Family Business Succession Research Paper Example | Topics and Well Written Essays - 1750 words

Family Business Succession - Research Paper Example Family business succession has become one of the critical issues in the modern family organizations. This is more so in terms of leadership and the management of the firms. In most cases, conflicts arise among the stakeholders on who is supposed to take the leadership in case the leadership positions remain vacant due to various causes. It can also lead to intergenerational conflicts which can also be very critical the existence of an organization. This may affect the overall performance and to some extent the existence of an organization. There are various factors that determine the succession of business from one family member to another. It is important to note that there is a significant difference between intra-family succession and transitions between family and non-family members (Handler 298). As already noted, family business represents the largest fraction of the global economy. Therefore, they are essential to the well being of the global economy. Poor succession in family businesses can therefore adversely affect the performance of an organization. Many countries like Europe have come up with various measures to make enterprises aware of the importance of having a thorough planning of the succession process in a timely fashion. This is in an effort to rescue family organizations from falling. ... It is important to note that children will not be automatically willing to be part of the family business. In some cases, children who have grown up in a business may become bored and therefore may not be willing to be successors (ABC Business Consulting par 7). This is one of the reason why there is a need to have a next generation preparation on order to promote the performance of an organization. They may also take the business without seriousness, the fact that may dip an organization to failure. In order to come up with a top performing generation in a family business, it is necessary to have the young members of the family do simple tasks within the business on part time basis. This will provide them with insights to the business. It will also help the young generation to understand the business from the bottom up and also gaining a strong work ethic (Lansberg 76). Early age involvement in business activities will also encourage the young generation to pursue higher education i n order to take leadership positions in the future. In preparation for the future generation, it is also necessary to take a family member to work in an outside organization. This will help in broadening training and background. By working in the family business and later working in an outside organization, a family member will be satisfactorily justified to take leadership positions in a family business upon coming back. There are several factors that must be taken into consideration when preparing for the future generation to join a family business. To begin with, it is highly recommended to have a family member work for another organization before being given a

Urbanization and Human Influence Essay -- Environmental Geology Essays

Urbanization and Human Influence It is estimated that by the year 2000, half the world population will live in urban environments (Porter and Brown, 1996). The US Bureau of the Census defines an area as being urbanized if a central city and its closely settled surrounding territory are of a certain size with 50,000 people and density of at least 1,000 people per square mile (Knox, 1994). A component of the definition denotes that human influence is a main aspect of urbanized areas in the process of urbanization. Unfortunately in order to create an urbanized area, a natural environment must be destroyed. Urbanization and human activity within an urban system produces many destructive and irreversible effects on natural environments such as climate change, air pollution, sediment and soil erosion, increased flooding magnitude, and loss of habitat. Cities in an urban environment change the local climate dramatically. Temperatures are always warmer in the city than it is in the surrounding areas creating a sort of "heat-island" (Harms, 1994). In a city, the sun’s energy is not used in the same way as in open landscapes with vegetation and trees. Concrete, stone, asphalt, and roofs tend to act as solar collectors and emit and absorb heat. The burning of fossil fuels also emit greenhouse gases like carbon dioxide that heat up the atmosphere around the source and usually the source is within urban environments. Cities also tend to be cloudier, rainier, and less humid than their surrounding areas. Cities are 10 percent rainier and 10 percent cloudier and have a 25 percent lower average wind speed, 30 percent more summer fog, and 100 percent more winter fog than nonurban areas (Keller, 1996). Average relative humidity is six percent... ...an up and rebuild cities in balance with nature (Merrifield and Swyngedouw, 1997) rather than destroy natural environments. With more and more people living and moving to cities, the problem will extend beyond existing boundaries and result in more damage to the natural environment. The effects of urbanization on the environment are permanent and extensive and urban policy must change in order to save what is left in the natural world. Literature Cited Harms, Valerie. 1994. The National Audubon Society: Almanac of the Environment. G.P. Putnam’s Sons: New York Keller, Edward A. 1996. Environmental Geology. Prentice Hall: Upper Saddle River. Merrifield, Andy and Erik Swygedouw. 1997. The Urbanization of Injustice. New York University Press: New York. Porter, Gareth and Janet Welsh Brown. 1996. Global Environmental Politics. Westview Press: Boulder.

