Malaysian Airlines System analysis

Malaysian Airlines System analysis Founded in 1947 as Malayan Airways, later renamed to Malaysian Airways System (MAS) in 1963 with the formation of Federal Malaysia, is the national flag carrier of Malaysia. With the largest and the youngest fleet size of South East Asia, MAS flies to some 100 destinations across the globe from its primary hub at Kuala Lumpur and the secondary at Kota Kinabalu whilst Kula Lumpur International Airport (KLIA) is its main base. MAS is internationally recognised as a five-star carrier. Along with air travelling, MAS is engaged in other related businesses such as airfreight (cargo) and airline catering. This document summarises how the current business model and IT infrastructure has led MAS to its apparent success. Current Business Model Having suffered a loss of RM1.3 billion(b) in 2005, MAS, under the CEOship of Idris Jala, announced a Business Turnaround Plan (BTP) that consists of two phases, BTP1 and BTP2. BTP1, created using Government-Linked Companies Transformation manual as a guide, successfully helped MAS cut losses from a forecasted RM1.7b to RM600 million(m). BTP1 focused on creating yield and cut costs while MAS got rid of non-core assets (MAS, 2006). By selling its main building at KL, reducing its staff size and closing non-profitable routes MAS generated a record profit of RM850m in 2007 (OFB, 2009). Further, BTP1 has helped MAS to increase its customer base by introducing Everyday Low Fares (ELF). ELF offers discounts to 30% of unsold seats on the day of travel (MAS, 2009). BTP1s strategies towards fuel management helped MAS to reduce fuel surcharge from 50-70% on domestic flights. MAS is currently at the second phase of BTP (BTP2). Its main focus is to maintain its 5-star name achieved under BTP1 (MAS 2008). BTP2, launched in the first quarter of 2008 with a focus to maintain a lower cost-structure, has the following goals. [here goes the goals]. Under BTP2, MAS generated a profit of RM180m in 2008, which is a 70% decrease compared to previous years profit (OFB, 2009). In 2009, MAS reported a profit of. However, up until the third quarter of 2010, MAS is experiencing losses (OFB2010). Although 2010 is an unprofitable year for MAS, BTP (BTP1 and BTP2) is a remarkable business plan. It has helped MAS to stay strong and competitive in a situation when fuel, operating and maintenance costs ever increasing. MASs inability to generate profit in 2010 could be related to MAS purchasing new aircrafts. Optimistically argued could be that these are new investments and its return is expected to be observed in the following years. The new aircrafts would help MAS considerably save costs on fuel since these aircrafts have a 17% lower fuel-consumption rate than the existing aircrafts (MAS, 2010). Furthermore, new aircrafts is also a boost to the cargo business. Aircrafts with greater capacity indicates possibility of increasing customer base that would in turn fuel profit generation. Among the ordered aircrafts, some are specifically focused on increasing airfreight business (MASKargo, 2010). Another point that expresses the strength of BTP is establishing new routes to destinations with more likely travellers. As mentioned earlier, a number of unprofitable routes were closed under BTP1. Closing itineraries involve high closure cost sustained due to cutting short agreements and other similar issues. However, the new routes would have its long-term benefits; closure cost would be far less than the profits the new routes would generate. For example, there is an increased number of Middle Eastern travelling to Malaysia. Further, the Malaysia-China routes are with high potential. Under BTP2, MAS has introduced new routes to China and Middle East and is still increasing; a new route to Riyadh starts on December 2010 (MAS, 2010). Additionally, ELF is an incontestable strategy since MAS brand is well known and tendency to choose MAS for a slightly higher price than the LCCs for its excellent services is justifiable. Further, selling of MAS building at KL is another decision that might have enabled MAS to close aforementioned unprofitable itineraries. While MAS was facing losses, the money generated from this sale was available to manage such actions. Additionally, BTP emphasised on maintaining some of its other core businesses. For example, catering to airlines and maintenance services are two potential businesses that would generate profit. Further, KLIA express and transit from KLSentral to KLIA was not closed for this is marked as another profitable business (OFB, 2009). IT Infrastructure The discussion hitherto was about BTPs strengths in non-IT, though indirectly related, areas. However, the fact remains that established IT infrastructure under BTP played a vital role to