years and over by gender, 2010 Female Male Both gender 0 20 54. 84 60. 15 57. 53 40 60 45. 16 39. 85 42. 47 80 100 Literate Illiterate The literacy rate of population aged 7 years and over is slightly higher, 57. 53% are literate at the national level, and the corresponding rates for males and females are 60. 15% and 54. 84% respectively. 3. 2 Literacy level by place of residence There exist variations in the literacy rate by rural-urban residence. The literacy rate for population 5 years and over by both gender was 51. 81% in the rural areas compared to 65. 83% in the urban areas. The corresponding figures for males and females were 54. 39% and 49. 16% in the rural areas compared to 68. 9% and 63. 54% in the urban areas. As regards literacy rate for population 7 years and over, literacy rate for both gender in the rural areas was 54. 19% compared to 68. 40% in the urban areas and male and female literacy rates in the rural areas were 56. 90% and 51. 39% respectively compared to 70. 84% and 65. 95% for urban areas. 10 The Bangladesh Literacy Survey, 2010 Table 6: Literacy rate of population 5 years and over and 7 years and over by gender and place of residence, 2010 5 years and over Status of literacy Rural Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) Urban Total Can write a letter for communication (Literate) Can’t write a letter for communication (Illiterate) 100. 00 65. 83 34. 17 100. 00 68. 09 31. 91 100. 00 63. 54 36. 46 100. 00 68. 40 31. 60 100. 00 70. 84 29. 16 100. 00 65. 95 34. 05 100. 00 51. 81 48. 19 100. 00 54. 39 45. 61 100. 00 49. 16 50. 84 100. 00 54. 19 45. 81 100. 00 56. 90 43. 10 100. 00 51. 39 48. 61 Both gender Male Female 7 years and over Both gender Male Female 3. 3 Literacy by Age Group Table 7: Literacy (persons who can write a letter) rate of population by gender and age group, 2010 Both gender Age group 05-09 10-14 15-19 20-24 25+ 15+ 15-24 Can write a letter 16. 43 67. 38 82. 17 75. 09 52. 75 59. 82 78. 58 Cant write a letter 83. 57 32. 62 17. 83 24. 91 47. 25 40. 18 21. 42 Total 100 100 100 100 100 100 100 Can write a letter 15. 78 64. 51 80. 57 76. 77 58. 47 63. 89 78. 81 Male Cant write a letter 84. 22 35. 49 19. 43 23. 23 41. 53 36. 11 21. 18 Total 100 100 100 100 100 100 100 Can write a letter 17. 10 70. 57 83. 98 73. 73 46. 84 55. 71 78. 36 Female Cant write a letter 82. 90 29. 43 16. 02 26. 27 53. 16 44. 29 21. 64 Total 100 100 100 100 100 100 100 11 The Bangladesh Literacy Survey, 2010 Literacy rate by age group has been presented in Table-7 and Figure 3. The age groups that have been considered are 5-9, 10-14, 15-19, 20-24, 25+, 15+ and 15-24. The literacy rate increases with the age group up to certain level, and thereafter, it declines. This indicates that the attainment of literacy is a recent phenomenon. Figure 3: Literacy rate of population by age group Can write a letter Cant write a letter 17. 83 100 32. 62 80 70 Percent 60 50 40 30 20 10 0 83. 57 82. 17 47. 25 40. 18 90 24. 91 67. 38 75. 09 5-9 16. 43 10-14 15-19 20-24 25+ 52. 75 15+ 59. 82 15-24 Age group Literacy rate for population aged 05-09 year is 16. 43% for the total population, which increases to 67. 38% for age group 10-14 year, 82. 17% for age group 15-19 year, thereafter, it declines to 78. 58% for 15-24 and 75. 09% for 20-24. The literacy rate for population 25 years and over is 52. 75% and 59. 82% for population aged 15 years and over. It is notable that the literacy rate in the age group 5-9, 10-14 and 15-19 is higher for females compared to males, whereas, for age group 15-24 and 20-24, male literacy rate is higher than that of females. The recent high enrolment of females at the primary and secondary levels has contributed to this higher literacy for females. The literacy rate for 25+ and 15+ population is higher among males than females. The corresponding figures for males are 58. 47% and 63. 84% and 46. 84% and 55. 71% for females respectively. 12 78. 58 21. 42 The Bangladesh Literacy Survey, 2010 3. 4 Training Received By Type of Training. Training received by population 15 years and over by type of training has been presented in Table- 8. Only 5. 0% of the population aged 15 years and over received some sort of training in their life. Such percentage was 7. 2% for males and 2. 8% for females. Table 8: Percentage distribution of population aged 15 years and over who received any training by gender and place of residence, 2010 Type of training received Total No Training Received Technical/Vocational* Catering Service Garments/Tailoring Foreign Language In-service training Nursing Youth development training Other training Bangladesh Both gender Male Female Both gender. Rural Male Female Both gender Urban Male Female 100. 00 95. 26 1. 32 0. 17 1. 33 0. 07 1. 00 0. 08 0. 19 0. 58 100. 00 100. 00 94. 96 1. 38 0. 14 0. 70 0. 07 1. 26 0. 05 0. 34 1. 10 92. 79 1. 92 0. 19 0. 74 0. 10 2. 05 0. 03 0. 53 1. 64 100. 00 100. 00 100. 00 97. 16 0. 84 0. 09 0. 66 0. 04 0. 46 0. 06 0. 14 0. 56 96. 04 1. 02 0. 12 0. 51 0. 05 0. 86 0. 05 0. 33 1. 02 94. 33 1. 35 0. 17 0. 58 0. 08 1. 44 0. 04 0. 53 1. 47 100. 00 100. 00 100. 00 97. 77 0. 69 0. 07 0. 45 0. 02 0. 28 0. 05 0. 13 0. 55 91. 60 2. 52 0. 21 1. 29 0. 13 2. 49 0. 04 0. 35 1. 38 87. 95 3. 71 0. 26 1. 25 0. 18 3. 97 0. 00 0. 51 2. 17 Notes: Technical/Vocational=Computer training, Motor driving/Motor mechanic, Welding, Electrical, etc, There exist urban-rural variations among those who received training. In the rural areas, around 4. 0% received training for both gender compared to 8. 4% in urban areas. The percentage of male and female training recipients was 5. 7% and 2. 2% in rural areas compared to 12. 1% for males and 4. 7% for females in the urban areas. 13 The Bangladesh Literacy Survey, 2010 As regards type of training received, the highest was technical/vocational (1. 38%), followed by in-service training (1.26%), garments/tailoring (0. 70%) and youth development training (0. 34%). This pattern is true among both males and females as well as in both urban and rural areas. 14 The Bangladesh Literacy Survey, 2010 Section IV Reading Habit and Practice 4. 0 Reading Habit and Practice This section deals with the reading habits and practices by the population aged 5 years and over. The items that have been covered are different reading materials used, writing practice in the work of everyday usage, and viewing the electronic media (Radio and Television) for development of education skill. 4. 