Geely Auto Financial Report Analysis

Geely Auto Financial Report Analysis 1. 0 Executive Summary This report discusses the details of the Geely Automobile Company and an analysis of its financial statements in the past 5 years. The purpose of the report is an application of the knowledge learnt from the Financial Statement Analysis course, and tries to give recommendations. Rather than giving simple suggestions like buy, sell or hold the stocks, it is hoped that by analyzing the financial statements, the data can provide support for the recommendations such as the future profit and loss of Geely.As one of the four largest independent private automobile manufacturers in China, Geely Auto has been expanding rapidly. The sale of Geely has increased from 200 units in 1998 to 329. 100 units in 2009. In addition, in 2010, the purchase of Volvo greatly increases the reputation of Geely. Although the acquisition just happened few months ago, it is believed that it will beneficial to increase the market share. Further SWOT analy sis shows that, the well-established sales network and the emphasis on R&D capabilities will have a positive effect on the future growth of Geely.Moreover, the external environment such as the continuous growth in Chinese market and government policy support shows a promising future for Geely. However, there are also threats exist outside the market and weaknesses inside Geely. It is really hard to give any suggestions by simply analyzing the industry and outside environment. Therefore, the report mainly focuses on the analysis of the financial statements. Analysis includes the capital structure and solvency, liquidity, operating performance and profitability, and cash flow statements.By using common-size analysis, ratio analysis and trend analysis, taking the rapid expansion in recent 5 years into consideration. Though some results turn out to be either not satisfactory or below industry average, the overall performance of Geely is quite good. Geely was using its money effectively and investing the money in the right place in the past 5 years. It is recommended to buy Geely Stocks, with the potential growth in their production and profitability. It is quite pessimistic that the earnings of Geely is going to increase and therefore the stock price in future. . 0 Introduction Geely Automobile Holdings is a Chinese automaker and is with BYD, Chery, and Great Wall, one of the four largest independent private automobile manufacturers in China. Geely is now headquartered in Hangzhou, Zhejiang, and operates six car assembly and power-train manufacturing plants in China that are located in Lanzhou (Gansu province), Linhai (Zhejiang province), Luqiao (Zhejiang province), Ningbo (Zhejiang province), Shanghai and Xiangtan (Hunan province). These facilities enable a production capacity of approximately 300,000 cars per year. 2. Brief History Geely (Jili, meaning â€Å"auspicious, lucky†) was founded in 1986 as a manufacturer of refrigerators, and then moved to manu facturing decoration materials in 1989, and by 1992, motorcycle parts. In 1994, Geely began manufacturing motorcycles. By 1996, Geely had produced over 200,000 motorcycles and scooters. Automobile production started in 1998. Geely began exporting its first cars in 2003. Geely had its IPO on the Hong Kong Stock Exchange in 2004. Purchase of Volvo Geely was reported to have approached Ford in mid-2008 about a possible takeover of Volvo Cars.On October 28, 2009, Geely was named as the preferred buyer of Volvo Cars by Ford. On December 23, 2009, Ford confirmed that all substantive commercial terms for the sale to Geely had been settled. A definitive agreement was signed on March 28, 2010 worth $1. 8 billion, and the deal was completed on August 2, 2010. Management * Executive directors: Mr. Li Shu Fu, Mr. Gui Sheng Yue, Mr. Yang Jian, Mr. Ang, Siu Lun, Mr. Yin Da Qing, Mr. Liu Jin Liang, Mr. Zhao Jie, Dr. Zhao Fuquan * Non-Executive Directors:Mr. Xu Gang * Independent Non-executive Dire ctors: Mr.Song Lin, Mr. Lee Cheuk Yin, Mr. Yeung Sau Hung * Senior Management: Mr. Zhang Peng, Mr. Cheung Chung Yan Products * Xiali TJ7300-based * 1998  Ã¢â‚¬â€ HQ/Haoqing/Haoqing SRV * 2000  Ã¢â‚¬â€ MR/Merrie * 2002  Ã¢â‚¬â€ MR/Uliou/MS * 2004  Ã¢â‚¬â€ PU/Rural Nanny/Urban Nanny * 2002  Ã¢â‚¬â€ BL/Beauty Leopard/BO * Daewoo-designed * 2005  Ã¢â‚¬â€ CK/Freedom Cruiser * 2006  Ã¢â‚¬â€ MK/LG/KingKong * 2006  Ã¢â‚¬â€ FC/Vision * 2008  Ã¢â‚¬â€ Geely China Dragon Major activities and achievements * Geely’s JI-6360 model was certified by the government making Geely the first private company qualified to be producing automobiles in China. First Chinese automaker present at the Frankfurt Motor Show in September 2005. * First Chinese car maker to display at the US Detroit auto show. Winning the Special Contribution Grand Prize for Invention and Creation for its Blow-out Monitoring and Brake System (â€Å"BMBS†), a unique safety system independently d eveloped by Geely. * In Peru, Uruguay and Venezuela, Geely has already started to sell its products. Geely has also entered the Bangladeshi, Cuba, New Zealand, Pakistani, Romanian, Turkish and South African car markets. Figure 1; Development in sales, source: Geely annual report 1998-2009 3. Financial Analysis In the following sections Geely’s capital structure, solvency and liquidity, profitability and cash flow will be discussed. 3. 1 Analysis of Capital Structure Geely automobile Holdings Limited Analysis of Capital Structure| HK$'000| 2005| 2006| 2007| 2008| 2009| L-Tdebt| –| –| –| 87000| 1318000| Deferred taxation| –| –| –| 8018| 37727| other L-T liabilities| –| 682838| 309274| 0| 1442153| Total L-T liabilities| –| 682838| 309274| 95018| 2797880| Current liabilities| 54548| 227198| 5273470| 76378| 8907789| Total liabilities| 54548| 910036| 5582744| 171396| 11705669| %| 6%| 46%| 68%| 3%| 62%| | | | | | common shareho lder's equity| 798080| 1030157| 2441440| 4197862| 6375613| minority interests| 9013| 19769| 211760| 584619| 720907| Total equity capital| 798080| 1049926| 2653200| 4782481| 7096520| %| 94%| 54%| 32%| 97%| 38%| | | | | | | Total liabilities and equity| 852628| 1959962| 8235944| 4953877| 18802189| | 100%| 100%| 100%| 100%| 100%| These consolidated financial statements have been prepared in accordance with Hong Kong Financial Reporting Standards (â€Å"HKFRSs†) ————————————————-From common-size analysis, we know leverage rate of Geely is stable for year 2006 and 2007, declines sharply for year 2008, and then rebounds strongly to 62% in year 2009. Then look at the absolute value, it's not difficult to find out a great rise in both liability and equity capital. In 2009, the total liability is more than a trilion. Referring to its investment and operation in recent years, we think Geely is trading on the equity, which indicates it is using equity capital as a borrowing base in a desire to reap excess returns.This can be confirmed by its step-by-step acquisition of many assembly line and investment on new factories financed by bond and bank borrowing, which is conversely based on increasing equity (stock price stimulated by expansion). Those investments are revalued and taken into asset as a new backup. 3. 2 Solvency Analysis Geely Automobile Holdings Limited Solvency Ratios| HK$'000| 2005| 2006| 2007| 2008| 2009| D/E ratio| 0. 07 | 0. 88 | 2. 29 | 0. 04 | 1. 84 | Interest coverage ratio| –| 7. 66 | 10. 11 | 16. 06 | 15. 46 | S-T D/E| –| 0. 22 | 2. 16 | 0. 02 | 1. 0 | | The computation for Year 2009 is shown here:| D/E ratio= Total liabilities / Shareholder's equity = 2,797,880 / 6,375,613| Interest coverage ratio= EBIT / Interest Expense = 1,657686 / 107,226| S-T D/E= Long-term liabilities / Shareholder's Equity = 8,907,789 / 6,375,613 | | The computation for EBIT is shown below:| HK$'000| 2005| 2006| 2007| 2008| 2009| Net Profit| 115377| 214149| 318100| 866053| 1319028| Interest expense| –| 32390 | 35103 | 60952 | 107226 | Taxation| –| 1585 | 1673 | 51869 | 231432| EBIT| 115377| 248124| 354876| 978874| 1657686|Since the ratio of debt to equity capital is relatively high, we need to take a further look of its financial condition. Before assessing long-term solvency we want to be satisfied about the near-term fiancial survival of Geely. Unfortunately, Geely's short term debt to equity ratio is 1. 40, quite high in the most recent year. Although it can raise capital from HK listed market, equity is apparently not enough to make up its shortage of capital in short term. According to NOTE, Geely has discounted notes receivable to banks in exchange for cash with recourse in the ordinary course of business.Therefore, the risk resulting from its speeding expansion not only depends on its own performance, bu t its customers' financial distress. Interest coverage ratio is satisfactory, which means payment of the interest liability Geely has incurred on its long-term borrowing is in a less pressure. 3. 2 Analysis of Liquidity Geely Automobile Holdings Limited Analysis of Liquidity| | HK$'000| 2005| 2006| 2007| 2008| 2009| Industry norm| Accounts Receivable Turnover| 1. 91 | 0. 95 | 1. 99 | 1. 51 | 2. 29 | 19. 47| Acid-test ratio| 1. 13 | 0. 68 | 10. 44 | 0. 71 | 1. 19 | | Inventory turnover| 15. 9 | 11. 10 | 8. 36 | 136. 70 | 393. 17 | 31. 79| | | | | | | | The computations are as follows:| | Accounts Receivable Turnover = Net sales / Average accounts receivable| | Acid-test ratio = Cash and equivalents + Marketable securities + Accounts receivable / Current liabilities| | Inventory turnover = Cost of goods sold / Average Inventory| | The selected accouts used in computation are here:| | HK$'000| 2005| 2006| 2007| 2008| 2009| | Sales revenue| 101411| 127006| 137209| 4289037| 14069225| | C OGS| 90649| 110036| 121251| 3637752| 11528489| | Inventory | 5703| 9910| 14498| 26611| 29322| | urrent asset| 67212| 280681| 884331| 5110552| 12219411| | current liability| 54548| 227198| 79559| 5273470| 8907789| | Trade and other receivables| 44840| 59065| 65443| 2840255| 6144929| | Dividend receivable| 8220| 74840| 3560| –| –| | Accounts receivable| 53060| 133905| 69003| 2840255| 6144929| | cash ; cash equivalents| 8449| 20972| 761684| 889408| 4498155| | Marketable security| | | | | | | The accounts receivable turnover is much worse than industry average. However, an increase of accounts receivable may due to rise in sales or difficulty in collecting quite timely.Referring to NOTE, we know that receivables are guaranteed by established banks in the PRC and have maturities of six months or less. So the likelihood of timely collection is in less question. The inventory turnover is exaggeratedly higher than industry level, especially after its installment of P-SCM suppl y chain management system, which integrates ordering, producing, selling, and distributing. So we can conclude that Geely is doing excellence in inventory management and is enjoying a growth in market demand of its products 3. Analysis of Operating Activities To be able to make a comprehensive analysis of Geely’s activities, both the income statement and the balance sheet have been restated in appendix A and B, such that it is possible to identify operating and non-operating income, assets and liabilities. Assumptions regarding classifications are also available in the appendixes. Figure 2: illustration of revenue and operating income, Source Geely annual report 2007 -2009 Figure 2 illustrates how dramatic the development in especially revenue has been the last three years.Net sales are up by almost 200 percent from 2008 to 2009, while only a 60 percent increase in volume is reported in the annual report. Mainly the large growth is a result of full consolidation of the Groups manufacturing Operations. Moreover, the acquisition of â€Å"Drivetrain Systems† at June 30th 2009 generated extra revenue the last half year of 2009. Further the notes reveal that 95 percent of sales are within China in 2010, in 2009 it was only 81 percent. A decline in export can in a future growth perspective be a concern.Geely have improved profit margin over the last three years (18 percent In 2009), while the operating margin have been rather volatile (Appendix 1). This is caused by large income/expences from â€Å"share of results of associated companies†. It is expected that this account will be less important in the future as some associates now are fully consolidated. A large increase in distribution and selling expenses in 2009 (increase more than 200 percent) is worth to note. It raises questions as can Geely manage all the new acquisitions without getting less effective and the level of earnings quality.No extraordinary or unusual are identified in the fi nancial statement. It is a good sign since these accounts often are subject to earnings management. Comprehensive income is nicely increasing and no unusual increase in unrealized gains/losses of currency is identified. 3. 4 Analysis of Return on Common Equity This analysis show that the drivers behind the increasing return to common equity is mainly due to heavy increase in asset turnover and an equal percentage increase in leverage. The adjusted profit margin has unfortunately been declining heavily over the period.Geely is therefore relying on Non-operating activities to reach the growth in ROCE. From a shareholder perspective is an increase in ROCE due to leverage not sustainable. However it must be noticed that it was only last year the increase in leverage was heavy, while the increase in asset turnover has been for longer. From a financial point of view it can be argued that taking up debt while it is cheap, since the interest rate is currently low, is in the long run better for the shareholders, if the alternative was to finance expansion with more expensive equity.What is critical is if Geely is strong enough to turnaround their adjusted profit margin to keep growing healthy. 3. 5 Cash Flow Analysis It is useful to construct a summary of cash inflows and outflows by major categories because we can evaluate a firm's sources and uses of cash from operating, investing and financing activities directly. Geely Automobile Holdings LimitedSummary of cash inflows and outflowsYear ended 31 Dec 200X| HK$'000| 2005| 2006| 2007| 2008| 2009| Total|Operating activities| (7636)| (31858)| (17747)| 550977 | 948805 | 1442541| Investing activities| 5064| (660806)| 247079 | (274542)| (1305946)| (1989151)| Financing activities| 9452| 704988 | 542943 | (148711)| 3966382 | 5075054| Increase( decrease) in cash| 6880| 12324 | 772275 | 127724 | 3609241 | 4528444| Year 2009 cash reinvestment ratio = (operating cashflow-Dividends) / (Gross plant assets+investment+other assets+wo rking capital) = (948,805- 59,500)/[103+(293,697+97,788)+4,185,892+3,311,622) = 11. 