Fridgiaire Case Analysis :: Business Marketing Case Studies

Frigidaire Case Analysis Problems/Issues Introduction of the front loading washing machine was confronted with a number of problems/issues. Besides the obvious technology differences between the front loading and top loading machine the big difference for a consumer is the price. The advantages such as tumble wash, energy efficiency, space saver, and about 8,000 gallons of water saved a year are overshadowed by the high price. There were other perception problems technologically speaking, however these are all minor. The major problem is the price of one unit and the lack of price savings from this energy/water savings over time to compensate for this higher price point. Consumer interest did not significantly increase according to focus groups until the price came down to $599 from the target retail price of $799. Case Analysis   Ã‚  Ã‚  Ã‚  Ã‚  Kenmore in 1996 had 29% of washing machine marked share. The initial sales for the new front loading washing machine dropped below forecast mainly due to failure to get Sears Kenmore brand in the mix. The expected DOE regulations were delayed indefinitely, therefore decreasing the demand for energy efficient machines.   Ã‚  Ã‚  Ã‚  Ã‚  The management team wanted to provide incentives to consumers, dealers, and Frigidaire. The research showed that close personal attention would be key in gaining market share, as well as highlighting the advantages of the front loading washing machine over the top loading washing machine to not only consumers but to dealers. Alternatives   Ã‚  Ã‚  Ã‚  Ã‚  Invest more money (allocation of resources) in research to get the price point of the top loader down to $599. This will set the company back a bit, however if more research and development can produce lower production costs this will increase market share significantly.   Ã‚  Ã‚  Ã‚  Ã‚  Accelerate negotiations with Sears (sources of synergy) to take advantage of their section of the market. This will increase the front loading market share as well, based on the fact that Kenmore has the largest percentage in market share as of 1996.   Ã‚  Ã‚  Ã‚  Ã‚  Increase marketing efforts (sources of competitive advantage) to the target groups to stir up more interest in the advantages of the front loading washing machine. This will increase demand if you start a buzz about the advantages, focusing on all or one of them.

