Wednesday, October 30, 2019
COCA-COLA COMPANY Essay Example | Topics and Well Written Essays - 250 words
COCA-COLA COMPANY - Essay Example The corporation has been in operation for 129 years since inception in 1886 (Bodden, 2009, p. 3). Coca-Cola is an American corporation listed on the New York Securities Exchange. The company is headquartered in Atlanta Georgia but operates globally in over 200 countries. Coca- Cola owns or license and market over 500 non-alcoholic beverages. Mostly they deal with sparkling beverages, waters, enhanced waters, juice, ready-to-drink teas and coffees and energy drinks. The company was listed as the fourth in World’s Most Valuable Brands as of May 2015.Coca-Cola’s rivals in the market are mainly Pepsi Co Inc. and Dr. Peppers Snapple Group Inc. Pepsi competes with Coca-Cola on the global market while Dr. Peppers challenges Coca-Cola mainly in the US market. The market location explains why Dr. Peppers Snapple Group Inc. shares rose than the two rivals in February 2015. Unlike Coca-Cola and Pepsi, Dr. Peppers does not suffer major issues associated with foreign currency fluctu ations. Pepsi is also more diversified than Coca-Cola. It also operates in the food industry. Fierce competition continues, and demand carbonated drinks that Coca-Cola relies on decreases. Now Coca-Cola's CEO, Muhtar Kent announced plans to lay off around 1800 employees to reduce cost. However with a market in the global beverage industry of 30% and market capital of 183 US billion dollars, Coca-Cola remains a global giant (U.S. Securities and Exchange Commission, 2015 retrieved from http://www.coca-colacompany.com/investors/investors-info-sec-filings).
Monday, October 28, 2019
Commentary on Watson and Crick Dna Discovery Essay Example for Free
Commentary on Watson and Crick Dna Discovery Essay In their 1953 Nature publication, Watson and Crick announced their landmark discovery: DNA exists in the form of a right handed, three-dimensional double helix. They described their DNA model as two DNA strands connected by hydrogen bonds between complementary bases. Adenine bases are always paired with thymines, and cytosines are always paired with guanines. Watson and Crick identified the anti-parallel configuration of DNA strands; each 5 end of one strand is paired with the 3 end of its complementary strand. Nucleotides are linked to each other by their phosphate groups, which bind the 3 end of one sugar to the 5 end of the next sugar. Nitrogenous bases are available to participate in hydrogen bonding. This important structural feature correlates with function that would soon be discovered: the bases have sites available to form hydrogen bonds with the proteins that play vital roles in the replication and expression of DNA. Since its inception, these features of the Watson and Crick model remain the same today. This enduring credibility is amazing, considering that many scientific research findings are drastically modified over time. In this paper, the two scientists claim their model to be â€Å"radically different†in order to strongly set it apart from the DNA structural model that was competitively proposed by Pauling and Corey, and also by Fraser: a triple helix with bases positioned outward. Watson and Crick rejected the triple helix model, criticizing that the protruding bases would leave the negatively charged phosphates positioned inward and towards each other. This could not be the correct structure because the repulsion of negative charges would blow apart the helix. Therefore, Watson and Crick knew it was the bases, not the phosphates, which were positioned inward and linked by hydrogen bonds. Their structural hypothesis was consistent with Chargaff’s research as well as the x-ray data. The intrigue of this paper cannot solely be attributed to its clear and simple presentation of a landmark discovery. Watson and Crick were indeed scientific pioneers, but they could never have drawn correct conclusions about DNA structure without considering data and hypotheses of other scientists. Chargaff’s discovery about DNA base proportions as well as Franklin’s crucial X-ray crystallography data made it possible for Watson and Crick to derive the three-dimensional, double-helical model for the structure of DNA. Although other scientists came close, Watson and Crick were the ones who got it right. Watson and Crick’s model suggested the structure correlated with function: â€Å"It has not escaped our notice that the specific pairing we have postulated suggests a possible copying mechanism for the genetic material.†The process of DNA replication was unknown at the time. By investigation of its function in the replication process, scientists were able to find out more about the more complex levels of DNA structure, which Watson and Crick’s model fails to predict. Today, we know that there are different DNA structures in prokaryotes and eukaryotes. In eukaryotic cells, DNA in the nucleus is tightly packaged into chromosomes. The chromosomes form when DNA wraps around an 8-histone core to build the nucleosomes that make up chromosomes. Therefore, the double helix model of DNA is only relevant when DNA is in a replication stage. The model does not provide any information about important, higher level complexities of DNA structure. Our present understanding of storage and utilization of a cell’s genetic information has been possible because of Watson and Crick’s discovery. For example, understanding DNA has led us to new, successful avenues for medical research and treatment of diseases. We are able to use genetic screening for disease, and we have a better understanding of disease mutation, as in the flu virus. Also, our knowledge of DNA’s structure and function has made tissue matching possible for patients receiving transplants.