27%|The summary of cash flow chart shows that during fiscal year 2005~2007 Geely experienced negative operating cash flow. Besides that it has used cash to finance increase in inventory and receivables, the ‘Share of results of associates' turnaround profits before tax from a positive position to a reverse one as it contributes more than 100% negatively before 2008 to Geely's profit after tax. This may be due to its stage of growth since total capital expenditures by its operating associates amounts to approximately RMB1 billion, which are mainly funded by the operational cash flow generated by associates.The insufficient operating cashflow part is made up by financing activities through issuing debt and securities and borrowing from banks. From fiscal year 2008 Geely was able to begin generate positive operating cashflow . However, positive operating cashflow may due to the decrease in its wor king capital. The cash flow statement shows that payables decreased significantly after 2008, which raises doubt on a possibility that Geely delayed payments to suppliers until its operating cash flow before adjustment of working capital become healthier.The major cash outlay is investing activities, corresponding to its funding for the research and development of new vehicle models, new engines and gearboxes, the construction and expansion of plants. Concerning financing activities, one point should be mentioned here is that Geely borrows with its receivables as collateral, the inflow of cash is reported as a financing activity in the cash flow statement. The second doubt come up when comparing with income statement.Earnings are significantly exceeding operating cashflow, this may be an indication of aggressive accounting choices, such as recognizing revenues too soon or delaying the recognition of expenses. Take a look at the free cash flow statement. From free cash flow to equity (FCFE) we know the cash flow availabel for distribution to common shareholders is sufficient. Along with its satisfactory reinvestment ratio, Geely proves that it is taking care of investors. Geely automobile Holdings LimitedFree cash flow statementYear ended 31 Dec 200X| | HK$'000| 2006| 2007| 2008| 2009|Net income| 214149| 305767| 866053| 1319028| Depreciation| 1403| 2282| 141053| 364598| intereset expense| 32390| 35103| 60952| 107226| net capital expenditure| 99304. 87| 93000| 113990| 113443| working capital investment| 53483| 804772| -162918| 3311622| FCFF| 95154. 13| -554620| 1116986| -1634213| Net borrowing| 716000| 330000| 1061000| 4300000| FCFE| 584837 | 219253 | 1497987 | 5135362 | net capital expenditure = approximate expenditure in RMB* rate of exchange prevailing at the balance sheet date| 4. 0 SWOT analysis of Geely Automobile Strengths 1.Continuously Increasing Revenue Geely’s gross profit margin has continued to grow over the past few years due to successful c ompany expansion and increasing market shares. The total sales for various kinds of Geely vehicles has accumulated to over 800,000 since 2001, and the Geely trademark has been recognized as a well-known mark in China. It has established over 200 sales service bases overseas, and performed SKD/CKD assembly production and sales in Ukraine, Russia and Indonesia and other countries. 2. Emphasis on Research ; Development CapabilitiesBy the end of 2009, Geely owns a total of 1,600 technology patents. Geely has a professional research and development team, the staff number of which exceeds 1,400, representing 12% of the total staff of the Group With its extensive investment in research and development, the group’s R;D team is capable of launching four to five new models every year, reflecting its leading position in R;D and technology innovation capabilities in China’s automobile sector. 3. Acquisition of Volvo and Enhanced Green TechnologyNew energy-powered vehicle is the la test trend and it will be the future of the world’s auto industry. Ford and Volvo have already invested millions of dollars over the past decade in terms of new energy technology. Acquiring Volvo may enhance Geely’s technology in new energy-powered vehicle area, help Geely take a step forward in competing with other homegrown brands, and pave the way for Geely to enter the global auto market. Weaknesses 1. Accounts Receivables Worse than Industry average Geely’s average turnover ratio of accounts receivables from 2005 to 2009 is 1. 3, which is substantially lower than the industry average, 19. 47. Although the previous analysis has shown less possibilities of payment collection problem, a low accounts receivable turnover ratio still indicates that there is an opportunity cost of holding receivables for a longer period of time. 2. Image of Lower-end Brand Although Geely has a well-established sales network and growing competence in core technology, it is hard for Geely to alter its lower-end brand image, since its original target market is low cost vehicle.But branding is about value and perceived quality, so price alone can never facilitate a victory. Enhancing quality and ensuring that its cars are on par with the global leading brands are still a major challenge for Geely. 3. Less Advanced Technology Despite the vast amount of investment in research and development, capital and talents for automobile core technology are limited, and it is hard for Geely to compete with the advanced technology of foreign automobile manufacturers. 4. Unsatisfactory Sales in Export Markets Motor vehicles sales in most parts of the world market remains fragile.As a result, Geely exports business could continue to face major challenges given the fierce competition and the short history of operation in its major export markets. Opportunities 1. Continuous Growth of China Sedan Market China's passenger vehicle market ended last year with a 59 percent year-on-ye ar sales increase to surpass the United States as the world's largest auto market for the first year. According to estimate of Goldman Sachs Global ECS research report, growth in China car market will be remained for the next 10 years and the industry GDP growth will be 11. % in 2010 and 10% in 2011. Goldman Sachs Global ECS research teams forecasts that China will further boost its No. 1 position in the car market with sales reaching 30 million units per year by 2020. 2. Government Policy Support In the past few years, the focus of Chinese government policies for automobile industry is to boost sustainable growth in the economy with auto industry as one of its pillars and to support domestic participants and industry consolidation. Threats 1.Fierce Competition from both Domestic and Foreign Brand The huge profit potential of China car market brings about fierce competition among both local and foreign automobile manufacturers. In the luxury automobile market, foreign manufacturers are in leader position due to their sophisticated technology and high brand recognition. While in lower end automobile market, local brands are strong competitors. 2. Possibility of Overcapacity in China Auto Market Some industrial experts concern that China's market may one day face vercapacity problems. A report from the official news portal of China's eastern Zhejiang province showed that, based on the production plan of China's 12 major auto manufacturers for the next five years, China's auto production would reach 32. 5 million units in 2015, far exceeding the forecast of 22 million units in the blue book of China's automobile industry. If Overcapacity problems occur, serious overproduction capacity will lead to negative market competitiveness a loss in enterprise efficiency, factory stoppages and other problems. . 0 Analyses of management discussion and analyst’s opinion Appendix C summarizes some Analysts view of Geely. However, not all Analysts agree upon whether you should sell, hold or buy the stock. Several reasons are discussed in the respective reports; though all analysts agree that Geely is a healthy company with a stable revenue base, increasing volume and satisfactory margins. What analysts do not agree upon is whether Geely can maintain their growth potential and gain market share in both the domestic and export market.The penetration in the Chinese passenger car market is extremely low compared to USA and Europe (JP Morgan, 2010) and as the Chinese people are getting wealthier the market potential will increase the upcoming years. Loads of Automobile manufacturer will compete to gain market share and earn extraordinary profit. Credit Suisse and CIMB are representing the negative analysts who believe that domestic market competition will increase as the nearest competitors have invested heavily in the industry and developing of new brands (CIMB, 2010).Geely Management has not commented upon this in their report, but instead they emphas ize they have sufficient funds to cover investments and R&D expenses to facilitate their own growth. Additionally, Credit Suisse (2010) emphasize that every auto manufacturer in the Chinese market are currently investing in production facilities. Credit Suisse is therefore worried it will result in an oversupply and consequently make inventories to rice. To bring inventories down a price war on vehicles can arise. This will affect margins negatively.JP Morgan represents a positive analyst that strongly believe that the current acquisition of Volvo will result in synergy effects and a technology platform that no one else can imitate in the near future. Further JP Morgan is confident that the low penetration of vehicles in the domestic market will ensure future growth, and therefore recommends buying the stock. DBS, Deutche Bank and Yuanta are recommending holding the stock, since they believe there are too many uncertainties connected to Geely and the future. Especially they all emph asize the lack of a clear growth catalyst to outperform the market.Further, the acquisition of Volvo seems to have longer prospects before profiting than expected at first hand (CIMP, 2010). As expected Geely’s management discussion is very positive towards the future and leaves the shareholders with the impression of a highly growing company with a healthy economy and a clear defined strategy, although it is noticed that very little space is used to comment upon the current competition in the market. Instead Geely Management has chosen to focus at their new strategic platform and how they can develop brands and product lines into a competitive advantage (Geely, 2010).It can be interpreted as an indirectly method to cope with the market competition without discussing the situation in detail. Shareholders, however, must be aware of this matter when evaluating the business. Even though current revenue is increasing heavily one must consider how sustainable this growth rate is i n the future. It can be concluded that Geely Management are slightly taking a too positive approach towards the current market conditions, since these are not discussed in depth and analysts report emphasize different issues than Geely.This analysis facilitate that there are no universal answer to trading with stocks. We all wants to buy the stocks that are undervalued and sell the ones that are overvalued, and the answer you get depends on the method, forecast and strategic mindset of the analyst. Geely is without doubt a healthy company so the buy, held, sell decision lies within how you value the growth opportunities, how Geely can facilitate R&D and implement acquisitions and thereby benefit from synergies. 6. 0 RecommendationGeely have the recent years had an expansion strategy, and as a consequence a high level of investment. This has resulted in a higher leverage and that earnings significantly are exceeding cash flows. However this is also a natural picture of a company in a n expansion phase. It is found that Geely has satisfactory interest rate coverage even though leverage is increasing. Furthermore, accounts receivables is found worse than industry average, but good bank agreements make it easy for Geely to meet liquidity issues. Inventory turnover is also good, as the focus on SCM systems have proven its worth.This is moreover expressed in the increased asset turnover which partly is the driver behind the increasing ROCE. However it is important to note that the adjusted profit margin is declining. The overall performance shows increased revenue/earnings, but it is very difficult to determine the earnings quality since most of the rise is due to consolidation and acquisitions. The positive free cash flow and satisfactory reinvestment ratio shows that Geely are taking care of investors. SWOT analysis identifies possible business catalyst as R&D and the new acquisition of Volvo that could create synergy effect.It is our opinion that these business dr ivers are rather uncertain but is very likely to succeed and combined with Geelys current healthy financial situation; we are taking a positive approach towards Geely and recommends to buy the stock. 7. 0 Bibliography Geely Automile Holdings Annual report 2005-2009 Investment Reports: DBS (8. June2010) Hong Kong/ China Company Focus; Geely Automobiles Holding; DBS Vickers Securities; Analyst: Miu, Rachel Credit Suisse (12. July 2010) Asian Daily – Geely Auto; Credit Suisse Analysis; Analyst: HungBin Toh CIMB (28. Sep. 010) Geely Automiles Holding LTD; CIMB Reasearch; Analyst: Cheam, The Shen JP Morgan (26. Sep. 2010 ) Geely Automiles Holding LTD – Initiating Coverage, JP Morgan Asia Pacific Equity Research; Analyst: by Li, Frank Deutche Bank (26. Aug. 2010) Geely Automiles Holding LTD; Deutche Securities Asia LTD; Analyst: Ha, Vincent Yuanta (26. Aug. 2010) Geely Automiles Holding LTD; Yuata Research; Analyst: Wong, Johnny Websites: Reuters (http://www. reuters. com/fi nance/stocks/analyst? symbol=0175. HK) Appendix A: Restated income statement Appendix B: Restated Balance SheetAppendix C: Overview of Analysts opinion Source: Reuters (http://www. reuters. com/finance/stocks/analyst? symbol=0175. HK) ——————————————– [ 2 ]. Industry average figure reference: http:// www. stats. gov. cn [ 3 ]. Property, plant and equipment are depreciated on a straight-line basis at the following rates per [ 4 ]. Goldman Sachs, China: Automobiles, May 19, 2010 [ 5 ]. Business Monitor International, BMI China Auto’s Report 2010, November 2009 [ 6 ]. Global Times, China's Expanding Auto Production Triggers Overcapacity Concerns, July 19 2010