Assessment of Vulnerability and Adaption to Climate Change

ASSESSMENT OF THE VULNERABILITY AND ADAPTION TO CLIMATE CHANGEQUESTIONNAIRE No.INTERVIEWEE NAMEINTERVIEWED DATE____/____/2014Part A: Family Information 1. Name of interviewee: ____________________________________________________Male ___ Female____ 2. Relation to the family held: ____________________________________ Telephone: ____________________ 3. Religion a. Islam _______ b. Christian__________ c. Others _______ 4. Name of small town: 1. Kipini _______________ 2. Ozi ___________________ 3. Kilelengwani ____________ Part B: Composition OF HOUSEHOLD AND HUMAN CAPITALFamily memberPresently present ( P/A )Gender ( M/F )Age ( old ages )Marital position ( 1. Married 2. Unmarried 3. OthersEducation degree 0 – none 1. Primary 2. Secondary 3. High school 4. Certificate/Diploma 5. Bachelor 6. MaestroCondition of wellnessTechnical accomplishmentsNumber of yearss in the past 12 months unable to transport out support activitiesNameNumberPart C. PHYSICAL AND NATURAL CAPITALName of Rhizophora mangle related physical capitalMeasureValue at market monetary valueObservations/ notesPart B. ( PRODUCTION ACTIVITIES ) OF YOUR FAMILY ( KEY NATURAL RESOURCE DEPENDENT LIVELIHOOD ACTIVITIES ) 1. What is your family’s chief beginning of income? ( What is your family’s cardinal support? ) — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — – — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — – 2. Could you delight name the other beginnings of income, in order of importance?Livelihood/jobWhereRating3. Calendar of support activities:Support activitiesJanFebMarAprMayJunJulAugSeptOctNovDec4. Please rate the importance ( value ) of natural resources ( Rhizophora mangles ) in to your support and day-to-day life:Natural resourceImportance5. Changes ( e.g. , Total country, location and quality ) of natural resources that relate to your support from 2000 up to nowNatural resourceChanges in 2000 – 2011AreaLocationQuality6. Make your family own a house? 1. Yes 2. No 7. If yes, what is the current market value ( Kshs ) _________ 8. How many roomw does the house have _______________ Family ACTIVITIES AND ASSOCIATED FINANCIAL CAPITALFamily memberBeginning of incomeEstimate of clip invested ( days/ twelvemonth )Estimate of income degree ( Kshs/yr )1.2.FisheriesAgribusinessAgricultural labourerCattle/ domestic fowl rise upingBusinessOccupationSelling firewood3. OthersInterest from deposited moneyInterest from money loaningRentSocial security benefitsOthers ( relations, contribution )OtherSocial capital C. NATURAL HAZARD RISKS, HUMAN IMPACTS AND RESPONSE 10. Make you retrieve, in the past 10 old ages, that your local community experienced any natural jeopardies or unusual conditions conditions ( delight grade X on the months that it happened ) ?JanFebMarAprMayJunJulAugSeptOctNovDecHigh temperature ( warm )DroughtsFloodTidal inundationLow temperature ( cold )Other unusual jeopardies11. Compared to the past 10 old ages, how have the usual conditions conditions changed?JanFebMarAprMayJunJulAugSeptOctNovDecHigh temperature ( warm )DroughtsFloodTidal inundationLow temperature ( cold )Other unusual jeopardies12. In the past 10 old ages, did your community experience any troubles ensuing from authorities ordinances on land/crops/hydro-construction or were there any self-generated activities of local occupants that affected the area’s support ( please list in the tabular array below ) ?Factors/ causesLivelihood/agricultural production theoretical accountDamage13. Loss in production and day-to-day life due to unusual conditions conditi ons in the past 10 old ages,JanFebMarAprMayJunJulAugSeptOctNovDecPoor harvestsLack of imbibing H2OCattle diseasePlant diseasesHuman diseasesHouse harmLosing occupationPlease explicate harm causes? _________________________________________________________ _________________________________________________________ 14. Loss in production and day-to-day life due to presently unusual conditions conditions?JanFebMarAprMayJunJulAugSeptOctNovDecPoor harvestsLack of imbibing H2OCattle diseasePlant diseasesHuman diseasesHouse harmLosing occupationPlease explicate harm causes? _________________________________________________________ _________________________________________________________ Respondents will be asked to name the types and Numberss of conditions and clime events impacting them and so name down their impact degrees. Three different impact degrees will be used: Increased, Stable and Decreas C. HOUSEHOLD HISTORY 1. Is the above reference family head’s birth topographic point? Yes ( 1 ) / No ( 0 ) If no go inquiry 2 ; if yes go inquiry 4. 2. When have your family migrated? 3. From where have you come here? ( Village: Union: Upazila: ) 4. Why did your family move to this small town? 5. When did your ain family start? 6. Please reference all the old economic activities of your familyYear ( from, to )Previous economic activitiesReason for altering occupation/activitiesObservation/notesAppendix B – Checklists for Oral History Interviews Purpose Oral history interviews were used to garner in-depth information on impacts, responses ( both short- and long-run ) and restraints to responses to climatic dazes and emphasiss of families and their supports in each community. Common checklists for the families of all three survey communities How climatic dazes and emphasiss impact your family ( negatively or positively ) both inland and at sea? Dazes and emphasiss include: – cyclones – inundations – sea degree alterations – land eroding, and – fluctuations in temperature and rainfall – others Impacts on – support capital assets, – substructure, societal services, markets, transforming constructions and procedures, – support activities and schemes ( piscaries or non-fisheries related ) and – overall supports. How you tackle these, both in the short-run and in the longer-term? What things facilitate or constrain while undertaking these? What things help most while undertaking these and how? What things constrain most while undertaking these and how? What are the tendencies ( both frequence and strength ) in the above dazes and emphasiss? What have you learned from the above? In future how are you traveling to undertake these? How can others, outside your families, aid undertake these? – 229 – Extra checklists for the families of Kutubdia Para Why and how did your family migrate? Why did you migrate to Kutubdia Para? Why did you non migrate to other topographic points? Which factors influenced you to travel? Was there any support from non-government beginnings? Was there any support from authorities? How did migration impact your life? What things and how helped or constrained you go oning or bettering your life here? Can you state whether migration is/was a successful or unsuccessful scheme? How is your life traveling to be here in future? Extra checklists for the families of Kutubdia Island Could you speak about the history of your colony here? Why did your family non migrate? Which factors influenced your family non to travel from Kutubdia Island to Kutubdia Para or to other mainland countries? What have been the impacts of non traveling on supports / flights / passages taking topographic point? Do you believe that your family has taken the right determination non to migrate? Is your family more or less successful in relation to livelihood than the families who hold migrated? What are your household’s future programs – migration or remaining on the island? If staying, so how will your family tackle future climatic emphasiss and dazes? How could your current supports be improved? If migration, so how will your family overcome the limitations of migration? How can others, outside your household aid you in migration?