Saturday, October 26, 2019
How Raphael Personifies The Renaissance Essay -- essays research paper
Thesis Statement In my research, I have seen how Raphael individually personifies what the High Renaissance encircles. I.     Early Life      A.     Childhood      B.     Family      C.     Father as court painter                                   D.     Study in Perugia. II.     Florentine Period      A.     Study under Leonardo da Vinci      B.     Works that he did while in Florence.      C.     Interaction with Michelangelo and other artists. III.     Roman Period      A.     Worked for Pope Julius II in Rome.      B.     Worked for Pope Leo X in Rome as well.      C.     Worked on many papal buildings. IV.      Humanist      A.     Final Works.      B.     Feelings for nature and people. While we may term other works paintings. Those of Raphael are living things; the flesh palpitates, the breath comes and goes, every organ lives, life pulses everywhere (Vasari, Web Museum 1)      On April 6, 1483, in Urbino, Italy, a man of a new age came into the world, Raphael Sanzio. Starting in his most formable years, art and poetry came into his life by way of his father Giovanni, a court painter to the Duke of Urbino. Giovanni, the first actual master of Raphael, taught him about the arts and all of the components of painting. For the first ten years of his life his father influenced his feelings on the arts. In 1494, he traveled to Perugia to study under Peitro Perugino. Just as his father influenced his early life, his study in Perugia shaped his adolescence and ... ...ay; his works seem too perfect, too faultless for our slipshod age. Yet these great icons of human beauty can never fail to stir us: his Vatican murals can stand fearlessly beside the Sistine ceiling. The School of Athens, for example, monumentally immortalizing the great philosophers, is unrivaled in its classic grace. Raphael’s huge influence on successive artists is all the more impressive considering his short life (Web Museum 4).      The life of Raphael Sanzio stands alone in the spotlight; just as his masterpieces single him out in the world of art. Works Cited Cook, Richard, and de Vecchi. The Complete Works of Raphael. New York:      Harry Abrams, Inc. Publishers, 1966. Fischel, Oskar. Raphael. London: Spring Books, 1964. Web Museum. Paris. “Raphael.'; June 11, 1996, 1-4. World Book Encyclopedia, Chicago. “Raphael.'; The World Book Encyclopedia.      Chicago: World Book Inc., 1996. Jantzen, S., Krieger, M., and Neill, K. World History: Perspectives on the Past.      Lexington, Massachusetts: D. C. Heath and Comapany, 1992.