Henistbury Head

Henistbury Head is a headland on the coast of Bournemouth in England. It was made a SSSI (a site of special scientific interest) and contains an ancient Iron Age fortification and settlement called the Double Dykes. In this essay I will be explaining to you the problems that Henistbury Head encounters and the possible solutions. It attracts over 1 million visitors a year, who come to see the wide variety of exotic animals that come to Henistbury Head to breed, these exotic animals include: the Dartford Warbler, the Cetti's Warbler, the Song Thrush, the Skylark, the Kestrel, the Barn Owl, the Little Owl, the Otter, the Water Vole, Galloway Cattle, the Common Blue Butterfly, the Rabbit, Black- headed Gull and many more. Without this habitat to live in a lot of the local animals would die out because they rely on the woodland and grassland to live in and to find their food sources in. Also if this habitat were allowed to erode away the variety of plants that it harbours would all cease to exist in this area. Another point is the beach has a lot of beach houses along the coast, which each cost over i100,000 so it brings a lot of money to this particular area of Bournemouth. The Reasons why it was made an SSSI was because of its variety of wildlife that does not live in any other areas of this country and to allow it to erode away it would lose this status as the wildlife gradually ceases to exist. There are many methods of dealing with this case of erosion and the visitors and the residents all have different opinions on what should be done to save Henistbury Head. The residents in Bournemouth would like a sea wall built to protect their houses and to preserve the beach. This is a very costly method and the consequences of this would be that the noise and the damage from the construction workers could affect the wildlife and destroy the environment they were trying to protect. The visitors would like to leave the beach as it and to do this they would provide beach nourishment to the coast to prevent it from being eroded and spoiling it. The effects of this would be that the residents homes would be unprotected. The plants and wildlife live in a delicate environment and the effects of adding anything to the beach could be that it upsets the environmental balance and the plants and wildlife will be either reduced or will relocate themselves. The natural processes that Bournemouth council are trying to protect the Headland against is erosion and longshore drift. Erosion is where acid rain, bird droppings and the sea are eating away at the cliff and headland. The longshore drift on the west was protected against this by building a long groyne but this has trapped a lot of shingle and sand there leaving the east side of Henistbury Head vulnerable to erosion and longshore drift. The options that Bournemouth council have produced to prevent Henistbury Head from being eroded away are the following: Letting the headland erode away naturally and not waste any money (this will mean that the residents homes and the cost will be unprotected). The second option is to continue to nourish the beach with sand and shingle, by bringing them in from offshore (this is where you pump tonnes of shingle into the beaches,this will protect the coast but will not protect the headland and the residents homes). The third option is to build more gabions and groynes (gabions are cages filled with large rocks, these break the force of the waves and slow the movement of loose beach material, this is a very cost effective method and will protect the coast and the headland , groynes are long piles of rocks that stretch into the sea building this will protect the coast). The final option is to build a sea wall all the way along the beach at the east end of Henistbury Head (this is a long and thick concrete wall and it will protect the coast, the headland and the residents homes but it could cause the wildlife to leave Henistbury Head). The option that I would choose would be a compromise I would build gabions and groynes and I would continue to provide the beach with nourishment also I would shorten the length of the long groyne therefore allowing more shingle to flow freely. This would be a cost effective method as you do not have to pay a lot for these resources. The reasons I would use this instead of the other methods is because it will please both the residents and the visitors and would be very cheap to accomplice.

Compare the relationship and characters Essay

As Winston continues to write his diary, he begins to write it as though it were for O’Brien to read. Despite the fact that Winston has been having a relationship with a woman called Julia, he still feels the need to look toward O’Brien for approval of his ideas. When O’Brien invites him to his house, Winston begins to believe that in fact, O’Brien is a conspirator against the Party. Winston visits O’Brien and admits to being a â€Å"thought criminal†. O’Brien tells Winston that â€Å"The Brotherhood†, a shadowy organisation run by Emmanuel Goldstein that is working against â€Å"the Party†, does indeed exist. O’Brien is thorough and concise in his explanation. We see very subtle clues however, that O’Brien could be leading Winston into a trap. He is unsurprised to hear Winston repeat the quote from his dream â€Å"we shall meet again in the place where there is no darkness† and repeats it himself as though it were repetition of a previously held conversation â€Å"‘in the place where there is no darkness’ he said, as though he had recognised the allusion. † (Page 185) He also say’s earlier â€Å"we are the dead† (Page 183). This was something Winston had said earlier in the book that O’Brien couldn’t have heard unless he had been spying on him. Despite this Winston’s admiration grows for O’Brien to almost worship. Again this reinforces Winston’s weakness. Despite the fact that O’Brien could easily be a member of the thought Police attempting to entrap him, he is quite willing to admit to being a thought criminal. Even though O’Brien gave off a suggestion that he may have been spying on him, Winston suspicion is not aroused and in fact his admiration of O’Brien is increased. O’Brien seems to be everything Winston is not. Winston is neurotic, nervous and physically weak. He lacks the power to change the world he lives in and looks to others to take the initiative and lead him in his revolt against the system. O’Brien is so calm, cool and collected. He gives off an air of inner strength and power this is accentuated by his strong physical form. Despite this he also has a softer, kindly side to his nature. He seems to have all the answers to Winston’s questions and makes him feel safe â€Å"When you looked at O’Brien’s powerful shoulders and his blunt-featured face, so ugly yet so civilised, it was impossible to believe he could be defeated† (Page 183). Winston shows all the classic signs of looking toward O’Brien as a father figure. Later on after receiving â€Å"the book† from O’Brien, a piece that Documents the true state of the world and how to bring down the party, Winston is captured by â€Å"The Thought Police† He is taken to the â€Å"Ministry of Love† There are no windows and the lights are constantly on. Suddenly the statement â€Å"the place where there is no darkness† comes into focus. What had seemed like a positive analogy with the Darkness alluding to the unpleasant world of 1984 is turned on its head. What was really meant was that the place where there is no darkness is actually a jail, where the lights are never turned off. Winston still has a blind faith in O’Brien and futilely believes that O’Brien may try and save him. However, O’Brien and Winston are about to meet again, but their relationship is about to enter a new stage. When O’Brien appears at the door of his cell, Winston even now deludes himself into thinking that O’Brien has been captured. However he soon puts Winston straight indicating that he is Winston’s incarcerator and telling him â€Å"You knew this Winston† and adds â€Å"you have always known it† (both Page 251). After a series of beating that degrade Winston to a state of almost complete humiliation, O’Brien begins to interrogate him. O’Brien begins by breaking him down with a series of torture techniques and drugs. In one instance, O’Brien takes Winston’s symbolic stance that â€Å"Freedom is the Freedom to say 2 + 2 = 4† and through a series of Electrocutions makes Winston start to believe that 2 + 2 actually = 5. O’Brien tells Winston that by controlling memory and records, that â€Å"The Party† can dictate reality â€Å"who controls the past controls the future and who controls the future controls the past† (Page 260). O’Brien also tells Winston that they do not intend to punish him, but simply convert him to their ways of thought, before he is executed. O’Brien has undoubtedly become Winston’s tormentor, putting him through horrendous torture. He has broken Winston down and begins to undermine all of his free thinking ideas. O’Brien and Winston move toward a Teacher/Pupil relationship. Like a promising student Winston questions O’Brien’s beliefs, forcing him to justify them. Whilst O’Brien almost sees Winston as a proti gi e, trying to show Winston the error of his ways â€Å"He had the air of a Doctor, a Teacher, even a Priest, anxious to explain and persuade rather than punish. † O’Brien also displays an ability to read Winston’s mind. It may be that he has a telepathic power, but it could also be the scientific approach that O’Brien seems to take with everything he does. He is an expert in the subject of thought. I believe that he has studied Winston in immense detail over many years and can actually predict his thought patterns. O’Brien has already thought out their conversations in his head and predicted Winston’s responses. He is an experienced interrogator and probable member of the Thought Police. It is likely he is able to pick up from a person’s expressions and body language what they may be thinking. I also think that the link between them may have seen O’Brien take a special interest in Winston, maybe the same thought patterns had crossed O’Brien’s mind at some stage in his life. Eventually Winston is almost completely â€Å"cured†. However, he retains his love of Julia. O’Brien decides to expose him to his worst fear in Room 101. Winston wears a mask that allows rats to be released on his face. He has an immense fear of Rat’s and finally screams out for them to be released on Julia instead of him. Finally O’Brien has reached through into his soul and Winston is truly defeated. The book ends with Winston drinking coffee in a bar where Traitors live out their days before execution. Winston has abandoned all his ideas of free thought and rebellion. He realises that rather than hating Big Brother, he actually loves Big Brother. O’Brien and Winston’s relationship goes through several stages. It starts with Winston seeing O’Brien as a hope, somebody who might be having the same thoughts as him. Then he believes O’Brien will be the freedom fighter who will put an end to the totalitarian state the world has become. Finally he becomes Winston’s tormentor, inflicting pain on him in order to â€Å"cure† him of his â€Å"disease†. Through all this though O’Brien and Winston’s relationship maintains a theme. Winston looks up to O’Brien as somebody with immense Power, who can protect him and control his destiny. Even during torture when O’Brien is unseen Winston believes he is there, orchestrating the beatings and keeping him alive. He believes blindly throughout that O’Brien is his saviour. In the end perhaps O’Brien does become his saviour. Winston finally is released from the fear of Big Brother and detection for thought crime. He loves Big Brother and looks forward to his execution. In the end, despite the tragedy of his failure, Winston finally seems to be able to face his fate alone.

