Costa Coffee Essay Example | Topics and Well Written Essays - 2500 words

Costa Coffee - Essay Example This is to ensure it will acquire brand recognition as a true global brand like giant Starbucks but at the same time maintain its brand essence in a highly-competitive premium coffee market that no longer relies on price or differentiation as key success factors. Key industry drivers like the 4 Ms are briefly mentioned in relation to the coffee industry. Management theories and models like the Boston Consulting Group’s market matrix, Gap-needs Analysis and Ansoff’s product-market model are utilized to illustrate some of the key concepts in strategy analysis and formulation. Based on the last model by Ansoff, market development, product development and increased market penetration were thought to be viable alternatives. However, a closer analysis would reveal a branding strategy is the most suitable for a brand like Costa Coffee that is situated in a mature market dominated by only a few big players. This is because a brand is not only a functional concept but also an em otional one with regards to coffee drinkers, who not just drink it but to experience the ambiance as a symbol of affluence, social identity and new lifestyle patterns (Elliott & Percy, 2007:25). There are three coffee house chains competing for preeminence in London and all over the United Kingdom and these are Starbucks, Caffà © Nero and Costa Coffee. There is a smaller Coffee Republic and there are other coffee houses which are not part of a franchise (Edward, Cortinovis, Eggleton, Lee & Hermitage, 2007:110). After several years of very fast growth, the so-called premium coffee market is now in its mature stages. This means new sources of revenue growth has to be found before market share stagnates. A company has to be proactive rather than reactive and there are three possible sources of growth assuming it is alert enough: new opportunities presented by the changing external environment, develop a new strategy by monitoring emerging trends and how

Is there a benefit in bonding amalgam restorations to remaining tooth structure Essay Example for Free

Is there a benefit in bonding amalgam restorations to remaining tooth structure Essay The use of bonded amalgam in restoring the teeth began as early as the 1990’s when a few practitioners began to use certain substances to bond the amalgam restorations directly to the tooth. These practitioners began to bond the amalgam directly to the enamel and/or the dentin. The process of bonding amalgam to the tooth was fairly simple. First, the cavity was prepared and the surface of the cavity was thoroughly cleansed, washed and dried. An etchant was applied to the surface of the cavity, and etching was done for certain period of time. Then, a bonding agent was applied to the surface of the prepared cavity. This bonding agent was chemically cured. After this, amalgam can be condensed into the cavity. The resin can whilst curing, bond the magma to the tooth. A mechanical interlocking between the amalgam and the resin would develop. Such restorations would have a lot of advantages over conventional amalgam restorations. However, the evidence available currently regarding bonded amalgam is rather insufficient, as the results of long-term studies are lacking. Studies for a period of two years following the insertion of bonded amalgam have been conducted, and benefits predicted on a long-term basis needs to be thoroughly tested (Bryant, 1998). The use of bonding agent for dental amalgam was first thought of immediately after composite resins were successfully bonded clinically. One of the most frequently utilized agents for bonding amalgam to the tooth structure is 4-META. This enables bond shear strength of about 10 MPa. On the other hand, if the same agent is utilized to bond composite resins to the tooth structure, a bond strength of about 20 MPa is achieved (Graig, 2002). One of the main reasons why dental researchers began to work on the use of bonded amalgams for clinical use was because the newer restorative material have not been very successful in replacing dental amalgam. During the early days when bonded amalgams were initially tested, researchers were able to notice that bonding helped to provide certain benefits against unbonded amalgams (Zbynek, 2002). Bonded amalgam restorations claim several benefits:- 1. The retention form of a cavity may be improved following use of bonded amalgam (Bryant, 1998). However, some researchers feel that the bond retention offered by bonding amalgam be very less or even negligible. This is because the bonding agent may not adopt in a proper manner to the surface of the cavity or the amalgam (Graig, 2002). 2. There is no much of need to cut the tooth extensively and to prepare several retentive features such as grooves, dove tails, undercuts, etc. 3. As the tooth is prepared conservatively, the resistance form of the tooth is improved. This means that the restoration can tolerate stresses better that could fracture the cusps. The clinical evidence available for this in the form of clinical trials is rather insufficient in this regard (Bryant, 1998). Studies have shown that in a MOD (class VI) cavity prepared with amalgam, the resistance to fracture was more than doubled when a bonding agent was utilized, compared to in situations when a bonding agent was not utilized. The case of the improvement in the facture strengths of bonded amalgam was comparable to that of bonding composite resins. The fracture strength achieved by bonding composites was similar to that of bonding amalgam in case of MOD restorations. However, in both cases, the resistance to fracture was as not as high as that of normal tooth material. The fracture resistance depended on several factors such as the amount of tooth material cut, the width of the proximal box, etc. Studies have shown that as the width of the restoration is increased, the resistance to fracture decreases. Research has also demonstrated that the retention obtained by bonding amalgam for MOD cavities was similar to that of placing pin-retained restorations. Hence, the potential to use bonded amalgam instead of pin-retained restorations could be considered. However, long-term studies in this regard have not been considered (Graig, 2002). Some other situations in which bonded amalgam restorations could be useful include large cavity preparations in posterior teeth (as the extent of the cavity preparation would reduce) and in class V cavities in which the occluso-gingival height is reduced, as the need for pins is eliminated (Zbynek, 2002). 4. As the tooth is cut to a conservative extent, and the need to build several retentive features is reduced, the chances of the patient developing post-operative hypersensitivity are greatly reduced. Besides, the resin bonding agent tends to seal the dentinal tubules and prevent the excessive drying (Zbynek, 2002). However, several other factors plays a very important role in preventing the development of hypersensitivity including the extent to which the amalgam is condensed, excessive drying of the tooth, the experience and the technique utilized by the dental practitioner, etc (Bryant, 1998). 5. Bonding agents help to improve the marginal seal and reduce the microleakage in a dental amalgam restoration. The gap present between the tooth and the amalgam is reduced thus lowering the microleakage (Zbynek, 2002). The fluid flow into the cavity is either abolished to decreased (Graig, 2002). Besides, the dentinal tubules are sealed to a greater extent, which could reduce and prevent damage to the pulp (Bryant, 1998). The microleakage is frequently measured using the dye leakage technique (Cenci, 2004). 6. The bonding strength between the tooth surface and the restoration is increased when an amalgam bonding agent is utilized. Studies have shown that the bond strength that develops when no bonding agent is utilized is about 4 to 8 MPa. However, when a bonding agent is utilized, the bond strength shoots up to about 20 MPa (Graig, 2002). 7. The rate of secondary caries is reduced (due to better marginal integrity and reduced marginal leakage) (Zbynek, 2002).

Deconstruction and Multiplicity of Self through Modern Technology :: Technological Essays

Deconstruction and Multiplicity of Self through Modern Technology The Internet has allowed a postmodern view of self to dominate and serve as the solution to a dilemma that modernism has perpetuated surrounding self perception. Such a dilemma includes the identity crisis. Having only one self is restricting and can be dangerous, especially if the self is viewed as â€Å"bad† by the individual/self or others. It becomes critical, in the modernist view of self, to like oneself or else one will have to either self-hate or self-destruct. Self destruction would mean to kill off or eliminate the self-defining characteristics that one dislikes. My Mother always told me: â€Å"It’s never to late to be who you really are†. This advice functions to encourage combat against negative self-image that modernism cultivates. For some, this process is like clearing the slate. Starting from scratch will hopefully be refreshing to one’s self-esteem and self-value, but starting over as the â€Å"new you† can be a difficult an d scary adjustment as well. For the same reasons, labels and stereotypes control and shape one’s identity. The postmodern, technological world loosens the powerful grip of modernism’s resulting restrictions on selfhood. Modernism promotes an either-or option for self being one thing or another (and, hopefully, that dichotomy is not the dangerous good-bad ultimatum). On the other hand, postmodernism allows for fluidity and does not condemn or pollute the entire self with one portion of self-identity. Additionally, the worry about a â€Å"new you’s" role in society will never arise as the â€Å"new you† is just â€Å"another you† in a postmodern self concept. No one has one true self nor control over others’ perceptions of one’s selves. Therefore, one must come to terms with the fragmented, multiplicities of their own identity. Their self exists in the here-and-now, and is much less definable in simple categories. While others, then, cannot grasp and categorize your identity, the possibility exists, that neither can the self which is you. This presents a freeing and frustrating capacity for any individual worried about control. The postmodern, technology-age self is not contained. It is a limitless region abounding with environment-sensitive traits. We can imagine such a concept through the unlimited Internet—in the vast expanse called cyberspace. Viewing ourselves through, or actually as composed like, a machine unlocks such infinite possibilities in identity.

