Business Analysis of the Volume Construction company - Free Essay Example

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Volume Construction [P1](Pty) Ltd TABLE OF CONTENTS Historyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.III The Market Opportunityà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..IV Evaluation of Competitionà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..V S.W.O.T Analysisà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..VI Company Structureà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦VII Financial Aspectà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..IX Balance Sheetà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â €š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦X Credit Profileà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.XI Strategyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.XII Current Expected Future Turn Overà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.XIII A BRIEF HISTORY OF VOLUME CONSTRUCTION Volume construction was started on the 31 of January 2013 by Timothy Green as a sole proprietorship (PTY) LTD company. It started off by being a maintenance company for the residential properties of Dr Gavin Green, who provided the initial capital to fund the companies start up in return for work done at material and labour cost which would equal the value of the capital investment. Since then Volume construction has grown into a larger company with its target market currently being the private sectors. Don’t waste time! Our writers will create an original "Business Analysis of the Volume Construction company" essay for you Create order Volume constructions main form of work has been renovation and extension of existing works. Volume construction is a small company with a large variety of capabilities. We try to outsource as little work as possible so as to keep cost to a minimum. Most of our staff is on contractual basis for each job as the specialities of each worker may not be required all the time. Thus keeping cost to a minimum. We subcontract plumbing and electrical when required and have formed working relationships with ABT plumbers and 2TO electrical, supplying as much work to one another as possible. We have also worked on forming lower rates provided by our subcontractors as to make working together worthwhile and beneficial. Due to the consistent working together we have formed a greater understanding of each companies work and requirementsà ¢Ã¢â€š ¬Ã¢â€ž ¢ ensuring working together happens systematically without causing delays and mishaps. THE MARKET OPPORTUNITY Volume construction predomin antly performs renovation to existing works currently. We would like to develop into a company that is able to perform a wide variety of works such as the building of new works (the construction of new buildings). We would also like to develop different sections catering for different requirements within construction. We would like to be able to provide a painting, plumbing, electrical, renovations and new works sectors within our company. Each working as individual separate units under the same name. We would like to grow into The go to company in construction in the private sector of the Durban area. When we grow to the point where we are able to have our own premises we would like to develop a plant yard where the construction of building goods (such as lintels pavers) could be manufactured for our own use as well as distribution to other buyers. We try to perform a market analysis as regularly as possible in order to try and compete in as may niche areas as possible. Thus being innovative in trying to find markets that may have a greater demand. Our keys to success are: Having a Great team that is efficient and effective Having low running costs and having the ability to change with the market Being innovative and looking to the future while working hard to meet goals. We try to constantly anticipate market demand to be able to cater for the current market. EVALUATION OF THE COMPETITION The Durban area is saturated with construction companies big and small. What makes us different is we are a small company with a large capability. We are willing to do even the small jobs effectively and efficiently as to increase our cash flow and create good word of mouth. Many small companies lack the ability to perform a wide variety of works while still being the most cost effective (due to sub contraction). While large construction companies may not always perform small jobs as it is not worth their while and creates a large workload to deal with for them. They also have larger teams that may be costly however are efficient. We are a company that is able to perform works regardless the size be it minor jobs or large jobs. While still remaining cost effective and efficient. When you look at a competitive analysis of Volume Construction we have a competitive advantage and a core competency over many companies. When considering how we owe nothing and how we can fluctuate with the market. We have very little running costs. These factors make it easy for volume construction to be cost effective for clients as we lack many expenses of other companies. We also have a wide variety of capabilities and are able to work in may divisions of construction. In Conclusion we can summarize our competitive advantage and a core competency with regard to these factors: Location Efficiency Price Reliability Ability S.W.O.T ANALYSIS Strengths New and willing to find work Capability and experienced in Private sector of construction. Currently owing nothing and strategies in place to reduce debts Running cost to a minimum Competitive Reliable Efficient Location Weaknesses Still building up word of mouth and networking marketing issues Still finding a system that ensures a great admin system that is consistent and reliable. Opportunities Expand different sections such as a maintained and painting division Build to the point of performing industrial works. Compete in the public sector Grow into a large company Threats Keeping a consistent cash flow Location as Durban is a saturated market of construction companies. keeping quality control consistent as the company gets bigger and busier COMPANY STRUCTURE Timothy Green Is the company manager his duties are: The pricing of prospect work. Material management and supply. Admin and accounts. Quality control. Finance and budgeting Organisation and management of workers and subcontractors And anything else that may need to be organized or require troubleshooting Jenny Green Heads the Accounting