emerge from the losses MAS was facing. Under BTP, to cope with the changes, MAS underwent from several physical-network enhancements to virtual infrastructure enhancements. As per physical-network improvements, MAS sought the assistance of Nortel- a leading network hardware vendor. MAS purchased Nortels gigabit-switching platforms that support real-time business communication via voice and video (Nortel, 2008). Virtual solutions adopted include Sabres AirVision Revenue Manager (ARM) (Sabre, 2009) and SITAs Reservation Management System (RMS) (SITA, 2008). To improve inter-office communications, MAS employed Avayas Contact Centre Solution (MAS, 2010). As part of MASs Internet enhancement program, it sought Akami to power its main website (Akami, 2009). Further, MAS is seeking IT consultation from Tata Consultancy Services (EI, 2010). All the above-mentioned decisions made by MAS under BTP are interesting and justifiable. Firstly, under a turnaround plan like BTP, which is primarily focused on reviving profitability, it is believable that if the asking requirements were available, cost would come above all. Hence, the preference of Nortel equipments to those by more famous Cisco and HP is justified. Nortel offers 50% cost saving on its product compared to Cisco or other vendors (Info-Tech, 2008). Secondly, although Sabre and SITA provide expensive solutions, the two are renowned in airline industry for providing excellent solutions. Errors in areas such as scheduling and reservation in airlines is unbearable for one slight error could be fatal. Hence, the importance to choose experience over cost in this situation is logical. Selection of Sabre and SITA for that matter is justified. The benefits MAS achieved by Sabres and SITAs solutions were vast. ARM provided business rules automation, automatic ticket pricing based on customer behaviour and competitors pricing, financial evaluation and inventory controlling (Sabre, 2010). Features of SITAs RMS include online reservations, automatic flight scheduling, individual and group booking and customer profiling (SITA, 2010). It could be observed that features of these two systems combined allow automation of almost all the tasks that was done manually. Although MAS utilised KOMMA to do these tasks, it did not have intelligence to forecast or schedule on its own (MAS, 2007). Adopting these solutions could be one of the ways MAS managed to decrease its staff. Moreover, adopting the solutions at an earlier stage of BTP allowed MAS to efficiently forecast into the future and refine the BTP. Introduction of reservation management allowed MAS to introduce e-ticketing. This eliminated its customers to be physically present in one of its offices to book or purchase tickets. Further, it allowed customers to check-in online, check flight schedules and status. Introducing web-based services increased MASs website traffic. One of Akamis solution uploading mirror sites helped MAS to boost website performance and management (Akami, 2009). Mirror sites mean that customers would be accessing a MASs site hosted at a location nearer to the customers location. This mirror would be faster for the customer since it is nearer to the customer. Moreover, mirroring allows load balancing since customers would be literally accessing different websites although linked. SITAs integration platform allowed integration of ARM, RMS and the website (MAS, 2008). SITA has additionally provided MAS with an iPad-based kiosk for reservations and checking-in (SITA, 2010). Certainly, iPad is cheaper than a physical kiosk and hence MAS could now cut costs on the bulky kiosks. The only downfall of the combined solutions seems to be that there is no apparent feature for cargo management. Moreover, introduction of Avaya to its IT applications allowed efficient communication throughout MASs offices located locally and globally. Avayas features include web-based, virtual meetings, presentations and workflow management (Avaya, 2010). Apart from this, MAS signing contracts with Tata consultation indicates that it would be receiving up-to-date IT enhancements and hence would help to stay competitive in the industry. Conclusion In conclusion, it could be said that BTP was a success. Business decisions made under BTP were mostly successful. Implemented IT infrastructure only needs slight improvements such as integration of cargo management. BTP has enabled its website to be its main distribution channel while secondary channels include kiosks based on international airports. Beneficially for MAS, it is the only organisation in the industry with iPad-based kiosks. This is an innovation as well as a cost saver. Overall, BTP and the improved IT infrastructure have transformed MAS from a suffering business to one of the strongest competitor in the industry.