I’m Not an Imitation of Someone Else, I’m Latina :: Personal Narrative Writing

I’m Not an Imitation of Someone Else, I’m Latina As I sat at the kitchen table on those chilly winter evenings in Kenner, Louisiana, I could feel my mother staring at me from where she was. I was busy doing my homework, and she was preparing that night's supper. She would always start off by asking me what I was doing and the only thing I would ever answer was, "Oh, nothing. Just homework." Then I would turn away and sort of look in the other direction as if to tell her to leave me alone, because I had a lot to do. At the time I was only eight years old, in my second complete year of schooling in the United States. I had already fully grasped the English language, and it had been a year and a half since I had been removed from the bilingual program. In actuality, I had become Americanized quiet easily. Although this was a process that involvedgive and take, because although I did adapt to my new environment very well, I never let go of what I had already learned in my previous environment. I can recall that at the same time that I was learning to read and write in English, I was also learning to do so in my native tongue, Spanish. In school, as I sat in the small wooden house, which was the bilingual classroom, I could clearly remember wondering why it was that "Spot" was so important. For more than a month we had been learning about this brown dog and about seeing him run. This experience was very strange for me, not only because it was in a totally new language but because I never did really see spot run. I only saw him painted on an oversized illustrated notebook. After a long and confusing day at school, I would come home to do my assignments; alone. It wasn't that my mother did not want to help me, but she couldn't. She knew little about the assignment , and knew even less about the language. At first I didn't mind. The assignments were easy for me to figure out, and if it was really hard I would just tell the teacher the next day that I couldn't figure it out. Sh e would ask me why I didn't ask my mother for help, and I would have to respond to her, "because she didn't know either.

Matching Dell Case Analysis Essay

The PC industry can be analyzed using Porter’s Five Forces. The first force is threat or barriers of entry. Here, the threat is high and barriers are low. Although certain brands own the majority of the market, the costs to manufacture are extremely low, and the prices of these components are declining yearly at 25% to 30%. The capital required is relatively inexpensive, as well. Also, unbranded â€Å"white box† PC makers have become prevalent overseas; showing anyone who can make a PC could make sales. In Buying Power, consumers have great power. There are a high number of users but consumers have a wide variety of brands to choose from and have put much pressure on companies to make satisfactory products at good prices. Customers also have low switching costs. This force along with high demand was also partly responsible for the â€Å"vigorous price war† as many companies cut prices to match one another and satisfy consumers. Supplier power was also high. Intel and Microsoft ran near-monopolies in supplying microprocessors and operating systems, respectively. By 1998, 96% of all PC’s ran on â€Å"Wintel.† These two suppliers drew profits from all PC companies and minimized differentiation, as there were few substitutes and little options of switching to another supplier. The industry’s degree of rivalry reflected its fierce competition. As computers became more common, demand rose, prices decreased, and demand grew stronger, boosting competition between manufacturers. This rivalry is essentially what sparked Dell’s competitors to try to emulate their business model and attempt to gain a competitive advantage for the future. Lastly, the threat of substitutes was low but growing. Consumers were becoming reliant on PC’s as they became commodities but new technologies such as laptops, PDA’s, and smartphones among others were slowly emerging. Business Model Although Dell sold to a diverse range of customer segments, they generally targeted the â€Å"educated consumer,† people knowledgeable about computers. Dell targeted them and wanted to avoid the â€Å"inexperienced Transaction buyer.† Because Dell sold customized PC’s directly to the customer, they needed to know each computer’s specifications, thus making it difficult for inexperienced users to specify their needs. Dell’s close location to its suppliers served as a large advantage. Dell arranged for suppliers to  locate their production facilities close to Dell’s to maximize the efficiency of operations. This allowed Dell and suppliers to work closely with one another, integrating the organization and minimizing buffers. Dell’s unique production process is the part of the model that may deter most imitators. Dell had the advantage of handling fast and large orders and even having suppliers send shipments straight to customers in som e cases. Performance Dell’s success with the Direct Model led to rankings among the top of its competition in user ratings (Exhibit A), a ranking first in ratings for high-end PC’s, and allowed them to obtain the second and third spots for market share in the US and world, respectively. The financial statements that best measure Dell’s advantage are their inventory level ratios. Specifically, Dell’s days of inventory is significantly lower than competitors. Their low days of inventory ratio correlates to a very high return on invested capital and return on equity. Comparisons with competitors can be seen in the appendix (Exhibit B). Principal Issue Dell’s success in financial returns and rapid growth has caused rivals to try to emulate their Direct Model in attempt to gain a competitive advantage and similar success. What is difficult to emulate in Dell’s model and how can they keep itself in this position and leverage sustained growth for the future using this model? Alternatives Dell is the originator of the direct model and knows the formula for success. Dell’s integrated production process with suppliers on a global scale, sole focus on distributing directly to customers, ability to effectively serve a diverse customer base, and ability to provide high quality PC’s at relatively low prices, has put them in a strong position ahead of competitors. Dell knows their capabilities, their customers, and knows exactly to focus on direct distribution. IBM ranks alongside Dell in domestic and worldwide market share. As the first to recognize Dell’s threat of distribution, they took initiative immediately, responding with a joint operation with distributors and resellers called AAP. Many major distributors and resellers each invested tens of millions of dollars into  this program, which could result in powerful partnerships if successful. Compaq owned the largest market share in the industry for some time and are reliable to a number of segment s. They also responded with their own model, ODM, which is also in conjunction with distributors and resellers similar to IBM’s, and DirectPlus, selling directly to small and midsize companies. The company also recently acquired DEC, in which they would leverage their relationships to sell directly to DEC customers and accounts. HP created their own direct model with ESPP. Although their model was similar to IBM and Compaq’s involving distributors and resellers, they specifically aimed to please these partners. HP offered incentives and would make resellers and distributors a larger part of the process. In result, 59% of resellers reported they were more willing to promote HP products than IBM and Compaq. Gateway may have been Dell’s largest threat as the world’s second largest direct seller behind Dell. They even briefly surpassed Dell in sales in 1994 and their days of inventory was at 10 days, only 3 behind Dell’s 7 in 1998. Gateway served mostly pe rsonal users but began serving large corporate accounts with Gateway Major Accounts, Inc. in 1997. But in 1998, the company scaled this operation back as they could not afford to keep it up. Criteria Dell’s Direct Model had a competitive advantage rivals could not easily emulate through their relationship with large enterprise customers and their unique production process that involves a close relationship and location with suppliers. Recommendation Dell is in a strong competitive position against its rivals because of the criteria of advantages in their model. Dell’s production process and close location and collaboration with suppliers on a global scale is a standard that is very difficult to emulate. IBM, Compaq, and HP tried their own versions of direct distribution models but failed to produce anywhere near the same efficiency with financial returns as Dell (Exhibit B). Also, these companies attempted to branch into Dell’s lane while continuing retail sales, which showed it is difficult to focus on both methods and see the same success. Gateway was arguably their biggest threat but could not compete due to their inability to serve large enterprise customers similar  to Dell. Plan of Action Dell should continue to focus on relatively low cost, quality customized products through direct distribution. As technology and computers evolve with more computer alternatives, they should adapt to producing a more diverse product line but continue the same production and distribution process that has brought the firm so much success thus far.

Free Essays on Paradigms

Sociology is the systematic study of human society, so when sociologists begin thinking about issues and how to connect facts they developed the theoretical paradigm (Macionis 14). Sociology has three major paradigms: the structural- functional paradigm, the social-conflict paradigm, and symbolic-interaction paradigm. The structural-functional paradigm is â€Å"a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability† (Macionis 14). The idea is that we have a stable social pattern most of the time, and that social structure gives our lives shape. This paradigm also looks for social functions. Rituals and simple courtesies keep society going (Macionis). The main characteristic of the structural-function paradigm is that society is stable. The conservative side of this paradigm is that we focus on stability even when there is conflict, which also led sociologists to develop the social-conflict paradigm. The social-conflict paradigm is â€Å"a framework for building theory that sees society as an area of inequality that generates conflict and change† (Macionis 15). Sociologists in this paradigm link such things as race, gender, age, social class, and ethnicity to inequality among money, power, and education. Thus, leading to dominant people striving to stay on top, while the subordinate try to gain more for themselves. The problem with this paradigm as well as with the structural-functional is that everything is in such broad terms, so a third paradigm was developed which represents society in everyday experiences. The symbolic-interaction paradigm is â€Å"a framework for building theory that sees society as the product of the everyday interactions of individuals† (Macionis 17). In this paradigm sociologists believe that society is nothing more than when people interact with each other. That is, human beings live in a world of symbols attaching to ever... Free Essays on Paradigms Free Essays on Paradigms Sociology is the systematic study of human society, so when sociologists begin thinking about issues and how to connect facts they developed the theoretical paradigm (Macionis 14). Sociology has three major paradigms: the structural- functional paradigm, the social-conflict paradigm, and symbolic-interaction paradigm. The structural-functional paradigm is â€Å"a framework for building theory that sees society as a complex system whose parts work together to promote solidarity and stability† (Macionis 14). The idea is that we have a stable social pattern most of the time, and that social structure gives our lives shape. This paradigm also looks for social functions. Rituals and simple courtesies keep society going (Macionis). The main characteristic of the structural-function paradigm is that society is stable. The conservative side of this paradigm is that we focus on stability even when there is conflict, which also led sociologists to develop the social-conflict paradigm. The social-conflict paradigm is â€Å"a framework for building theory that sees society as an area of inequality that generates conflict and change† (Macionis 15). Sociologists in this paradigm link such things as race, gender, age, social class, and ethnicity to inequality among money, power, and education. Thus, leading to dominant people striving to stay on top, while the subordinate try to gain more for themselves. The problem with this paradigm as well as with the structural-functional is that everything is in such broad terms, so a third paradigm was developed which represents society in everyday experiences. The symbolic-interaction paradigm is â€Å"a framework for building theory that sees society as the product of the everyday interactions of individuals† (Macionis 17). In this paradigm sociologists believe that society is nothing more than when people interact with each other. That is, human beings live in a world of symbols attaching to ever...