1 Reading Habits by Type of Reading Materials The reading materials that have been included in this survey are road signs, names of stores, posters, pamphlets, newspapers, magazines, story and novels, manuals, reference books, bill/invoices and charts and maps. Reading habits by type of reading materials have been presented in Table-9. It is observed from the table that 25. 70% of the population aged 5 year and above read road-signs or names of stores several times in the last three months. Road-signs or names of stores were read several times in a month by 6. 95%. Such an activity was performed by 3. 68% several times in a week and 5. 30% daily. Reading of posters or pamphlets was performed by 20. 62% in last three months 7. 75% several times in a month, 3. 40% several times in a week and 4. 53% daily. Use of newspapers and magazines was not high, with only 9. 39% reporting read such materials several times in the last three months, 3. 54% several times in a month, 2. 27% several times in a week and 2. 81% used daily. Story and Novels as reading materials were used by only 7. 19% several times in the last three month, 2. 55%, several times in a month 1. 0% several times in a week and 2. 53% daily. Manuals and reference books were used by an insignificant proportion of the respondents. Only 2. 48% respondents used such materials several times in the last three months,0. 61% used 15 The Bangladesh Literacy Survey, 2010 several times in the last months,0. 12% used several times in the last week, and 0. 14% used it daily. Bills and invoices were also read by fewer numbers of respondents. Charts and Maps were used by only 1. 90% of the respondents several times in the last three months, 0. 35% several times in a month, 0. 14% several times in a week, and 0. 09% daily. It may be noted that more than 40% respondents can not read, and therefore, they could not use such reading materials at all. However, a high percentage of the respondents never used those materials, though they could read those materials. There exist urban-rural variations in the use of these reading materials. Use of all reading materials was higher in the urban than rural areas, particularly, reading the road-signs and names of stores, posters and pamphlets and newspapers and magazines. Table 9: Percentage distribution of reading times in last three months of population aged 5 years and over by place of residence, 2010 Frequency of reading habits Road Posters Newspapers Story signs or Names of Pamphlets Magazines Novels stores Manuals Reference books Bills Invoices Charts Maps etc. National Cant read Never read Several times in last 3 months 100. 00 39. 14 14. 86 25. 00 7. 27 3. 87 6. 94 2. 91 0. 00 100 41. 94 14. 82 24. 24 6. 95 3. 68 100. 00 38. 66 20. 03 21. 19 7. 36 3. 51 5. 57 3. 68 0. 00 100 41. 47 19. 25 20. 62 7. 13 3. 40 100. 00 100. 00 38. 85 33. 14 9. 97 3. 91 2. 62 5. 00 6. 52 0. 00 100 41. 65 33. 67 9. 39 3. 54 2. 27 38. 57 40. 60 7. 59 2. 74 1. 03 2. 54 6. 93 0. 00 100 41. 41 39. 02 7. 19 2. 53 1. 00 100. 00 38. 54 51. 44 2. 39 0. 71 0. 26 0. 40 6. 25 0. 00 100 41. 13 50. 37 2. 48 0. 61 0. 12 100. 00 38. 34 51. 96 2. 92 0. 79 0. 15 0. 21 5. 63 0. 00 100 41. 13 50. 37 2. 48 0. 61 0. 12 100. 00 38. 35 53. 21 1. 96 0. 37 0. 14 0. 11 5. 86 0. 00 100 41. 13 51. 25 1. 90 0. 35 0. 14 Several times in a month Several times in a week Daily No scope Not reported Rural Cant read Never read Several times in last 3 months Several times in a month Several times in a week 16. The Bangladesh Literacy Survey, 2010 Table 9: Percentage distribution of reading times in last three months of population aged 5 years and over by place of residence, 2010 Frequency of reading habits Road Posters Newspapers Story signs or Names of Pamphlets Magazines Novels stores Manuals Reference books Bills Invoices Charts Maps etc. Daily No scope Not reported Urban Cant read Never read Several times in last 3 months 5. 30 3. 07 0. 00 100 29. 97 14. 98 27. 50 8. 35 4. 51 12. 32 2. 38 0. 00 4. 53 3. 59 0. 00 100 29. 43 22. 60 23. 04 8. 13 3. 85 8. 99 3. 97 0. 00 2. 81 6. 66 0. 00 100 29. 63 31. 38 11. 85 5. 11 3. 77 12. 19 6. 07 0. 00 2. 53 6. 32 0. 00 100 29. 26 45. 77 8. 90 3. 43 1. 13 2. 57 8. 94 0. 00 0. 14 5. 16 0. 00 100 29. 22 57. 88 2. 89 0. 86 0. 23 0. 48 8. 44 0. 00 0. 14 5. 16 0. 00 100 29. 18 57. 18 4. 38 1. 38 0. 27 0. 42 7. 19 0. 00 0. 09 5. 16 0. 00 100 29. 24 59. 66 2. 16 0. 45 0. 15 0. 18 8. 17 0. 00 Several times in a month Several times in a week Daily No scope Not reported 4. 2 Literacy Practice by Performing Different Activities Literacy practice by performing different activities in the last three months by the population aged 5 years and over has been presented in table-10. Only 7% wrote personal letters several times in the last three months, 2. 40% wrote personal letters several times in a month, 0. 34% wrote personal letters several times in a week, and 0. 10% wrote daily. As regards writing official letters, 2. 60% wrote several times in the last three months 0. 94% wrote several times in a month, 0. 20% wrote several times in a week, and 0. 14% wrote daily. Filling out forms were done by 4. 89% respondents in the last three months, 1. 46% several times in a month, 0. 21% several times in a week, and 0. 13% daily. Writing a report several times in the last three months was done by only 1. 25%, 0. 42% in a month, 0. 13% in a week, and 0. 09% daily. 17 The Bangladesh Literacy Survey, 2010 Preparing bills and invoices in the last three months for several times was reported by 1. 19% of the respondents, 0. 49% several times in a month, 0. 12% several times in a week, and 0. 12% daily. As regards preparation of Charts and Maps, 1. 26% prepared these several times in last three months, 0. 27% several times in a month, 0. 17% several times in a week, and 0. 10% daily. Table 10: Percentage distribution of population aged 5 years and over by writing habit and performing activities, 2010 Frequency of reading habits National total Cant write Never write Several times in last 3 months Wrote personal letter 100. 00 46. 14 38. 53 7. 00 2. 40 0. 34 0. 10 5. 37 0. 11 Wrote official letter Filled in forms Wrote a report 100. 00 46. 22 46. 54 1. 25 0. 42 0. 13 0. 09 5. 18 0. 17 Prepared bills/ invoices 100. 00 46. 23 46. 72 1. 19 0. 49 0. 12 0. 12 4. 96 0. 17 Prepared charts , maps, etc. 100. 00 46. 37 46. 59 1. 26 0. 27 0. 17 0. 10 5. 03 0. 21 100. 00 100. 00 46. 20 44. 23 2. 60 0. 94 0. 20 0. 14 5. 56 0. 14 46. 10 42. 52 4. 89 1. 46 0. 21 0. 13 4. 55 0. 