Thursday, October 24, 2019
Clothes and Fashion
A woman speak with a man about fashion and clothes. The man says than the fashion is a invention from clothes factories. The woman says that the fashion is necessary to people feel well The man prefers to wear the same clothes rye day The woman feel better when she wear a beautiful suit, and in each situation you must wear a different clothes. The man things different clothes distinguish between poor people and rich people. I'm going to talk about clothes and fashion. There are two aspects which I want to highlight: the comfort and the appearance.The comfort is the main purpose of dress because the human race began to wear clothes when went out from the hot Africa and spreader over the World and colonized cold lands. They used lots of materials to do their dresses but in the beginning with the only objective that warm the body. On the other hand clothes has a mission, it is to show the personality, the humor, the owner to a certain social status or collective. For instance the unifor m of the police, the robe of lawyers, prosecutor or Judges, or the Army. These are very import to distinguish or discriminate this people from others.When you are going to a party you must put on clothes different than you dress when you are working. The more happy you are the better clothed you wear. We used to wear dark clothes in funerals. If you had to facing in your work you should wear a suit. If you were a politician or a famous person you should dress up everyday well cause you could have a photo taken. I regretted very much don't have known dress up in a very important situation when a was a young girl I had gone to a party but I didn't liked to go there, I wearing a awful suit because my friends persuaded me to go there, and I didn't want.When the party began to be boring, I was thinking going home, suddenly a stunning boy appeared, he was wearing a denim trousers, a beautiful blue cotton shirt with a denim collar ND he was tall and handsome; he seemed very kind with his f riends but I couldn't to approach him because I was wearing a awful loadstone's suit from the times of my mother, I felt very angry with me, I thought â€Å"it is impossible that this person look at me†.
Wednesday, October 23, 2019
Values and Interest
Step 1: Values, Interests and Skills Review the following information related to the importance of Career Self-Assessment. http://www. job-hunt. org/career-change/self-assessment. shtml Write one paragraph reflecting on your values. I value life and life itself and the lives of my family and the people who are close to me. I also value religion and the guidance that it portrays. I value my education and professional career because it has helped to make me what I am today. I work because I not only have to, but because I want the experience and the knowledge that I will gain from a life of work.I want to be able to use this knowledge to not only help myself and my family, but to also help and teach others, and to also make a different so that I can leave and everlasting impression on whoever I may come in contact with. I also value the ability to speak and to speak freely. I value my ability to be self motivated in whatever task that I may be given. Write one paragraph reflecting on y our interests. I am interested in having a career in the heath care administrative field, may it be information, quality control, managed care, finance, marketing etc.This has always been a passion of mine to work in this type of environment because I feel as though these are the areas in health care that are really being overlooked and neglected, and I really want to make a different in organizing and using my knowledge and skills to improve upon these various areas. I enjoy working with people and I don’t have a problem working alone. I love to work in environments that are outgoing and organized and process the ability to grow and be exposed to different things. Write one paragraph reflecting on your favorite skills.My favorite skills are the ability to analyze and research along with effective communication. I also apply information creatively to specific problems or tasks that I may be faced with or assigned to along with sort data and objects, compile and rank informati on, identify alternative courses of action, set realistic goals and follow through with a plan or decision, manage time effectively, predict future trends and patterns, and accommodate multiple demands for commitment of time, energy and lastly set priorities. Step 2: Personality Assessment Review the information at http://www. myersbriggs. org/my-mbti-personality-type/mbti-basics/Include each of the four letters of your code below. Use one line for each letter. After reviewing the meaning of each letter, include your interpretation of this information and what this means to you. (Your response should be a minimum of two sentences. ) I I prefer to keep to myself and not let matters or issues in the outside world effect how I live my life. NI love to interpret reason and analyze things. I tend to use these skills when I am learning something new and researching TI am a thinker. I prefer to think about things logically before I go ahead and make any major decisions on anything.P or JI use both perceiving and judging because I like to make decisions but I am also open to new ideas. Step 3: Reflection Now that you have completed a reflection of your values, personality, skills and interests write one to two paragraphs indicating how this information ties to your career. Be sure to consider all four elements you reflected upon. The purpose of this assessment was to reflect on finding out who you as a person, what are your interest, values and the skills that you possess. All of these are factors that will be needed in order to build a successful personal and professional life.The assessment also helps you to figure out your likes and dislikes that you may have regarding various activities. The personality assessment also helps you to find out what type of person you are, and this may also consider what type of people you or what type environment you may work best in. Such as being in tuned with yourself or the outside world, being a thinker or follower, a self start er or person who likes to told what to do. The purpose of the self assessment tool is that people who share similar interests will also enjoy the same type of work and how important different values are to you.Examples of these values, which play an important role in one's job satisfaction, include autonomy, prestige, security, interpersonal relations, helping others, flexible work schedule, outdoor work, leisure time, and high salary. In addition to determining what you're good at, the skills assessment also helps you figure out what you enjoy doing. The skills you use in your career should combine both characteristics. You can use the results of the skills assessment to make some changes by acquiring the skills you need for a particular career.