Roadhog essays

Roadhog essays According to the SUV info link website, Roadhog is any of several vehicle type exhibiting excessive size, creating dangerous highway condition, and emitting increased pollution, also formally known as SUV (Sports Utility Vehicle) These are the enormous looking vehicles that I constantly have to seek refuge form while I am driving on the road. For some reason, all the SUV drivers seems to have this urge to run over small cars such as my modest Corolla. Surprisingly enough, the number of these people is rapidly growing. From the downtowns to the winding highways, people are having a love afire with these monsters. Last year Americans purchased a record number of 3.36 million of them, most of which were domestic made. This year foreign made such as BMW and Honda Acura are reporting record number of sale. This is a concerning matter when SUV proven to be most inadequate vehicle for the consumer. The purpose of this paper is to establish the fact that SUVs (Sports Utility Vehicles) are the most inadequate vehicle for the consumer. The three reasons that support this argument are, first the safety concern, second its damage to the environment and third its excessive cost. The cleaver marketing and overstated advertisement has made an impression that SUVs are the safest vehicle on this planet. There is increasing evidence that SUVs are not as safe as they appear. Recent studies show that SUVs pose a significant threat to drivers and passengers of other cars on the road. In addition, there are indications that safety problems threaten passengers and drivers of SUVs themselves. The propensity of sport utility vehicles to roll over is a major safety concern. Sport utility vehicles are more than three times more likely to roll over in crash than normal passenger cars. SUVs are built on the base of the pick truck platform. This meant that a taller and heavier body would be riding on a frame designed for a pick-up truck. The result is ...

Whitman College Admissions and Acceptance Rate

Whitman College Admissions and Acceptance Rate As one of the top liberal arts colleges in the country, Whitman College has highly selective admissions. The acceptance rate in 2016 was 51 percent, and accepted students almost always have grades and standardized test scores that are significantly above average. Keep in mind, however, that the SAT and ACT are an optional part of the application. The admissions process is holistic. The college uses the Common Application, and an essay and recommendation are required parts of the process. Your extracurricular involvement can also play an important role. Interviews are recommended but not required. Will you get in if you apply to Whitman College? Calculate your chances of getting in with this free tool from Cappex. Admissions Data (2016) Percent of Applicants Admitted: 51  percentGPA, SAT and ACT graph for WhitmanTest Scores: 25th / 75th PercentileSAT Critical Reading: 600 / 720SAT Math: 600 / 700What these SAT numbers meanTop Washington colleges SAT comparisonTop 4-year colleges SAT score comparisonACT Composite: 28  / 32What these ACT numbers meanTop Washington colleges ACT comparisonTop 4-year college ACT score comparison About Whitman College Located in the small town of Walla Walla, Washington, Whitman is a great choice for students looking for a quality education and engaged campus community in an intimate setting. For its strengths in the liberal arts and sciences, Whitman was awarded a chapter of the prestigious  Phi Beta Kappa  honor society. Students interested in the sciences, engineering or law can take advantage of collaborations with top schools like  Caltech,  Columbia,  Duke  and  Washington University. Academics are supported by a 8  to 1  student / faculty ratio. Whitman also offers a wide range of options for study abroad with programs in 23 countries. In athletics, the Whitman competes in the NCAA Division III Northwest Conference. Enrollment (2016) Total Enrollment: 1,493  (all undergraduate)Gender Breakdown: 43  percent male / 57 percent female97 percent full-time Costs (2016-17) Tuition and Fees: $47,862Books: $1,400 (why so much?)Room and Board: $11,910Other Expenses: $800Total Cost: $61,872 Whitman College Financial Aid (2014-15) Percentage of New Students Receiving Aid: 80 percentPercentage of New Students Receiving Types of AidGrants: 75 percentLoans: 55  percentAverage Amount of AidGrants: $25,630Loans: $5,471 Academic Programs Most Popular Majors: Biology, Economics, English, History, Philosophy, Political Science, PsychologyWhat major is right for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 94  percent4-Year Graduation Rate: 83  percent6-Year Graduation Rate: 88  percent Intercollegiate Athletic Programs Mens Sports: Soccer, Track and Field, Tennis, Swimming, Golf, Baseball, BasketballWomens Sports: Lacrosse, Volleyball, Track and Field, Basketball, Golf, Swimming Data Source National Center for Educational Statistics If You Like Whitman College, You May Also Like These Schools Stanford University: Profile | GPA-SAT-ACT GraphPitzer College: Profile | GPA-SAT-ACT GraphUniversity of Washington: Profile | GPA-SAT-ACT GraphSeattle University: Profile | GPA-SAT-ACT GraphGonzaga University: Profile | GPA-SAT-ACT GraphCarleton College: Profile | GPA-SAT-ACT GraphWhitworth University: ProfileBowdoin College: Profile | GPA-SAT-ACT GraphGrinnell College: Profile | GPA-SAT-ACT GraphMiddlebury College: Profile | GPA-SAT-ACT GraphLewis Clark College: Profile | GPA-SAT-ACT GraphReed College: Profile | GPA-SAT-ACT GraphPomona College: Profile | GPA-SAT-ACT Graph Whitman College Mission Statement mission statement from https://www.whitman.edu/about/mission-statement Whitman College is committed to providing an excellent, well-rounded liberal arts and sciences undergraduate education. It is an independent, nonsectarian, and residential college. Whitman offers an ideal setting for rigorous learning and scholarship and encourages creativity, character, and responsibility. Through the study of humanities, arts, and social and natural sciences, Whitman’s students develop capacities to analyze, interpret, criticize, communicate, and engage. A concentration on basic disciplines, in combination with a supportive residential life program that encourages personal and social development, is intended to foster intellectual vitality, confidence, leadership, and the flexibility to succeed in a changing technological, multicultural world. Data Source: National Center for Educational Statistics

To demonstrate how the field of 'globalisation studies'has moved on Annotated Bibliography

To demonstrate how the field of 'globalisation studies'has moved on - Annotated Bibliography Example In addition, Harvey reveals that such ideals are indeed seductive and compelling. To this end, he reiterates that the seductive ideal comes from individual freedom and its ability to captivate a high number of people. The author equally narrates the genesis of neoliberalism as from an international and domestic scale in the 1960’s. In addition, he elaborated how liberalism had failed. Consequently, Harvey narrates how neo-liberalism rose up as a solution to the crisis created by liberalism. The author also challenges the presumed neoliberal advantages. This is in evidently pertinent to the assumption that there is no substitute to neoliberal restructuring. To this end, the author blames neoliberization for the ‘creative destruction’ of powers, institutional frameworks, traditional state sovereignty, welfare provisions, social relations, reproductive functions, technological mixes and ways of life and ideals. Consequently, Harvey’s analysis of such shortcomi ngs is pertinent to the debates in neoliberal

Self assessment assignment Essay Example | Topics and Well Written Essays - 1000 words

Self assessment assignment - Essay Example Overall, the test was a great revelation to me, and one that will help me to improve my personal and professional life. The score was 45. This score means that most people think one is confident and in charge of their lives. However, the individual in question is not so sure, whether they are confident. This occurs when one had a difficult upbringing, especially guardians and parents who were so demanding. It can also occur when on thinks that they are not as good as people actually think they are. In relationships, such people will feel anxious and worry so much even about issues that other people would consider petty. It is also a culmination of not being able to forgive self for past mistakes (Cohen & Swerdlik, 2002). Personally, I believe the test best describes me. I have not been so confident in life; sometimes, I feign it, and people around me believe just that-that I am confident. I find it hard to get into relationships. Overall, this test depicted my situation and did not only help me to understand my self-esteem, but also the self-esteem of my close friends. The score was 76. This score means that one is likely to be a leader and set the right directions for the company. They only need to be more confident and get out of the shell. They can plan and initiate change, not only in themselves, but also in others. Leadership is a skill that can be learned and used to motivate others at the workplace and other realms of life (Cohen & Swerdlik, 2002). The score means that if only more effort is added, one can just be as passionate about honing their leadership skills, because at the end of the day leadership is learned, not acquired. Personally, the score surprised me. I have always believed that leaders are born; that they must be orators. After the score, though, I am now confident that I can compose myself and assume any leadership

The Case of ServerVault Study Example | Topics and Well Written Essays - 500 words

The of ServerVault - Case Study Example This means that the company chooses customers who value security and reliability heavily in their selection of hosting provider, having the motto, 'reliable, secure and wicked fast". ServerVault claims to offer much higher level of services than the other group at the 'managed" hosting group, having seven layers of security protection which passed the U.S Department of Defense Security Standard and it's vaults are especially designed to be able to withstand the most destructive forces of nature. It's promise of reliability and speed is backed up by redundant bandwith and power supply having four to five providers of internet access in each facility. The company rakes revenue from three sources: one-time set up for new servers, monthly hosting fees and fees for additional value-added service. ServerVault enjoys the advantage of having a facility designed to generate four or five times more revenue per square foot than those of its competitors. Being in an industry where business costs occurred mainly upfront and being young in the business, ServerVault faces a deep need for financing.