14 Several times in a month Several times in a week Daily No scope Not Reported There exist urban-rural variations in the use of writing skills, with more urban people using writing skills compared to rural people. 18 The Bangladesh Literacy Survey, 2010 4. 3 Use of Electronic Media by the Population for Education Purpose Use of electronic media such as radio and television for educational purposes has been presented in Table-11. Among the males, 21. 94% had listened to educational programmes of the radio several times in last three months, 6. 76% several times a month, 3. 06% several times a week, and 2. 82% daily. Educational programmes of television was viewed by more people than radio, where 22. 95% viewed it several times in last three months, 14. 24% several times a month, 10. 91% several times a week, and 13. 87% viewed it daily. Thus, although still low, watching television is more frequent than listening to radio programmes on education. The use of radio and television by females is slightly lower than that of males where 20. 46% listened to radio and 22. 95% viewed television several times in last three months. It is interesting to note that listening to educational programmes of radio or viewing of educational programmes on television was higher in rural than urban areas, with few exceptions. In the case of radio, 22. 44% rural males listened to it several times in last three months compared to 20. 28% for urban areas. For viewing the television several times in last three months, the percentage for rural males was 23. 18% as against 22. 20% for urban areas. In the case of females, 20. 65% listened to radio and 21. 68% viewed television several times during the last three months for the rural areas compared to 19. 83% for radio and 22. 64% for television in the urban areas. Table 11: Percentage distribution of population aged 5 years and over by gender, place of residence, habit of watching educational programmes in the electronic media in the last three months, 2010 Frequency of using different electronic media Male Never listen/observe Several times in last 3 months Several times in a month Several times in a week Daily National Radio 100. 00 50. 79 21. 94 6. 76 3. 06 2. 82 Television Radio Rural Television Urban Radio Television 100. 00 19. 40 22. 20 16. 77 9. 83 21. 51 100. 00 100. 00 27. 69 22. 95 14. 24 10. 91 13. 87 51. 74 22. 44 6. 72 3. 01 2. 51 100. 00 100. 00 30. 19 23. 18 13. 48 11. 24 11. 56 47. 64 20. 28 6. 86 3. 20 3. 87 19 The Bangladesh Literacy Survey, 2010 Table 11: Percentage distribution of population aged 5 years and over by gender, place of residence, habit of watching educational programmes in the electronic media in the last three months, 2010 Frequency of using different electronic media No scope Not Reported Female Never listen/observe Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported National Radio 13. 60 1. 04 100. 00 53. 37 20. 46 5. 73 2. 67 2. 45 14. 17 1. 15 Television 9. 43 0. 91 32. 05 21. 90 12. 08 9. 09 13. 01 10. 70 1. 16 Radio 12. 59 1. 00 54. 75 20. 65 5. 62 2. 58 2. 03 13. 23 1. 15 Rural Television 9. 48 0. 88 35. 43 21. 68 11. 18 9. 23 10. 16 11. 13 1. 20 Urban Radio 16. 96 1. 19 48. 89 19. 83 6. 11 2. 98 3. 82 17. 22 1. 15 Television 9. 29 1. 00 100. 00 21. 06 22. 64 15. 03 8. 65 22. 27 9. 31 1. 04 100. 00 100. 00 100. 00 100. 00 20 The Bangladesh Literacy Survey, 2010 Section V Visit to Public Places for Attaining Literacy Skills. 5. 0 Literacy Skills Development Visit of the respondents to public places such as libraries, bookstalls, news-stands and village education community centres for reading purposes has been presented in Table-12. Only 3. 04% visited library several times in the last three months. Visits to other places such as book-stalls, news-stands and village education community centres were 10. 58%, 1. 72% and 0. 78% respectively. Visits to such places several times in a month were 0. 99% for library, 2. 73% for book-stalls, 0. 57% for news-stands and 0. 18% for village education community centres. Visit to these places several times in a week was 0. 41% for library, 0. 43% for book-stalls, 0. 26% for news-stands and 0. 09% for village education community centres. Daily visits to these centres were 0. 45% for library, 0. 27% for book-stalls, 0. 32 for news-stands and 0. 36% for village education community centres. There exist variations in the use of these places by gender and place of residence, with fewer number of people from rural area visiting these places compared to those in urban areas. Also, the number of females visiting such places were lower than their male counterparts. Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Male National Didnt get a chance Never Several times in last 3 months 100. 00 19. 55 67. 01 3. 04 100. 00 17. 29 61. 85 10. 58 100. 00 17. 42 71. 35 1. 72 100. 00 17. 64 71. 03 0. 78 Library Book stall News stand Comm. centre 21 The Bangladesh Literacy Survey, 2010. Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Several times in a month Several times in a week Daily No scope Not Reported Rural Didnt get a chance Never Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported Urban Didnt get a chance Never Several times in last 3 months Several times in a month Several times in a week Daily No scope Not Reported Female National Didnt get a chance Never Several times in last 3 months 100. 00 17. 64 71. 03 0. 78 100. 00 19. 71 67. 85 2. 10 100. 00 18. 03 64. 90 7. 19 100. 00 17. 89 71. 71 0. 92 Library 0. 99 0. 41 0. 45 8. 26 0. 29 100. 00 18. 53 68. 74 2. 74 0. 94 0. 37 0. 45 7. 96 0. 28 100. 00 22. 94 61. 28 4. 02 1. 18 0. 54 0. 47 9. 25 0. 31 Book stall 2. 73 0. 43 0. 27 6. 52 0. 33 100. 00 16. 33 63. 56 10. 34 2. 65 0. 37 0. 28 6. 14 0. 33 100. 00 20. 49 56. 16 11. 37 2. 99 0. 63 0. 25 7. 78 0. 33 News stand 0. 57 0. 26 0. 32 8. 00 0. 35 100. 00 16. 29 73. 30 1. 47 0. 49 0. 21 0. 30 7. 58 0. 36 100. 00 21. 19 64. 89 2. 54 0. 87 0. 41 0. 38 9. 41 0. 32 Comm. centre 0. 18 0. 09 0. 36 9. 55 0. 37 100. 00 17. 15 71. 89 0. 90 0. 19 0. 11 0. 40 8. 99 0. 38 100. 00 19. 26 68. 20 0. 38 0. 13 0. 06 0. 21 11. 41 0. 35 22 The Bangladesh Literacy Survey, 2010 Table 12: Percentage distribution of population aged 5 years and over by gender, place of residence and habit of visiting different places of educational interest in last three months, 2010 Frequency of visit Several times in a month Several times in a week Daily No scope Not Reported Rural Didnt get a chance Never Several times in last.

