ONGC's growth strategy case analysis Essay Example | Topics and Well Written Essays - 750 words

ONGC's growth strategy case analysis - Essay Example OVL on its part, made offshore investments in Russia, Vietnam and Sudan, apart from acquiring project contracts in other countries. During the years 2002 and 2003, ONGC went in for major financial restructuring, pre-paying all the expensive foreign loans, investing in latest technology and acquiring foreign assets. Corporate plans project a production increase of 16% and a net profit margin of 27% by 2003-04. Plans are afoot to enter into insurance, shipping and power production, but the government does not support these ideas. Thus, ONGC’s key concerns for 2003-‘04 are heavy capital investments, regaining growth in production volumes and discovering new reserves. Its top management, headed by Mr. Subir Raha, CMD, is well recognized for strong and proactive management style. Its management structure is organized region-wise in line with its exploration and production operations, and each regional headquarters has freedom of action and accountability – a trait of the management style of its CMD. Oil and gas exploration was a government monopoly till the sector was opened up for private investment in 1998 by a policy called the New Exploration Licensing Policy (NELP). International companies are now allowed to bid for exploration either alone or in association with local industrial houses, on production sharing basis (with the government). Cairn Energy, Reliance, Gujarat State Petroleum Corporation and Videocon are some of the new players in the market, with the first three named having already succeeded in major gas finds and associated oil reserves. Plans are under implementation for nation-wide gas pipeline grids and they pose a direct challenge to ONGC’s gas business, in times to come. Till 1st April 2002, government controlled the prices of petroleum & product after which the administered price mechanism (APM) was dismantled. ONGC with its strong investment

Direct Approach and Communicative Language Teaching Research Proposal

Direct Approach and Communicative Language Teaching - Research Proposal Example The direct approach is therefore based on the theory that learning a second language shares practically the same concepts as learning the first language (Thanasoulas, 2011, par. 5). The basic framework, therefore, emphasizes the need for regular and frequent oral interaction, no translation, using the language with spontaneity, and as the minimal analytical application of grammatical rules and structures of syntax. As disclosed by Thanasoulas, â€Å"the principles of the Direct Method were as follows: (1) classroom instruction was conducted in the target language; (2) there was an inductive approach to grammar; (3) only everyday vocabulary was taught; and (4) concrete vocabulary was taught through pictures and objects, while abstract vocabulary was taught by association of ideas† (Thanasoulas, 2011). The direct approach is therefore based on the theory that learning a second language shares practically the same concepts as learning the first language (Thanasoulas, 2011, par. 5 ). The basic framework, therefore, emphasizes the need for regular and frequent oral interaction, no translation, using the language with spontaneity, and as the minimal analytical application of grammatical rules and structures of syntax. As disclosed by Thanasoulas, â€Å"the principles of the Direct Method were as follows: (1) classroom instruction was conducted in the target language; (2) there was an inductive approach to grammar; (3) only everyday vocabulary was taught; and (4) concrete vocabulary was taught through pictures and objects, while abstract vocabulary was taught by association of ideas† (Thanasoulas, 2011).c. How might they be useful for your context and why? The approach can, therefore, be applicable and used in one’s personal context through frequent instruction and use of the second language one intends to learn where focus could be highlighted on everyday conversational language. The instructors could show pictures and visual illustrations of conc rete words to assist in familiarization; and as indicated, to grasp abstract words, the instructor could use more familiar words to associate the meanings to new and abstract concepts.  Ã‚  d. What are their limitations? As revealed and as eminent, the limitations and difficulties of this approach is the amount of time needed to learn the second language given the classroom type and time frame. To effectively use this approach, one must not be pressured by time and also by budget or financial constraints. For example, if English as a Second Language is determined to be learned using the direct approach, living longer in the United States and conversing frequently with this language as practical application is most preferred.