Effective Communication in Teaching Essay

Effective communication skills are essential for early childhood educators to ensure a high level of academic care is provided and to develop strong relationships both inside and outside the classroom. Without good communication there is no connection and a teacher will struggle to provide any type of educational experience to the children in their care. As stated by Johnson (1999)â€Å"communication is an ongoing process of sending and receiving messages that enable humans to share knowledge, attitudes and skills. Effective teaching depends on successful communication† (p4). Johnson (1999) believes that â€Å"communication is the driving force in any relationship or situation† (p3), therefore without effective communication the relationship and learning process will suffer. The two types of communication used by teachers are verbal and non-verbal. Verbal communication is the most obvious form and is used in an early childhood education setting constantly throughout the day. This can include teacher to child, teacher to teacher, child to child and teacher to parent. In an early childhood education setting, communication between teachers and children begins with a greeting in the morning as classes commence, and would continue constantly throughout the day. A typical day in a pre-school or infant’s school classroom would include activities such as roll call, group discussions and presentations like show and tell or news. These events would be a daily occurrence working to encourage communication between the teacher and the students, as well as between the students themselves, by giving each party a chance to speak and listen and exchange information and ideas. The day would continue with the teacher presenting new ideas and skills as part of the curriculum and, on a more casual basis, outside the classroom, during breaks and sport sessions. It is important for early childhood educators to be able to recognise the different learning styles of children and be flexible when communicating concepts and the content of lessons. A study by Geng (2011) discusses several different techniques that can be used when communicating with children and these include voice control, for example, using a certain tone  of voice to demand attention at the front of the class or a softer tone when trying to form a bond in the first phases of a relationship. Another useful technique when communicating with young children is to use short phrases and deliver instructions in a clear and concise manner. By using too many words, or words children do not understand the main message can be lost as they become confused or lose focus. Another way to ensure children follow along easily is to repeat instructions and new information, reiterating the main points to ensure they are heard and understood. Requesting a student to repeat the instruction back to the class allows the teacher to ensure they understand and is another chance for the instruction to be given to the class again. Visual clues are also used in a learning environment and within early childhood education these can include tools such as flash cards, pictures or posters and can be particularly useful when learning new words, spelling and basic mathematics, such as times tables. Non verbal communication is just as important as the more obvious verbal form. An early childhood educator must be able to communicate non-verbally. Johnson (1999, p.6) believes that children react better to this type of communication. Some examples of non verbal communication include facial expressions, touching and body movements, eye contact and use of personal space. By teaching children to understand non-verbal communication cues, their overall skills are enhanced as the two types of communication cannot succeed without each other. Knott (1979) defines the types of non-verbal communication in three categories: kinetic; body movements and gestures, paralanguage; voice qualities such as grunting and yawning, and the use of social and personal space. She states that these types of communication â€Å"play a significant role in the development of effective communication†¦ they are integral elements in all face to face communication† (p 227). It is essential that children learn to interpret these types of non-verbal communication. When combined with verbal communication, these skills will assist them to successfully communicate throughout life in many different situations, not just in an early childhood education setting. To enable educators to be the best they can be they must be able to communicate well with their peers. Exchanging ideas and information on the curriculum, teaching strategies, students, and problem solving ideas are daily occurrences for teachers. This will assist them in developing skills and furthering their knowledge. Both verbal and non-verbal communication is used between peers. An example of verbal communication between teachers would be colleagues exchanging ideas in staff meetings and discussions and a non-verbal example would include written reports and records about the students. Teachers play an important role in helping children develop relationships with one another. As an early childhood educator they are witness to the forming of many friendships between the children in their care. It is vital that these relationships are encouraged and guided to ensure all children feel happy, loved and