Ministers of Irish Education Essay

1. Since the foundation of the Irish Free State (1922) to the present day there have been 37 different ministers for education. Identify at least 4 of those ministers for education which you consider most significant. Critically evaluate the contribution they played in reforming the Irish Education Landscape. (50Marks) Today I will looked at 4 Irish Ministers of Education; John O’Sulllivan, Thomas Derrig, Donagh O’Malley and Ruairi Quinn and portray how I believe they contributed (and are contributing) hugely to the reform the Irish Education Landscape: 1. John M. O’Sullivan (Jan. 1926 – Mar. 1932) O’Sullivan was appointed to the Cabinet in 1926, serving under W. T. Cosgrave as Minister for Education. In 1926 a report from the Second National Programme Conference was presented to him as the Minister for Education. He accepted all proposals stated in the report to be recommended as a national curriculum. In 1926, he made Irish obligatory for registration as a Secondary School teacher & for ‘recognised’ (funded) schools. In 1926 under O’Sullivan, the School Attendance Act came into existence. It made it obligatory for all children between the age of 6 and 14 would attend school. O’Sullivan is also responsible for: Establishing the Commission on Technical Education in 1927 Setting up the Preparatory Colleges to train primary teachers in 1927 Introducing the Primary Certificate in 1929 As it became clear that many could not access suitable second level education discussions began on creating a continuation course to provide general education in a vocational style. The Vocational Education Act, 1930 was implemented by O’Sullivan. It reformed the technical education branch of the Department of Education and local Technical Education Boards. It introduced vocational schools, a new type of school with a greater emphasis on trade and commerce in courses. These courses were broken into continuation courses and traditional technical education courses. There were those who considered the system revolutionary and there were warnings of danger to faith and morals which could arise in the new multi denominational and co-educational schools to be provided. This was the state’s first attempt to take an active hand in establishing schools outside the power of the Roman Catholic Church. The Vocational Education Act was thee major ministerial achievement of the Minister. The act provided an avenue for a new approach to post primary education and to the introduction of the concept of education as a lifelong process. Here then was a new system which set out to educate through the medium of subjects themselves directly related to the world of work. It was not easily accepted. Education was regarded as the pursuit of abstract learning and the status of the educated person was almost in direct ratio to his/her inability to work with his/her hands. Even in today’s society, there is a still some stigmatism attached to attending a VEC school. However in reality such schools contribute so much to today’s society and as such Today we have 213 VEC second level schools and many further education, youthreach, traveller and prison education centres – a testament to O’Sullivan’s rein. 2. Thomas Derrig (Mar. 1932 – Sep. 1939) At the June 1927 general election he was elected to Dail Eireann as a Fianna Fail TD for Carlow–Kilkenny. In Eamon de Valera’s first government in 1932 Derrig was appointed Minister for Education. Derrig has been influential in cultivating of our education system – but not in a positive way: Derrig initiated a review of industrial and reformatory schools and the rules under the Children Act 1908, resulting in the critical 1936 Cussen Report, which he shelved. His lack of action was noted in 2009 when the Ryan Report examined the subsequent management of these â€Å"residential institutions†; Derrig was the first minister to seek a report that could have resulted in much-needed reforms. A call for public inquiry into industrial schools was rejected by Minister of Education. Thomas Derrig because â€Å"it would serve no useful purpose†. It has been suggested that he did not want to follow British law reforms in the 1920s and 1930s because of his strong anti-British views, and that Irish children had suffered needlessly as a result. Under Derrig’s rein, he not only effect teacher salaries, but also banned married female teachers from working. According to Diarmaid Ferriter (2004) in his book The Transformation of Ireland 1900 – 2000, the marriage ban imposed on female primary teachers from 1934 to 1958 seemed to attract little public comment, despite the fact that many untrained single teachers were replacing trained married female teachers. The INTO was not vocal in objecting on the basis of gender equality, and whatever opposition existed in the union was overshadowed by its campaigns on wage levels. This was a sign of the times in my opinion, where women had very little power or voice. It is probably only in the past few decades that this move to ban female teachers has really been viewed as scandalous and backwards. While the rest of Europe moved forward with education reform after World War Two, Derrig resisted such reviews. Derrig’s narrow mindedness cost us – academically and for so many young innocent children –physically and emotionally. 