Family of Law Essay Example | Topics and Well Written Essays - 1000 words

Family of Law - Essay Example The judges will study other cases of theft from the past and extract their principles, and then use them to punish her. The kind of punished will be the same as the punishment given to other thieves in precedent theft cases. Gender and nationality of the friend cannot affect the ruling of the judges as long as she committed the theft offense in the Great Britain territory. The law is fair because it ensures that the guilty party is judged according to the judgments of the past similar cases. In France, the main type of law applied is the civil law. This type of law entails private laws on property, inheritance, family, and contract laws (Bell, 1998). Disputes are settled by allowing the two parties to engage in agreements, and if the agreements are broken by one or both parties the courts intervene by applying constitutional laws and statutes to pass resolutions. The theft of the friend could be death with in France by applying the civil law. The theft can be reported by the offended party to the relevant authorities who then apply the property law to enhance fairness to the owner of the property stolen. The friend may be required to pay for damages or can be jailed in court for a number of years determined by the law. The fact that the friend is a foreigner or a lady cannot influence the decision of the authorities in France under the civil law because the statutes and the constitutional laws apply to all cases committed in France. The law is fair because it follows the statutes and the constitution which are used to protect the rights of the citizens, e.g. the right to own property. The third country that can be considered in this essay is Saudi Arabia. The family of law that may apply in Saudi Arabia is theocratic law. This type of law depends on the doctrine of religion which suggests that the ruler of the people is God or the gods (Hirschl, 2010). Disputes are

The House of Tata Term Paper Example | Topics and Well Written Essays - 1500 words

The House of Tata - Term Paper Example Keeping this in mind, it was obvious for Tata to take certain new initiatives such as promoting Tata brand collectively for all group companies; find a strong partner for joint ventures; groom young leaders in-house and so on. Creating a unified brand by Tata Sons is certainly a strategic move with long-term ramifications. It is true that Tata name itself is a guarantee of quality among Indian consumers but in a free market regime, Tata group of companies will have to compete with formidable international brands in several segments of the businesses that include automobiles, chemicals, domestic appliance business, and many more. Promoting Tata brand will consolidate brand equity not only in the national but also international market too. It is true that certain companies in the Tata fold such as Indian Hotels does not use Tata name because ‘Taj Group of Hotels’ (the way it is known as) has itself become a name to reckon with in the hotel business in India; however, while raising money from abroad, the Indian Hotel did exploit Tata name while conveying to international community and that itself is a proof that Tata is a brand that each group company would always like to identify with at some point of time. The cost that each company will have to pay to Holding company, Tata Sons, is certainly a fraction of the benefits that they will derive nationally and internationally in the long run. This is a much required initiative on part of Tata Sons unifying all the companies with a common brand. Similarly, divesting a 20 percent stake in Tata Industries Limited to the Jardine Matheson of Hong Kong is another bold and strategic move. With the economic liberalization, Tata knew that retailing and distribution, financial services businesses in India would grow at a rapid pace and they would need a partner that possessed not only rich experience in such businesses but also ready to invest substantial sums in new ventures. Jardine group of Hong Kong was certai nly a perfect choice as a partner for many new ventures that Tata Industries was contemplating to embark on with the long term view of strengthening the corporate portfolio. While India moved decisively to a free market economy, the bountiful of opportunities emerged for large houses. The house of Tata was no exception to it. Ratan Tata was quick to realize that they would need a plenty of young talents if they needed to grow at fast pace taking advantage of the numerous opportunities that were lurking ahead. Keeping this perspective in mind, Ratan Tata launched Tata Administrative Services (TAS). The sole purpose was to groom future leaders hiring them young rather than recruiting people tainted with ‘outside culture’, it was a much better foresight to train and nurture young talents in-house. TAS was designed such that young management graduate â€Å"would gain exposure to three different industries through planned job rotation within the Tata companies" (Khanna, Pal epu and Wu, 8). The program was designed to "foster leadership, teamwork and group values" (Khanna, Palepu and Wu, 8). This way, not only young management recruits will be nurtured with required management skills but also be groomed with proper leadership qualities imbibing the spirit of 'Tata culture' at a fairly young age. After all, Tatas have been hugely popular in India because of their good quality products and ethical business practices for last several decades and that spirit must continue in

Family of Law Essay Example | Topics and Well Written Essays - 1000 words

Family of Law - Essay Example The judges will study other cases of theft from the past and extract their principles, and then use them to punish her. The kind of punished will be the same as the punishment given to other thieves in precedent theft cases. Gender and nationality of the friend cannot affect the ruling of the judges as long as she committed the theft offense in the Great Britain territory. The law is fair because it ensures that the guilty party is judged according to the judgments of the past similar cases. In France, the main type of law applied is the civil law. This type of law entails private laws on property, inheritance, family, and contract laws (Bell, 1998). Disputes are settled by allowing the two parties to engage in agreements, and if the agreements are broken by one or both parties the courts intervene by applying constitutional laws and statutes to pass resolutions. The theft of the friend could be death with in France by applying the civil law. The theft can be reported by the offended party to the relevant authorities who then apply the property law to enhance fairness to the owner of the property stolen. The friend may be required to pay for damages or can be jailed in court for a number of years determined by the law. The fact that the friend is a foreigner or a lady cannot influence the decision of the authorities in France under the civil law because the statutes and the constitutional laws apply to all cases committed in France. The law is fair because it follows the statutes and the constitution which are used to protect the rights of the citizens, e.g. the right to own property. The third country that can be considered in this essay is Saudi Arabia. The family of law that may apply in Saudi Arabia is theocratic law. This type of law depends on the doctrine of religion which suggests that the ruler of the people is God or the gods (Hirschl, 2010). Disputes are

Sales Management Assignment Example | Topics and Well Written Essays - 2000 words

Sales Management - Assignment Example However this is not the case because they are being constantly let down by the sales managers and indeed the policy adopted by Mike Dalton. As Dalton believes in offering the sales representatives with the remuneration package alone and no salary, this stands as a very negative connotation of the entire payment structure. If for instance a sales representative is unable to find a single sales lead in a particular period of time, he would not receive any payments at all. It would mean that all his hard work and devotion for the sake of IFP would essentially go to waste. What is important is to understand how IFP can give its best to its own employees who are indeed receiving nothing at all, more so when they are being committed to the company and its stance in essence. There is a dire need to understand how IFP’s viewpoint would be taken over by the employees. I do not agree that the employees would be on their toes if they receive just the compensation for the sales leads that they bring in instead of the salaries that they should be getting (Weitzul 1993). This is a direct case of meting out differential treatment for the employees because they are being hard done by. Justice needs to be done so that they remain motivated and glued to their respective jobs. The remuneration package used by Mike Dalton might not serve the purpose of the sales representatives and indeed the employees at large because it does not warrant a just policy to meet their most basic needs at work. This should be done away with at the earliest so that the employees might heave a sigh of relief and work to their best effect in the future (Gunsch 1991). The sales team will always be at the mercy of their sales leads and they thus know that if they fall short on this count, they would be removed from their jobs and hence their termination would mean a lot of economic problems for not only their own selves

Cars Versus motorcycles Essay Example for Free

Cars Versus motorcycles Essay In the united states many people buy cars and motorcycles. Some people prefer driving cars rather than motorcycles. Both are very popular types of transportation these days. Cars and motorcycles have many differences in their cost, convenience ,safety, comfort and maintenance. The first difference between cars and motorcycles are the cost. For example, people need to pay a lot of money if they want to buy or lease a car. However, motorcycles are cheaper to rent or buy. Also, cars are more convenient than motorcycles. For instance, cars can transport many people but motorcycles do not do it. Also, cars have air condition and people can listen music while they drive. Other, advantages have a car is another person can drive for someone when he is drunk. Motorcycles are most popular in young people because is most exciting, easy to parking and avoids traffic. The second important difference is safety. For example, cars have seat beats and air bags can protect the drivers. However ,in motorcycles, people only can use helmet, so drivers are fragile. Also, cars have a cage most protectors in case of accident than motorcycles. Although, the car insurance is the most expensive than motorcycles it covers all damage. Also, people in motorcycle need to use sunglasses for protect their eyes. In case of terrible accident people in motorcycle died, so cars are most safety. Other essential differences are comfort and maintenance .Motorcycles do not have comfort because seats are very awkward. However ,cars have soft seats and if it is raining people will not get wet. When people need to change oil and tires, it is very expensive. Also, cars are most difficult to repair and use a lot of gas. However ,motorcycles are too easy repair because do not have a big motor. Motorcycles are not difficult to maintain. In conclusion ,cars and motorcycles are very different in their cost, convenience, safety, comfort and maintenance. A lot of people buy cars or motorcycles, it is a very common type of transportation .Each person buys a vehicle that they like for their features.