secure with their place in the class or friendship group. Communication is the key to successful relationships and Kranyick (1975) believes that the ability to listen well is just as valuable as being able to project your message well. â€Å"The basic premise of the integrated day and family grouping is based on children learning from each other, they must listen to each other† (p 4). If children are not taught the importance of listening they may find their relationships suffer as it will be harder to form a bond if the other child feels what they are saying is not of value or importance. To support the education of communication within the early childhood years, the Australian Government has developed The Early Years Learning Framework (EYLF). It is an outline for teachers comprising of five learning outcomes. One of the outcomes is ‘Children are Effective Communicators’. The document states that â€Å"communication is crucial to belonging, being and becoming†¦ children communicate with others using gestures, sounds, language and assisted communication† (p 38). The document goes on to say that â€Å"Children feel a sense of belonging when their language, interaction styles and ways of communicating are valued†, which reiterates Kranyick’s (1975) beliefs discussed earlier. The importance of the relationship between teachers and parents must not be underestimated. A positive partnership is essential in order to ensure that a child’s education is supported and encouraged from not only inside the classroom but also at home. As stated by Hughes & MacNaughton (2001) â€Å"Communication between parents and staff is an important part of the daily life in early childhood centres†¦ research has shown that good staff-parent communication contributes significantly to the success of early childhood programs†. An effective way to reach out to a parent or carer is through an information and feedback session, commonly known as a ‘parent – teacher night’. This allows the teacher to discuss a student’s progress and development, as well as voice any concerns they may have. It is also an opportunity for parents and carers to ask questions and learn how to better support their children on their educational journey. In conclusion, good communication within an early childhood education setting is vitally important. It is essential that early childhood educators focus on developing strong and effective communication skills to be able to ensure a high level and successful educational experience for the children in their care. It is important that these skills are passed on to young children as when they develop good communication skills it can only help to build their foundation for learning and forming relationships as they go through the journey of life, including their future years of study and work, as well as their relationships with friends and family. In the words of Geng (2011) â€Å"communication is therefore a fundamental component in promoting positive behaviour†. REFERENCES Johnson, M. (1999). Communication in the classroom. Place, stateUS Department of Education. Geng, G. (2011). Investigation of teachers’ verbal and nonverbal strategies for managing attention deficit hyperactivity disorder (ADHD) students’ behaviour within a classroom environment. Australian Journal of Teacher Education, Volume 36 (Issue 7), 17-30. Kranyik, M. (1975). Teaching to listen and listening to teach. Paper presented at the Annual Meeting of the National Conference on the Language Arts in Elementary School., Boston, MA. publisher. Arnold, M. (1979). Early child-child communication. Theory into Practice, Volume 18 (Issue 4), 213-219. Knott, G. (2011). Nonverbal communication during early childhood. Theory into Practice, Volume 18 (Issue 4), 226-233. Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, being and becoming: The early years learning framework for Australia. Canberra, Australia. Author. McNaughton, D., Hamlin, D, McCarty, J, Head-Reeves, D, Schreiner, M. . (2007). Learning to listen: teaching an active listening strategy to preservice educational professionals. Topics in Early Childhood Special Education. , Volume 27 (Issue 4), 223-231.

Biography of Photographer Margaret Bourke-White

Margaret Bourke-White was a war correspondent and career photographer whose images represent major events in the 20th century. She was the first woman war photographer and the first woman photographer allowed to accompany a combat mission. Her iconic photographs include images of the Great Depression, World War II, Buchenwald concentration camp survivors, and Gandhi at his spinning wheel. Dates: June 14, 1904 - August 27, 1971Occupation: photographer, photojournalistAlso known as: Margaret Bourke White, Margaret White Early Life Margaret Bourke-White was born in New York as Margaret White.  