3. Donogh O’Malley (July 1966 – Mar. 1968) Following Fianna Fail’s return to government following the 1965 general election O’Malley joined the cabinet as Minister for Health. He spent just over one year in this position before he was appointed Minister for Education, a position where he will be forever remembered for his dynamism as a minister. Having succeeded another dynamic young minister, Patrick Hillary, O’Malley acted swiftly to introduce the recommendations that were made in an official report regarding education. Shortly after he was appointed he announced that from 1969 all schools up to Intermediate Certificate level would be free and that free buses would bring students from rural area to the nearest school. O’Malley seems to have made this decision himself without consulting other ministers, however, he did discuss it with Lemass. Jack Lynch, who as Minister for Finance had to find the money to pay for it, was certainly not consulted and was dismayed at the announcement. In spite of this O’Malley’s proposals were hugely popular with the public and it was impossible for the government to go back on its word. As minister O’Malley also extended the school transport scheme and commissioned the building of new non-denominational comprehensive and community schools in areas where they were lacking. He also introduced Regional Technical Colleges (RTCs), now called Institutes of Technology, in areas where there was no third level college in proximity. The best example of this successful policy is Limerick, now a university, where O’Malley is credited with taking the steps to ensure the university came into existence. His plan to merge Trinity College, Dublin and University College Dublin aroused huge controversy and was not successful, despite being supported by his cabinet colleague Brian Lenihan. Access to third level education was also extended as the old scholarship system was replaced by a system of means-tested grants which gave easier access to less well-off students. Because of O’Malley, the working class and middle class of Ireland are far better. Four decades on from the 1960s and we have a 4 fold increase in retention rates, with 82% retention of students to Leaving Cert. However I argue the validity of the grants system that he hoped put in place. As Niamh Bhreathnach commented in the Irish Independent in September 2002, O’Malley would be turning in his grave if he knew how the grants system was been exploited at that time. As the students of Ireland fight to hold onto the grants system as we know it, I personally feel it’s a pity that O’Malley didn’t introduce a student loan system like England’s system. It certainly would cost the Irish Taxpayer less. 4. Ruairi Quinn (2011 – Present) Whilst still in office, I believe that R. Quinn has and will continue to significantly contribute in the reforming the Irish Education Landscape. Within one year, Ruairi Quinn has shown how an energetic Minister can drive the education agenda and push for change. In April 2012 the report on The Forum on Patronage and Pluralism was published. In the Primary Sector, The fact that 96% of primary schools in Ireland are under denominational patronage is unique among developed countries. The group has advised that the first phase in divesting schools should involve 258 schools in 18 dioceses across 47 areas. How the Minister will carry out this task remains to be seen. However he is determined to carry this out and I believe as such it will be one of the most significant changes in our educational landscape since O’Malley’s introduction of free schooling. The 8 subject Junior Certificate currently being introduced by Quinn will change the landscape of learning for our students. I hope that with this introduction, I can as a teacher continue to use active learning activities in the classroom and concentrate on lifelong learning rather than the system of rote learning that exists at the minute. The minister also announced in May 2012 that Chinese will become a subject in the Leaving Certificate and he also announced an optional short course on Chinese language and culture which will be made available as part of the new Junior Cert cycle programme from 2014. As Quinn’s ministry continues to push on with the ideology of a 2 year teaching course, I am glad I am completing this course in 2012 and not in 2014. While I understand the ideology of this move, I do not believe it will improve teaching standards in Ireland. I believe that scholar students (regardless of their vocation) will look at the time it takes to become a teacher and the monetary rewards of it (which unfortunately is on the decrease) and the fact they could have for instance a medical degree in the same amount of time with brighter economic aspirations. It is my sincere hope that such visions do not come through. Today I have looked at 4 Irish Ministers of Education; John O’Sulllivan, Thomas Derrig, Donagh O’Malley and Ruairi Quinn and I truly believe they contributed (and are contributing) hugely to the reform the Irish Education Landscape.