department responsible for: Book keeping and accounts management Johnson Head foremen responsible for: Finishing of works Management of sub contractors on site Workforce on site Management of materials with regard to placing of orders and usage Workforce representative Quality Control Tiling crew Painting crew Plastering crew Domsani Structural foremen Responsible for: Raw structural work i.e. foundations, brick work, slabs, plaster. Workforce on site Management of materials with regard to placing of orders and usage Workforce representative (of his crew) Quality Control Plastering Crew Joe Carpenter foremen responsible for: Roofing construction Doors and windows installation Workforce on site Management of materials with regard to placing of orders and usage Workforce representative (of his crew) We have workforces that may fall under the foremen and are employed as required for their specific speciality with regard to skilled trades workers. With labours under each skilled worker. We Subcontract our electrical work if required to 2TO electrical who has their own workforce. And all our plumbing is subcontracted to ABT plumbers who also supply their own work force. We however may supply workforce to the subcontractors when requiring assistance. The drawing, registration and signing off of new works is outsourced to a specialist in that field when required, who we have formed professional relationships with. Due to the company being recently formed we have do not have many fool time st aff. When required we may employ many men however they are not in full time positions as to keep the company at a low running cost in between work. FINANCIAL ASPECT Volume construction is debt free as all the assets where paid for by work done for the capital investor. Volume construction has no credit rating currently as we have used capital investment funding to finance our works until work has been paid for. This helps a lot to prevent expenditures in terms of interest rates and bank charges. We keep a tight watch on our work evaluation and signing off of works as too keep our cash flow healthy and up to date. In 2013 Work was done for Dr GW Green (main investor) in return for necessary tools. Thus we faul fitted any tax brackets as our income was not taxable. Currently we have moved to doing private sector work for clients. We have taken the necessary actions to gain accreditation by the NHBRC and Master builders association and are currently awaiting evaluations by them to take place. Once accreditation takes place our business plan is to compete and try to work with insurance companies (Evaluation, building and rectification works). This should provide consistence sustainable works to keep cash flow stimulated and employees with consistent jobs. All while other private sector works shall commence with the focus of tending towards new works development as opposed to existing work maintainace and development. This type of work is more desirable as it may be considered bigger and less tedious work. It may also giver a greater true reflection of volumes constructions quality of work. Investors and share holder may be a better means of developing capital funds. Pending on future circumstances this may be considered a viable option and may cut the need for credit systems. Turnover (cash flow) summary year to year. Note no true figers are to be displays. 2013 R0.00- R+-200 000.00 As all the profits where put back into the com pany to build it Assets to the value of about R60 000.00 2014 R 0.00 currently +- R50 000.00 profits for the year with an expected R200 000.00 turn over expected BALANCE SHEET ASSETS Non-current assets Machinery R 200 000 Current assets Inventory R 25 000 Bank Cash R 50 000 TOTAL ASSETS R 275 000 EQUITY LIABILITIES Owners Equity Capital R 250 000 Non-Current Liabilities R Current Liabilities Creditors R TOTAL EQUITY LIABILITIES R 250 000 CREDIT PROFILE As we have dealt entirely in cash as a company we have not yet used any credit systems. Thus we are currently without a credit profile. Due to the smaller sized jobs and systems that we have in place we have not made use of any credit systems. As this is a sole pty ltd company we would like to stay out of any credit systems to ensure a low risk business for the owner and investor. Some systems we have implemented to ensure a steady cash flow and cut out the need to make use of credit systems are such as. We have weekly works monitoring and completion evaluations to ensure a steady cash flow and rapid work rate by employees. Thus the clients pay us as sections are completed. We require a deposited, varying on the size of works for the initiation off works to ensure peace of mind payment by the client also making funds available for the project. This reducing the strain or capital investment that we as Volume Construction may be required to perform. We sign all clients exceeding R10 000.00 into a contract to ensure payments of works performed. Share holders and investors may be considered a better option. When we transition into the public sector of construction we are hoping to have enough built up capital to be able to perform works without the use of credit systems. We would rather turn down work, than run the risk that credit systems may impose. A slow and steady growth may run the risk of turning work away, however in the construction market where it is constantly fluctuating and changing it is important to not be forced into situations where the sustainability of the company is critically dependent on consistent work. Many companies have failed due to trying to expand rapidly and once the market drops off they are unable to ride out the drop in the market due to the owing of money as well as interest due. STRATEGY Our strategy and plan of action is to set goals and try to achieve constantly make market related plans in order to achieve them. Some of our time line goals Year Plan: Become a registered company with the Master builders association Brand and market the company such as develop a logo, brand vehicles, create a company webpage, etc. Invest profits back into the company to build up machinery. 