Chus experience in The Mural as an allegory Essay - 1

Chus experience in The Mural as an allegory - Essay Example This is very apparent in the Most Arrogant Man in France, whereby Petra Chu examines the various eras in the works of Gustave Courbet based in the way she uses the rhetorical language. During the 19th century, journalists, artists and writers from France endured suppression by the government. In salon Rhetoric, how The painter’s Studio gives an example of the art in time, conjuring up the trope, irony and allegory as a mechanism of freedom, sovereignty and censure (Chu 1-238). As Michael fried asserted that the progress within the French art was evidenced in the paintings, Chu on the other hand, looks at evolution in terms of social-political circumstances that are within the artwork. This is, to an extent in line with Nochlin and Rubin, however, in her research, Chu illustrates that the way Courbet uses the real allegory is as though it’s a device for emancipation. There have been different and numerous interpretations concerning courberts images but Chus perceive them differently. She says that most of Courbet’s artistic work merely purposed to produce a commodity in order to make a living out of it, but she viewed in a very different perspective. She continues to say, Courbet may have been pressured by life to produce various commodities in order to make a sell out of it without considering the image that the commodities displayed to the public. Chu cites one of the letters sent by Courbet to Thà ©ophile Gautier "if I am making art, or rather, if I am attempting to make it, it is first of all to make a living from it."(Chu 13). As we see, Courbet produced commodities after experiencing financial hardships without necessary being concerned the type of message that his commodities portrayed to the world. Chu perceives the pictures in a deeper angle than we can think off. For example, Chu illustrates Courbet may be deeply appealed by some subjects, for instance the fleshy nudes and the deep caverns. In such paintings and images, Chu sees the role of

Final Exam Essay Example | Topics and Well Written Essays - 500 words - 1

Final Exam - Essay Example Another very realistic story which everyone in class talked much about was, â€Å"One Friday Morning† written by Langston Huges, this story is about a teenage girl who attains success after her art talents are exhibited in a contest, but everything changes and people start treating her badly because she is a black girl. The subject matter of the story is that racism should not be the cause of discouraging people in achieving what they want, and every one should be treated equally irrespective of their class, creed or color. Another story which caught our interest in class and which we enjoyed reading was â€Å"Fish Cheeks† written by Amy Tan, it is about a Chinese girl who is in love with the son of an American minister, her mother invites the ministers family over for the Christmas eve but she feels ashamed of the way her family acts in front of them. The lesson we learnt from it was that everyone should be proud of their culture because everyone has their own cultural values. All these stories were different in their own manner but they taught all the students something important about life and people. Another really interesting assignment, which we got and interested us, the most was comparing two essays â€Å"Where are you going, where have you been & Fish Cheeks† with the movie â€Å"Stand by me†. Both of the essays and the book are about evolution between youth and adulthood, when one can try new things and is still able to blame his or her actions on immature scruples. Teenagers often get caught up in a stipulation of inquisitiveness where finding themselves becomes predictable. The dissimilarities between the two were that they were not about racism, and the movie is about four best friends who take an overnight hike through the woods near their town to find the body of a boy whos been missing for days, where as the essay Where are u going where have u been is about a

Human Resource Management Essay Example | Topics and Well Written Essays - 2000 words - 27

Human Resource Management - Essay Example It provides 8, 000 core products and its own-label sales account for half of total UK sales. In the financial year 2014, it boasted of  £43.6 billion revenue and  £2191m trading profit (Tesco PLC Annual Report 2014, 8). Its main purpose is â€Å"to make what matters better, together† (Tescoplc.com, 2015). This is achieved through commitment to its three main values: no one tries harder for customers, treat people the way they want to be treated and use our scale for good. It is headquartered in Hertfordshire, England under the slogan Every little helps and aims at providing cheaper prices, improved quality, stronger ranges and better services. However, it operates under harsh economic conditions especially as a result of the 2007 economic crisis and also a highly fragmented and competitive environment with its main competitors being Asda, Sainsbury, and Morrisons although small retailers like Aldi, Lidl and Waitrose are giving them tight competition in recent years (Anders on, 2015). Tesco has been undergoing a difficult time with stagnant sales, declining profits and in addition, a  £250m hole in profits leading to decline in its share prices. In the FY 2014, it experienced a revenue growth of 0.0% and sales growth of 0.5%. Its trading in UK declined by 3.6% whilst its employee retention rates dropped by 1% although they are still strong at 90% (Tesco Annual Report, 2014, 16). In light of this, it needs improvements on its training and development, reward strategy and employee relations. Training, learning and development are essential in any organisation wishing to have sustainable competitive advantage. Training provides and /or improves skills necessary for performance of job tasks whereas development is to enhance abilities of employee for greater long-term good of organisation. The purpose of training and development is to promote organisational performance (Uma, 2013, 137). Organisation learning is

The Social Constructivist or Interpretivist Lens Essay

The Social Constructivist or Interpretivist Lens - Essay Example Researchers have encountered problems on how to assess the latest trends in the field of Corporate Social Responsibility. It is also difficult to come up with a standardized way of measuring the impact of Business Performance in relation to Corporate Social Responsibility practices. The paper therefore seeks, via a qualitative approach, to assess the impact of CSR on business performance focusing on selected key indicators such as shareholder value, market share and business revenue. According to Creswell (2008), qualitative research questions assume two forms; a central question and associated question. The central question is broad and asks for the exploration of the concept of the study or the central phenomena while associated questions are based on the central one. The qualitative research questions for this study are: The study purposes to assess how CSR affect either business performance and via a qualitative approach present the existing trends used in measuring business performance. The paper also focuses on analyzing both the major and soft indicators of business performance. Some of the major ones include market value, shareholder value and organizational revenue while some of the soft indicators are customer and employee satisfaction. The study also purposes to establish the effectiveness of the approaches used in measuring the relation between CSR and business performance. The relationship between CSR and Business Performance will be analyzed through the interpretivist lens. The approach is favored as it allows an independent inquirer to examine available data, form and assess the impressions and reports the findings in a structured form. The approach also allows for in-depth interviews and the use of focus groups each method applicable dependent on data type required. The interpretivist approach is also favored since the research seeks to explore the relationship between

An inevitable task of being social Essay Example | Topics and Well Written Essays - 1000 words

An inevitable task of being social - Essay Example When I had to mingle and put up with these new people, I felt kind of exasperated. I knew it was something that I had to do, but I would rather have gone off with people that I knew and were familiar with. Due to these thoughts running through my head, I knew that I was a little less than friendly towards those that were trying to make acquaintances. Some of the people that I meet are a little too overenthusiastic, and it quickly becomes unbearable to spend more than enough time with them. This event sticks in my mind because I know that I did not make a good first impression with everyone and I still feel guilty about that. I am not comfortable with dealing with so many people at one given time, and I know that this showed during that specific moment. I did not feel too positive about the outcome of what took place; on the contrary, the events of the day kept coming back to mind, making me feel increasingly uncomfortable about the whole ordeal. Though this was in regards to how I ac ted, and not about the fact that I do not always like mass social situations. I always feel that there is one person too many, and it is that person that will test my nerves the most. After all had been said and poorly done, I took the time to fully consider the situation I had repeatedly put myself in that day. The bad aspects of the day had involved my negative attitude towards those that had taken to me with a more positive approach; my less-than-polite responses did very little to help how others viewed me.

Conversations about Modern Art Assignment Example | Topics and Well Written Essays - 1000 words

Conversations about Modern Art - Assignment Example The paper "Conversations about Modern Art" analyzes modern art, poetry and also "Starry night", the painting of Vincent van Gogh. The use of spiral lines in his painting also depicts a slow cool night in the small town. The orange illuminating color of the moon creates a picture of peace. The white colors of the stars also surround the little town creating a peaceful horizon. The swirling wave motion and curling nature of the moon also creates a cool horizon as can be seen in the painting. The slow motion movement of the trees surrounding the houses in the town also proves a peaceful environment. On the, stands a massive dark structure resembling a tall tree. Gogh brings this image out of seclusion from the rest of the town and shows stability in the town. Gogh in the painting represents a peaceful emotion. This is by use of stars and the fact that people are missing in the streets or in the town. By use of spiral and curly lines in his painting, various contrasts in colors also crea te a good balance of peace in the representation. The painting represents a good aspect of modernism. The age of the painting depicts an age where artists created modern artistic work moving away from neoclassicism. The picture of well-organized houses in a small town represents modernity. The church represented in the drawing at the centre of the houses also shows a modern way of life. The houses also show new forms of buildings a real difference from the ancient kind of buildings in that age.