Customs of the Arunta Society Essay -- essays research papers

The Arunta are a group of Australian Aborigines who have many customs and reasons for why they do what they do. Their customs reflect their society because everything they do has a reason. Some customs may have come about because of the environment, the natural resources, or possibly just beliefs. There are several customs about family and kinship. An Arunta camp usually has one to two families. The Arunta live in such small groups so they do not have to worry about hunting a lot of food for big camps. If their camp were attacked, it would be a lot easier to look after a small amount of people and belongings. It may be more efficient to hunt in larger groups, because you have more of a chance to find animals, and if one person were to be attacked by some sort of animal or person, there ...

Pob Marketing Sba Essay

This study seeks to investigate the marketing strategy of Kenlee’s & Company Cereal Limited (KCCL). This successful cereal producer prides itself on having a quality product and a policy of putting customer satisfaction first. The importance of the marketing mix, market research, competitors, substitutes and customer satisfaction all impact on the strategy adopted by KCCL. The impact of branding and the various choices available to the marketing department will be discussed and the Ethical responsibility KCCL owes to its customers will be highlighted. Description of the Business Kenlee Cereal & Company Limited (KCCL) was founded in 1987 as a privately owned family business. The company is involved in the production and marketing of cereals. In1997 it took on a partner to provide more capital. It is also a limited liability business. This medium sized company employs 50 persons. It is financed by loans, personal savings and investments through its partnership with its local business partner Erica’s Country Styled Honey Roasted Peanuts. KCCL is located off the Sir Solomon Hochoy Highway close to the Presal fly-over. It plans to become the leading exporter of cereals in the Caribbean and thereafter the international market. Organization of the Marketing Department Organization of the Marketing Department Marketing Manager: – The Marketing Manager is responsible for the cereal marketing and also the profit and loss of his department. Advertising Manager:- The Advertising Manager oversees the whole process of advertising for KCCL. The process begins from market research and finally leading to the actual sales. Advertising at KCCL is based on the image the company seeks to portray. In this case, the company is concerned about producing a cheap, quality, nutritious and tasty product. Sales Manager:- Sales Managers are responsible for sales. Their role involves organizing, motivating and leading sales teams. They are responsible for the combined performance of the team. At KCCL, Sales Managers are responsible for: †¢Recruiting and training sales staff †¢Supervising, motivating and monitoring team performance †¢Allocating areas to sales executives †¢Setting budgets/targets †¢Liaising with customers which includes actual selling (Wholesalers, Retailers) †¢Keeping abreast of what competitors are doing Market Research Customers differ on many dimensions- taste, needs, and expectations. Managers therefore need to ensure that their product satisfies these tastes. Market research is therefore very important to reveal customer needs. Before this can be done the potential customers had to be identified. This is done by either: †¢Targeting the whole population †¢Segmentation (geographical, behavioral or demographics) †¢Niche marketing KCCL has chosen to target the whole population. At the company’s recent launch of its new product. KCCL chose to segment themarket using demographics to identify its customers. Characteristics such as age,income, occupation or education can be used to divide the population. In theintroduction of its new Granola Bar, age was used to identify the target population.The age groups were: †¢3-14years †¢15-35years †¢36 and older The marketing manager identified the needs of these groups with respect to their nutritional needs. The (3-14years) group indicated that these persons  needed proper nutrition in order to promote healthy growth and development. The (15-35 years), included students and persons â€Å"on the go†.The (36years and over), were persons who did not need to eat as much. This group’s mainconcern was focused on the maintenance of their health. The study of these segments identified a market for a nutritious meal-Kenlee’s Crunchy Bar was the result. Price Price is an important aspect of the marketing mix which must be considered. The price a product is sold at is dependent on the following:- †¢The pricing objective the firm sets for itself †¢The demand for the product †¢Cost incurred in production, marketing and distribution The product characteristics Pricing is very competitive as there are four other similar companies with whom KCCL has to compete with. KCCl’s prices are based on cost plus mark up. KCCL has chosen a Market leadership objective. The aim is to increase their share of the market. Competitors The market is very competitive. There are four major companies that sell the same products. See pie chart which shows the percentage of the market held by these cerealmanufacturers. Substitutes Substitutes are a threat to any company. This occurs if there is in existence products thatcan replace it. There needs to be qualities that the product exhibits that identifies it fromothers, if possible. Sales Forecast The following table shows a sales forecast for KCCLs products. This was based onhistorical records of sales for the past five years. ProductUnits/Mth (000)Retail Price ($ per unit) Cereal1000$2.00 K Flakes200$2.50 Wheat Thins1500$15.25 Coco Flakes100$13.50 Branding and Packaging The Cereals produced are branded under the name KCCL and it is a well known brand.The product carries a distinctive red and white logo of the company. Branding is veryimportant because it allows consumers to identify the product of a particular manufacturer. Branding issues include: †¢Brand name selection †¢Brand name extension †¢Brand sponsor KCCL’s launch of its new product, Kenlee’s Crunchy Bar was under its present brandname. This name has been established in the minds of consumers as a quality cereal. Ithas therefore chosen a line extension strategy since its product has similar features to its present products. KCCL packages its products using attractive foil packaging. The packaging carries thecompany’s colors for immediate identification. The colors used for the logo are the colorsof the nation flag of Trinidad and Tobago.Information given on the packaging includes: †¢Nutritional information †¢Ingredient †¢Expiry date KCCL ’s Price Strategy Their strategy is to to have market-share leadership to ensure its continued survival andexistence. It has chosen to sell its products at the lowest possible price in order to capturea large share of the market. Place The method by which the product gets to the consumers is called channels of distribution.KCCL has a fleet of vehicles to transport its products. It also subcontracts delivery invery far geographical areas. Many small retailers buy directly from the centrally locatedoffice. Delivery is made twice weekly by boat to Tobago. Promotion Mix Kenlee Cereal & Company Limited (KCCL) advertises it products by the use of print,radio and television. In-store displays are sponcered by local businesses. The selling of KCCL’s products are carried out through, sales meetings, sales presentations and incentive programs. KCCL products are promoted by the use of coupons and product samples. It also promotes its products through contests. Government Regulations The Bureau of Standards sets the standards in Trinidad and Tobago in terms of qualityand workmanship of products. Some standards include: †¢Products must be labelled †¢All ingredients identified †¢The value added tax (VAT) must be included in labelling of the price †¢Information must also be written in English Technology KCCL uses high mechanization which reduces costs. All machinery used by KCCL isvery efficient and this increases productivity of the company. Record keeping iscomputerized. Consumer Complaints KCCL has two consumer complaint offices; one is located at its head quarters and the other in Tobago. KCCL addresses all complaints and has a three day response policy. Ethical Issues †¢Ingredients stated on the labeling and advertising of products is accurate and not misleading †¢Correct declaration of sales for taxation. †¢Proper disposal of waste †¢Money laundering to hide illegal business transactions KCCL has maintained its motto of having good legal and ethical business standards Conclusion Key to success of Kenlee’s & Company Cereal Limited are: 1.Quality products. 2.Good customer service. 3.Good distribution channel. 4.High ethical and business standards.