2 Year Plan: Become a National Home Builder Association Member. Purchase another company vehicle to be able to have more mobile teams(Planning to purchase a vehicle in cash as to cut out the cost and long term strains of paying a vehicle off) Develop a maintainace division working as a separate unit. (The maintenance of ongoing sites such as complexes). Develop a painting division working as a separate unit. 5 Year Plan: Develop a repeat customer cliental Develop into a company that has the capability to build industrial developments not just working in the home builders market. Obtaining heavy machinery such as bobcats, tippers, cranes, and excavators. Obtain premises to work from, store machinery and materials, as well as manufacture goods. Apply for a BEE rating Exceed a turnover of R10 000 000.00 a year 10 Year Plan: Build a company that has the facilities and equipment abilities to perform most works in the construction field. We would also like to be able to have the capital ability to create our own work and developments that we could rent or sell to others. (Such as the building of warehouses and houses). We would like to create our own plumbing and electrical division in our company to be able to do all private works without subcontracting works. Compete for Government works. This time line plan links directly to our strategy and plan of action, created and fitted in order to be consistently applied to meet our goals while considering our needs for growth, advantage, position and remaining realistic. CURRENT AND EXPECTED FUTURE TURN OVER

Future Information Security Trends - 17051 Words

Future Information Security Trends Kasi Research Project Tekes Safety and Security Research Program Final Report, March 11, 2011 Olli Pitkà ¤nen, Risto Sarvas, Asko Lehmuskallio, Miska Simanainen, Vesa Kantola Helsinki Institute for Information Technology HIIT / Aalto University Mika Rautila, Arto Juhola, Heikki Pentikà ¤inen VTT Technical Research Centre of Finland Ossi Kuittinen Sitra Executive Summary This report presents the major findings of the research project Kasi – Future Information Security Trends (Kasi – tulevaisuuden tietoturvatrendit) conducted by Helsinki Institute for Information Technology HIIT and VTT Technical Research Centre of Finland. The project is a part of Tekes Safety and Security Research Program (Tekesin†¦show more content†¦Acknowledgements This report could not have been possible without the vision, support, ideas and expertise of a number of people. Therefore we want to convey our gratitude to the project s initiators, promoters, industry sponsors, and workshop participants who shared their knowledge and inspiration. The persons and organisations that have contributed to the conception, financing or fulfillment of this effort include: Jussi Jyrinsalo, Jyrki Pennanen, Toni Loivakari, Petri Mà ¤kynen (Fingrid Oyj), Mari Herrala, Timo Kievari, Mirka Meres-Wuori (Finland s Ministry of Transport and Communications), Vilma Lehtinen (Helsinki Institute for Information Technology HIIT), Gabriel Waller, Kimmo Hà ¤tà ¶nen, Perttu Halonen (Nokia Siemens Networks Oy), Ossi Kuittinen (SITRA, the Finnish Innovation Fund), Suvi Sundquist, Janne Perà ¤joki (TEKES), Marja Dunderfelt, Tapio Haapanen, Arttu Lehmuskallio, Seppo Kalliomà ¤ki, Titta Penttilà ¤ (TeliaSonera Finland Oyj), Anu Helkkula (Aalto University), Matias Vierima a, Pasi Ahonen, Sami Lehtonen, Matti Penttilà ¤ (VTT Technical Research Centre of Finland), Jorma Laiho, Olli-Pekka Heinonen, Simo Alho, Mirva Savikko (Yleisradio Oy) and Pekka Nykà ¤nen (Pà ¶yry Telecom). Since this project was not an isolated affair, but a part of a more comprehensive national program, we also wish to extend our thanksShow MoreRelatedTop Three Trends in your profession and associated industry Annotated Bibliography1499 Words   |  6 Pages16,2015 Top Three Trends in your profession and associated industry-Annotated Bibliography The top three trends in the Cyber Security field are salary, career advancement, and the need for predictions of the future in how information is exchanged. Cyber-crimes are becoming more popular and because of the many attacks that are happening much more frequently it has caused for a higher demand in cyber security professionals. Companies spend millions of dollars to correct security breaches within theirRead MoreCyber Security Essay1344 Words   |  6 Pages The Future of Cybersecurity: Combining AI and Cloud Computing Ever since I was a child, I was always interested and eager to learn more about the professions I was interested in. 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Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦1.0 The history of Cloud Computing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦2.0 The main trends within Cloud Computing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3.0 The advantages of Cloud Computing†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreThe Current State Of Art1733 Words   |  7 Pagesthat in the nearest future, billions of devices can be connected multifariously and will hopefully extend beyond the margins of physical components. 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An Analysis of Early Years Philosophies Free Essays

string(183) " is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme \(Roopnarine and Johnson\." Introduction The importance of early years’ education has long been recognised within both academic and professional circles. By establishing strong theories and policies during the early years of education, this then has a knock-on effect on the other aspects of education and makes the overall educational system more effective, in terms of producing capable adults. This paper will look firstly at the contribution of leading theorists when it comes to the provision of key documents in order to guide those in the practical application of these theories in the context of early years’ education (Catron and Allen 2007). We will write a custom essay sample on An Analysis of Early Years Philosophies or any similar topic only for you Order Now The paper will then go on to look at current policies and practices in early years’ education and how these either support or disprove the theoretical perspectives laid out. The final section then goes on to establish a personal philosophy of how the author here has pulled together existing theories and practices to develop their own approach to early years education. Key Theories of Early Education Unsurprisingly, those involved in the theories and philosophy which have emerged, over the years, in relation to early years’ education have gained considerable attention. In order to consider the theories each will be looked at in turn to look at their own contribution and in order to consider any advantages and disadvantages associated with these theories and concepts. This will be broken down within each theory to look at the key issues of: Children’s learning Relationships Learning Environment Meeting Children’s Needs Montessori Children’s Learning The educational approach developed by