Autonomous Learner Characteristics

Autonomous Learner Characteristics INTRODUCTION 1.1 Background of the study Looking back in time, English language were used once during the Cambodian Republic Regime (1970 1975), but thereafter, English was completely banned during the Genocidal Regime of Pol Pot and the Khmer Rouge; in 1993, for the first National Election in Cambodia, English language emerged again in this country with the arrival of United Nations Transitional Authority in Cambodia (UNTAC) (Narith, 2008). Since then the popularity of English language has gradually grown among Cambodian people. According to Crystal (1997) indicates that English language gains its popularity in the world due to political power, military power and economic power. In Cambodia, because of local and international business, international non-governmental organizations, job requirements, consumerism, computers and mass media, young people are encouraged to learn English as a foreign language (Narith, 2008). Further, Igawa (2008) studies about English language and its education in Cambodia states that communicat ive competence in English means a better job and a better pay for Cambodian people. That is why English language is encouraged and promoted to learn. Concerning English language learning, Cambodian students culturally seem to be respectful, obedient, and passive towards their teachers. This happens because of the traditional classroom, which is commonly practiced and mainly focused on teacher-centered approach. This approach offers fewer opportunities to students to engage in their learning, because the teacher always plays a role as a knowledge transmitter to students. Moreover, there is little interaction among teachers and students. The teacher usually spends a great deal of time speaking and explaining in the class; while students are required to sit passively and listen to the teacher attentively (Wang, 2007). However, after the communicative language teaching has emerged in Cambodia over the last ten years, the role of teacher and student has been gradually changed in modern classroom. In other words, there is a shift from a teacher-centered approach to a learner-centered approach, which offers students more possibilities to actively engage in their learning process. Since this shift occurs, learners are viewed as the main source of information for learning process, which the practice of learner autonomy begins to grow in language learning and teaching (Benson, 2001). Holec (1981) was the first person who coined the term learner autonomy and defined it as the ability to take charge of ones own learning. Autonomous learning encourages a very active role of learners and focuses on greater students initiative rather teacher-centered direction. (Eyob, 2008). Tudor (1993) also states that learner-centeredness is not a method, nor may it be decreased to a set of rules. It is, however, an approach, which views students to have more active and participatory roles in the learning and teaching process than in traditional approaches. Additionally, this approach requires different classroom activities, the structures of which are decided by students themselves resulting in increases in students involvement and motivation. There is also a parallel change in the teachers role in learner-centered classrooms. The teacher is less likely to dominate classroom events in contrast to traditional classrooms where the learning environment is teacher-centered and teachers are considered as authorities. According to, Nunan (1996) there are two complementary aims of learner-center. One of them focuses on language content, the other focuses on learning process. To achieve these aims, leaner need to decide what they want to learn and how they want to learn at their own pace, and make a decision regarding their own language competence. Thus, it is the teachers duties to create such autonomous learning conditions in which students can acquire skills and knowledge while making choices about the process and content of their learning. Likewise, Tudor (1993) suggests that if teachers are to foster autonomous learning conditions, student will be able to get more benefit from the teaching and learning process, particularly in the following areas: (a) more relevant goal setting with the contributions of students, (b) more effective learning enriched with students preferences, (c) more benefit from activities, the content of which decided by students, (d) more efficient study program with more s tudent involvement. Learner autonomy is considered as a crucial concept that students actively manage their learning in and out of the classroom. That is, they are independent in terms of selecting their own goals and purposes, deciding on materials, choosing ways of learning and tasks, and opting for criteria for self-evaluation (Eyob, 2008). Besides, autonomous learning can be achieved by certain conditions such as using cognitive and metacognitive strategies, learner attitudes and motivation, self-esteem, and learners awareness and knowledge about language learning (Thanassoluas, 2007). Similarly, Cotterall (1999) indentifies learning strategies as one of the most important factors in autonomous language learning. She also claims that the learners will have difficulties in classroom promoting autonomous learning without strategies training. Additionally, Chan (2001) states that increasing the level of learner control will increase the level of self-determination; thereby increasing overall motivation in the development of learner autonomy. Therefore, learners need to be self-directed and to determine the direction of their own language learning process. In brief, developing and promoting autonomous learning is vital as the aim of all education is to help people think, act and learn independently in relevant areas of their lives. In this respect, a strategy for developing and fostering autonomy in language teaching will require enhanced cognitive and metacognitive skills, self-awareness to improve motivation and willingness to take charge of learning. 1.2 Problem Statement With this novel concept, learner autonomy, Cambodian students are expected to take more responsibilities to demonstrate a great deal of autonomy in their learning process in order to succeed academically. However, Many English language teachers have become frustrated with investing endless amounts of energy in their students and getting very little response. Most teachers have had groups of students who never did their homework, who were reluctant to use the target language in pair or group work, who did not learn from their mistakes, who did not listen to each other, who did not use opportunities to learn outside the classroom, and so on. These reveal that students are not making efforts in their learning. Moreover, most of them are not likely to be aware of their roles in their learning process, and particularly they lack learning strategies to enable them to excel in their language performance. Regarding this issue, students make slow progress in their learning, performing poorly, thereby affecting their ultimate achievement in English language learning. And to the best of our knowledge, there is little research conducted on assessing learner autonomy in Cambodian EFL context. Thus, the aim of the present work is to identify learners perspectives about their learning responsibly and their actual practice of learner autonomy in Cambodian Youths Future Institute (CYFI). 1.3 Research Questions: The study on the current practice of learner autonomy is aimed at answering the two main questions and the two sub questions below in order to meet the objectives 1. How do the CYFI students perceive their own and their teachers responsibilities in learning English? -Are there any differences in the learners perceptions of their own and their teachers responsibilities in learning English regarding their gender? 2. To what extent, are the Autonomous learning strategies (inside and outside the classroom) used in learning English by ESL learners at CYFI? -Are there any differences in the learning strategies according to their gender? 1.4 Significance of the study This study is expected to provide empirical support for the identification of factors considered to be significant for the promotion of autonomy in foreign language classrooms and examines the claims made in language learning literature about each of these factors. By exploring them, teachers could also construct a shared understanding of the essential foundation of learner autonomy and obtain considerable insights into what roles they have to play in order to facilitate learner autonomy. Furthermore, it can increase learners awareness of how to be in charge of their own learning and inform the learners which learning strategies that they need to learn more and apply in their learning process. Similarly, it will help learners change their behavior by encouraging them to take responsibility for their own language learning, to change their attitudes towards the English class, and to deal with their foreign language learning problems. And finally, it may serve as a preliminary idea for any interested researchers in the area. CHAPTER TWO LITERATURE REVIEW The Literature in this review was found from the Hun Sen Library of the Royal University of Phnom Penh (RUPP), and by using the websites of Asian EFL Journal, Cambridge, Google Scholar, Oxford and Zunia to identify relevant books, journals and articles focusing on Autonomy in English langue learning. Other reviews was obtained from numerous articles and the list of references by several well-known scholars such as, Beson, , Gardner, Holec, Lee, Little ,Tudor and Wenden. These scholars are long established writers in this field and have written and conducted many researches about this area. The key words used to identify the articles are Lerner Autonomy, Learner Responsibility, Self-regulated Learner and Self-access Learner. 2.1 What is learner autonomy? The definition of learner autonomy seems to interpret in many different ways. Holec (1981, p.3) was the person who first coined the term learner autonomy and defines the term as the ability to take charge of ones own direct learning. Dickinson (1995) characterizes autonomous learners as those who have the capacity for being active and independent in the learning process. While Higgs (1988, p.41) views it as a process, in which the learner works on a learning task or activity and largely independent of the teacher who acts as manager of the learning programme and as resource person. In fact, learners attain autonomy depends on a variety of factors, including learners ability to take responsibility, personal constructs, teacher support, peer support, availability and flexibility in learning environment (Little, 1990; McDevitt, 1997; Lee, 1998). Even though there is a slightly different interpretation of learner autonomy, those meanings may contribute to the understanding deeply of the term. According to Benson and Voller (1997) there are five categories of the term learner autonomy, including situations in which learners study entirely on their own, a set of skills which can be learned and applied in self-directed learning, an inborn capacity which is suppressed by institutional education, the exercise of learners responsibility for their own learning, and the right of learners to determine the direction of their own learning. However, there is also a great deal of misconceptions about the definition of autonomous language learning. Esch (1996) thinks that autonomy is not self-instruction or learning without a teacher, does not mean that intervention or initiative on the part of a teacher is banned, is not something teachers do to learners, is not a single easily identifiable behavior, and is not a steady state achieved by learners once and for all. 2.2 Why learner autonomy? In fact, the cultivation of learner autonomy is a long process. Teacher should help students develop gradually from teacher dependence to autonomy. As an old Chinese saying goes Give a man a fish, and you feed him a day; teach him how to fish, and feed him for a life time. Moreover, the saying you can bring the horse to water, but you cannot make him drink can clearly illustrate why we need learner autonomy in teaching learning process. In language learning, a teacher can offer all the necessary tools and input, but learning can only occur if learners are willing to get involved and participate (Scharle Szabo, 2000). Further, Scharle and Szabo (2000, p.4) indicate that learners can be successful in learning when they have a responsible attitude. Therefore, we can understand that learners need a great deal of responsibility and active involvement in conducting learning activities in order to accomplish tremendous achievement in language learning. Eyob (2008) also states that learners accept responsibility for their learning, they constantly reflect on what they are learning, why they are learning, and with what degree of success; and their learning is fully integrated with the rest of what they are. 2.3 Characteristics of Autonomous Learners We understand that autonomous learners have to be responsible for all decisions that they have to make in their own learning. In other words, they are self-directed in the sense that they act independently of the teacher without remaining passive or waiting to be told what to do from teachers. According to Hedge (2000) characterized autonomous learners as those who: know their needs and work productively with the teacher towards the achievement of their objectives. learn both inside and outside the classroom. can take classroom based material and can build on it. know how to use resources independently. learn with active thinking. adjust their learning strategies when necessary to improve learning. manage and divide the time in learning properly. do not think the teacher is a god who can give them ability to master the language. Further, Wenden (1991) also characterized autonomous learners as those who: are willing and have the capacity to control or supervise learning. are motivated to learn. are good guessers. choose material, methods and tasks. exercise choice and purpose in organizing and carrying out the chosen task. select the criteria for evaluation. take an active approach to the task. make and reject hypothesis. pay attention to both form and content. are willing to take risks. 