Classical Management Theory

Classical management theory, for all it’s rationality and potential to improve efficiency, dehumanised the practice of management (Inkson & Kolb, 2001). Choosing either bureaucracy or scientific management, discuss this quote and argue whether modern business’ continues to dehumanise. People’s conception of the nature of work and the social relationships between individuals in various levels in organizations changed, brought by the industrial revolution of the late 1800s. Classical management believed in work specialization. That is, that work should be organized and divided according to one’s specific individual skill. There are three subfields of management, each with a slightly different emphasis: scientific management, bureaucratic organisations and administrative principles (Wrege & Stoka, 1978). Using scientific management, we will explore the ways it dehumanised the practice of management. Firstly, by discussing it’s systematic approach that was designed by Frederick Taylor, to solely improve productivity by reducing the amount of time and effort needed in solving a task. Secondly, by exploring how human needs and considerations were given little or no regard. Then lastly, how the human relations movement was formed and the ways it ‘humanised’ the practice of management to become what modern management is today. Scientific management was a systematic approach that was designed by Frederick Taylor, one of the original advocates of scientific management, to solely improve productivity by introducing a machine-like structure that reduced the amount of time and effort needed. His philosophy is encapsulated in his statement, â€Å"In the past the man has been first. In the future, the system must be first† (Wren, 1979). This job redesign was at the heart of the scientific management movement, and efforts to simplify job design reached its peak in the assembly-line production techniques that became popular in the early 1900s. It formed the basis for what became known as the scientific management movement, and had the following characteristics; Machine pacing – this was when the production rate was determined by the speed of the conveyor belt, not by the workers themselves. Task repetitiveness – tasks were performed over and over during a single work shift. On auto assembly lines, for example, typical work cycles (that is, times allowed for completion of an entire piece of work) ranged from thirty seconds to one and a half minutes. This means a worker performed the same task up to 500 times a day. Next were low skill requirements – jobs could be easily learnt and workers were easily replaced. Task specialization – each job consisted of only a few operations. Limited social interaction was also a factor – due to the speed of the assembly line, noise and physical separation. Finally, tools and techniques specified – selected tools and techniques were assigned by staff specialists (usually industrial engineers) to maximize efficiency. As you can see, organisations had machine-like structures, which increased a workers speed and expertise in one specialised area. It also reduced the amount of time spent on a task and the effort of teaching them a range of skills, which in turn helped the business achieve organizational productivity and efficiency. But buy doing so; management lost its human side. Human needs and considerations of its workers were given little or no regard. Therefore Taylor felt the worker was, essentially, just part of a huge line of processes. Although the techniques led to an increase in output as well an increase in efficiency, problems with this new form of management began to arise. Firstly, it became increasingly apparent that factors other than money had motivating potential for workers to increase output and efficiency. Second, managers became aware that many employees would work consistently without the need for close supervision and control. Lastly, some managers attempted job simplification techniques without having the need to increase pay when there was an increase in output. It’s failure to deal with the social context and workers’ needs led to increased conflict between managers and employees (Samson & Daft, 2009), as wages fell behind productivity and as increased efficiency lead to cuts in the number of workers. Job fractionation lead to unauthorized breaks, as people did not like their jobs. Workers reacted by refusing to co-operate, and unionization efforts and sabotage also became more common during this period. Over time, concern for improving worker’s attitudes arose and by the 1930s, behavioural scientists began looking at ways to make employees happier on the job. As we have just discussed, the benefits that arose from scientific management seemed outweighed by the multiple drawbacks we have just highlighted, relating the human needs and considerations of workers. Thus, the idea based on rationality and technique almost seemed to â€Å"dehumanise the practice of management†, through this statement Inkson & Kolb (2001) understood. This emphasis on the human factor in employee performance became known as the human relations movement. Management now realized that people wanted to feel useful and important at work. Attention moved away from scientific measurement of fractionation towards a better understanding of the nature of interpersonal and group relations on the job. Motivation had taken a shift from the piece-rate approach to having a stronger social emphasis. â€Å"Hardly a competent workman can be found who does not devote a considerable amount of time to studying just how slowly he can work and still convince his employer that he is going at a good pace† (Taplin, 2006). This quote reflects the previous generally accepted mentality of the average worker, in that their sole motivation was money – the human relations movement changed all of this. Workers wanted to be recognized as individuals and it was concluded that it was failure to treat employees as human beings was largely responsible for poor performance, low morale, high job turnover, absenteeism, among other problems. Because of these problems, an effort was made by managers to make employees feel important and involved. Morale surveys, for instance, became popular as an indicator within organizations, as well as departmental meetings and company newspapers. Supervisory training programmes were initiated to train managers in group dynamics. These were all attempts to help employees feel involved and important to the organisation. As you can see, scientific management, in all it’s rationality, had ultimately dehumanised the practice of management to the point where scientific research was undertaken to better understand the worker and recognize them as individuals. From a modern point of view, the advent of human relations has dramatically changed management techniques today. Although it is constantly changing, two aspects from traditional theories of motivation continue. Firstly, the basic goal of management remained employee compliance with managerial authority. The major differences were the strategies for accomplishing this. Second, nothing has changed in regards to the nature of the job itself. Instead, nterpersonal strategies in the workplace were introduced in an effort to make employees more satisfied and ultimately more productive (Youngblood, 2000). For instance, seminars to improve management and group dynamics were given by businesses to their managers, but their job is still the same. That said, such efforts are aimed at better understanding of human relations in the workplace, to improve employee morale and to recognize workers as individuals and the statement that ‘modern business’ continue to dehumanise’ can no longer be justified. We have discussed the quote â€Å"Classical management theory, for all it’s rationality and potential to improve efficiency, dehumanised the practice of management† (Inkson & Kolb, 2001)† and explored the philosophy of scientific management, which was an idea based on rationality and technique. It â€Å"dehumanised the practice of management† through a number of ways which we have explored in this essay. First, through it’s systematic approach designed by Frederick Taylor to solely improve productivity by reducing the amount of time and effort needed in solving a task. Second, by having little or no consideration for the needs of workers – they were merely part of a machine. Although two traditional theories forming the basis of management remain, the human relations movement has greatly impacted management techniques and it’s entire philosophy. From a once fractionised system it has shifted to having a large social emphasis, forming what modern management is today. Therefore, scientific management without a doubt dehumanised the practice of management and the argument that ‘modern business’ continue to dehumanise’ can no longer be supported.