English Teaching Abbreviations Explained

You might be a bit confused by all the English teaching abbreviations that are used in the profession. Here is a list of the most common English teaching abbreviations that are used in the profession with an emphasis on ESL/EFL teaching. ELT: English Language TeachingESL: English as a Second LanguageEFL: English as a Foreign Language The main difference between these is that ESL is English taught to foreign-language speakers living in an English speaking country like the U.S., Canada, England, Australia, etc. English as a foreign language, on the other hand, is taught to those wishing to learn English for their study, work, or hobby needs, but who live in countries where English is not the primary language. Teaching Abbreviations to Know Here are some more important abbreviations related to teaching, teaching certificates, and English exams: A-C AAAL: American Association for Applied LinguisticsACTFL: American Council on the Teaching of Foreign LanguagesAE: American EnglishBAAL: British Association of Applied LinguisticsBC: British CouncilBEC: Business English Certificate, the Cambridge business English exam certificateBrE: British EnglishBVT: Bilingual Vocational TrainingCAE: Certificate in Advanced English, the fourth Cambridge Exam, the standard in English examination throughout the world outside of the U.S., where the TOEFL is preferredCALI: Computer-Assisted Language InstructionCALL: Computer-Assisted Language LearningCanE: Canadian EnglishCAT: Computer Adaptive TestingCBT: Computer-Based TeachingCEELT: Cambridge Examination in English for Language Teachers, which tests the English competency of non-native English teachersCEIBT: Certificate in English for International Business and Trade for advanced levelsCPE: Certificate of Proficiency in English, the fifth and most advanced of Cambridges series of exams, roughly comp arable to a score of 600 to 650 on the TOEFLCELTA: Certificate in English language teaching to adults, the Cambridge/RSA Teaching Certificate also known as C-TEFLA D-G DELTA: Diploma in English language teaching in the Cambridge/RSA Language Teaching SchemeEAP: English for Academic PurposesECCE: Exam for the Certificate of Competency in English at low levels at Michigan UniversityECPE: Exam for the Certificate of Proficiency in English at the higher level at Michigan UniversityEGP: English for general purposesEIP: English as an International LanguageELICOS: English Language Intensive Courses for Overseas Students, Australian government registered centers teaching English to overseas studentsESOL: English for Speakers of Other LanguagesESP: English for Specific Purposes (business, tourism, etc.)ETS: Educational Testing ServiceFCE: First Certificate in English, the third of Cambridges series of exams, which is comparable to a score of 500 on the TOEFL and 5.7 on the IELTSGMAT: Graduate Management Admission Test, which measures general verbal, mathematical, and analytical writing skillsGPA: Grade Point AverageGRE: Graduate Record Examination, an evalu ation test for graduate admission to colleges and universities in the U.S. I-N IATEFL: International Association of Teachers of English as a Foreign LanguageIPA: International Phonetic AssociationK12: Kindergarten through 12th gradeKET: Key English Test, the most elementary of Cambridges series of examsL1: Language 1 or native languageL2: Language 2 or the language you are learningLEP: Limited English ProficientLL: Language LearningMT: Mother TongueMTELP: Michigan Test of English Language ProficiencyNATECLA: National Association for Teaching English and other Community Languages to Adults (UK)NATESOL: National Association of Teachers of English for Speakers of Other LanguagesNCTE: National Council of Teachers of EnglishNLP: Neurolinguistic ProgrammingNNEST: Non-Native English Speaking TeacherNNL: Non-Native Language O-Y OE: Old EnglishOED: Oxford English DictionaryPET: Preliminary English Test, the second of Cambridges series of examsRP: Received Pronunciation, the standard British pronunciationRSA/Cambridge C-TEFLA: Certificate of Teaching English as a Foreign Language to Adults, a professional qualification for prospective EFL teachersRSA/Cambridge D-TEFLA: Diploma of Teaching English as a Foreign Language, the advanced qualification for EFL teachers who have already completed the C-TEFLASAE: Standard American EnglishSAT: Scholastic Assessment (Aptitude) Test, a pre-university entrance exam in the USATEFL: Teaching English as a Foreign LanguageTEFLA: Teaching English as a Foreign Language to AdultsTEIL: Teaching English as an International LanguageTESL: Teaching English as a Second LanguageTESOL: Teaching English to Speakers of Other LanguagesTOEFL: Test of English as a Foreign Language, the most common English proficiency exam for North American universities and colleges, also accepted by some Br itish universities and employers as proof of English proficiencyTOEIC: Test of English for International Communication, pronounced toe ickVE: Vocational EnglishVESL: Vocational English as a Second LanguageYLE: Young Learners English Tests, the Cambridge Examinations for young learners