2.4 The Role of Teachers and Students to Promote Learner Autonomy Holden and Usuki (1999) who questioned Japanese students perceptions of learner autonomy concluded that it was not the learners who were innately passive, but it was the teachers that created an environment which discouraged learner autonomy. Moreover, it also concluded that the vast majority of students view their instructor as playing a major role in the development of their language skills. However, it stresses that learner autonomy, is not something that teachers do to learners, or another teaching method that can be taught (Little ,1990; Benson, 2001). Also, Dickinson (1987) states that, the learner is totally responsible for all of the decision concerned with his learning and the implementation of those decisions. In a full learner autonomy there is no involvement of a teacher or an institution. And learners are also independent of specially prepared materials. For instance, the early research on language learning strategies carried out by such researchers as Rubin (1975) indic ated that good learners have an active involvement with language learning, that they have clear ideas about the best ways for them to go about language learning, and that they set up their own learning objectives. However, this research has no strong reason to support that autonomous learning requires teachers or institutions, does not mean that it must proceed independent of them. Even there is a contradiction between the role of the teacher and the learner in promoting learner autonomy, McCarthy (2000) and Scharer (2000) argue that, in developing learner autonomy, the teacher-student relationship is crucial. The trust and cooperation between the teacher and the students makes the students feel comfortable and secure in the classroom. Only then can the students have the confidence to adventure in language learning. Benson and Vollers (1997) study also found that teachers have a significant role to play in launching learners into self-access and in helping them to stay afloat. In this investigation, it was found that there is a great change for both teachers and learners. Teachers are no longer in their dominant position as speakers in class while learners are not passive receivers any more. However, it does not necessarily mean teachers are less important. On the contrary, the teachers job is more demanding and challenging in helping students grow up as creati ve and independent learners. Teachers must focus their attention on how to learn instead of how to teach. They must play different role in class as guides, facilitators and counselors. Therefore, adjusting the teachers and students roles, and establishing proper relationship are the keys to the success in promoting autonomous learning (Benson Vollers, 1997). 2.5 Language Learning Strategies There are a number of researchers who have defined the term language learning strategies (LLS) in different ways. Wenden (1991) defines LLS as, mental steps or operations that learners use to learn a new language and to regulate their efforts to do so. OMalley and Chamot (1990) defined LLS as the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. By understanding various definitions from different researchers, we can see that learning strategies are very important in learning a language. Hence, all students have to be trained on how to use them appropriately in order to be successful learners. According to Hedge (2000), there are four types of learning strategies utilized by language learners, including cognitive strategies, meta-cognitive strategies, socio-affective strategies, and communication strategies. 2.5.1 Cognitive Strategies Hedge (2000) defines cognitive strategies as thought processes used directly in learning which enables learners to deal with the information presented in tasks and materials by working on it in different ways. According to Tudor (1996), cognitive strategies include: Repetition: repeating a chunk of language (a word or phrase) in the course of performing language language task. Resourcing: Using available reference sources of information about the target language, including dictionaries, textbooks, and prior work. Grouping: Ordering, classifying or labeling material used in a language task based on common attributes; recalling information based on grouping previously done. Note taking: Writing down key words and concepts in abbreviated verbal, graphic, or numerical form to assist performance of a language task. Deduction/ Induction: consciously applying learned or self-developed rules to produce or understand the target language. Substitution: selecting alternative approaches, revised plans, or different words or phrases to accomplish a language task. Elaboration: Relating new information to prior knowledge; relating different parts of new information to each other; making meaningful personal associations to information presented. Summarization: Making a mental or written summary of language and information presented in a task. Translation: rendering ideas from one language to another in a relatively verbatim manner. Transfer: using previously acquired linguistic knowledge to facilitate a language task. Inference: Using available information to guess the meanings or usage of unfamiliar language items associated with language tasks, to predict outcomes, or to fill in missing information. 2.5.2 Meta-cognitive Strategies According to Oxford (1990), metacognitive strategies are actions which go beyond purely cognitive devices, which provide a way for learners to coordinate their own learning process. Oxford also mentions that there are three metacognitive strategies such as centering learning, arranging and planning learning, and evaluating learning. Moreover, Tudor (1996, p.205) also states that metacognitive strategies consist of planning, monitoring and evaluating; some of these strategies are: Planning: previewing the organizing concept or principle of an anticipated learning task (advance organization); proposing strategies for handling an upcoming task; generating a plan for the parts, sequence, main ideas, or language functions to be used in handling a task (organizational planning). Directed attention: Deciding in advance to attend in general to a learning task and to ignore irrelevant destructors; maintaining attention during task execution. Selective attention: deciding in advance to attend to specific aspects of language input or situational details that assist in performance of a task; attending to specific aspects of language input during task execution. Self-management: understanding the conditions that help one successfully accomplish language tasks and arranging for the presence of those conditions controlling ones language performance to maximize use of what is already known. Self-monitoring: checking, verifying, or correcting ones comprehension or performance in the course of a language task. Problem identification: Explicitly identifying the central point needing resolution in a task or identifying an aspect of the task that hinders its successful completion. Self-evaluation: checking the outcomes of ones own language performance against an internal measure of completeness and accuracy; checking ones language repertoire, strategy use, or ability to perform the task. Thus, it is very essential to teach students about metacognitive strategies in order to make their language learning effectively. 2.5.3 Socio-Affective Strategies Oxford (1990) the term affective strategies refer to emotion, motivation, attitudes, and values. He claims that affective strategies are concerned with the affective elements of the learners such as self-esteem, attitudes, confidence, motivation, and anxiety. Oxford (1990) also suggests that there are three main sets of affective strategies: lowering your anxiety, encouraging yourself, and taking your emotional temperature. While Tudor (1996) suggests some of the affective strategies are: Questioning for clarification: asking for explanations, verification, rephrasing, or examples about the material; asking for clarification or verification about the task; posing questions to the self. Cooperation: working together with peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance. Self-talk: Reducing anxiety by using mental techniques that make one feel competent to do the learning task. Self-reinforcement: providing personal motivation by arranging rewards for one self when a language activity has been successfully completed. Therefore, good language learners should know how to control their emotions and attitudes about learning (Oxford 1990). 2.5.4 Communication Strategies According to Hismanoglu (2000), communication strategies are employed by speakers when confronted with some difficulties because of the fact that their communication was misunderstood or was not caught clearly. Hedge (2000) also states that learners use communication strategies in order to make them understood and to maintain a conversation; these strategies contain gesture, mime, synonym, and paraphrases. The significance of these strategies is to help learners get involved in conversations when they practice the language and to assist learners in getting their message across or clarify what the speaker conveyed. 2.6 Learner Attitudes, Motivation and Self-Esteem Benson and Voller (1997) state that language learning is not merely a cognitive task; Learners do not reflect on their learning in terms of the language input to which they are exposed. Rather, the success of a learning activity is partially contingent upon learners stance towards the world and the learning activity in particular, their sense of self, and their desire to learn. That is, language learning involves affective elements such as attitudes, motivation and self-esteem. The term attitudes refer to learned motivations, value beliefs, evaluations, what one believes is acceptable, or responses oriented towards approaching or avoiding (Wenden, 1998, pp, 52-53). There are two kinds of attitudes which are very essential: attitudes learners hold about their role in the learning process, and their capability as learner. Thus, it appears that if learners have positive attitudes towards their learning, then those attitudes will play an important role in increasing learners motivation, and contribute to their achievements in learning. In educational context, many researchers or experts have defined the term motivation differently. So there is little agreement on the exact meaning of the term. According to Dornyei (2001) the father of motivational strategies refers the term motivation as a keen, committed, and enthusiastic learner who has good reasons for learning. Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity (Dornyei, 2001, p.7). Furthermore, according to Gardner and Macintyre (1993) indicate that motivation consist of three elements, including desire to achieve a goal, effort extended in this direction and satisfaction with the task. Indeed, people are motivated in different ways and to different degrees. And learners should encourage focusing more on their intrinsic motivation because it emerges with the inner drive or interest of the learners in doing something which they can sustain their motivation longer. Therefore, motivation is a key factor that contributes to the success of language learning. If learners are more aware of the importance of motivation, then they will be more likely to achieve their desire goals or outcomes. Indeed, attitudes and motivation are the concept of self-esteem (Thanasoulas, 2007). James (1983) defines self-esteem as a ratio found by dividing ones achievements in areas of life of importance to a given individual by the failures in them or ones success. According to Branden (2001), self-esteem is the sum of self-confidence (a feeling of personal capacity) and self-respect (a feeling of personal worth). If learners have a high self-esteem, then they may achieve highly in their learning process. Conversely, if they have a low self-esteem, then it can lead to negative attitudes towards their learning, possibly deteriorate their cognitive perform and lowering their success (Wenden, 1991, p.57). All in all, learners have to be willing to take charge of their own learning. They should use the right strategies plus having positive attitudes, intrinsic motivation and high self-esteem. And all of these do contribute a lot in leading them to largely succeed in language learning. Most importantly, they should use every opportunity that they obtain in order to learn the language effectively and successfully. Thus, teachers and students should be responsible in fostering autonomous learning (Eyob 2008). CHAPTER THREE Methods 3.1 Research Design To conduct this study, the researcher utilizes a survey research in order to describe the current practice of autonomous learning by CYFI students. By using this method, it also assists to illustrate the fundamental problems that challenge the practice. The method is suitable in attempting to describe the attitudes, opinions, behaviors, or characteristics of a sample or the entire population (Creswell, 2005). Additionally, it included cross-sectional studies using questionnaires and focus group interviews for data collection. 3.2 Data collection tools Chamot (2004) suggests that appropriate methods in conducting this kind of the study need to be utilized. Those recommending researches tools in data collection are group focus, interview and questionnaire and these methods can help researchers to ensure the reliability and validity 3.2.1 Questionnaire The self-administered questionnaire is used in order to obtain descriptive and frequencies data of the study. The researcher employs this questionnaire because it is able to be administered with or without the presence of the researcher and it is easy to analyze with many computer software packages (Wilson Mclean, 1994). In addition, Questionnaire is familiar to most people. Nearly everyone has had some experience completing questionnaires and they generally do not make people apprehensive. Questionnaire also reduces bias; there is uniform question presentation and no middle-man bias. Also, the researchers own opinions will not influence the respondent to answer questions in a certain manner because there are no verbal or visual clues to influence the respondent. Nevertheless, the researcher need to invest great amount of time to develop, pilot, and refine questionnaire and data collected may lack of flexibility of responding (Wilson Mclean,1994). The rate of return can also be a m ajor concern when the researcher uses this data collecting tool (Anderson Arsenault, 1998). 3.2.2 Focus Group Discussion The researcher uses a focus group discussion as a second data collection tool for this study. In order to verify the data collected from the questionnaire and to make the data more enriched and valid. By using focus group discussion, the researcher can explore more insights in some particular areas found from the results of the questionnaire and can cross check and probe more information about the study. Moreover, focus group will offer a collective view rather than an individual view and it is economical and less time-consuming. It also produce a large amount of data (Mogan, 1988). However, focus group may yield the data less than the survey and data may lack overall reliability as group disagreement and even conflicts may arise. Also, Data obtained from focus group will be difficult to analyze concisely. 3.3 Sample size and Sampling technique The research is conducted in the form of a case study. The target populations of this study are Level 07 CYFI students whose levels are pre-intermediate. The sample of about 60 students of the entire population is chosen purposively to complete the questionnaire study. Besides, 4 to 6 students are also selected purposively to involve in the focus group discussion. The researcher intends to choose a non-probabilistic convenient sampling procedure for the study because, as its name suggests, it is convenient, fast, low cost and less-time consuming. Also, it is easy to conduct and the participants are available and voluntary to participate in the study (Cohen, Manion Morrison, 2007). And yet, the sampling may fails to represent the whole population and be limited to make a generalizability of the findings due to its nature. 3.4 Data collection process The self-administered questionnaires are administered to the participants at the end of their class. Since there are two kinds of self-administered questionnaires, the participants have a choice to complete questionnaires either in the presence or in the absence of the researcher, assistants and their teachers. If the participants decide to fil