With reference to theory and research, examine the view that women Essay

With reference to theory and research, examine the view that women need to demonstrate masculine qualities to succeed in organizations - Essay Example Women are always absent from top management levels simply because masculine transactional cultures act as obstacles to professional progress of the feminine gender. Apparently, masculine attitudes, cultural inclinations and organizational biases exclude women from occupying top professional levels (Francine 2010, p. 67). Basically, top professional within an organization like managing directors are traditionally expected to demonstrate traits such as decisiveness, aggressiveness, toughness, and intelligence. These traits are primarily associated with masculinity and not femininity; hence women are stereotypically viewed as being unable to act in ideal leadership manners (Gibling 2006, p. 03). In this regard, there is a popular view that women ought to demonstrate masculine attributes in order to proceed to top professional levels in organizations. Admittedly, traditional approaches like legislations and labor policies used to achieve gender equality in organizations have been instrumental in advancing the position of women within the corporate world. Unfortunately, these traditional approaches have fallen short of uplifting women past middle level management levels. Futility of legislations and labor policies in advancing women in the corporate world can be attributed to the organizational concept of glass ceiling (Gibling 2006, p. 04). In practical contexts, lack of female representation in boardrooms is an example of a glass ceiling that makes it hard for members of an organization to entertain the thoughts of working under female bosses. Also, family commitments and related reproductive issues act as barriers to advancement of women in workplaces. For example, women with the right academic and professional qualifications are eligible as candidates for top positions, but their ambitions and visions are cut short whenever th ey are forced to take maternity leaves and other family related commitments (Acker

Ethics and Morality Essay Example for Free

Ethics and Morality Essay Environmental ethics is the study of the moral relationship between human beings to the value and moral status of the environment and its inhabitants. It is morally wrong for human beings to destroy the natural environment and other resources in the planet. The future generation will require living in an environmentally hospitable, favorable and hygienic condition that is being determined by the present generation. These conditions wholly depend on the way we treat the environment today. If we take care of all components of the universe such as the air, the soils and forests and other resources the earth shall be a favorable and friendly place for the future generations (Nash 1989). Although the question of ethics and morality is very complex, it is always important to explore environmental issues from a diverse point of view since what may seem right to an individual may be very immoral and unethical to another. The issue of dumping toxic waste and other forms of hazardous waste need no debate due to the adverse effects of the toxic to the well being of plants and animals living within the affected region. It is for this reason that Alabama act to damp the waste was environmentally unethical since he only considered the completion of his work and ignored the fate of other inhabitants within the location where the dumping was taking place. The sentence though seemed harsh, but I would consider it very light considering the impacts of his action both in the present as well as in the future (Enger Smith 2002). Alabama Man Sentenced For Dumping Hazardous Waste Alabama decision to dump hazardous waste at the abandoned industrial sites draws mixed criticism from different philosophers. Although to the majority of the people Alabama’s decision to damp such toxic waste on an open region was wrong and showed disrespect to the environment as well as to the inhabitants currently living and those to live after. From an ethical perspective, Alabama’s decision was an ethical. Because he was not considerate on the wellbeing of the people and other inhabitants living within the region he chose to damp the toxic waste. From a moral point of view, may be Alabama perceived his action as correct since his newly discovered dump site had been abandoned and no one lived around. For this reason, he might have considered on the time and money he was bound to save by transporting the waste to a nearby site than to the far designated region (Enger Smith 2002). The fine set upon him was very fair considering the impacts both directly and indirectly the hazardous waste would cause to the environment, both to the present generation as well as to the future generation. The fine should be made harsher with steeper penalties for any unethical injustices done to the environment. According to the anthropocentric theory of moral responsibility regarding the environment, Alabama action was environmentally unethical because he considered the human interests only with the assumption that human beings are the only significant creatures and that the rest of the inhabitants such as the plants and animals are not significant and can be overlooked while making certain decisions regarding the environment. This line of thought is wrong because all the inhabitants of the earth are depended on each other and the destruction of one result to failure of another. In his critic Naturalist Philosopher Emerson, blames commerce for the environment injustices taking place. In his argument, man’s actions threaten to upset the balance between men and nature. Emerson disagrees with Alabama’s action which is financially driven in that he chose to locate a secret dump site for his toxic waste so as to clear with his assignment within a short period of time and save on the transport cost as well being paid for the completed assignment. Alabama’s decision is thus unethical, because he did not put into consideration all the components of the environment but chose to be driven by the moral urge to work within a short period of time and save on other costs he was bound to incur (Enger Smith 2002). The biocentrism theory towards the moral responsibility to the environment suggests that all forms life have a right to exist. According to some biocentrism animals are more valued than plants and greater responsibility is placed on them. According to Alabama, his responsibility to the environment had some biogenetic traits whereby his concern was more to people than the plants species that where being affected directly by the toxic and hazardous waste dumped at the industrial site. Henry David Thoreau in his naturalist campaign describes Alabama’s act as a â€Å"do not care altitude† whereby few people do not care for the things they need to protect but instead vandalizes them. According to John Muir, Alabama demonstrated a high level or irresponsibility and went against the ethics of divinity. He believes that the wilderness mirrors divinity, nourishes humanity and vivifies the spirit and by dumping the toxic waste in an authorized place threatened the existence of the wilderness. As philosopher Aldo Leopold describes in his thinking, no man will ever see the beauty of the wilderness such as the long grass prairie, the beautiful flowers that stirrups the fields if men in their unethical deeds as Alabama demonstrated continue destroying the fields through illegal dumping of wastes and other toxic substances whose effect is being felt by both plants and animals living within the region the dumping takes place (Enger Smith 2002). The ecocentrism approach to environmental responsibility maintains that the environment deserves direct moral consideration in whatever we do, although the environment is considered to be at moral par with humans. Aldo Leopold had advocated that land is the basic concept of ecology that is to be loved and respected but Alabama failed to demonstrate this love by dumping waste illegally, to him anything is ethically and morally right if it preserves the integrity and stability of the community otherwise it is wrong. According to Leopolds idea, the land is an object of moral concern that needs protection from everyone and all its inhabitants. He maintained that it is morally wrong to eliminate any species from the land with a simple reason of increasing the monetary value of any activity being undertaken knowingly. It is this very act Alabama went against by illegally dumping toxic in a designated area which posed serious threat to all the inhabitants within the region (Nash 1989). . Conclusion In conclusion, ethical issues concerning the environment can be viewed in various ways and at different levels depending on the prevailing priorities within the society, but this does not mean that the environment should be abused by few for their personal gain but must be the responsibility of everyone to take care of the environment for the sake of the future generations and its overall stability. References Enger, E. D Smith, B. F. (2002). Environmental Science: A study of Interrelationships. Tenth Edition. McGraw Hill Higher Education. Boston, MA (USA). Nash, R. (1989). The Rights of Nature: A History of Environmental Ethics, Madison, WI: University of Wisconsin Press.