Essay on Domestic Violence Vs. Family Violence

Essay on Domestic Violence Vs. Family Violence Essay on Domestic Violence Vs. Family Violence Essay on Domestic Violence Vs. Family ViolenceViolence is a serious problem for the various social and cultural groups. Violence has a negative impact on the physical, emotional, financial and social status of women, children, families and communities around the world. Recent studies show that more that one million women are abused by their partners. In such a way, domestic violence, or as it is usually called family violence, is one of the most frequent, common and unpleasant forms of violence nowadays. Thus, the main aim of the assignment is to explore the concepts of domestic violence and family violence with many details for the purpose of understanding the issue better.There is no a single worldwide agreed definition to the meaning of the concepts of â€Å"family violence†, â€Å"domestic violence†, and other similar to these terms. Some people state that there are no differences between these two concepts, while others are trying to prove to the contrary. Thus, it can be stated that the broad term â€Å"family and domestic violence† is a mix of two similar terms â€Å"family violence† and domestic violence†. Of course, both of these terms can be observed on the base of their contextual elements such as presence or absence of constant relationships, domestic or outside arrangements, etc., but all these nuances will not change the meaning of the problem. So, two of these concepts are the same in legal sense because they deal with the abuse within a family or in relations.Being more specific, and trying to find some specific features in the above mentioned concepts, it is necessary to state that family and domestic violence is a repetitive cycle with increasing frequency of physical, sexual, verbal, emotional and economic pressure on the family to get power and control over it. Domestic violence is based on offensive relationships between partners, when one partner demonstrates violent types of behavior against another partn er, against a person who is in a close relationship with him/her, including family, marriage, or dating. Family violence describes violent behavior between the family members, and it can take any form, and may occur not only between partners, but also it can be aimed at children. Thus, both kinds of violence can negatively impact on physical, psychological, moral, and other state of human wellbeing.Manifestations of domestic and family violence can be intensified in crisis situations, such as job loss, deterioration of the relationships of the spouses, midlife crisis, alcoholism or drug addiction. It is important to remember that 95% of cases of physical or sexual violence are not limited to a single episode. The events tend to develop incrementally: the person will show the own behavior more and more violently each time. Thus, domestic or family violence is a pattern of abusive and dangerous behavior that may include physical, emotional and sexual violence. In addition, it can mani fest itself in the form of intimidation, isolation and coercion. Domestic or family violence can include some threats of violence, physical injury, attacks against property or animals, acts of intimidation, emotional abuse, isolation, and use of children as a means of control.In conclusion, we have observed the main characteristics of the concepts of â€Å"family violence† and â€Å"domestic violence†, pointed out the main difference between the two terms, and demonstrated that domestic and family violence is a violation of human rights, as it violates many basic human rights such as the right to life and physical safety. In addition, domestic violence differs from extraneous violence in the fact that is occurs between people in their intimate relationships. Although victims of both forms of violence experienced trauma, victims of domestic violence suffer more because the abuser has permanent access to the victim, and may continue new attacks again at any time.