A Comparison of The Pardoners Tale and Beowulf :: comparison compare contrast essays

The Importance of The Pardoners Tale and Beowulf Literary history is a history of the major literary traditions, movements, works, and authors of a country, region, etc. (Barber 837). The understanding of literary history allows us insight into the past, a recognition of historical events and tensions written into the works of those who witnessed them. By including societal behaviors, political tensions, and common folklore, historical authors have indirectly provided the reader with a broader and deeper understanding of the literature and the period in which it was written. Besides insight into collective societal culture, literary history has provided future writers with models of poetic device, style and content influencing literary works and building upon past literary ideas. Literary history is a vehicle to understanding the past and plays a major role in its influence on literature up to and including the present day. Knowledge of historical literature gives us insight into the traditions and societal conventions of the time in which the piece was written. One outstanding example comes from Anglo-Saxon times. Beowulf is a literary work which enables a reader to glimpse not only the societal customs but into the savage and seemingly uncontrollable environment of the first century. Literary historian, Raymond Chambers points out that in the fight between Grendel and Beowulf it appears as though Grendel is representative of the degraded form of human life attempting to gain power through violence, in his attempt to overthrow Hrothgar and take control of Heorot he is fatally wounded by Beowulf. Beowulf is a character who exemplifies the collective societal agreement as to the role of a hero and his duty to control a seemingly ungovernable environment (Chambers 46). The Beowulf poet describes Grendel and Beowulf as "Both ..enraged, fury filled, the two who meant to control the hall." (Beowulf 36). The fight for control of the hall could be seen as representative of the struggle between good and evil or perhaps the control of the king over an uncontrollable people. Taking into account Mr. Chambers explanation of Grendel, a reader may also reason that the dragon symbolizes a threat from outside the human realm. One notes that the dragon is not given the humanistic qualities of Grendel, he has no kin and appears to have no mortal thoughts. Due to his lack of humanistic characteristics, the reader may believe that the dragon is less representative of a human threat such as an enemy warrior, etc. A Comparison of The Pardoners Tale and Beowulf :: comparison compare contrast essays The Importance of The Pardoners Tale and Beowulf Literary history is a history of the major literary traditions, movements, works, and authors of a country, region, etc. (Barber 837). The understanding of literary history allows us insight into the past, a recognition of historical events and tensions written into the works of those who witnessed them. By including societal behaviors, political tensions, and common folklore, historical authors have indirectly provided the reader with a broader and deeper understanding of the literature and the period in which it was written. Besides insight into collective societal culture, literary history has provided future writers with models of poetic device, style and content influencing literary works and building upon past literary ideas. Literary history is a vehicle to understanding the past and plays a major role in its influence on literature up to and including the present day. Knowledge of historical literature gives us insight into the traditions and societal conventions of the time in which the piece was written. One outstanding example comes from Anglo-Saxon times. Beowulf is a literary work which enables a reader to glimpse not only the societal customs but into the savage and seemingly uncontrollable environment of the first century. Literary historian, Raymond Chambers points out that in the fight between Grendel and Beowulf it appears as though Grendel is representative of the degraded form of human life attempting to gain power through violence, in his attempt to overthrow Hrothgar and take control of Heorot he is fatally wounded by Beowulf. Beowulf is a character who exemplifies the collective societal agreement as to the role of a hero and his duty to control a seemingly ungovernable environment (Chambers 46). The Beowulf poet describes Grendel and Beowulf as "Both ..enraged, fury filled, the two who meant to control the hall." (Beowulf 36). The fight for control of the hall could be seen as representative of the struggle between good and evil or perhaps the control of the king over an uncontrollable people. Taking into account Mr. Chambers explanation of Grendel, a reader may also reason that the dragon symbolizes a threat from outside the human realm. One notes that the dragon is not given the humanistic qualities of Grendel, he has no kin and appears to have no mortal thoughts. Due to his lack of humanistic characteristics, the reader may believe that the dragon is less representative of a human threat such as an enemy warrior, etc.

John Edwards Biography Essay -- Politics President Edwards Essays Pap

John Edwards' Biography Many Americans recognize John Edwards as the second coming of Jimmy Carter; the soft-spoken Democratic Senator from the south. They know him as the running mate of John Kerry in his 2004 Presidential campaign. But before the North Carolina Senator entertained aspirations of President or Vice-President of the United States, John Edwards made a name for himself as a successful trial lawyer, a strong husband and father, and charismatic politician. Born in Seneca, South Carolina on June 10th 1953, Johnny Reid Edwards was raised a Methodist and learned the values of hard work and perseverance from his father, Wallace and mother, Bobbie, while growing up in Robbins, North Carolina. Working alongside his father in the textile mill, John was taught that all Americans should be treated equally and that the voice of every man and woman in the United States should be heard. He grew up without the benefit of a private school education, something of which Edwards is, to this day, extremely proud. He was the first of his family to go to college. John attended North Carolina State University, where he graduated Magna Cum Laude in 1974 with a BS in textile technology, an impressive accomplishment by any standard. But given the values of hard work and perseverance learned by his parents, John Edwards did not quit his schooling after a BS from NC State. He continued on to the University of North Carolina (at Chapel Hill) where he graduated t heir law program Cum Laude in 1977. While attending law school at UNC, he met his wife, Elizabeth Anania, whom he married in 1977. John Edwards dedicated his professional life to helping those who couldn’t help themselves. Following his graduation from law school, John Edwards spent a year clerking for the office of Judge Franklin Dupree, Jr. of the United States District Court (Eastern District). In 1978, he accepted an associate position working for the firm of Dearborn and Ewing, where he practiced law for three years. He jumped ship to work for another firm, Tharrington, Smith and Hargrove, a position he held for two years before being promoted to partner at that firm. He continued as a partner at Tharrington, Smith and Hargrove until 1992, when he left to start his own law practice with fellow lawyer, David Kirby. Edwards and Kirby practiced together for five years, until Edwards decided to try his h... ...inly not out, having overcome before. He and his wife, Elizabeth, have struggled with the loss of a child, Wade (their eldest), in 1996 from a car accident. He was also survived by a younger sister, Cate, a recent Princeton grad. After Wade’s death, John and Elizabeth decided to conceive children again, giving birth to Emma Claire and Jack. And while the tragedy of losing a child cannot be confused with the misfortune of losing an election, the will, courage and perseverance to continue, necessary to overcome is present in John Edwards. It is unlikely that American voters have seen the last of the gentleman from North Carolina. I suspect we could see him again in 2008. But just in case we don’t, it can’t hurt to have a lawyer of his caliber working for the Democrats to amend the Constitution so that Bill Clinton can run again. Works Cited: http://www.johnedwards2004.com/john_edwards.asp http://www.vote-smart.org/bio.php?can_id=CNC68243 http://www2.gwu.edu/~action/2004/edwards/edwards.html http://www.cnn.com/2004/ALLPOLITICS/03/02/elec04.prez.main/index.html http://en.wikipedia.org/wiki/John_Edwards http://news.bbc.co.uk/1/hi/world/americas/3326255.stm

