Inter-Global Medicares Expansion Strategy Essay

Inter-Global Medicares Expansion Strategy - Essay Example Having good quality product and service packages would likely attract upper and middle class citizens in the market. These people can afford quality health care. In most cases in the developing countries, such people usually seek alternative opinion on medication from the developed countries. The U. S is one such destination for such patients. This puts into perspective the strategic position that the company would have in such markets. Having a health facility that will be able to offer these services within their countries will thus be a relief as it will save on the travel expenses besides the timeliness in cases of emergencies.The potential audiences for this business plan include potential financers such as monetary lending institutions and possible partners. All these have a common interest in the plan; its viability and the promise for returns. The plan must therefore prove beyond any reasonable doubt that it is achievable and practical. In proving these, it is common knowledg e that most African countries are underdeveloped. They lack the quality basic services such as health care. Despite the poverty levels in the continent, it is also evident that it has some of the world’s richest men. The firm is not setting foot in Africa to exploit the people there, but to assure quality for the money that every single client will opt to invest in own health.Inter- Global Medicare offers both services and product delivery. This thus divides its potential market into two.... All these have a common interest in the plan; its viability and the promise for returns. The plan must therefore prove beyond any reasonable doubt that it is achievable and practical. In proving these, it is common knowledge that most African countries are underdeveloped. They lack the quality basic services such as health care. Despite the poverty levels in the continent, it is also evident that it has some of the world’s richest men. The firm is not setting foot in Africa to exploit the people there, but to assure quality for the money that every single client will opt to invest in own health. Inter- Global Medicare offers both services and product delivery. This thus divides its potential market into two. The company runs both a private hospital and an all-inclusive pharmacy. The first market segment includes those who will seek medical services on the diagnosis and treatment of diseases. These will be the hospital’s clients. Offering both out and in-patient services , the hospital looks forward to having a very busy schedule. On the other hand, the hospital will run a pharmacy. This is a facility which will be developed within the premises of the hospital. This follows an understanding that there are some ailments in which self-medication is effective in controlling. At one time everyone uses such. However, in the purchase of these, the clients normally attach a lot of importance in the effectiveness of the drugs they buy (Tabbush, 2011). To ensure this, the facility plans to have drugs which are affordable availed to the customers at their convenience. This further widens the customer base because of the price disparity between