Montessori promotes the notion of freedom and independence in early years’ education, provided of course there are limits put in place with respect to the existing level of education and understanding of the children involved. Although multiple different approaches have been developed and are broadly considered to be based on the educational theories of Montessori, there are certain elements of this educational theory that would be essential, regardless of how it is applied in practice (Montessori, 1994). This includes the use of mixed age classrooms for children between the ages of three and six, with the students themselves having a choice of activities. Once they have been given a range of choices, the work time should be uninterrupted, as far as possible and a discovery model of behaviour being used to encourage the children to explore themselves, rather than being directly instructed on certain patterns of behaviour. In order to facilitate this approach, there needs to be freedom of movement within the classroom. Meeting Children’s Needs Montessori is largely considered to be an educational theory. In reality it is more of a theory of human development and nature, with two key basic principles. Firstly, when children and adults engage in any form of development, they take on board a self construction approach, as they interact with items and the environment around them. This recognises that the learning experience is directly linked to interaction with external factors and it is the stimuli is crucial to this educational theory and places a much heavier emphasis on facilitating, rather than direct teaching (Cadwell and Rinaldi 2003). Learning Environment With this in mind, those looking to apply this educational theory, in practice, will need to consider the environment almost as much of the content of the lesson itself. This is achieved by creating a harmonious and clean environment that is uncluttered and encourages free movement and activity, but also ensures that the availability of material is linked to the area of development being targeted. By restricting the material available, this has the effect of guiding the learning experience, but not to such an extent that the individual feels constrained. This educational theory also breaks down the age groups of those involved, with the recognition that children under the age of six are undergoing an incredibly dramatic development period and therefore developing self-construction during this period will potentially be the most important element of long-term development. Certain key expectations are included within this educational theory to guide expectations, without constraining e ither teacher or student. For example, the acquisition of language is something that is recognised as taking place, continuously, and therefore social behaviours will only truly become a fundamental element of the learning experience from approximately 2 years onwards, according to this educational theory. Waldorf Education (Steiner) Another formative educational philosophy is that referred to as Waldorf education or Steiner, which was established in Austria the early 20th century. As a result of this, several independent Waldorf schools were established, primarily in Germany, although also in neighbouring countries. This theory of education looks at the stages of development as being a crucial underpinning factor as to how education should take place. This theory broadly splits child development into three distinct stages, each of which lasts around seven years. The early years’ education which takes on-board the first seven years focuses primarily on providing hands-on activities and creative play opportunities, so that the primary focus is on child development through physical and practical activities, during this phase. Children’s learning For the purposes of this analysis, it is the first stage that is most important. However, so that it can be seen how these early years of education fit into the broader picture, it is worth noting that the second stage focuses more on social development and the third on academic understanding. Although the Waldorf theory can largely be seen as an educational theory that can be attached to independent schools across Central Europe, many of the theories and philosophies have permeated more traditional educational establishments. Relationships The education ideas put forward by Steiner largely follow the concept of common sense and go beyond simply what is taught to children. These theories also look at the environment and broader issues such as health and well-being. Taking this developmental approach is, in many ways, similar to that looked at above, with the Montessori theory; however, it is much more focused on ensuring practical experiences, where the children are not necessarily focusing on maintaining freedom as the primary and key theme (Roopnarine and Johnson. You read "An Analysis of Early Years Philosophies" in category "Essay examples" 2005). The emphasis during the early years period is on providing children with practical activities that will allow them to live life experiences either by following the examples of others, or by their own experimentation. Throughout this theory there is also a heavy emphasis placed on nature, where external influences may be seen to be relevant. High Scope More recently, developed in Michigan, USA, is the High Scope early childhood educational approach which looks at a variety of different educational establishment, including kindergarten, pre-school and even home-based childcare, in order to look at the ways in which early childhood development should be best established, so as to lay down the foundations for future learning. The development of this educational theory was primarily founded on the concept developed by the psychologist Lev Vygotsky, which takes a scaffolding-style approach, suggesting that adults should form a learning â€Å"scaffolding† around children, to take into account their current level of development and encourage them to build on it (French and Murphy 2005). Relationships Several central concepts have been developed alongside this educational theory and although participation from the student is important, as it is with the other two theories, there is, however, a structure associated with this educational theory which distinguishes it from the previous theories (High/Scope Educational Research Foundation 2001). Learning Environment For example, environment is seen as important, within this educational theory and the classroom is expected to comply with a high scope model would have