She was raised in New Jersey. Her parents were members of the Ethical Culture Society in New York and had been married by its founding leader, Felix Adler. This religious affiliation suited the couple, with their mixed religious background and somewhat unconventional ideas, including full support for the education of women. College and First Marriage Margaret Bourke-White began her university education at Columbia University in 1921, as a biology major, but became fascinated with photography while taking a course at Columbia from Clarence H. White. She transferred to the University of Michigan, still studying biology, after her father died, using her photography to support her education. There she met an electrical engineering student, Everett Chapman, and they were married. The next year she accompanied him to Purdue University, where she studied biology and technology. The marriage broke up after two years, and Margaret Bourke-White moved to Cleveland where her mother was living and attended Western Reserve University (now Case Western Reserve University) in 1925. The following year, she went to Cornell, where she graduated in 1927 with an A.B. in biology. Early Career Though majoring in biology, Margaret Bourke-White continued to pursue photography through her college years. Photographs helped to pay for her college costs and, at Cornell, a series of her photographs of the campus was published in the alumni newspaper. After college, Margaret Bourke-White moved back to Cleveland to live with her mother, and, while working at the Museum of Natural History, pursued a freelance and commercial photography career. She finalized her divorce and changed her name. She added her mothers maiden name, Bourke, and a hyphen to her birth name, Margaret White, adopting Margaret Bourke-White as her professional name. Her photographs of mostly industrial and architectural subjects, including a series of photographs of Ohios steel mills at night, drew attention to Margaret Bourke-Whites work. In 1929, Margaret Bourke-White was hired by Henry Luce as the first photographer for his new magazine, Fortune. Margaret Bourke-White traveled to Germany in 1930 and photographed the Krupp Iron Works for Fortune. She then traveled on her own to Russia. Over five weeks, she took thousands of photos of projects and workers, documenting the Soviet Unions first Five Year Plan for industrialization. Bourke-White returned to Russia in 1931, at the invitation of the Soviet government, and took more photographs, concentrating this time on the Russian people. This resulted in her 1931 book of photographs, Eyes on Russia. She continued to publish photographs of American architecture, as well, including a famous image of the Chrysler Building in New York City. In 1934, she produced a photo essay on Dust Bowl farmers, marking a transition to more focus on human interest photographs. She published not only in Fortune but in Vanity Fair and The New York Times Magazine. Life Photographer Henry Luce hired Margaret Bourke-White in 1936 for another new magazine, Life, which was to be photograph-rich. Margaret Bourke-White was one of four staff photographers for Life, and her photograph of Fort Deck Dam in Montana graced the first cover on November 23, 1936. That year, she was named one of Americas ten most outstanding women.  She was to remain on staff of Life  until 1957, then semiretired but remained with Life until 1969. Erskine Caldwell In 1937, she collaborated with the writer Erskine Caldwell on a book of photographs and essays about southern sharecroppers in the midst of the Depression, You Have Seen Their Faces. The book, though popular, drew criticism for reproducing stereotypes and for misleading captions which quoted the subjects of photos with what were actually words of Caldwell and Bourke-White, not the people depicted. Her 1937 photograph of African Americans after the Louisville flood standing in line under a billboard touting the American way and the worlds highest standard of living helped draw attention to racial and class differences. In 1939, Caldwell and Bourke-White produced another book, North of the Danube, about Czechoslovakia before the Nazi invasion. That same year, the two were married and moved to a home in Darien, Connecticut. In 1941, they produced a third book, Say! Is This the U.S.A. They also traveled to Russia, where they were when Hitlers army invaded the Soviet Union in 1941, violating the Hitler-Stalin Non-aggression pact. They took refuge in the American embassy. As the only Western photographer present, Bourke-White photographed the siege of Moscow, including German bombardment. Caldwell and Bourke-White divorced in 1942. Margaret Bourke-White and World War II After Russia, Bourke-White traveled to North Africa to cover the war there. Her ship to North Africa was torpedoed and sunk. She also covered the Italian campaign. Margaret Bourke-White was the first woman photographer attached to the United States military. In 1945, Margaret Bourke-White was attached to General George Pattons Third Army when it crossed the Rhine into Germany, and she was present when Pattons troops entered Buchenwald, where she took photographs documenting the horrors there. Life published many of these, bringing those horrors of the concentration camp to the attention of the American and worldwide public. After World War II After the end of World War II, Margaret Bourke-White spent 1946 through 1948 in India, covering the creation of the new states of India and Pakistan, including the fighting that accompanied this transition. Her  photograph of Gandhi at his spinning wheel  is one of the best-known images of that Indian leader. She photographed Gandhi just hours before he was assassinated. In 1949-1950 Margaret Bourke-White traveled to South Africa for five months to photograph apartheid and mine workers. During the Korean War, in 1952, Margaret Bourke-White traveled with the South Korean Army, again photographing war for  Life  magazine. During the 1940s and 1950s, Margaret Bourke-White was among many who were