Understanding Leadership Styles Essay Example for Free

Understanding Leadership Styles Essay 1.1 Describe the factors that will influence the choice of leadership styles or behaviours in workplace situations Introduction I work as a manager for Innovations which is a day-care facility for individuals with learning disabilities; the majority of the individuals who attend the resource centre I manage can be very challenging and have very complex needs and behaviours at times. It is my job to create intervention plans and work closely with care co-ordinators, other agencies such as safeguarding, Intense homes support services, and the behaviour team to put strategies in place to safeguard service users and staff. It is my job to identify strengths and weaknesses in team members and ensure they get relevant training to help them develop in their role or to give praise and build on skills helping them to gain recognition on their accomplishments and support them to gain promotions should this be their aim. As a manager I feel I need to be an example to others—either positive or negative. It is necessary for me to adopt characteristics from a variety of leadership styles based on the situation at hand. Regardless of the leadership activity needed, it is important to act with integrity, to set realistic goals, to communicate clearly and often, to encourage others, to recognize the successes of other team members, and to inspire them to provide the best of care. Hopefully my actions will be reflected by my staff in the care they give to our service users each day regardless of which style I practice. Management by walking about (MBWA) I use this style of leadership quite often in the workplace as this gives me the opportunity of observing team members interacting with our service users and evaluate the quality of care being delivered. It also lets staff know that I am interested in them and their work and lets them know that I am approachable. I ask about the work they are doing in a way that sounds interested not intrusive and try to discover what motivates them and whether or not staff and residents are satisfied. When I see a success I applaud it and thank them on the spot for doing well. Autocratic leadership This style of leadership is essential at times within the organisation I work for due to supporting vulnerable individuals and situations can arise which require fast responses i.e. emergency situations where a service user has had an accident or is putting others at risk by using challenging or aggressive behaviour, it could be that staff have tried every other resource they have and will then call the office for advice, I would then make the ultimate instant decision of what needs to be done. This style of leadership is only used when necessary as it does not promote trust, communication, or teamwork which is paramount in our service and it can alienate people and stifle flexibility and innovativeness. Democratic leadership I choose to use this style of leadership on a daily basis as the opinions of the team are always taken into account when finding effective solutions and protocols to effectively deal with the individuals we support. The team are the most important influence on these individuals as they work closely with them each day and know their behaviours, likes and dislikes and what could potentially trigger an undesirable situation to occur. Team member’s feedback daily to management and share any concerns and pass on all relevant information and ideas to enable others staff and management to deal with similar situations in the future and allow for interventions and protocols to be drawn up and put in place for all team member’s to follow and have a consistent approach. Staff also share ideas, concerns and issues during their monthly supervisions and staff meetings. All decision making is shared with staff and all critique and opinions of each member of the team are taken into acc ount which encourages group participation and allows every team member to feel more important than the actual problems they are encountering in their day to day role. Laissez-Faire Leadership Style This style would not work in my organisation as staff need the constant availability and advice from management to feel secure and to support when problems arise, we work with challenging individuals on a daily basis and  staff are not always confident when confronted with abuse both verbal and physical and need immediate interventions that only management are able to implement. we are bound by strict codes of practice and guidelines to follow in these situations both by the care standards act and the CQC (care quality commission) also our own organisational policies and procedures which are constantly updated, there is also annual training and courses and the need for constant feedback and communication on a daily basis to provide support to our staff and the best possible care and outcomes for the individuals we support, I liaise with crisis teams and care co-ordinators with the information and reports that I receive from staff to find suitable outcomes for any concerns or issues they have with the people they support making this style of leadership inappropriate for our organisation. 1.2 Explain why these leadership styles or behaviours are likely to have a positive or negative effect on individual and group behaviour. Autocratic leadership Factors that would influence me using this style of leadership (positive effect) I would use this style in an emergency situation.  When my staff arrived to pick up a particularly complex service user she was extremely agitated and throwing cups and other items at staff in her home, she then turned her attention to my staff verbally abusing them and threatening harm to them. As we were responsible for supporting her at this time one member of staff needed to stay at the service user’s home to support her as it was not deemed safe to continue with her on community based activities while she was showing such aggression. The staff member I was speaking to said she was concerned about staying with the service user as she informed me that she had now attacked her home staff and another service user who lived there and that the police had been called for assistance, I told the staff member that she was to follow her training and keep herself out of danger at all times, I told her to support the house staff as far as she could without putting herself in the line of fire and that the other members of staff needed to bring the other service user on the bus back to the unit and drop her off, they could then return and support. I told her she needed to record everything and report to me frequently so that I was kept up to date with the situation and make any  decisions as deemed necessary to the ongoing situation. I needed to be autocratic as decisions needed to made as a matter of urgency and there was no time for discussion with the staff involved. I would use this style when managing a new or untrained member or members of staff who does not know what tasks to perform or what procedures to follow. Due to staff holidays or sickness, my unit often uses groups of staff from other units who do not have experience and knowledge of the complex service users we support at Brantwood. This can be extremely difficult for me as a unit manager as I need them to be knowledgeable as I don’t always have enough of my own staff to mentor them on these occasions due to holiday and sickness. it is important that support plans are read and signed and that these staff are aware of all strategies and interventions that we use to overcome behaviours that could occur whilst supporting service users. This is necessary as this will prevent situations escalating. When staff arrive at the unit I brief them on the expectations of the unit and make sure that they are aware of the routine and procedures we follow on a daily basis, staff can quite often be sat reading files but chatting amongst themselves therefore not digesting the information in the files. I have no hesitation in these circumstances instructing staff to move to a quiet area and sit in different rooms where they are able to read without distraction and will emphasise the importance of having enough knowledge to support the service users to the standard required. The team members skills in this situation are low and they are novices with the service users they are going to support therefore need clear direction which will help them to learn and apply their skills in the correct way. If a member of staff challenged my position as a manager, I had a member of staff who was part of a team of three who were supporting a service user who needed 1-1 support and another who needed 2-1 support when in the community. I asked my deputy to request that they return to the unit and drop one member of staff off so they could take another staff member back to another unit, my deputy informed me that the staff member told her that she was not willing to do this as both service users needed an escort, I called the staff member in question and asked her what the problem was and why she was refusing to follow instructions from the deputy manager who was  her senior, she told me that in her opinion the instruction she received was wrong and believed that both service users needed an escort each and when they dropped the staff member of at another unit there would only be two staff left on the bus. I pointed out that they both needed an escort however they would still have an escort on the bus, I told the staff member that she was refusing to fulfil the requirements of her job role by supporting requests from her manager and that as a company we take this very seriously and that this would lead to an investigation. I also asked the member of staff to return to the unit as requested and that another member of staff would take her place, I advised her that she should read the service users files in the meantime and ensure that she understands the contents and the context in what is written, I pointed out that the service users need the full support of three staff when in the community not when travelling on the bus. I would not use this leadership style with a member of staff (negative effect) Who becomes tense, fearful, or resentful, a member of staff had not checked the contents of a service users medication box when they signed it out from their home despite being prompted by her colleague on the bus with her who later reported this. When the box arrived at the unit and another member of staff signed it out they checked the box and realised that the wrong medication was in the box, the medication was life saving and could of had serious results for the service user had it been needed in an emergency. When the staff member was asked if she had checked the box on the morning, she said she had when she clearly hadn’t. The staff member was visibly upset as she had not followed the correct procedures and then had subsequently lied to her colleague and to management. This had to be addressed but I knew that she was sensitive and possibly fearful of what action would be taken against her. However I had to address what had happened. I would normally call staff members into the office in this type of situation but when I had gone to the kitchen I found the staff member making a cup of tea and decided to ask her informally how this had happened, she broke down in tears and said she knew it was wrong and it was a person’s life she had put in danger. I told her not to get upset and that I was sure she had learnt a very valuable lesson from this however I stressed the seriousness of the  situation but offered her support. I felt that this lessened her anxiety by addressing the situation but in an informal manner and that had she been brought into the office it would of had a demoralising effect and be detrimental on her self confidence cause resentment and mistrust towards her work colleague who had reported the issue. Democratic leadership Factors that would influence me using this style of leadership I would use this type of leadership with highly skilled or experienced staff or when implementing new strategies and protocols and resolving individual or group problems. Each morning I speak to staff about ongoing issues with service users as staff rotate on a daily basis working with different service users. Staff who have worked with them previously share experiences, successes and failures when dealing with recent behaviours they have encountered with our service user’s passing on valuable strategies and techniques to their colleagues. If incidents occur staff complete incident reports which are then passed to our quality assurance manager who carries out reflection work which enables staff to offer suggestions of how things could have gone better, reflect on their practice and share ideas of how to prevent these incidents in the future. I also promote feedback with an open door policy, through staff supervisions and staff meetings where all staff are encouraged to share their experiences and how they have effectively dealt with situations. I then build strategies and interventions from the feedback from the staff that work with service users on a daily basis and incorporate this information into the care plans. Other factors include:- Keeping staff informed about matters that affect them. Enabling staff to share in decision making and problem solving. Providing opportunities for staff to develop a high sense of personal growth and job satisfaction. Dealing with a large or complex problem that requires a lot of input to solve Sharing changes or problems that affect staff. To encourage team building and participation. I would be influenced to not use this method when:- There is not enough time to get everyone’s input Mistakes are not an option. Staff and service user safety is a critical concern. As detailed in my autocratic leadership style above. Laissez-Faire Leadership Style I use this style with my senior staff who are very experienced in their role and know our service users very well as they are working front line with them. I allow them to use their initiative and make decisions when they are working with them but at the same time offer guidance and support when requested. This allows the seniors in the unit to take a pride in their work and the drive to do it successfully on their own and reach their goal. For example a new senior felt that the deputy manager was not relinquishing various duties as outlined in the senior job description i.e. allocating staff to service users each day, ensuring they had lists and money and ultimately are organised and on time for activities, this made the new senior feel that she was not trusted to do the job she had been promoted to do and not directly able to participate in decision making and prove her worth, leaving her feeling demoralised and unworthy of the job she had been promoted to do. I spoke to the deputy and explained how this would ease her own workload and build the confidence of the senior. I do use this style with my deputy manager at times for example when it comes to day to day decisions about the service users we manage as this is one of the principle parts of her job as is managing the staff in day to day activities and ensuring they are working to required standards, however when it comes to speaking to staff about bad practice she finds this very difficult and despite requests from myself to confront certain staff about bad practice or misconduct she is reluctant to do so and feels unsecure without my leadership, I therefore have to deal with such issues myself and at times take an autocratic approach with my deputy. AC 2.1 Assess own leadership behaviours and potential in the context of a particular leadership model and own organisation’s working practices and culture, using feedback from others The particular leadership model I have chosen to highlight in 2.1 is the autocratic style although this is the one style I would choose to use less if possible it is the one that causes the most contention, I have reflected briefly on other styles I prefer to use this is one that is necessary at times. In my organisation I work as unit manager in a day care setting for adults with learning disabilities. On a daily basis I have to use my leadership skills in order to manage the work and people in order to fulfil the company’s objectives and vision. In my opinion my leadership style for the most time is a democratic style, however at times my leadership style may have to adapt itself to the given situation. For example if a new employee has joined my team I would probably use a more supportive leadership style to help them learn and adapt. The company directors set the company culture in our unit. They use a very democratic and supportive leadership style which reflects how we work however at times a more autocratic leadership style is required. For example the company directors frequently monitor and controls individual and team performances, I have to do the same within my team. For example (A member of staff was sat with a group of elderly service users they were sat round a table and the staff member was sat with them, despite there being a planner in place for activities the staff member had not bothered to look at it and was sat with their mobile phone texting. I spoke to the staff member in my office and carried out a supervision so that the conversation would be documented and informed them they were not carrying out there outlined duties as an activities facilitator and not meeting the criteria of their job role. I informed them this was not acceptable and that apart from not interacting with and motivating th e service users they were breaking company policies by using their personal mobile phone without prior permission from management I informed the staff member I had no choice but to take it to an investigation meeting which could lead to disciplinary action). I always ensure that all staff understands my expectations up front so they are under no misunderstandings of what actions will be taken if the service we offer is compromised and staff are not performing to the required standard. I am consistent and fair and apply my expectations to all staff, however I make it clear that I want staff to feel that they are listened to and can bring their opinions to me and that they are heard no matter what the outcome. I  believe that as a manager it is important to be a master of not only one but all leadership styles and to know when to use them appropriately. Furthermore I use the following leadership style within my team. Creating and sharing a vision with the team, setting smart objectives, allocating tasks, allocating roles and responsibilities, monitoring performance, observation of individual team performances, giving constructive feedback and ideas for the development of skills where needed, in supervisions and staff meetings. The feedback from my team during their supervisions and staff meetings has suggested my leadership style is mostly democratic however there were certain elements of autocratic and supportive styles present. My team referred to the following leadership skills such as resolving conflict, facilitating discussion, motivating, encouraging, being approachable and listening, empowering and facilitating development. However they have also suggested that at times my leadership style is autocratic as I can be assertive, direct and quite blunt when they have not fulfilled the company’s or my expectations and directions and have not complied with company policies and procedures. I also assess my leadership through monthly supervisions and yearly appraisals with my director VA who I am directly responsible to, I take on board her feedback, an example of this is when I needed advice of how to address some concerns relating to a staff member not being able to carry out the work expected of h er. I found this awkward due to the fact that she was once my senior (deputy manager, when I started with the company, and I have since worked to gain a management position over her)Victoria and I discussed the options available to improve the staff member’s practice, and she offered to speak to the member of staff on my behalf, however Victoria felt that I had the relevant leadership skills to resolve this myself she said she would like me to understand my professional worth and be assertive in this situation. She felt that I was feeling a lack of empowerment and needed to all I could to address the balance and that this could only enhance my leadership skills. I addressed the issues with the staff member and told her it was constructive criticism I was offering and would give support to her whenever she felt she needed it. AC 2.2 Describe appropriate actions to enhance own leadership behaviour in the context of the particular leadership model Appropriate actions to enhance my own leadership behaviour in the context of the particular leadership model I chose in 2.1. Taking into consideration the chosen leadership style is autocratic there are several ways which I could enhance my leadership behaviour. One way would be to practice self-knowledge and self-awareness, these are both qualities required by any manager. In order to develop these qualities I must act upon constructive feedback I receive from internal or external environment. The feedback I attained from a number of sources including team members, other colleagues and line managers. I need to be observant and take into account my own actions and the impact it has on others. I need to be mindful of my own strengths and weaknesses and know when to ask for assistance and when I am good on my own. One of my strengths is I am serious about my work and my passions and keep my boundaries firm to maintain the integrity of my goals and the work I put into them, my weakness is I expect the same from others and can be disillusioned when this is not the case. I need to be willing to accept my failures and weaknesses and know that the key to success is not avoiding failure but learning from my mistakes and allowing others to do the same. I need to believe that making a mistake does not mean it is a mistake it gives people the opportunity to improve and grow. I need to enhance my communication skills and be able to clearly and specifically communicate my vision, goals, skills, intentions and expectations to others and strive to improve my verbal, nonverbal and listening skills without interrupting others as it can be too easy to jump in with an objection too quickly. It might be wise for me to find a role model I can learn from. It would have to be someone I respect highly and whose leadership I admire. If the role model agrees to mentor me, my leadership skills could greatly benefit. I have a great respect for my director VA and aspire to lead how she leads, she is just, fair and supportive and deals with subordinates in a manner that others find hard to challenge. She is very disciplined at work and I need to learn to apply this to my role and every area of my life, I feel  this is a character trait that will provide me with the enduring focus necessary for strong leadership.