To Spank, or Not to Spank

To Spank, Or Not To Spank COM/156 October 30, 2011 Parents have different ways of punishing their child. Anything from grounding them from things, making them do extra chores, time outs and spanking them. The most effective of these, is spanking. In a research project by Marjorie Gunnoe, â€Å"children who were spanked between the ages of 2 and 6 grew up to be happier and well-adjusted as teenagers. † Spanking a child is not abuse. It is a means of punishment. You should only use your hand to spank your child. Showing your child they have done wrong, by spanking, will teach them to not do what it is that they did, again. You should never use a belt, shoe, switch, or any other foreign object. Those would be considered weapons, and that would be child abuse. Spanking is not a hateful means of punishment. It shows the child they have done wrong and need to be punished. It is an effective means of punishment. Children learn not to do the same wrong again. A child will grow up â€Å"happier and well-adjusted† by spanking them. The controversy of spanking is worldwide. Opinions differ on pro-corporal punishment and anti-corporal punishment. People who are against corporal punishment believe that spanking is child abuse. They say there are better ways of punishing a child. People who are for corporal punishment believe that spanking is a good form of punishment, yet they also know there are different ways of punishing a child. Parents who spank their children find it is more effective as a punishment. A research done by Marjorie Gunnoe, psychology professor at Calvin College in Grand Rapids, Michigan, states that â€Å"spanking is more effective on children ages 2 to 6 years old. It has also been said you should not spank a child under 18 months old or a child over the age of 10. Spanking a child over the age of 10 can have a negative effect and make a child more aggressive growing up. The American College of Pediatricians, or ACP, reviewed the research on corporal punishment and concluded that spanking, as discipline, can be effective on children when it is used properly, but should not be solely relied on to keep your children in line. Spanking your child out of anger, or with anything other than your hand, leaving welts and/or bruises, is considered to be child abuse. Spanking should not be impulsive, spank only with your hand once or twice, and the child should be forewarned of the spanking and reason for the spanking in order for it to be successful. The saying, â€Å"Spare the rod, spoil the child† comes from a biblical proverb (Proverbs 13:24) â€Å"He who withholds the rod hates his son, but he who loves him disciplines him diligently. † What this means is, if you don’t punish a child when they do wrong, you will spoil them. This goes way back. You want to punish your child for their wrong, and make sure it is effective enough to get the point across. If you don’t effectively punish your child, they will think it is okay to keep doing the wrong. Kosciusko County (Indiana) Department of Child Services sees hundreds of cases per year involving child abuse and/or neglect. Of those cases, there is physical abuse such as punching, hitting, kicking, and biting. Yet there are only a â€Å"handful† of cases involving an out of control parent spanking their child. Tiffany Malone, a caseworker for the DCS, has seen many cases of abuse and neglect. She stated, â€Å"You can spank your child as long as you do not leave any marks, and you do not spank them with anything except an open hand on the buttocks. It has also been said you can spank your child’s feet. been charged with Battery on a minor for leaving excessive marks on their child. In the Indiana Supreme Court case Willis vs. State, Sophia Willis is raising an unruly child and spanked him several times with a belt or extension cord, which lead to marks on the chil d’s arm (from missing the buttocks. ) She ended up receiving 365 days in jail, and had to do 357 of those suspended to probation. The judge stated, â€Å"This is a tough area of the law. Because you know that a person’s intent was not to do a wrong thing. It has also been said, â€Å"The law is well settled that a parent has a right to administer proper and reasonable chastisement to his child without being guilty of an assault and battery. † By knowing our boundaries and limitations, we can successfully correct our children in a positive way. By spanking them. The mixed reaction by so many is just misunderstanding. No one has to spank a child. When nothing else works, spanking is a last ditch effort. It may be a controversial form of punishment, but it does work. Older children that look back on their younger years are happy they were spanked. They grew up happier, did well in school, and did well as they grew up. There are different laws in different states. Some condone corporal punishment, some do not. Some countries have banned corporal punishment all together. As long as there is no anger or foreign objects involved in spanking a child, it is not considered child abuse. Some psychologists, DCS workers, parents, and courts condone spanking. There are court cases stating it is a parent’s right to decide whether or not a spanking should be administered. It is also the parent’s responsibility to react, without vengeance, appropriately while administering a spanking to a child. A parent should not be found guilty of punishing their child no matter. Unless there is a sinister demeanor involved, a parent is completely capable of punishing their own child without chastisement from others. Children are our future and we want nothing but the best for them. By spanking our children, we are teaching them right from wrong and making their future that much brighter and worth looking for. Citations/References http://www. lifesitenews. om/news/archive/ldn/2010/jan/10010507 http://www. mlive. com/news/grand-rapids/index. http://www. cerm. info/bible_studies/Topical/spanking. htmssf/2010/01/is_spanking_children_ok_calvin. html http://www. tldm. org/News11/AmericanCollegeOfPediatriciansSpanking. htm Tiffany Malone- Kosciusko County Child Protective Services, Warsaw, Indiana http://www. in. gov/judiciary/opinions/pdf/08290801mgr. pdf http://w ww. in. gov/judiciary/opinions/pdf/06100801rdr. pdf http://www. in. gov/judiciary/opinions/pdf/05311101msm. pdf http://www. in. gov/legislative/ic/code/title35/ar41/ch3. html To Spank, or Not to Spank To Spank, Or Not To Spank COM/156 October 30, 2011 Parents have different ways of punishing their child. Anything from grounding them from things, making them do extra chores, time outs and spanking them. The most effective of these, is spanking. In a research project by Marjorie Gunnoe, â€Å"children who were spanked between the ages of 2 and 6 grew up to be happier and well-adjusted as teenagers. † Spanking