Comment The Five Minds of a Manager Essay Example for Free

Comment The Five Minds of a Manager Essay The Five Minds of a Manager the five aspects of the managerial mind—has proved not only powerful in the classroom but insightful in practice, as we hope to demonstrate in this article. We’ll first explain how we came up with the five managerial mind-sets, then we’ll discuss each in some depth before concluding with the case for interweaving the five. The Five Managerial Mind-Sets Jonathan Gosling is the director of the Centre for Leadership Studies at the University of Exeter in Exeter, England. Henry Mintzberg is the Cleghorn Professor of Management Studies at McGill University in Montreal and the author of the forthcoming book Managers Not MBAs from Berrett-Koehler. The International Federation of Red Cross and Red Crescent Societies, headquartered in Geneva, has a management development concern. It worries that it may be drifting too far toward a fast-action culture. It knows that it must act quickly in responding to disasters everywhere—earthquakes and wars, floods and famines—but it also sees the need to engage in the slower, more delicate task of building a capacity for action that is careful, thoughtful, and tailored to local conditions and needs. Many business organizations face a similar problem—they know how to execute, but they are not so adept at stepping back to reflect on their situations. Others face the opposite predicament: They get so mired in thinking about their problems that they can’t get things done fast enough. We all know bureaucracies that are great at planning and organizing but slow to respond to market forces, just as we’re all acquainted with the nimble companies that react to every stimulus, but sloppily, and have to be constantly fixing things. And then, of course, there are those that suffer from both afflictions—for example, firms whose marketing departments are absorbed with grand positioning statements while their sales forces chase every possible deal. Those two aspects establish the bounds of management: Everything that every effective manager does is sandwiched between action on the ground and reflection in the abstract. Action without reflection is thoughtless; reflection without action is passive. Every manager has to find a way to combine these two mindsets—to function at the point where reflective thinking meets practical doing. But action and reflection about what? One obvious answer is: about collaboration, about getting things done cooperatively with other people—in negotiations, for example, where a manager cannot act alone. Another answer is that action, reflection, and collaboration have to be rooted in a deep appreciation of reality harvard business review †¢ november 2003 in all its facets. We call this mind-set worldly, which the Oxford English Dictionary defines as â€Å"experienced in life, sophisticated, practical. † Finally, action, reflection, and collaboration, as well as worldliness, must subscribe to a certain rationality or logic; they rely on an analytic mind-set, too. So we have five sets of the managerial mind, five ways in which managers interpret and deal with the world around them. Each has a dominant subject, or target, of its own. For reflection, the subject is the self; there can be no insight without self-knowledge. Collaboration takes the subject beyond the self, into the manager’s network of relationships. Analysis goes a step beyond that, to the organization; organizations depend on the systematic decomposition of activities, and that’s what analysis is all about. Beyond the organization lies what we consider the subject of the worldly mind-set, namely context—the worlds around the organization. Finally, the action mind-set pulls everything together through the process of change—in self, relationships, organization, and context. The practice of managing, then, involves five perspectives, which correspond to the five modules of our program: †¢ Managing self: the reflective mind-set †¢ Managing organizations: the analytic mind-set †¢ Managing context: the worldly mind-set †¢ Managing relationships: the collaborative mind-set †¢ Managing change: the action mind-set If you are a manager, this is your world! Let us make clear several characteristics of this set of sets. First, we make no claim that our framework is either scientific or comprehensive. It simply has proved useful in our work with managers, including in our master’s program. (For more on the program, see the sidebar â€Å"Mind-Sets for Management Development. †) Second, we ask you to consider each of these managerial mind-sets as an attitude, a frame of mind that opens new vistas. Unless you get into a reflective frame of mind, for example, you cannot open yourself to new ideas. You might not even notice such ideas in the first place without a worldly frame of mind. And, of course, you cannot appreciate the buzz, the vistas, and the opportunities of actions unless you engage in them. Third, a word on our word â€Å"mind-sets. † We page 2 The Five Minds of a Manager do not use it to set any manager’s mind. All of us have had more than enough of that. Rather, we use the word in the spirit of a fortune one of us happened to pull out of a Chinese cookie recently: â€Å"Get your mind set. Confidence will lead you on. † We ask you to get your mind set around five key ideas. Then, not just confidence but coherence can lead you on. Think, too, of these mind-sets as mind-sights—perspectives. But be aware that, improperly used, they can also be mine sites. Too much of any of them—obsessive analyzing or compulsive collaborating, for instance—and the mind-set can blow up in your face. Managing Self: The Reflective Mind-Set Managers who are sent off to development courses these days often find themselves being welcomed to â€Å"boot camp. † This is no country club, they are warned; you’ll have to work hard. But this is wrongheaded. While managers certainly don’t need a country club atmosphere for development, neither do they need boot camp. Most managers we know already live boot camp every day. Besides, in real boot camps, soldiers learn to march and obey, not to stop and think. These days, what managers desperately need is to stop and think, to step back and reflect thoughtfully on their experiences. Indeed, in his book Rules for Radicals, Saul Alinsky makes the interesting point that events, or â€Å"happenings,† become experience only after they have been reflected upon thoughtfully: â€Å"Most people do not accumulate a body of experience. Most people go through life undergoing a series of happenings, which pass through their systems undigested. Happenings become experiences when they are digested, when they are reflected on, related to general patterns, and synthesized. † Unless the meaning is understood, managing is mindless. Hence we take reflection to be that space suspended between experience and explanation, where the mind makes the connections. Imagine yourself in a meeting when someone suddenly erupts with a personal rant. You’re tempted to ignore or dismiss the outburst—you’ve heard, after all, that the person is having problems at home. But why not use it to reflect on your own reaction—whether em- Mind-Sets for Management Development In 1996, when we founded the International Masters Program in Practicing Management with colleagues from around the world, we developed the managerial mind-sets as a new way to structure management education and development. Managers are sent to the IMPM by their companies, preferably in groups of four or five. They stay on the job, coming into our classrooms for five modules of two weeks each, one for each of the mindsets, over a period of 16 months. We open with a module on the reflective mind-set. The module is located at Lancaster University in the reflective atmosphere of northern England—the nearby hills and lakes inspire reflection on the purpose of life and work. Then it is on to McGill University in Montreal, where the grid-like regularity of the city reflects the energy and order of the analytic mind-set. The worldly mind-set on context comes alive at the Indian Institute of Management in Bangalore, where new technologies jostle ancient traditions on the crowded streets. Then comes the collabora- harvard business review †¢ november 2003 tive mind-set, hosted by faculty in Japan, where collaboration has been the key to managerial innovations, and Korea, where alliances and partnerships have become the basis for business growth. Last is the action mind-set module, located at Insead in France, where emerging trends from around the world convert into lessons for managerial action. So our locations not only teach the mindsets but also encourage the participating managers to live them. And so have we, in the very conception of the program. Our approach to management development is fundamentally reflective. We believe managers need to step back from the pressures of their jobs and reflect thoughtfully on their experiences. We as faculty members bring concepts; the participants bring experience. Learning occurs where these meet—in individual heads, small groups, and all together. Our 50-50 rule says that half the classroom time should be turned over to the participants, on their agendas. The program is fully collaborative all around. There is no lead school; much of the organizational responsibility is distributed. Likewise, the faculty’s relationship with the participants is collaborative. And faculty members work closely with the participating companies, which over the past eight years have included Alcan, BT, EDF Group and Gaz de France, Fujitsu, the International Red Cross Federation, LG, Lufthansa, Matsushita, Motorola, Royal Bank of Canada, and Zeneca. We think of our setting as being especially worldly, because the participating managers and faculty host their colleagues at home, in their own cultures, and are guests abroad. We also believe that the program’s reflective orientation allows us to probe into analysis more deeply than in regular education and work. Finally, our own purpose is action: We seek fundamental change in management education worldwide—to help change business schools into true schools of management. page 3 The Five Minds of a Manager These days, what managers desperately need is to stop and think—to step back and reflect thoughtfully on their experiences. barrassment, anger, or frustration—and so recognize some comparable feelings in yourself? Your own reaction now becomes a learning experience for you: You have opened a space for imagination, between your experience and your explanation. It can make all the difference. Organizations may not need â€Å"mirror people,† who see in everything only reflections of their own behavior. But neither do they need â€Å"window people,† who cannot see beyond the images in front of them. They need managers who see both ways—in a sense, ones who look out the window at dawn, to see through their own reflections to the awakening world outside. â€Å"Reflect† in Latin means to refold, which suggests that attention turns inward so that it can be turned outward. This means going beyond introspection. It means looking in so that you can better see out in order to perceive a familiar thing in a different way—a product as a service, maybe, or a customer as a partner. Does that not describe the thinking of the really successful managers, the Andy Groves of the world? Compare such people with the Messiers and Lays, who dazzle with great mergers and grand strategies before burning out their companies. Likewise, reflective managers are able to see behind in order to look ahead. Successful â€Å"visions† are not immaculately conceived; they are painted, stroke by stroke, out of the experiences of the past. Reflective managers, in other words, have a healthy respect for history—not just the grand history of deals and disasters but also the everyday history of all the little actions that make organizations work. Consider in this regard Kofi Annan’s deep personal understanding of the United Nations, a comprehension that has been the source of his ability to help move that complex body to a different and better place. You must appreciate the past if you wish to use the present to get to a better future.