targeted as suspected communist sympathizers by the FBI. Fighting Parkinsons It was in 1952 that Margaret Bourke-White was first diagnosed with Parkinsons disease. She continued photography until that became too difficult by the end of that decade, and then turned to writing. The last story she wrote for  Life  was published in 1957. In June of 1959,  Life  published a story on the experimental brain surgery intended to fight off the symptoms of her disease; this story was photographed by her long-time fellow  Life  staff photographer, Alfred Eisenstaedt. She published her autobiographical  Portrait of Myself  in 1963. She formally and fully retired from  Life  magazine in 1969 to her home in Darien and died in a hospital in Stamford, Connecticut, in 1971. Margaret Bourke-Whites papers are at Syracuse University in New York. Margaret Bourke-White Essential Information Background Family Mother: Minne Elizabeth  Bourke White, of English and Irish Protestant heritageFather: Joseph White, industrial engineer and inventor, of Polish Jewish heritage, raised as an Orthodox JewSiblings: two Education Public school in New JerseyPlainfield High School, Union County, New Jersey, graduated1921-22: Columbia University, majored in biology, took first class in photography1922-23: University of Michigan1924: Purdue University1925: (Case) Western Reserve University,  Cleveland1926-27: Cornell University, A.B. biology1948: Rutgers, Litt. D.1951: DFA, University of Michigan Marriage and Children Husband: Everett Chapman (married June 13, 1924, divorced 1926; electrical engineering student)Husband: Erskine Caldwell (married February 27, 1939, divorced 1942; writer)Children: none Books by Margaret Bourke-White Eyes on Russia. 1931.You Have Seen Their Faces, with Erskine Caldwell. 1937.North of the Danube, with Erskine Caldwell. 1939.Say! Is This the U.S.A., with Erskine Caldwell. 1941.Shooting the Russian War.  1942.They Called It Purple Heart Valley: A Combat Chronicle of the War in Italy. 1944.Dear Fatherland, Rest Quietly: A Report on the Collapse of Hitlers Thousand Years.  1946.Halfway to Freedom: A Study of the New India in the Words and Photographs of Margaret Bourke-White.  1949.A Report on the American Jesuits.  1956.Portrait of Myself. 1963. Books About Margaret Bourke-White Sean Callahan, editor.  The Photographs of Margaret Bourke-White.  1972.Vicki Goldberg.  Margaret Bourke-White.  1986.Emily Keller.  Margaret Bourke-White: A Photographers Life. 1996.Jonathan Silverman.  For the World to See: The Life of Margaret Bourke-White.  1983.Catherine A. Welch.  Margaret Bourke-White: Racing with a Dream. 1998. Film About Margaret Bourke-White Double Exposure: The Story of Margaret Bourke-White.  1989.

Informative Speech On Social Media - 917 Words

1. Don’t give out personal information (unless you have your parent’s permission) like: your address, your telephone number, your parents’ work address/telephone number. 2. If you come across something that makes you uncomfortable, tell your parents right away. 3. If you want to post a picture, get permission from your parents/guardians. 4. I will check with my parents before downloading or installing software or doing anything that could possibly hurt our computer or any other mobile devices or jeopardize my family/friends. According to https://www.livescience.com/24885-kids-internet-protection.html, children should wait until age 13 to use the internet. According to†¦show more content†¦2. Social media can be used as a reason in society. 3. Social media has enabled more young people to be creative and innovative. What is cyberbullying? Cyberbullying is the use of electronic communication to bully a person, typically by sending messages that can be/are intimidating, threatening, or menacing. Cyberbullying can happen online by harassment from one person to another. It can also happen by impersonating someone and saying mean things about other people as the person you are impersonating. Another way of cyberbullying is denigration, which is when bullies post or tell mean rumors about a person even though they are untrue. According to https://www.verywell.com/how-bullying-impacts-the-family-460805, bullying can impact the family by making them have feelings of powerlessness, augment physical symptoms, and even feel isolated and deserted. If you have been bullied or treated unkindly, you can go tell a friend or a teacher. You can also join a therapy group, (if there are any in your local area) so you can get some more mature help. According to https://www.homestoriesatoz.com/blogging/how-deal-negative-comments.html, some of the best tips on dealing with a mean comment are: 1. If they are a troll and blatantly attacking y ou, be direct and block that person. 2. If theyre not trolling and they mean it, then give them the benefit of the doubt (no matter how undeserved) and give them love and sympathy in your reply. 3. AndShow MoreRelatedInformative Speech On Social Media1319 Words   |  6 PagesClaim: Today, I invite you all to consider why social media is a necessary part of politics in todays’ society. I. Attention Getter: Raise your hand if you have some type of social media account. According to Statista, 81% of Americans have some type of social media account. II. Introduce topic: A. The fact is, the times we live in today everyone is so caught up in their phones and social media. 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