several well-defined interest areas, e.g., there would be a toy area and an art area, clearly delineated and made available for the children. This supports the basic learning approach that is advocated by the other two theories in that students will gain from interaction with adults and their own construction of the world around them. However, this is done in a much more structured way, where the daily routine requires early years’ children to be following a predictable sequence of events throughout the day and there not being complete freedom, as advocated by Montessori. To a certain extent, this theory can be seen to be a muted version of the earlier theories. Furthermore, although a heavy emphasis is placed on a constructivist and interaction approach, a much more rigid structure is put in place to ensure that there is consistency and comfort offered to the students and that they understand exactly what is likely to happen, on any given day. Forest Schools Finally, there is the specialist theory associated with Forest Schools Education which involves outdoor education and suggests that the children are able to develop confidence and knowledge through having a large amount of outdoor activities and engaging at times within a forest environment. These types of schools are seen as a means of building independence within any age category and the theory of Forest Schools has become a pedagogy, in its own right. This recognition of the importance of the environment is itself something that can be utilised, either in its own right or alongside the previous theories of development of early years children, as advocated by the other theories, mentioned above. Government Legislation and Guidance Within the UK, the Department for Education provides guidance for the Early Years Foundation Stage (EYFS). The aim of this guidance is to produce basic compulsory standards that all entities involved in the early years’ education provide. The statutory framework for the EYFS stage was established in 2012 and is the full document guiding those involved in the provision of years’ education is seen as merely a minimum standard that they are required to meet and any underlying aims and objectives that should be in mind when establishing their own methods and philosophies. This was given its statutory status by virtue of the Childcare Act 2006. There are underlying aims associated with the guide, including the desire to provide consistency and equality of opportunity for all young children, which will ultimately then provide a secure foundation upon which every child can develop in an appropriate manner and according to their abilities and desires and become well adjusted young adults, in the future. Basic safeguarding welfare requirements are also fundamental to this guidance and, although the focus here is on educational theories, it should be noted that early years’ education theories should, at all times, consider welfare issues and how these may interact within the educational environment (Helm, and Katz 2001). Overarching principles recognise that each child is unique and will be in a constant state of learning and development, and will therefore need to be adaptable and taking the lead from the child in question. Furthermore, the establishment of positive relationships, both with their peers and adult groups is crucial and educational environments should be enabling and positive, regardless of precisely how they are set up or managed. Depending on the nature of the early years provider there may be more specific requirements when it comes to learning and development. For example a childcare provider for wrap-round services, e.g. outside of school hours, would have a lesser requirement to support learning and development, as it would be presumed that the learning and development has been covered within the educational environment. In order to ensure sufficient flexibility, while also ensuring equality and consistency with policies produced in the area of learning and development down into three key subjects: communication and language; physical development; and personal, social, emotional development. All providers of early years’ education need to provide basic supporting literacy, mathematics, general understanding of the world and expressive arts and design. To a certain extent, the rigidity of the current requirements would prevent total freedom within the educational environment and this would disallow a pure theory, such as that of Montessori, to be used although many of the elements of this educational theory can still be present, despite the constraints of the statutory guidance. When establishing methods of learning and development the guidance requires the use of a mixture of directed and free play within any education establishment and this prevents the approach from begun being entirely focussed one way or the other. The binding agreement to deliver the statutory framework requires that there are three characteristics which must be applied to all the activities that are undertaken by those involved in early years’ education. Firstly, there is the need to encourage playing and exploring which is supportive and congruent with the earlier theories of Steiner and Montessori and which encourage every child to explore and develop during their early years. Secondly, there is the need for active learning which encourages children to concentrate and to continue to strive to achieve the results that they are after (Anning et al 2004). Thirdly, there is the need to encourage the creativity and critical thinking of the children, in order to develop their own thoughts and ideas, as well as making links between ideas which they can then use in the future. Although the statutory guidance has a relatively large level of structure attached to it, on the whole, it follows the educational theories on early years’ education advocated by Steiner and Montessori. Certain requirements are also placed on early years’ education providers; for example, a pupil must have an allocated key person with whom they interact and who has responsibility for ensuring that they are developing and learning in an appropriate manner; this is also seen as a welfare and safeguarding issue, where this is a non- negotiable requirement. Certain standards are expected of children at any stage of early years’ education, such as the requirement that, by a specific age, sentences should be constructed and the children will be regularly reviewed and tested, in order to ascertain whether they are meeting the requirements, exceeding the requirements, or falling short. Although