Что понимают под внутренней средой предприятия? Покажите на схеме основные подсистемы входящие в ее состав.Geoff Whitty (2003) identifies a number of criticisms of New Labour’s policies:
[NM1]Application: A very effective way to start an answer on the role of education is to outline the main assumptions of the theory under consideration [NM2]Analysis: Whenever you use an important concept for the first time always explain what it means. [NM3]Evaluation: It is more effective to make evaluative points throughout your answer, rather than leaving them all to the end. [NM4]Evaluation: It is always useful to evaluate from the point of view of an opposing theory or view. [NM5]Application: When dealing with a question on functionalist views of the role of education, bring in the New Right too – their arguments are in some ways an extension of the functionalists. [NM6]Evaluation: One major difference with functionalism is that the New Right doesn’t believe that the state can run an efficient education system. [NM7]Evaluation: The New Right view rests on their claim that state control is the cause of education’s problems. If other factors are the real cause, then the New Right argument falls apart. [NM8]Analysis: When you present your account of Marxist views of education, begin by briefly explaining the basic assumptions Marxism makes about capitalist society. [NM9]Analysis: Explain the difference between reproducing inequality (by failing working class students) and legitimating or justifying inequality (convincing them of the fairness of capitalism). Reproduction affects students’ life chances, while legitimation affects what they believe and how they respond to capitalism. [NM10]Analysis: Explain why an obedient workforce is so important to capitalism – what would happen if they were not obedient? [NM11]Analysis: Although Willis is a Marxist, his view of how the education system reproduces inequality differs from Bowles and Gintis’. It’s important to point out the differences among Marxists as well as those between Marxism and theories like functionalism. [NM12]Evaluation: Rather than leaving all your evaluation points until the end, its more effective to make them throughout your answer. As you explain part of the theory, add a critical point – so you pick up evaluation marks throughout. [NM13]Interpretation: Be very clear about these terms, because short answer questions sometimes ask you to define or give examples of one or other of them. [a14]Evaluation: This may be more to do with material factors such as a lack of sufficient income to spend on books etc, rather than an indication that working class parents are less interested in their children’s education. [a15]Analysis: Explain the meaning of the two speech codes, then explain why the elaborated code is used in education – e.g. ‘Textbooks use it because they don’t know who their readers are, so they have to spell everything out very explicitly in a way that can be understood by everyone. [a16]Evaluation: Not all poor children fail – those with supportive parents may have high levels of motivation. Material deprivation theory also ignores factors in schools such as teacher labelling and streaming, which may cause underachievement. [a17]Analysis: You can make the point that Bourdieu shows how material factors (economic capital) and cultural factors (cultural capital) link together to produce class inequalities in achievement (educational capital). [a18]Application: In questions on differences in achievement, you need to apply this by noting that working class students end up in lower streams and sets and middle class students end up in higher ones because of teacher labelling, thus widening the achievement gap between the classes. [a19]Interpretation: If a question asks about factors in schools, focus on labelling, the self-fulfilling prophecy and streaming. If it asks about factors in the educational system, discuss policies as well. [a20]Application: Always make sure the material you are using applies to the question set. Is it just about girls’ (or boys’) achievement? Or is it about gender differences in achievement (in which case, make sure you write about both sexes)? Avoid writing an all-purpose ‘everything I know about gender’ answer. [a21]Evaluation: Although coursework has some impact on results, Elwood notes that exams have more influence on final grades, so the introduction of coursework had only a limited effect on gender differences in achievement. [a22]Analysis: Link ideas together – e.g. you can connect the removal of stereotypes to equal opportunities policies and the impact of feminist ideas on education. [a23]Evaluation: Girls are now achieving more, but radical feminists argue that the education system remains patriarchal, e.g. sexual harassment of girls’ continues at school; education limits their subject choices and careers; secondary school heads are still more likely to be men. [a24]Evaluation: Are ‘laddish’ subcultures and ‘internal’ factor or an ‘external’ factor? You can make the point that they operate both inside and outside the school. [a25]Interpretation: Some questions are about gender experiences in school (achievement, subject choice and identity), while others limit you in some way – e.g. to just achievement or just subject choice. Only use material that is specific to the question. [a26]Evaluation: Pupils in single-sex schools make less traditional subject choices. This might be because there is no opposite-sex peer pressure to conform to gender-stereotypical subject choices. [a27]Analysis: These labels often do not reflect actual behaviour; they reinforce gender norms – e.g. boys may be called ‘gay’ simply for having female friends. [a28]Application: When answering essay questions on ethnicity and achievement, refer to the achievement patterns of a range of different ethnic groups. [a29]Interpretation: When answering a question on ethnicity and achievement, don’t just refer to non-white students. Referring to white working class under-achievement provides balance in your answer. [a30]Evaluation: Although the school curriculum largely ignores Asian culture, Indian and Chinese students’ achievement is still above average. Also, Stone argues that there is no evidence that black students actually suffer from low self-esteem. [a31]Analysis: Two issues run through questions on policy: selection and inequality. Focus on these as you cover each policy – does it reduce or increase inequality and how does it affect selection? [a32]Analysis: Show analysis by explaining how each policy creates a market – e.g. ‘Publishing schools’ exam results means parents can make an informed choice about where to send their children. [a33]Application: Link marketisation to inequality and selection – e,g, ‘Because middle class parents know how the system works, they can give their children a better chance of getting into a good school. [a34]Evaluation: Point out the contradiction – how can competition work without producing inequality? All markets produce winners and losers. Что понимают под внутренней средой предприятия? Покажите на схеме основные подсистемы входящие в ее состав. Понятие производственной структуры предприятия – его состав внутренних подразделений предприятия. Важнейшим элементом производственной структуры является цех. Самая простая структура состоит из 3-ех звеньев и выглядит следующим образом: ЦЕХ->УЧАСТОК->РАБ.МЕСТО ЦЕХ – производственное подразделение, выполняющее возложенную на него функцию в производственном процессе. Цех осуществляет свою деятельность на начало внутрипроизводственного процесса. Состоит из участков(от 1 до 10). ПРОИЗВ. УЧАСТОК – совокупность раб. мест, на которых выполняется непосредственно технологические операции. РАБ. МЕСТО – производственная площадка, где индивид. рабочие или их группа выполняют операции по изготовлению готового продукта или обслуживания производства. Состав цехов, порядок их формирования и кооперация во время производственного процесса и называют структурой предприятия.
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