Management and Keller Essay

The centre of the case is a problem between tow management member, Wolfgang Keller (managing director) and Dimitri Brodsky (commercial director). Keller is superior of Dimitri and he he’s not satisfied with Dimitri’s performance since he joined the company two years ago. Keller now is considering three options: firing Brodsky, helping him to improve his performance or reorganizing the company around Brodsky by splitting marketing and sales. Wolfgang Keller is 34 years old. He studied at Harward and University of Cologne. His first job was at a Gemran food manufacturer firm. First, he was a strategic planner there, but soon he became a general manager at an Ukrainian subsidiary and after he got promoted to be a general manager at a German subsidiary. He achieved his first big successes there and gained reputation in his profession. After 2 years he switched to the Ukrainean subsidiary of Kà ¶nigsbrau, a beer amnufacturer, as managing director. There he also made success by increasing the subsidiary’s earnings to â‚ ¬7 million per year. He made significant changes through restructuring the marketing strategy and hiring new top-management group. The top-management in Munich was also impressed by his activity. Recently, Keller spent two month in Brazil to manage a start-up joint venture. Kà ¶nigsbrau’s Ukrainean subsidiary was founded 12 years before Kà ¶nigsburg aquired it. After, a man named Vladimir Antonov took the title of chaiman. Keller could get his job, because his predecessor had bad relationship with Antonov, so he was transfered back to Germany. Keller’s relationship with Antonov is good, but Antonov misses being involved into daily operations. The strategy of the company is to consolidate and strenghten the company’s distributors by offering heavy support. The strategy also includes heavy advertising, quality services and high margins. In the Ukrainian liqueur market personal relationships and trust between the company and distributors is essential. Another challange is converting people from vodka and cheap beers towards premium beers. Keller’s intention was to strenhgten relationships and create personal contacts with the distributors. Dimitri Brodsky is 10 years older than Keller and he has a very different personality. He is a cultivated and intellectual person. Before this firm he was a commercial director at a Ukrainian subsidiary of a US toiletries firm, but he also has experience from the United States and France. He was hired to balance the young  managers at Kà ¶nigsbrau. He has a good but distant relationship with Antonov. The problem between Brodsky and Keller is the very different uptake about how to handle the employees and the business partners. Keller prefers closer relationship with the employees, because he thinks this helps them to be more loyal and enthusiastic. Furthermore, he doens’t avoid personal topics. With the costumers and partners he encourages the same attitude, because he thinks it’s very important and essential for a business relationship. Brodsky, on the contrary, prefers formality and distance. He also beleives in separation between the pesonal and professional life and he deals with the employees and costumers this way. The source of problem between h im and Keller is this different attitude. Keller thinks that Brodsky is just reluctant to take care of everyday business. However, Keller seems inpatient and action-oriented from Brodsky’s angle.

Bullying And Violence: The Effects Introduction Essay

Bullying will become an increasingly important problem for parents, school, administrators, and teachers, and will affect our society at large if not prevented. People started to realize action needed to be taken. Some suggested a behavioral approach. Tamanini (2017) on the other hand, feels that the best way to prevent bullying is starting at home. There was also Cordi and Masturzo (2013) who suggested getting students to talk about bullying using fiction and non-fiction books that focus on that subject. They claim that it puts them in a safe place. Throughout time, people have created different interventions and programs and even disciplinary actions to slow down the excessive growth of bullying. Some have been successful and some not so much. Background Bullying is the act of intentionally harming someone physically, verbally, or psychologically. Bullying is often repeated over time and involves an imbalance of power. Acts of bullying include unwelcome touching, teasing and name-calling, sending threatening or mean-spirited messages (such as texts, chats, voicemails, or e-mails) or spreading of hurtful rumors. Bullying and cyberbullying, or bullying that occurs online, are sensitive issues for many children, educators, and families. Some children may be embarrassed that they have been bullied or have bullied others, so it’s important to create a safe environment, where they feel they can share their thoughts. My Position The position I have chosen to pursue is the fact that bullying starts at home. Parents must realize the effect they have on their children and the examples that they are setting. If they see you act on violence, they will do as they see and bring it to their own environment. This is a problem a lot of parents face and don’t realize that to prevent this issue it starts with them. They should even monitor their television and what they allow their kids to watch, especially at a young age. A simple show that your child watches can change their behavior instantly because what they watch they might consider it to be ok. With them being so young and not knowing any better is the best time for them to be influenced. Parents need to step up and be more involved with their children because neglect is a big issue. Parents will focus on what they have going on like work or everything else except their own kids. And that will cause them to act out. Basically, the influence of bullying sta rts at home all around. Forecast Main Points In this essay, I will discuss the cause and effect of bullying. It will touch bases on bullying starting at home and how to prevent it. It will also cover the different types of bullying and how books can help children overcome. Lastly, it will talk about how television has an impact on kid’s behavior towards bullying. Evidence It seems that kids that choose to bully others usually come from the influence of their parents. They come from a home where they see their parents fight a lot and or physical punishment is used (Tamanini, et al., 2017). She suggests that parents start taking disciplinary action on their child early. Students tend to also act out due to lack of attention from their parents, so they lash out to seek attention from others. This can include neglected children, children of divorced parents, children who come from homes where their parents abuse the use of drugs/alcohol. Tamanini (2017) stated, â€Å"Early intervention and effective discipline and boundaries truly are the best way to stop bullying, but parents of the victims or therapists cannot change the bully’s home environment† (2017). Espelage, Ryzin and Polanin (2015), studies the distal outcomes including bullying, cyberbullying, homophobic name-calling, and sexual harassment perpetration (2015). Cyberbullying is enga ging in rumor spreading through cell phone and or the internet. Homophobic name-calling is gender-based name-calling such as â€Å"gay’ or â€Å"dike†. And sexual harassment is unwanted sexual commentary or sexual rumor spreading. They used social-emotional programs to address the troubled behaviors and promote academic success. This program is meant to help young kids and teenagers become more self-aware, manage their emotions and build friendship skills. Cordi and Masturzo (2013) believe that students should use fiction and non-fiction books to talk about bullying. It helps students to feel as if they are not alone and put students in safe place. Just by reading fictional books helps them pay attention and question the choices of others. Whether a student chooses a book that is a classic or just a picture book, they can use books as aides in telling their own stories in a digital and audio form (Cordi & Masturzo, 2013). Students became very active using this method that was presented to them and they felt more comfortable.  Television shows surprisingly have a major negative effect when it comes to bullying. Take for example the show â€Å"Survivor†, which has the concept of a last-man-standing elimination game. It encourages people to form alliances to manipulate the other players just to gain their trust. Meanwhile plotting schemes of their own to go against their own alliances. According to Seale (2004), she states, †Å"These shows send the subtle but clear message to our kids that deceit, gossip, and verbal/physical aggression are perfectly acceptable ways to manipulate your social world towards your own personal gain.† (Seale, 2004). In our society, we seem to feed into the gossip, the humiliation or even the conflict. Opposing Argument Although television shows do play a role in children growing to be bullied, I do not agree that that is the only thing they do. Some shows do give out good messages. For example, the show â€Å"13 Reasons Why† talks about a young lady who had been dealing with bullying through-out her high school experience. At the end of the show, she commits suicide. But before she does, she creates 13 tapes where each person has their own tape and she explains how they played a role in why she took her life. The whole lesson of this show was to let young people know that even if you don’t think you are, you can push someone over the edge. Not everyone is as strong as you think. Some show project ways that kids themselves can intervene or even show parents how they can be more involved. Not all television shows are bad influences but still should be monitored.    Conclusion. Bullying seems to be inevitable. But it is not something that cannot be stopped or slowed down. Children and teens seem to get their bullying habits from many different sources. But one that I most agree with is that it starts at home. Parents need to pay more attention to their kids. Monitor what they watch so that media will not be an issue. Although I do know that you cannot keep everything on T.V from them, you can still educate them that what is shown on television is not always meant to be brought into real life. That the things they display aren’t always right. Parents need to also stop neglecting their children so that they will not go and seek attention in an appropriate way. Pay attention to how you act and what you say around them. Because what they learn from you they will unto others. Kids should feel comfortable in their own environment. Non-the less in their own skin. Students tend to see bullying as power. It is highly recommended that parents get involved with their children in bullying programs and become more engaged in the matter. References Cordi, K., & Masturzo, K. (2013). Using literature and digital storytelling to create a safe place to address bullying. Voices from the Middle, 20(3), 21-26. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1324444987?accountid=27203Espelage, D. L., Low, S., Van Ryzin, M., J., & Polanin, J. R. (2015). A clinical trial of the second step middle school program: Impact on bullying, cyberbullying, homophobic teasing, and sexual harassment perpetration. School Psychology Review, 44(4), 464-479. Retrieved from http://search.proquest.com.ezproxy.libproxy.db.erau.edu/docview/1770814955?accountid=27203Tamanini, K. (2016). How Do We Stop Bullying in Schools?. Psych Central. Retrieved on November 16, 2017, From https://psychcentral.com/lib/how-do-we-stop-bullying-in-schools/ Seale, A., (2004). Divorce Help & Family Divorce Information. Television Bullying and the Role of the Media. p. 9. Retrieved from http://www.keepyourchildsafe.org/bullying/media-television-bullying.html