it is not expected that every child will develop at the same place, regular monitoring in many areas which are deemed to be weak is critical and a fundamental part of the current framework, so that the child in question can then be supported to develop in these weak areas. The main assessment is undertaken in the final term of the academic year in which the child becomes five years old is provided to the child’s carers / parent and other professional that are relevant during the early years. This assessment has several purposes other than to simply ascertain the current stage of learning for the child in question and provides information for the teacher who will be dealing with the child, as soon as they enter into compulsory education. This indicates that the early years’ agenda does in fact have the underlying aim of placing children in the best possible position to enter Year One (National Council for Curriculum and Assessment 2004). Another important aspect of the statutory guidance which is relevant to this discussion is the heavy emphasis placed on partnership arrangements, with the requirement for early years’ education providers to engage with the local authority, where appropriate, particularly for welfare and safeguarding issues. The essence of the policies here, therefore, is to fulfil certain requirements for having the statutory, basic standards in place, while also offering freedom to the early years’ educational establishment, in order to allow them to adjust, depending on the nature of their establishment and the types of facilities available to them. This would seemingly be a combination of theories, as discussed above, and goes largely along with the early focus on freedom and independence, but with slight constraints put in place. Based on this it can therefore be argued that the closest educational theories discussed above to the current situation are that of High Scope, where the adult operates as a form of scaffolding around the independent and free learning of the children. There does however need to be clarity, on a day-to-day basis, but the children themselves are given the freedom to develop at their own pace. A Personal Philosophy By looking at the educational theories explored in the first part of this report and also looking at the way in which the government has established guidelines, both compulsory and optional for educational establishments, the author here has been able to develop their own personal philosophy for early years’ education. This personal philosophy also draws, to a certain extent, on reflective learning from the author’s own experience within the early years teaching environment. As a result, and in the opinion of the author, it was found that the educational theories that support the notion of entirely free play are not as effective as the current educational agenda. However, whilst there are merits in the notion of entirely free experiences for very young children, as advocated by Montessori, it is suggested here that there needs to be a degree of structure, as this is more reflective of the educational experience which the children are likely to receive in the future. Moreover, there is an underlying aim within early years’ education to present children with the best possible foundation before branching into compulsory education and this would seem to be the main focus. The author also believes that the most appropriate philosophy is a combination of Waldorf and High Scope, stating that there needs to be at least some degree of structure and expectation, in order to ensure that there is sufficient consistency. Each child leaving early years’ education needs to be in position to undertake compulsory education; therefore, without having at least some boundaries and expectations laid out for all involved in education, this would result in some children not being able to achieve basic standards. This could ultimately impact, not only on their educational knowledge, but also on their self-esteem, if they were to enter compulsory education considerably behind others, in terms of attainment (Hohmann, 2002). Applying the statutory rules which are in place within the UK also supports this philosophy and recognises the fact that the ability of children to learn and develop will be different, particularly within the early years, and there needs to be at least some freedom for the children to explore and make up their own minds. This does, however, need to be structured and facilitated by the educational professionals, so that any individual weaknesses can be identified and supported in such a way that would not be possible, if total freedom were given to the students. Educational theories provide a strong background to the way in which education should be delivered, both from a physical environment perspective, through to how the adults responsible for delivering education interact with the children in their care. Despite the need for structure, it is noted here that a strong emphasis should also be placed on freedom of choice for the children when building social and self-esteem factors, which are arguably going to be the foundations for future learning, far beyond technical skills such as the ability to read and write (Penn, 2005). By looking at the broader developmental issues, such as those set out in the statutory guidance, those involved in delivering educational standards can adapt to deal with any issues that arise, rather than being constrained to delivering a specific curriculum. Based on this, my own personal philosophy of education is a hybrid between High Scope and Waldorf, with a bias towards increasing structure, so that basic standards are achieved, regardless of the underlying skills and personalities of the children involved. References Anning, A., Cullen, J. and Fleer, M. (eds.) (2004). Early childhood education: society and culture. Delhi, New York and London: Sage Publications Cadwell, L. B., and C. Rinaldi. (2003) Bringing Learning to Life: A Reggio Approach to Early Childhood Education. New York: Teachers College Press. Catron, C. E., and J. Allen. (2007) Early Childhood Curriculum: A Creative Play Model, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. Department of Education (2012) Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/2716/eyfs_statutory_framework_march_2012.pdf French, G. and Murphy, P. (2005). Once in a lifetime: Early childhood care and education for children from birth to three. Dublin: Barnardos. Helm, H and Katz, L (2001) Young Investigators: The Project Approach in the Early Years, New York: Teachers College Press. High/Scope Educational Research Foundation. (2001). The physical learning environment: Participants guide. Michigan: High/Scope Educational Research Foundation Hohmann, M., et al. Educating (2002) Young Children: Active Learning Practices for Preschool and Child Care Programs. Ypsilanti, MI: High/Scope Press. Montessori, M (1994). From Childhood to Adolescence. Oxford, England: ABC-Clio. pp. 7–16 National Council for Curriculum and Assessment. (2004). Towards a Framework for Early Learning. Dublin: National Council for Curriculum and Assessment. Penn, H. (2005). Understanding early childhood. Glasgow: Open University Press. Roopnarine, J., and J. Johnson. (2005) Approaches to Early Childhood Education, 4th ed. Upper Saddle River, NJ: Merrill/Prentice Hall. How to cite An Analysis of Early Years Philosophies, Essay examples