a child is not abuse. It is a means of punishment. You should only use your hand to spank your child. Showing your child they have done wrong, by spanking, will teach them to not do what it is that they did, again. You should never use a belt, shoe, switch, or any other foreign object. Those would be considered weapons, and that would be child abuse. Spanking is not a hateful means of punishment. It shows the child they have done wrong and need to be punished. It is an effective means of punishment. Children learn not to do the same wrong again. A child will grow up â€Å"happier and well-adjusted† by spanking them. The controversy of spanking is worldwide. Opinions differ on pro-corporal punishment and anti-corporal punishment. People who are against corporal punishment believe that spanking is child abuse. They say there are better ways of punishing a child. People who are for corporal punishment believe that spanking is a good form of punishment, yet they also know there are different ways of punishing a child. Parents who spank their children find it is more effective as a punishment. A research done by Marjorie Gunnoe, psychology professor at Calvin College in Grand Rapids, Michigan, states that â€Å"spanking is more effective on children ages 2 to 6 years old. It has also been said you should not spank a child under 18 months old or a child over the age of 10. Spanking a child over the age of 10 can have a negative effect and make a child more aggressive growing up. The American College of Pediatricians, or ACP, reviewed the research on corporal punishment and concluded that spanking, as discipline, can be effective on children when it is used properly, but should not be solely relied on to keep your children in line. Spanking your child out of anger, or with anything other than your hand, leaving welts and/or bruises, is considered to be child abuse. Spanking should not be impulsive, spank only with your hand once or twice, and the child should be forewarned of the spanking and reason for the spanking in order for it to be successful. The saying, â€Å"Spare the rod, spoil the child† comes from a biblical proverb (Proverbs 13:24) â€Å"He who withholds the rod hates his son, but he who loves him disciplines him diligently. † What this means is, if you don’t punish a child when they do wrong, you will spoil them. This goes way back. You want to punish your child for their wrong, and make sure it is effective enough to get the point across. If you don’t effectively punish your child, they will think it is okay to keep doing the wrong. Kosciusko County (Indiana) Department of Child Services sees hundreds of cases per year involving child abuse and/or neglect. Of those cases, there is physical abuse such as punching, hitting, kicking, and biting. Yet there are only a â€Å"handful† of cases involving an out of control parent spanking their child. Tiffany Malone, a caseworker for the DCS, has seen many cases of abuse and neglect. She stated, â€Å"You can spank your child as long as you do not leave any marks, and you do not spank them with anything except an open hand on the buttocks. It has also been said you can spank your child’s feet. been charged with Battery on a minor for leaving excessive marks on their child. In the Indiana Supreme Court case Willis vs. State, Sophia Willis is raising an unruly child and spanked him several times with a belt or extension cord, which lead to marks on the chil d’s arm (from missing the buttocks. ) She ended up receiving 365 days in jail, and had to do 357 of those suspended to probation. The judge stated, â€Å"This is a tough area of the law. Because you know that a person’s intent was not to do a wrong thing. It has also been said, â€Å"The law is well settled that a parent has a right to administer proper and reasonable chastisement to his child without being guilty of an assault and battery. † By knowing our boundaries and limitations, we can successfully correct our children in a positive way. By spanking them. The mixed reaction by so many is just misunderstanding. No one has to spank a child. When nothing else works, spanking is a last ditch effort. It may be a controversial form of punishment, but it does work. Older children that look back on their younger years are happy they were spanked. They grew up happier, did well in school, and did well as they grew up. There are different laws in different states. Some condone corporal punishment, some do not. Some countries have banned corporal punishment all together. As long as there is no anger or foreign objects involved in spanking a child, it is not considered child abuse. Some psychologists, DCS workers, parents, and courts condone spanking. There are court cases stating it is a parent’s right to decide whether or not a spanking should be administered. It is also the parent’s responsibility to react, without vengeance, appropriately while administering a spanking to a child. A parent should not be found guilty of punishing their child no matter. Unless there is a sinister demeanor involved, a parent is completely capable of punishing their own child without chastisement from others. Children are our future and we want nothing but the best for them. By spanking our children, we are teaching them right from wrong and making their future that much brighter and worth looking for. Citations/References http://www. lifesitenews. om/news/archive/ldn/2010/jan/10010507 http://www. mlive. com/news/grand-rapids/index. http://www. cerm. info/bible_studies/Topical/spanking. htmssf/2010/01/is_spanking_children_ok_calvin. html http://www. tldm. org/News11/AmericanCollegeOfPediatriciansSpanking. htm Tiffany Malone- Kosciusko County Child Protective Services, Warsaw, Indiana http://www. in. gov/judiciary/opinions/pdf/08290801mgr. pdf http://w ww. in. gov/judiciary/opinions/pdf/06100801rdr. pdf http://www. in. gov/judiciary/opinions/pdf/05311101msm. pdf http://www. in. gov/legislative/ic/code/title35/ar41/ch3. html

Five Subfields Of Anthropology Essays

Five Subfields Of Anthropology Essays Five Subfields Of Anthropology Paper Five Subfields Of Anthropology Paper Archaeologists dig and search for remains of past cultures such as bones, pottery, and tools. The Archaeologists are trying to learn how people lived before us and why they did. An Archaeologist might study The battle of Clapped something from right In the Niagara Region. They would excavate find weapons, uniforms, and bones. They would be able to learn a lot from what they dug up to see how they did things during their time. Biological Anthropology/ Physical Anthropology : Biological Anthropology Is the tidying of evolution and ecology of human beings and other primates, the goal being to understand the history of the evolution. A Biological Anthropologist may take after Jane Goodwill and study a specific primates for many years to study their ecology. Anthropological linguistics: This subfield of Anthropology is focusing on the study of language and culture and the connections between language, human biology and cognitions. Someone studying Anthropological linguistics may be interested in studying the different languages of Native Australians. Applied Anthropology: This field means whenever Anthropology is put to use. So whenever Anthropology is actually used to solve a problem not Just research. A good example of Applied Anthropology that is very relevant to today is the Bola epidemic. : The West Africans that are getting treated do not like hospitals at all because they believe that is where the Bola is coming from. So they are now sending in Anthropologists. To find a way they can treat them and come to an understanding that they are trying to help. I am most interested in Applied Anthropology because I Like to accomplish things and really get in the work field. Only research would not be enough to satisfy me. This Is why applied Anthropology Interests me.