Reading Nightmares :: essays papers

Reading Nightmares Reading nightmares exist at many different levels. There are nightmares at the national and state levels. There are nightmares within the field of reading education, and with teachers across all subject areas. This is a key point in the article â€Å"Exploring reading nightmares of middles and secondary school teachers† by William P. Bintz. At the national and state levels, research indicates that students experience a declining interest and slowing development in reading from the seventh grade on (Farr, Fay, Myers , & Ginsberg, 1987). They â€Å"demonstrate gains in reading during the early years, these gains seem to taper off in the middle and upper grades, and decline during the high school years.† (Chall 4) Many studies give strength to this argument that reading nightmares occur nationally. They show that students have difficulty with tasks requiring interpretations of what they read, that students do little, if any, reading in school and for homework, and that there is a decline in reading skills amongst 12th graders. (Bintz 13). Goodland (1984) believes that this problem may exist because of the relationship between time spent on reading instruction and the decline in reading abilities. He points out that â€Å"reading occupies only approximately 6% of class time in elementary school, 3% in junior High school, and 2% in senior high school. â€Å" (p 106-107). It is noted that 8th grade students watch TV, on average, almost 22 hours per week. They read for less than 2. (Humphrey 23). Reading instruction, as a field of study, is also ripe with nightmares. Too often, educators make assumptions about reading and its’ instruction. These include â€Å"(a) Reading instruction is primarily, if not exclusively, the role of elementary, not middle and secondary school teachers; and (b) reading is an isolated skill; once mastered in the elementary grades students require no further instruction.† (Bintz 14) As Burnett is keen to show, these attitudes are changing, but slowly. Teachers on the secondary level are still hesitant to get involved in reading instruction. They see themselves as teachers of content. But, perhaps, as Summers states, maybe the content area teachers are hesitant because they, along with many language arts teachers, aren’t properly trained to provide reading instruction. Regardless of content area, all teachers are seeing the same nightmares.