Business & Society Business Ethics

Question: Discuss about the Business Society for Business Ethics? Answer: Ethical Issues A Business Needs To Consider Introduction It is a form of ethics which is applied. The different ethical or moral problems which can evolve in a business situation are dealt with here. People who are engaged in commerce, suppliers, customers and the extended group of people are all involved. All businesses are affected by ethical issues. A particular business would prefer to close down if they are becoming victim of ethical problems (Paliwal, 2006). Good ethical actions like recycling and buying only fair trade will attract customers and prosper the business. TESCO Tesco is a multinational grocery and retailer. Its position with regard to revenues comes after Wall mart. It has branches in 12 countries across Asia, Africa and America. The mission statement of Tesco is to create value for customers to earn their loyalty. People should be treated the way they like to be. The customers should get the best value for money at the most competitive prices. The community well being and protection of the environment are also targeted. Ethical Issues Fair Trade It is an organized movement developed to promote environmentalism standards and fair wages. Its aim is to alleviate global poverty and to see that the negotiation of the company with the growers, manufacturers and producers are at a fair price. The firm which is supplying the product should abide by the common laws of hygiene of animals. The Bowes group which supplies Tescos pork, bacon and other meats was found that animals were suffering in very small cages and sharing places with corpses that were infested. This will give a bad impression to the public and may lower sales. Tesco has designed a policy by which it sets much higher standards of production. Human Rights The prevalence of low employment in UK sometimes forces them to employ people from out of the country. However, there may be language and cultural barriers. Tesco had announced they will recruit from Poland (Carroll and Buchholtz, 2003). Tescos policy on diversity says that everyone should receive the same treatment. Factors such as gender, age, race, creed or color, religion should not be considered while treating people. Environment Waste packaging from supermarkets creates an issue. Since the company is operating from a lot of outlets, the packaging waste is an issue. Tesco has devised a variety of ways to tackle this issue. Bio degradable packaging and recycling schemes have been formulated by the company. Biodegradability ensures that the unwanted package is cycled back to nature. The Green Tray Scheme shows that Tesco is acting in an ethical way to resolve issues .Impact On Stakeholders Stakeholders are individuals or groups having some sort of interest in the business. Following are some of the implications of each stakeholder: Shareholders: The shareholders will have a good time with the business operating ethically. There will be a good will creation. The value of the business will increase. The profits of the company will increase. When the profits increase, there will be declaration of dividends (Cory, 2005). The share of profits with the shareholders will thus increase. Employees: The most vital issue that the employees will enjoy is the security. When a business operates ethically, the employees know that there are no fraudulent activities in the company. This will raise the confidence level of the employees. Customers: There will be a big group of satisfied customers. These customers will feel that they have their value for money when buying the products of the company. They will be sure that the products they consume have quality assurance and are not degenerated in nature. The quality and price of the products should be in tandem. Suppliers: When a business operates ethically, suppliers can expect steady orders, prompt payments and feel valued. They will not be delayed in getting payments. This will increase the motivation of the suppliers to deliver quality things on time. Competitors: The competitors will be cautious. When a business operates ethically, its competitors shall also make efforts to run their business ethically. It serves as an eye opener for the other parties. Citizens: The citizens of a country will be satisfied with a company if its business is being run ethically. There will be happier citizens (Kwong et al., 2015). The citizens will be proud to be a part of the ethical company which is continuing its business for such a long time. Pressure groups: The pressure groups will not exert too much pressure on the business people in issues of environmental concerns. The pressure groups will be cautious in their approach. Trade unions: The trade unions will operate smoothly. Their demands will not be out of reach of the management. It will be in awareness of the unions that the business is being operated on ethical grounds. Government: The government would be happy as they will get all taxes and on time. The revenue collection of the government will increase. Most of the people in the world want to evade taxes. An ethical company however will be always ready to pay tax, whether its direct tax or indirect tax. Positive consumer support: The consumer support will be positive for an ethically managed company. The consumers will think that they are buying products from an ethical company. This will increase the goodwill in the market. New sources of finance: If a company is managed ethically, it will attract new sources of finance. The sources will be encouraged to lend money to the business house since they will expect bigger and safer returns. Better employee motivation: An ethically managed organization has better employee motivation. The employees