Documentos para green card por matrimonio con ciudadano

Documentos para green card por matrimonio con ciudadano La documentacià ³n para sacar la tarjeta de residencia por matrimonio con un ciudadano es numerosa y conviene tenerla en mano o al menos solicitada antes de empezar la tramitacià ³n. En este artà ­culo se distingue, para hacerlo ms claro, entre los trmites que se realizan cuando el cà ³nyuge extranjero est ya en los Estados Unidos y se sigue lo que se conoce como un ajuste de estatus. Y tambià ©n cuando se da la circunstancia de que est en otro paà ­s y se sigue lo que se llama procedimiento consular. Recordar, antes de empezar, que en los Estados Unidos producen los efectos migratorios los matrimonios entre una mujer y un varà ³n que los de personas del mismo sexo. Lo à ºnico que se pide en este à ºltimo caso, es que la boda se celebre en un lugar cuyas leyes permiten el matrimonio gay. Documentos para la tarjeta de residencia por matrimonio con ciudadano por ajuste de estatus Las personas extranjeras presentes en Estados Unidos pueden obtener la residencia, tambià ©n conocida como green card, por matrimonio con un ciudadano mediante un ajuste de estatus siempre y cuando hubieran ingresado al paà ­s de forma legal, con una visa o mediante el Programa de Exencià ³n de Visas. Es decir, no pueden hacerlo aquellas personas que ingresaron ilegalmente a los Estados Unidos. Los migrantes que se encuentren en esta situacià ³n deben asesorarse con un abogado de confianza antes de iniciar los trmites. Ello es porque a mitad de los mismos tendrn que salir del paà ­s y, en la mayorà ­a de los casos, tendrn una prohibicià ³n para regresar por 3 o 10 aà ±os. Es necesario informarse para estudiar honestamente si existe alguna posibilidad de regularizar la situacià ³n sin necesidad de salir del paà ­s. Para los que pueden ajustar su estatus, pueden realizar en un solo paquete dos tramitaciones distintas: la peticià ³n de esposo y el ajuste de estatus. Los documentos son los siguientes: - Formulario I-130, peticià ³n de familiar - Copia certificada del acta de matrimonio. Si el casamiento se celebrà ³ en otro paà ­s, asegurarse de que cumple con todos los requisitos para ser considerado vlido en Estados Unidos. En este caso, si el documento o cualquier otro no est en inglà ©s, deber traducirse. Este es  un modelo de carta para hacer una traduccià ³n certificada  para Inmigracià ³n. - Prueba de la nacionalidad estadounidense: pasaporte americano, acta o certificado de nacimiento en Estados Unidos, certificado de naturalizacià ³n, acta de nacionalidad por ser hijo o hija de americano a pesar de haber nacido en el extranjero o cualquier otro documento que pueda ser admitido para probar la nacionalidad. - Del cà ³nyuge extranjero es necesario presentar copia certificada del acta o partida de nacimiento. Si no estuviera en inglà ©s, deber traducirse y certificarse dicha traduccià ³n. No es necesario obtener la apostilla de la Haya. - 6 fotografà ­as tipo pasaporte de cada uno de los cà ³nyuges (cada uno, la suya). - Formulario I-485 para ajuste de estatus - Formulario del affidavit of support, tambià ©n conocida como planilla de mantenimiento, I-864 - Prueba de cumplir con el  requisito de ingresos para patrocinar: W2 o 1099, copia de haber pagado impuestos (tax returns) en los à ºltimos aà ±os y una carta de la empresa o empleador para la que se trabaje en la que se especifique desde cundo se trabaja en dicha compaà ±Ãƒ ­a, quà © posicià ³n se ocupa y cul es el monto del salario anual. - Copia de las tres à ºltimas nà ³minas (pay stubs). - Formulario de informacià ³n biogrfica, que es el G-325A - Planilla de los resultados del examen mà ©dico, I-693 - Si se desea un permiso de trabajo antes de recibir la green card, llenar el formulario I-765 - Si se desea viajar fuera de Estados Unidos y regresar mientras se realiza la tramitacià ³n, puede que sea necesario llenar el formulario I-131 para el advance parole, o permiso para viajar. - El pago de la tarifa de todo el proceso. El Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) se pondr en contacto para la cita de datos biomà ©tricos.   El siguiente paso ser recibir el permiso de trabajo, tambià ©n conocido como EAD, si se ha solicitado uno. Despuà ©s, aproximadamente entre 2 y 4 meses de haber enviado la aplicacià ³n, se recibir una cita para la entrevista. En ella un empleado del USCIS intentar determinar si el matrimonio es de conveniencia, en cuyo caso se suspender la peticià ³n de la green card.   Es importante llevar a la entrevista documentacià ³n que sirva para acreditar que el matrimonio es de verdad, como por ejemplo: Cuentas bancarias a nombre de ambos asà ­ como la titularidad de propiedades que pertenezcan a los dos o hipotecas conjuntas.Pà ³lizas de seguros (incluidos mà ©dicos) a nombre de ambos o en los que uno de ellos sea beneficiario de la pà ³liza del otro, como por ejemplo en los casos de seguros de vida.Fotocopias a color y de calidad de fotografà ­as de la boda, de la fiesta de compromiso, si la hubiera habido, de la pareja sola y tambià ©n con miembros de la familia y amigos. Colocar 2 à ³ tres fotografà ­as en un folio en blanco y escribir en inglà ©s el nombre de las personas que aparecen, el lugar y la fecha en la que se tomaron. Repetir la operacià ³n cuantas veces sea necesario.Lease del alquiler de la vivienda, si lo hubiere o hipoteca.Copia de cualquier documento en el que figuren los nombres de ambos cà ³nyuges, como por ejemplo cualquier tipo de factura.Copia de la factura de telà ©fono que pueda probar la comunicacià ³n entre ambos cuando eran novios.Si lo hubi era, copia de los tiquetes de avià ³n para visitarse. Tambià ©n llevar identificacià ³n, incluido el pasaporte del cà ³nyuge extranjero. Si la entrevista es exitosa, se sellar el pasaporte del cà ³nyuge extranjero con una Tarjeta de Residencia temporal, que sirve para viajar y para trabajar. En el plazo de uno o dos meses se recibir la green card de plstico por correo.   