A Study on Libya and its Education System

A Study on Libya and its Education System Libya is an Arabic country located in North Africa on the Southern coast of the Mediterranean Sea. The economy of Libya is highly dependant on oil as it has many reserves of oil. The total area of the country is approximately 1,759,540 square kilometres (i.e. 679.182 sq miles). It also has the longest coastline among the littoral states of the Mediterranean Sea with a length of approximately 1.955 km. Libya is surrounded by a number of countries: Egypt in the east, Sudan in the south-east, Chad and Niger in the south, Algeria in the west and Tunisia from the north-west, and it is a member state in a number of organizations, regional groups and international organizations such as the United Nations, the African Union, the Arab Maghreb Union, League of Arab States, Non- Aligned Movement, the Organization of the Islamic Conference and OPEC (Oxford Business Group, 2008; The Peoples Committee for Education, 2001). Libyas population is approximately 6,310,434 which is considered a small nu mber compared with the countrys area. This number also includes tens of thousands of non-citizens who migrated to the country in search of work opportunities, particularly after the discovery of oil and the attractive offers provided to foreign professionals, especially at the universities and higher education institutions (Hanley and Mayfield, 2001). 1.1.2 Education in Libya: The Libyan Government has embarked on a developmental program aiming to the expansion, upgrading and modernisation of its fundamental infrastructure, where education is of high priority (Hanley Mayfield, 2001). The Libyan secretary of education (2000) stresses that education, health and social services are the highest priority for Libyas infrastructure development programme. According to Hanley Mayfield (2001), The Gaddafi Development Foundation has taken the responsibility for developing education system and infrastructure in Libya, accordingly 5,000 existing schools and colleges directed to be modernised and enhanced. This enhancement requires various equipment and expertise at all levels to create model educational establishments for the future Libyan generation. In addition, their agenda will include the following points: Improvement of the curriculum in schools and universities including the scientific journals, periodicals and books. Opening the door for merging Libyans with the global community through many programs, such as providing a great number of young Libyans the opportunity to continue their studies abroad and to gain international qualifications. The initiation of an 18 month plan to provide one million computers to one million Libyan children. The initiation of a program to connect Libya with global educational community through broadband Internet. Every major hospital will become an educational hospital managed by an already established international hospital that will provide training of hospital management and process etc for the next five years with 20 hospitals currently targeted for this purpose. Initiation of one million companies for one million Libyans. To do this, our young entrepreneurs need to be trained and enabled to help them be successful in their new ventures. The establishment of e-government where registering a new company will not take more 30 minutes to complete. Opening the door for cooperation between local universities/educational interests and international educational interests through cooperative contracts and memorandum of understandings. Gaining funding for the educational development of Libya through donations, and various forms of foreign investment. Offering full scholarships to the top students in the country to 990 students for undergraduate and postgraduate studies. Most scholarships are in the medical and engineering field. The major countries considered are mainly the UK, North America (Canada and the USA), Malaysia, Egypt and Australia. In academic year 1975/76 the number of university students was estimated to be 13,418. Today, this number has increased to more than 200,000, with an extra 70,000 enrolled in the higher technical and vocational sector. The rapid increase in the number of students in the higher education sector has been mirrored by an increase in the number of institutions of higher education. Since 1975 the number of universities has grown from two to nine and after their introduction in 1980, the number of higher technical and vocational institutes currently stan From its inception the revolutionary regime placed great emphasis on education, continuing and expanding programs begun under the monarchy. By the 1980s, Libya had made progress, but the country still suffered from a lack of qualified teachers and enrolments in vocational and technical training lagged. Both of these shortcomings have resulted in a reliance on foreign-born professionals to fill teaching posts, technical positions in many sta te industries and service sector jobs in fields such as health care (Secretariat of Education, 2000). In 1980, to redress the balance, Libya enacted what was known as the New Educational Structure. School curriculums were restructured in favor of technical subjects and, in the humanities, Arabic language and Koranic education were particularly emphasized. The study of English from the seventh grade was also initiated. At the high school level the plan enabled the creation of specialized vocational and technical schools in addition to traditional academically oriented schools. The new structure also required the establishment of technical and vocational education at the tertiary level, which has led to the creation and strong growth in the number of higher technical and vocational institutions In March 2000, the General Peoples Committee for Education and Vocational Training was dissolved and all of its responsibilities transferred to the regional peoples committees (Secretariat of Education, 2000). 1.1.2.1 General education: According to the Economist (2009), most of the governments of the Arab countries are well aware that their university and school systems were and still doing badly, Arab governments including Libya have been struggling to improve their education infrastructure and facilities. In 1996, students were estimated to constitute 27% of the Libyan population, where the number of university students was 13,418, a considerable number of those students are immigrant learners who entered Libya with their families, or as employees and then joined the education institutions. Currently, the numbers of students in primary and secondary education are rapidly increasing driving the number of university students to exceed 200,000, in addition to about 70,000 who joined the technical and vocational sectors. The strategy to redress the balance which called the New Educational Structure, has been implemented in 1980, consequently, the schools curriculum was reformed in order to introduce and emphasize tec hnical subjects in addition to Arabic language and Qurans studies and humanities. The strategy intervention at the secondary education emphasised the launch of vocational and technical schools beside the traditional academic schools. This strategy also emphasised the initiation of technical and vocational institutions in different regions of the country which has contributed considerably to the development of these regions (Country Review 2006; and El-Hawat, 2003). The previous educational system in Libya was following a 6-3-3 pattern for the primary, technical and pre-university education (i.e. primary stage begins at age 6 and continues for six years, followed by three years of preparatory school and three in secondary school),while the current system follows 2 nursery, 9 basic education and 3 or 4 secondary education according to the specialisation (Clark, 2010). Eventually, successful candidates get General Secondary School certificates or alternatively, in the case of technical school a diploma. In addition, there is a training/vocational branch that follows the preparatory cycle and lasts for two or four years. Those who successfully pass with sufficient high marks can proceed into higher education that is provided by sixteen institutions, nine universities and seven advanced learning institutions (Al Gaamatti, 2005). Moreover, in our time, and according to Sophie (2009), the Libyan government is working on one of the biggest projects in the country. The government is embarking on the worlds largest university building programme for the purpose of motivating the next generation of education seekers to choose to study and work at inside Libya rather than travelling to other countries. Another reason for this project is to reduce the large number of intelligent Libyan students who have left the country in the last few decades in order to gain higher university degrees oversees. As part of this project, and in 2006, the Education Ministry created a five-year strategic plan running from 2008-13 to upgrade the countrys educational facilities and infrastructure. In addition in 2007, the Organisation for the Development of Administrative Centres, which is a state department that manages strategic infrastructure projects, declared its intention to build or enlarge 25 Libyan universities. New strategic joint venture and partnerships between a number of Libyan universities and well-recognized foreign universities were made in order to enhance education. For example, the partnership that was created between Sebha University in Libya and Edinburghs Heriot-Watt University in the UK, which offers high-level teaching and experience from its Institute of Petroleum Engineering. 1.1.2.2 Higher Education in Libya: As mentioned earlier in this report, and according to Sophie (2009), the rapidly growing numbers of students at all levels of education required an expansion in the numbers of education institutions, especially the higher education institutions. For example, the number of universities has increased from two universities in 1975 to nine in 2003, while, the number of higher technical and vocational institutes has reached 84 since their initiation in 1980. The first university initiated in Libya in 1951 after the countrys independence, in Benghazi. It had only one college of Arts and Education, until the Faculty of Science was established in Tripoli in 1957. The main objectives behind initiating universities at that time was not more than providing teachers of intermediate and secondary schools with training, and building the capacities of the government employees (Peoples Committee for Education, 2000). These colleges were followed by the initiation of the college of Economics and Commerce in 1957, followed by the College of Law in 1962, the College of Agriculture in 1966. By 1967, the Libyan higher education witnessed a significant expansion when the College of Advanced Technical Studies and the Higher College of Teachers Training. The expansion continued with the initiation of the College of Medicine in 1970, Al-Bayda Islamic University in, and with the flourish of oil production, the Faculty of Oil and Mining Engineering was founded 1972. The Libyan University was divided into two universities in 1973: Tripoli University and Benghazi University. Currently, these universities have been expanding and named El-Fateh University in Tripoli and Gar-Yunis University in Benghazi. But, since 1981 the number of universities has been increasing in order to serve the growing number of students enrolling in higher education, the universities were subject to new educational management policies and accordingly the number of universities increased to 13 in 1995. These successive expansions of higher education in Libya required the country to encourage the migration of skilled and intellectual people to migrate to Libya and join its education institutions (Al-Shapani, 2001). As such, higher education in Libya is offered in both public and private universities, as well as higher institutes, and since 2000 the peoples committees, have been responsible for the management of education in the Libyan regions, where the overall management of educational policies in the country is the responsibility of the General Peoples Committee (El-Hawat, 2003). Higher education in Libya is managed by the Higher Education Peoples Committee, while each university is managed by its own University Peoples Committee with a secretary assigned to manage the university and deans as head of faculties and departments, each head department is a member in the Peoples Committee of faculty, while the secretaries of the faculty peoples Committee are automatically members in the university Peoples Committee, where as there are Peoples Committees for the students established to manage the students affairs and activities (Secretariat of Education, 2000). Higher education institutes and unive rsity colleges were introduced by the private sector and local public administration (Shabiat), were the higher education policies in Libya permitted that in order to handle the growing number of students at the age of university, however, to the local public administration sponsors of these private higher education institutes were responsible to mobilise their financial resources from local community sources, while the government had no any obligations towards the private sector. As a result, more than five private universities were built by the local administration authorities during 1997-2000 (Al falugi, 2008). 1.2 The learners of immigration: 1.2.1 The global context: Migration all over the world has become a distinguished feature and characteristic of globalization (IOM, 2003). That flows of immigrants are in most cases a response in one hand to the low income offers and limited employment opportunities at the countries of origin, and on the other hand to better opportunities and attractive offers at the countries of destination (Kuptsch and Pang, 2006). Thus the process of migration is thought to have joint benefits for both the sending countries of the migrants and the receiving countries; these benefits include sharing the capacities of the innovative migrants and disseminating knowledge among nations, while on the other hand the financial contribution of those intellectual migrants to their countries of origin is no doubt a considerable contribution to the national income, however those migrants themselves and their children achieve further benefits when they settle in the country of destination and become part of its social and education sys tem, as such they become learners of immigration. These flows of immigrants have enforced the receiving countries to adjust their educational management regulations and laws from being restrictive and hindering to become flexible for the immigrants to integrate. (Kuptsch and Pang, 2006). These attempts of integrating the immigrants in the education systems of the receiving countries include some programmes designed by the receiving countries specially to facilitate the immigrant students in learning the language and become totally integrated in the society (Winzhen, 2000). Recently, immigration is best used by several countries to enhance various public and private sectors, to build the capacities of the local labour force, to share knowledge and experience, to learn from successful and best practices, and to produce new generations of intellectual and skilled citizens. However the trend of learners of immigration is prominent in several countries of the developed world, supported by the immigration schemes launched some developed countries for various political, economic, demographic and other reasons. Several countries have utilised their repute status in different aspects such as the rich economy, educational reputation, etc to attract the most intelligent people in the world, where the integration of their children in the educational system of the receiving countries is a big incentive and attractive offer, where the new trend in this regard is to utilise the incentives instead of affording easy procedures and limiting the restrictions (Kuptsch. an d Pang, 2006). In this regard, in 2002 Norway implemented a scheme which provided high skilled foreigners three months permit to stay as job seekers, so that they can enter Norway to seek for job, and whenever they have found job and decided to settle they may bring their families to settle with them and then join the education in Norway (Kuptsch and Pang, 2006). Among these schemes, the trend is more obvious in the United Kingdom, where its Programme of Highly Skilled Migrant launched in November 2006 witnessed a major amendment, so that a new point system was implemented to select those applicants of the most highly qualifications, who can contribute to the countrys national economy, this programmes has provided the highly skilled migrants permit to enter and seek job or establish their own business in a period of two years (HSMP, 2009). The highly skilled migrants system has also been adopted by Canada where it was significant to stimulate the highly skilled and talented in the developing countries to immigrate to Canada. Other developed countries have implemented similar different policies to encourage immigration, such as The United States and Australia. However, although the components of these systems and their procedures of implementation are different, they show sound success in attracting the most qualified people (Winzhen, 2000) an d in integrating their children in the education systems without being hindered by linguistic or cultural barriers. 