Books and e-books Essay

Some people believe that printed books are no longer necessary in this digital era, as all writings can be stored electronically. Others think print books till play important role. Discuss both views and give your opinion.  In the past few years, e-books have been sold or downloaded for free in large numbers on the internet. These books and e-readers are challenging convention reading habits making the sales of traditional books decreased. But it still needs much consideration before eliminating altogether the need for printed books. There is no doubt that e-books are able to offer huge amount of information with feather like weight. Readers do not have to face the difficult choice of which book should be taken with on vacation, as one single e-reader like kindle or Nook would hold all the books you might want to read on the trip with no extra space in suitcase being wasted. E-books are also strong contenders when it comes to pricing. Because they are delivered in digital format, a part of the overhead including printing, storing and distribution can be avoided. And many classic books are free online, which is a boon to readers who only need a partly review or reference from those books. However, we cannot ignore a fact that the popularity of digital books can be a bit daunting for many readers who are used to going to the local book store, browsing the aisles and perhaps reading any chapter before purchasing. Or, there still are some senior readers who are reluctant to buy and learn to use an e-reader instead of holding a real book and making note wherever they want. Then when we talk about personal book collections, electronic ones can hardly be involved. Privately owned printed books can typically be displayed neatly as part of the household collection. These books may build up a reader’s spirit world and be good company as having friends being around. The bottom line is that both printed books and e-books have something to offer. We cannot simply eliminate the use of any single format because they are needed in different situation by various kinds of readers. They are all  making life better.

Stolen Valor Act

Why can't we try to deter willful misrepresentations of fact by a modest fine, at least, if they create direct harm to others? Lies to those evaluating your credentials may do direct harm to others. If one lies to gain a job, something which seems to happen with increasing frequency, isn’t it a direct harm to others? Or, how about false representing as having received any credentials for something? The Stolen Valor Act of 2005, signed into law by President George W. Bush on December 20, 2006,[1] was a U. S. law that broadened the provisions of previous U. S. aw addressing the unauthorized wear, manufacture, or sale of any military decorations and medals. The law made it a federal misdemeanor to falsely represent oneself as having received any U. S. military decoration or medal. If convicted, defendants might have been imprisoned for up to six months, unless the decoration lied about is the Medal of Honor, in which case imprisonment could have been up to one year (Wikipedia). I personally don’t have any family members in the military, but I know friends who are in the military and I know they would be highly offended if someone falsely represented themselves to be a member of the military.Those men and women who serve our country risk their lives and have put work into whatever credentials they have earned and it is a great disrespect for anyone to falsely give oneself credit for something they have not earned. The purpose of the Act was to strengthen the provisions of federal law by broadening its scope and strengthening penalties. Specific new provisions in the Act included: †¢granting more authority to federal law enforcement officers; †¢broadening the law to cover false claims whereas previously an overt act had to be committed; †¢covering the mailing and shipping of medals; and protecting the reputation and meaning of military heroism medals. The Act made it illegal for unauthorized persons to wear, buy, sell, barter, trade, or manufacture â€Å"any decoration or medal authorized by Congress for the armed forces of the United States, or any of the service medals or badges awarded to the members of such forces. † In the 18 months after the act was enacted, the Chicago Tribune estimated there were twenty prosecutions. The number increased as awareness of the law spread (Wikipedia).The number of prosecutions continued to increase. Therefore, it was very clear that this was a tremendous issue and that the Stolen Valor Act was serving its purpose. Unfortunately, the majority disagreed saying that there is no proof that lying about medals degrades the value and honor of those who have actually earned those medals. Who could possibly agree to this? Well, government lawyers argued that lies about military medals are false statements that have no value and hence no first Amendment protection.On Thursday September 13, 2012, the U. S. House of Representatives passed a new version of the Stolen Valor Act. The f irst version of the Stolen Valor Act was struck down by the Supreme Court as a violation of the First Amendment. The bill focuses not on people who lie about having medals they didn't earn, but on any profits they make from lying about the medals, which is essentially criminal fraud. Rep. Joe Heck (R-Nevada) sponsored the new bill. His office issued a release saying the bill passed by a vote of 410-3.Heck said in a floor speech that the bill would survive judicial review because it resolves the â€Å"constitutional issues by clearly defining that the objective of the law is to target and punish those who misrepresent the alleged service with the intent of profiting personally or financially. † The bill targets those who falsely claim to have earned certain major military decorations, including the Medal of Honor, Distinguished Service Cross, Navy Cross, Air Force Cross, Silver Star, Purple Heart or a medal signifying you served in combat (CNNPolitics).In 2007, there was a cas e against a man named Xavier Alvarez who was an elected member of the Three Valleys Municipal Water District Board in Pomona, California. Alvarez said at a public water district board meeting that he was a retired Marine, had been â€Å"wounded many times,† and had been â€Å"awarded the Congressional Medal of Honor† in 1987(NBCNews). However, he never served in the United States armed forces. Alvarez argued that his false statements were protected by the first Amendment right of free speech.Regardless, of his freedom of speech or anyone’s, no one should be giving the right to lie about something so serious especially, if it dishonors the men and women who serve for us and our country. I believe that there should be a law protecting military members against people like Alvarez. Unfortunately, the majority opinion by Justice Anthony Kennedy said, â€Å"The remedy for speech that is false is speech that is true. This is the ordinary course in a free society. He a lso quoted from the famous dissent by Justice Oliver Wendell Holmes in the 1919 Abrams decision: â€Å"The best test of truth is the power of the thought to get itself accepted in the competition of the market. Some false statements are inevitable if there is to be an open and vigorous expression of views in public and private conversation, expression the First Amendment seeks to guarantee† (NBCNews). Kennedy might have a point, but I strongly disagree and believe it is unethical period.Moreover, the government shouldn’t allow anyone to make false statements of any kind if it disrespects their country and their people. This act has definitely been a long debate for some of us with reasoned arguments on both sides. In my view it’s unethical and it should have not been struck down by the Supreme Court. Yes, we live in a country with freedom of speech, but this has abused such privilege. So why not punish someone when they’ve abused such privilege?