Finalmente, si la green card se recibià ³ antes de cumplir dos aà ±os de casado, ser de carcter condicional. Dicha condicionalidad la hay que levantar a los dos aà ±os. Peticià ³n de ciudadano para cà ³nyuge extranjero que est fuera de Estados Unidos En este caso el proceso es un poco distinto. Se inicia con la peticià ³n con el formulario I-130 y envindose el pago por la tramitacià ³n y la documentacià ³n de apoyo que sirve para probar que existe un matrimonio, la ciudadanà ­a del solicitante y la identidad del solicitado (ver ms arriba en apartado anterior). Una vez que la peticià ³n es aprobada, el USCIS la envà ­a al Centro Nacional de Visas (NVC, por sus siglas en inglà ©s). Y sern ellos los que contacten y comiencen a pedir documentos y planillas, seguir las instrucciones al pie de la letra. Pedirn, entre otras cosas, el affidavit of support y todo lo relativo a probar que se tienen ingresos suficientes para patrocinar. Tambià ©n se darn instrucciones para el examen mà ©dico y, finalmente, para la entrevista en el consulado o embajada. Llevar toda la documentacià ³n que se indique. Si se pasa la entrevista, se recibe una visa de inmigrante que se estampa en el pasaporte. A partir de ese momento hay 6 meses para ingresar a los Estados Unidos. Y en ese momento, al llegar a un puerto de entrada terrestre, marà ­timo o de aeropuerto, se sella de nuevo el pasaporte con un sello de ingreso que junto a la visa de inmigrante equivale a una green card temporal, hasta que se recibe la de plstico. Al igual que sucede con el caso anterior, la green card de plstico es condicional si se recibe antes de llevar dos aà ±os de casado. En es caso hay que levantar dicha condicionalidad. Finalmente, destacar que si una persona est fuera de los Estados Unidos y piden a su nombre una green card, es muy difà ­cil que a partir de ese momento aprueben una peticià ³n de visa de turista. A tener en cuenta antes de iniciar los trmites para pedir a un cà ³nyuge De todas las cosas, dos destacan por su importancia y posibles consecuencias. En primer lugar hay que asegurarse de que se tienen ingresos suficientes o que se cuenta con un co-patrocinador. El USCIS no aprueba peticiones si no se cumple este requisito, no hay excepciones.   Y, en segundo lugar, informarse sobre las causas de denegacià ³n de la residencia. Y es que no es suficiente estar casado con un ciudadano. Hay que ser elegible para ingresar a los Estados Unidos y convertirse en residente. En algunos casos no es posible arreglar el problema. En otros es cuestià ³n de esperar a que pase el tiempo de castigo o, cuando se puede, pedir un perdà ³n, tambià ©n conocido como waiver o permiso. Esto à ºltimo hay que tenerlo especialmente en cuenta cuando el problema viene del hecho de haber estado ilegalmente en los Estados Unidos. Esto à ºltimo es un problema cuando se superan los 6 meses de ilegalidad  y se est fuera de Estados Unidos sin importar cà ³mo se habà ­a ingresado o cuando se est dentro y se ingresà ³ ilegalmente. Tambià ©n hay que tener en cuenta que en cosas del amor, las situaciones pueden cambiar. Si hay un cambio de opinià ³n por parte del ciudadano, podrà ­a poner fin a la peticià ³n.  Tambià ©n tener en cuenta que el divorcio, por parte de cualquiera de los cà ³nyuges, puede tener efectos migratorios importantes. Finalmente, para saber ms sobre la tarjeta de residencia se recomienda tomar este test de preguntas mà ºltiples, cuyas respuestas aclaran numerosas dudas. Este es un articulo informativo. No es asesorà ­a legal.

Analyse the role of culture in an organisation using the cultural web Essay

Analyse the role of culture in an organisation using the cultural web - Essay Example The last part will highlight the benefits of organizational culture, as well as the specific processes through which organizational culture is observed and maintained. Losely defined, organizational culture pertains to the system of values, beliefs, and norms that influence the overall attitude and behavior of the employees in an organization (Sun, 2008; Wursten, 2008; and Mind Tools, 2013). The construction of corporate values as based on ethical norms, the development of corporate mission and vision, and the establishment of rules and regulations all form part of organizational culture (Longo, 2011). As a result, the employees’ mindsets and actions are refined and aligned to conform with the organization’s so-called ‘unique identity’. Three themes can be linked from this definition. Firstly, organizational culture can be regarded as a learned entity in which new comers are taught with the appropriate way of behaving—a self-preserving activity intended to protect and nurture the organization’s culture. Secondly, organizational culture can also be viewed as a belief system that gives direction to employees’ everyday actions. Lastly, and in relation to the second, it is also type of mental programming that is geared toward building the loyalty and enhancing the performance of the employees. Studying closely these three themes, it can therefore be pointed out that the construction and continued enrichment of organizational culture is part and parcel of its overall business strategy (Garrett, 2012). Such position is based on the argument that since the successful implementation of specific organizational programs relies heavily on the commitment of the involved stakeholders, it is important that all employees are guided on the proper way to confront business issues and goals. As commonly pointed out, while strategic