1.2.2 The Libyan context: The term learners of immigration used in this study refers to the immigrants to Libya who then decide to study in the country. This include the children of immigration that then enter the school system, as well as the adults who move to Libya as migrants whether they are social migrants or economic migrants, and then may be work or may not be working. They then decide to enter University education as full time or part time students. No doubt it needs to understand the challenges that the educational system and the educational management may face when various people from various cultures join the same educational system. Educational managers who are involved in planning and development of managerial thoughts and knowledge production should be aware of such challenges and how to manage and organise through official channels in a framework that is a part of an existing system structures such as colleges and universities. These channels provide studies for academics and allow them to go for further research which seeks to achieve and acquire skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to link between the real local life options and intellectual work taking into consideration the dynamics of the corporate strategies that could facilitate the integration of the immigrant learners in the educatio n system (Gunter, 2003). In this trend of learners of immigration, Libya is not an exception; as such, the period of the oil boom in 1963 witnessed a significant augmentation in educational expenditure, and in the period between the seventies and eighties, the Department of Education in Libya stimulated skilled and intellectual migrants to come with their families and settle in the country through offering attractive contracts (Al gaamatti, 2005). In this regard, as suggested by The Libyan General Peoples Committee for Education (2005), The Libyan policy to stimulate intellectual migrants is supported by a number of pulling factors that is capable to stimulate professionals and talented migrants to enjoy comfortable life and settlement in Libya. These pulling factors which may distinguish Libya and encourage the intellectual migrants to prefer from other countries of the region may first include proximity of the Libyas location to Europe and the enormous opportunities there, alongside with the offered relati vely high income and competitive contracts, minimum to exempted taxes, simple procedures of visa and travel procedures, efficient network of telecommunication, high levels of security and safety for the migrants and their families, and low risk of racism and social discrimination as well as the easy integration in the education. The Libyan government implemented a policy in the early 1980s that encouraging intellectual immigrants and professionals from the region and from all over the world, so as to improve the capacities in different sectors of the government, with special consideration to the education sector which is believed to be the potential producer of intelligence and prosperity through the production of intensive knowledge and the achievement of an improved educational management. Beside the attractive offers provided to the intellectual immigrants, that policy aimed to ease the employment visa procedures for those who acquire the targeted skills and experiences. The policy of open doors implemented by Libya in the 1980s alongside with the oil boom at that period attracted vast investments to the country and large numbers of migrants stimulated to immigrate to the country by the employment opportunities created and the competitive offers afforded, and the education opportunities provided for them and their families. It is obvious that, the Libyan Government didnt adopt any of the aforementioned schemes, however the Libyan Ministry of Education and the Immigration Authorities implemented a policy in early 1980s to encourage foreigners to enter Libya and work in its different sectors, with special consideration to the education sector, this policy has a significant impact on the flows of immigrants attracted to Libya at that time, whereas these flows continued until the beginnings of this decade where the international political and economic embargo took place and the subsequent sanctions affected these flows and reduced its level (Al falugis, 2008). 1.3 Educational management 1.3.1 The concept of educational management: No doubt, management is an essential requirement for every human activity. It comprises the scientific research methods in all domains such as planning to achieve revenue with reliance on talent and intellectual creativity. Also, the concept of management is not different from the concept of control in terms of the general framework of the management process. But this difference can obviously be noticed in the application and practice. In the literature, there seems to be many definitions for management. For example, Druker (1974) described management as one of the most significant innovations of the 20th century, even though the roots of disciplines of management go back 150 years. Management is a multi-purpose function that aims to manage a business, manages managers and work. Management is also tasks, people and discipline. The field of educational management, according to Gunter (2002) and Bush (1995), is an area of study and practice that is mainly related to the operation of educational organizations and mainly concerned with the aims and objectives of education. These aims and objectives provide the crucial sense of direction to underpin the management of educational institutions (Bush, 2006). The field of educational management is also a term that is used to describe and understand intellectual work. This field of study was basically developed from what was known in the UK and internationally as Educational administration. Management of educational practice is as old as the human being. However, it has been growing gradually with the development of knowledge of human beings until it became a science in its own which has its theories and practice. In the past thirty years, however, the field of education management has grown rapidly in many countries especially in England and Wales, with members pos itioning themselves in all parts of the education system (Gunter, 2000). Elements of educational management may include but not limited to the following subjects: planning; management; coordination; routing; follow-up and calendar (Angus, 1994). In addition, education management focuses on a number of aspects such as: developing female talents in the field of educational management; understanding the purpose of competition; identifying the differences between leadership and management; thinking of what and how directors of education do; trying to understand the school as one way of educational management; and focusing on values and the basics of developing educational management. During the 1950s, there was no evidence for formal educational management structure; nevertheless, there were a president, deputy president and a secretary of mystery. This was the norm until 1956 when Burnham established the hierarchy of management and created all other managerial positions. It was believed that management includes the following aspects: understanding; empowerment; identification of what could be better and change (Gunter, 2002). Management was not identified as a science until the late 19th century. Bush (2003) stated that Educational management as a field of study and practice was derived from management principles first applied to industry and commerce, mainly in the United States. Theory development largely involved the application of industrial models to educational settings. As the subject became established as an academic discipline in its own right, its theorists and practitioners began to develop alternative models based on their observation of, and experie nce in, schools and colleges. By the twenty-first century the main theories of education management have either been developed in the educational context or have been adapted from industrial models to meet the specific requirements of schools and colleges (Bush, 2003). In addition, Bush (2003) classified the main theories of educational management and identified six major models: (formal, collegial, political, subjective, ambiguity and cultural) which have been subject to a degree of empirical verification in British education (Bush, 2003). Whereas, his classification may differ with other scholars views. However, his models remain significant in the literature of educational management. Moreover, Educational leadership and management has progressed from being a new field dependent upon ideas developed in other settings to become an established discipline with its own theories and significant empirical data testing their validity in education. This transition has been accompanied by lively argument about the extent to which education should be regarded as simply another field for the application of general principles of leadership and management or be seen as a separate discipline with its own body of knowledge (Bush, 2003). 1.4 Education management and learning diffusion In general, and according to Gunter (2003), any inquiry into learning diffusion and knowledge production requires interaction with, a description of, as well as understanding of the different people who receive the learning. Knowledge workers both use and produce knowledge creation and development of thoughts and knowledge could be managed and organised through official channels in a framework that is a part of an existing system structures such as colleges and universities to suit the diversity of cultural backgrounds among the learners. These channels provide studies for learners and allow them to go for further to achieve and acquire similar skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to integrate both the native learners and those who joined the education system recently taking into consideration the importance of implementing the dynamic appropriate strate gies. Many people focus on management before moving into higher education which looks for the forms of activity by reading a magazine or a book and then understanding what is happening. Then allowing new insights to open the way for alternative practices since the academic perception is concentrated on the ability to analyse and become creative before the ability to train (Gunter, 2003). Based on the abovementioned discussion, it can be concluded that: there is a need to consider the link between development and emerging phenomena; such as learners of immigration and educational management; evolving relationship between theory and analysis in the field of educational management; follow the management approach that takes into consideration the changing culture and emerging phenomena; what knowledge and skills those have the potential to be improved via migration; and the role of field experiences and views of academics on the effect of migration on the improvement of educational management. 1.5 Migration and educational management in Libya The interest in management has led to the expansion of educational management and the educational improvement in Libya (Al Jiar, 2007). Migration has a significant impact throughout the Libyan history, the origin of the term Libya which was used to describe the region of North Africa which is located between Egypt and Tunisia, was derived from the Libyan tribes Lebo that inhabited this region for thousands of years, emigrated from Crete, the Greek islands around the 8th century BC. The Greeks founded the major cities in Libya which were the most prosperous cities in Africa in that era. The main ethnic groups in Libya are the Arabs and Berbers, who make up about 97% of the population, the rest belong to various ethnicities. However, historical records indicate that Libya was inhabited by ancient tribes of the Phoenicians who migrated from the coast of the western Mediterranean. In the 5th century AD, Libya was concurred by the Vandals and then the Byzantines, while in the 6th century AD, Libya became a Muslim territory. In the 7th century AD, the capital city of Tripoli was occupied by the Spaniards and then the Knights of St. John and was then liberated by the Ottoman Turks. The significant and noticeable impact of migration on the Libyan education was evident during the beginning of the Ottoman Empire occupation to Libya in 1865 which updated and developed many aspects of life both at the headquarters and the rest of the Caliphate. Moreover, the Knowledge Act was promulgated in 1869, to be a regular approach in schools which relied mainly on charity contributions of parents for the purpose of educating their children; bearing in mind that the curricula used both Arabic and Turkish languages and the le ngth of study was only three years. Afterwards, the Italians occupied Libya, changing the medium of education from Arabic to Italian. On the other hand, there were the Quran schools initiated by the Arab migrants, which concentrated on the Arabic language and religious studies. This instability of education resulted in high levels of illiteracy in Libya (UNESCO, 2002). Although, no accurate estimates are available about the numbers of immigrant learners in Libya, however, it is known to be considerable number in different educational level (Al falugi, 2008). Thus this study will attempt to provide an estimation of those immigrant learners, and its focus will be on the universities and higher education. Nasser Nations University was established in to accept the foreign students especially from the African and Arab countries, and then in it was opened for the Libyan students as well. The University has a special office to supervise the universitys cultural program that is concerned with the Universitys relations with educational institutions and follow-up agreements with universities outside Libya. Cultural and scientific agreements were held with: 1. University of Nouakchott and the