Hussain Surname Meaning and Family History

Hussain Surname Meaning and Family History The surname Hussain originated from the Arabic personal name, Husayn, derived from the Arabic hasuna, meaning to be good or to be handsome or beautiful. Hasan, for which Hussain is a derivative, was the son of Ali and the grandson of the Prophet Muhammad. Surname Origin:  Muslim Alternate Surname Spellings:  HUSAIN, HASAN, HUSAYN, HUSSEIN, HUSEIN, HUSAYIN, HUSSAYIN, HUSEYIN, HUSSEYIN, HUSEYN, HOSSAIN, HOSEIN, HOSSEIN, HUSSEYN   Famous People with the Hussain Surname Maqbool Fida (M. F.) Husain:  Indian painterRobert Hossein: French actor and directorSaddam Hussein: former dictator of IraqHussein bin Talal: King of Jordan from 1952–1999 Where Is the Surname HUSSAIN Most Common? According to surname distribution data from Forebears, Hussain is the 88th most common surname in the world, found most prevalently in Pakistan where over 3.2 million people bear the name and it ranks #2. Hussain is also the 2nd most common surname in the United Arab Emirates and Kuwait, 3rd in Saudi Arabia, 4th in Quatar and 5th in Bahrain. WorldNames PublicProfiler, which does not include data from Pakistan, indicates that Hussain is also fairly common in the United Kingdom, especially in the English region of Yorkshire and Humberside, as well as in Oslo, Norway. Genealogy Resources for the Surname HUSSAIN Contrary to what you may hear, there is no such thing as a Hussain  family crest or coat of arms for the Hussain surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. FamilySearch - HUSSAIN  Genealogy: Explore over 370,000  historical records which mention individuals with the Hussain surname, as well as online Hussain family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints.Family Tree DNA Discovers Y-DNA Signature That Might Represent the Prophet Mohammed: An article in the  TheNational  highlights DNA testing of the male descendants of Mohammeds  daughter Fatima through her two sons,  Hassan and Hussein.  GeneaNet - Hussain  Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Hussain  surname, with a concentration on records and families from France and other European countries. Resources and Further Reading Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Managing services and Experiences Assignment Example | Topics and Well Written Essays - 2250 words

Managing services and Experiences - Assignment Example nvolves catering for the emotional aspect of product purchase, that is, providing a client with what they are not likely to achieve physically such as gifts, rewards and discounts. Nando’s is home to the legendary flame-grilled peri-peri chicken. Born of humble beginnings in Johannesburg in 1987, the restaurant boasts of the yummiest chicken you will ever taste. My visit to the restaurant was a moment I will live to cherish for a longer period in my life. The experience was not only awe-inspiring but full of lessons i would never have learnt elsewhere. Right from the moment I set foot, the atmosphere is inviting, the receptionists welcoming, and the view, exquisite. The restaurant is not only elegant, the dà ©cor exquisite, the smell of delicacy invigorating but also has one of the best service-customer policies. At Nando’s I wanted to inquire a little more on what they do to attract classy customers, keep them satisfied but also highly maintain the standards of the place. I was lucky to learn a recipe of the famous â€Å"peri-peri† chicken, grab a meal and also keep the menu. Other than that, I learned that the management was reputable, courteous and equally hospitable. This is why the executive staff manager gave me a chance to learn (interview) from the restaurant. At the reception, I was directed to a vacant place and no sooner had I settled did I receive a copy of the menu and given time to make my choice before the maitre d’ returned to serve me. This, amongst other policies such as decency, respect and loyalty are some of the virtues that the restaurant prides in. Not only does the dining restaurant guarantee customer retention but also creates such a hospitable environment that makes you yearn for your next visit. Clearly the concept of CEM has well been absorbed into the business and its no doubt there will always be customers checking in. Thai massage is a spa that specializes in ancient-style massages. Developed in thailand, the business has

Analyse and access the blackboard Essay Example | Topics and Well Written Essays - 1500 words

Analyse and access the blackboard - Essay Example Currently in your Blackboard courses, you need to remove the existing file and re-upload the new version of the file. With the Blackboard Content System, you will no longer need to upload the same file to several different sections you would simply link from your course to the file in the Content System. This way if you modify, for example, the syllabus file in the Content System, the updates in the file can be reflected automatically in all the courses without having to go into each course and modify each file. Throughout this guide, you find a set of "Why Bother" ideas for Blackboard usage. So, below we've compiled a list of ideas from the broad spectrum of uses to get you thinking of why you would use Blackboard in your course: This is an exploratory study that aims to understand the current implementation of University Blackboard. Based on evaluation, it indicates that the general visibility of this study is guaranteed. The results of this study give students and faculty members more understanding of how Westminster University applies the standard student-faculty services online with the use of tools via the internet according to the website design standards. Furthermore, enhancement and personalising the University Blackboard can be adapted to suite and blend with the general there of the University website. Security is still a concern. Giving access to students should be monitored momentarily to avoid identity theft among students. References Wikipedia. (November 2006). Blackboard Inc. Retrieved November 7, 2006,