Samsung Essay Example | Topics and Well Written Essays - 3500 words

Samsung - Essay Example The headquarters of the company is situated in Seoul, South Korea and functions in over 100 countries across the globe. The Samsung group of companies is the largest conglomerate in the worldï€ ¬ in terms of revenues and the fact remains that â€Å"exports by Samsung Electronics Co., South Korea's most highly-valued firm, made up for 16.5 percent of the country's overseas shipments 2010† (Samsung Accounts for 16.5 Pct of S. Korean Exports in 2011, 2012). Samsung is renowned as one of the top growing international brands and functions in consumer electronics industry, consumer appliances as well as produces and sells a wide range of products including mobile phones, washing machines, televisionsï€ ¬ laptops etc. It becomes evident from this that the company gives top priority to the consumer electronics section. â€Å"In 2012, the brand value was worth USD 23.43 billion, which was a 20% increase from the previous year† (Global Harmony with People, Society & Environ ment, 2011). It is a fact that since the commencement of the business and up until the 1980sï€ ¬ Samsung was a follower not a leader. Samsung Electronics in Korea has transformed into a high-class business organization by shifting roles from an innovation follower to an innovation leader. In the late 1990s, Samsung opened a devoted â€Å"Value Innovation Program Centre† to recognize the core prospects to compete with its rivals. This is an incorporated five-floor facility? where value improvement is employed as a procedure and applied in numerous lines of products. 2.2 Internationalization Process Even though the organizational strategy of Samsung for the 90s revolves around consolidation, the strategy for its corporeal manufacturing facilities entails increasing progress offshore. The earliest abroad production efforts of Samsung were a Portuguese joint project operation set up in 1982, a United State subsidiary established in the year 1984 and also another established Mexican subsidia ry in 1988. They had proficiency in the production of color TV sets and several core constituents. In the late 1988? it also possessed twelve subsidiaries for sales outside Korea. 2.2.1 Samsung in UK In UK, Samsung intended to expand its smart phone delivery by trebling its product line, since it drops behind by its competitors like Apple and Nokia. â€Å"Although Nokia is market leader, but in case of smart phone Samsung emerged as leader† (Kaushik, 2012). Samsung holds only 3 per cent market share, against Nokia (35%) and Apple (17%).   UK Legislation like high levying for energy bill too encourages substitutes into the electronic industry which is a growing threat for the sector. â€Å"During London 2012, Samsung will also showcase its cutting-edge mobile technology at the Olympic Park and across major sites in the city to enrich the Olympic Games experience for spectators† (IOC marketing: Media Guide, 2012). 2.2.2 Samsung in Foreign Countries Subsequent to the

The Influence of Media on Learning Essay Example | Topics and Well Written Essays - 1250 words

The Influence of Media on Learning - Essay Example In the near future, Robert Kozma (1994) was saying, telephone, cable television, and digital computer technologies will merge (Stix, 1993). There is then the prospect of an interactive video supposedly "integrated with large multimedia databases to be distributed to people in various settings all over the world." With this announcement will probably come the threat of educational processes becoming quite expensive, complex, and made beyond the reach of most people. This is because Kozma doesn't present much defense on the significance of these changes. If we do not soon understand the relationship between media and learning-if we have not forgedsuch a relationship, this technology may be used primarily for interactive soap operas and online purchases of merchandise. Its educational uses may be driven primarily by benevolent movie moguls who design "edutainment" products whose contribution to learning may be minimal. There is much sense in the warnings and the hypothetical situation that Kozma (1994) gave. But much of his despair with the use of media may be caused by lack of emphasis on dialogue. A discussion on the theory of transactional distance (Moore, 1997) would be in order here. With all of these media, something has to bridge the gap between teacher and learner. Only then will media and its sophistication have any meaning (Moore, 1997). Any communication system devoid of feedback is deficient, as is the lack of interaction with the use of media in teaching. Kozma (1994) does not underscore this but only in the light of mentioning the delivery-truck model of transforming information. In teaching, it is the same as that of the derided hypodermic model (Smith, 1997) or of the banking system of education (ARRC, 2002) where the teacher deposits information and withdraws them back again through quizzes. There is very little learning then and throughout it all, the student may not have learned anything beyond memory work, where information stored can only evaporate after the quiz. True, "learning is a process by which the learner strategically manages available resources to create new knowledge by interacting with information and integrating it with information stored in memory" (Richey, 1989). This is why media cannot get all of the credit for the learning of the student, who still has to interact intelligently if he has to learn. On this regard, I would agree with critic, Richard Clark (1983). Kozma (1994) quoted that "learning with media is a complementary process within which representations are constructed and procedures performed, sometimes by the learner and sometimes by the medium." Studies are needed in this aspect to determine which are those performed by the learner and which are those by the medium. This aspect is emphasized because the case presented may be likened to children's' toys. While the objective is for the child to know how to manipulate things, discover how it could perform for his needs and interests, and where something is lacking, the child himself is supposed to be challenged to think of how the thing lacking is produced. Apparently, the situation has changed to the detriment of the child's thinking because of available technology. A