Terrorism in the Modern world essays

Terrorism in the Modern world essays Terrorism. It is a word that strikes fear into many. Terrorism has been around since the beginning of time, and has caused empires to rise, fall, and allowed people to gain power. Terrorism is a growing problem in this unstable world. A simple act of terrorism can cause tensions to break between two countries, as seen with Israel and Palestine's conflicts due to religious beliefs and territory disputes. Among the various potential threats are wars with neighboring countries, missile attacks on cites, biological and chemical terrorism, suicide bombings, and hostage taking. In an April 1999 survey the most feared terrorism was bombings on US soil. (Cole, 1) There are many ways to combat terrorism. First, would be an international team that is always on call to respond to terrorist threats, and retrieve hostages with minimal loss of life. The second is gun control, which would limit the weapons accessed by potential terrorists. The last thing is to recognize terrorist organizations befo re they have a chance to attack. Terrorism has been around since the days of ancient Egypt. People have been killing leaders of countries to try and overthrow the government, and for the past one hundred and twenty years terrorists have had new weapons of mass destruction, such as bombs. Many political figures in the past were assassinated: King Tut in Egypt, who was poisoned and hit in the back of the head by a political rival, the members of the Roman Senate and Brutus, his best friend, killed Caesar. John Wilkes Booth, a southerner who was angry about the way the Civil War turned out assassinated Abraham Lincoln; and Lee Harvey Oswald killed John F. Kennedy. But terrorism in revealing itself in new forms in this modern world, such as massacres, hijackings, attacks on U.S troops, and hostage taking. But there is a difference between a criminal and a terrorist. A criminal is after money or drugs, while a terrorist is after the long-term disruption of ...

Period Goes Inside Quotation Marks

Period Goes Inside Quotation Marks Period Goes Inside Quotation Marks Period Goes Inside Quotation Marks By Maeve Maddox Derrick Grant writes: Ive always been perplexed on whether the period goes inside the quotations or outside, when the sentence is not quoting someone. For example: They didnt describe it as a budget cut, they called it streamlining services. Does the period go inside the quote or outside? Ive seen it, in professional publications, done both ways, leading me to think that both are correct; however, I have the ALWAYS put a period INSIDE the quotes statement burned into my head from my old English high school teacher. If both methods are correct, Im inclined to think putting it outside the quotes, in the above example, looks more appropriate. Thoughts? The two most popular U.S. authorities agree with Derricks high school English teacher. AP Style book: Periods always go inside quotation marks. p 361 Chicago Manual of Style: Periods and commas precede closing quotation marks, whether double or single. This is a traditional style, in use well before the first edition of this manual (1906) Section 6:8 The CMS goes on to describe exceptions for textual studies and British usage, but for practical purposes, writers of American English can go with the ALWAYS put a period INSIDE the quotes mantra. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Bare or Bear With Me?15 Words for Household Rooms, and Their SynonymsEbook, eBook, ebook or e-book?