will be motivated and give their 100% to the jobs. They will feel good to be a part of an ethical company. Good business reputation: For an ethically managed organization, the reputation of the business will be good. This reputation will help the business further prosper in its endeavors. Improved brand: It leads to the creation of an improved brand. The brand management concepts do hold true. Less conflict: The conflicts are much less in an ethically managed company. The managers do not have to indulge themselves in conflict resolution (Duska, 2006). The conflicts arise when there is disagreement in some terms. Conflicts are very common in organizations. Generally, the human resource department takes care of the conflict management issues. Social Implications We take into consideration the company Starbucks. Starbucks was concerned with the social responsibility since it wanted to have a good image and become involved with the community. It is important as the ethical corporate should be established in a period of time. Consumers feel good to convey business to socially responsible companies and the organizations provide much better customer service. Starbucks growth is exceptional to both its ethically and socially accountable activities. It manufactures products and gives an environment the consumers want. This is the unique selling proposition of Starbucks. While a company has to remain competitive in the marketplace, it often forgets to maintain its ethics and social implications to the public at large. Starbucks maintained that ethical impressions and that is the reason of it becoming popular. Consumers want to buy the products of such an organization. Employees want to work for such an organization. The society at large supports such a company (Wieland, 2010). If the society does not support an organization, it will not be able to perpetuate on its business. Business continuation always depends on the way the organization maintains the link with society. The rapport it builds with the customers go a long way in the development of long term relations. These long term relations are the building blocks for customer retention. The argument of moral philosophers is that the social responsibility for corporations to give something back to the society comes with power. Social responsibility opines that businesspeople should take care of the societal aspect of economic actions while taking business decisions. The eyes and ears of the global community are provided by the news media and tend to set the priorities for concerns that are international. Whenever any business tends to ignore the societal aspect and goes towards profiteering only, it is the duty of the media to highlight the aspect to the public (Donaldson, 2010). The public should not remain unaware of the consequences of social plight. The corporate social responsibility is a big issue that every company should be aware of .If a company is not aware of it; it should be made aware of. A company becomes more complete when social aspect is taken care of. Ethical Concerns Of The Communities In this report we will be investigating how shells oil pipeline is handled in the city Baralle, situated in Nigeria. The oil passes through the community of Baralle. As it passes, it gets leaked to the forests and farms and poses problems for the local community. He oil will be destroying crops, farms and people houses. Communities will be having trouble growing crops. If the communities cannot grow crops, it would have a huge impact on the revenues of the farmers. The oil spill also implies that birds, eggs and fishes will be damaged. This will affect badly as they will not be able to trade with the other countries. This oil spill can create a very poor condition in the country. Government intervention may be necessary as the communities are to be protected from the oil spill. The workers and farmers are very poor in a country like Nigeria. If there is low GDP, this will lead to a bad condition of economic growth in the country. Pressure groups try to influence the public policy. This oil spill will affect the name and reputation of the company (Goodpaster, 2011). The pressure groups will try to persuade the customers to buy oil from other companies except Shell. This will increase competition for Shell and will destroy the monopoly Shell enjoys in the market. In the long term, it can cause destruction to crops and farms and this can have a very long term effect. This long term effect will have a great impact on the economy. Globalization is an advantage in most economies but it can cause enduring poverty to a country. The particular country in consideration has to take measures in order to combat poverty. Cultural imperialism happens when a big country like UK dominates in respect to fashion, dresses, lifestyles, etc. This cultural imperialism may damage the prospects of a country like Nigeria. Governing bodies will impact Shell and UK is an example of a governing body which impacts all the nations of the world. In order to combat global warming, the governing bodies pass legislation and try to create an environment friendly world. An effort is made by international body to promote free trading by countries that are persuading to abolish taxes. The WHO cares for peoples health and they try to promote a healthy environment for men as well as animals. Shell needs to have social responsibility as it must ensure that oil spill should not occur. The workers need to be trained. Investment must be made in training since that would ultimately lead to productivity, efficiency and profit. Training is such a function that helps the employees to accumulate certain skills required for the purpose of job (Hoffman, 2010). The trainers selected for the purpose of training should be experts in their relevant fields. They have specialized knowledge in the domains. Global warming is an issue that impacts each and every corner of the world. This issue needs to be addressed in an assertive way. The ethical issues are very crucial since they affect the business in a large way. The top management looks at these issues very carefully and takes certain decisions which are taken in line with the protection of those issues. Reference List Carroll, A. and Buchholtz, A. (2003).Business society. Mason, Ohio: Thomson/South-Western. Donaldson, T. (2010). Are Business Managers "Professionals"?.Business Ethics Quarterly, 10(1), p.83. Duska, R. (2000). Business Ethics: Oxymoron or Good Business?.Business Ethics Quarterly, 10(1), p.111. Goodpaster, K. (2011). 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