Tuesday, October 22, 2019
Designer Babies essays
Designer Babies essays The term Designer Baby is not a scientific term, it is a term created by the media to describe conception techniques other than traditional. The techniques used give parents more control over what their babies will be like. These techniques have been available due to advances in these three fields: Advanced Reproductive Technology: Since the first test tube baby was created more than twenty years ago, there have been hundreds of thousands of babies created using in vitro fertilization (IVF). Other advanced reproductive technologies include egg and sperm banks, frozen embryos and surrogate motherhood. Cell and Chromosome Manipulation: During the previous ten years there have been huge advances in our knowledge of our cell structure. Our ability to transplant DNA has led to major developments in cloning. Our research into stem cells has made cures to life threatening disease within arms reach. If we can learn more about early cell development, then we can gain more control over a babys development. Genetics and Genomics: We are just beginning to understand how DNA affects humans during development. Being able to find one small genetic defect in a genome has been liked to trying to find a certain person whilst looking at a map of the universe. However, even if we make one small change in our genetic structure, it could have huge consequences. Research is heading towards the ability to disregard some parts of our DNA or replace certain sections of it. Kantian View With Kantian ethics, an action has to be performed out of a sense of duty, not for personal gain or pleasure. According to Kantian people, this is the only motive for a moral action. This means emotion (not even feeling sorry for someone) plays a part in deciding what a moral action is. Kantians would not agree with IVF technology or the designer baby idea because there is no dut ...
Monday, October 21, 2019
Hamlet and Laertes
Hamlet and Laertes Free Online Research Papers William Shakespeare’s tragedy Hamlet involves a rather crazy family. Hamlet’s father is murdered by his own brother Claudius. Claudius becomes king after marrying Hamlet’s mother right after the death of his brother. One night Hamlet sees an apparition of his father which tells him to kill King Claudius in revenge. Laertes is the son of Polonius, the King’s counselor. Polonius is also murdered and Laertes is out to seek vengeance of his murderer. They both learn that that revenge is a dark way to travel and it costs them their lives. Firstly, Hamlet and Laertes similarities are very obvious. Hamlet and Laertes are both angry and want revenge for the death of their fathers. Hamlet is mad and while talking with his mother about why she remarried so fast after his father’s death, Hamlet discovers an intruder and stabs him. He then says in Act three scene four,†Nay, I know not. Is it the king? A bloody deed- almost as bad, good mother, as kill a king and marry with his brother.†He thinks that it is the King because he was so mad. Really it is only Polonius, Laertes’ father. Once Laertes discovers that his father is dead, he automatically wants to seek revenge. He then says to the King in Act four scene five, â€Å"Let come what comes, only I’ll be revenged most thoroughly for my father.†Laertes is so caught up on his father’s death that he is looking for vengeance at any cost. Second of all, the differences of Hamlet and Laertes are widely shown in their personalities. Hamlet is more of a procrastinator. His father’s ghost tells him to get revenge and kill Claudius, but Hamlet comes upon him while he is praying and decides not to kill him. He says to himself in Act three scene three, â€Å"And so he goes to heaven, and so am I revenged†¦A villain kills my father, and for that, I, his sole son, do this same villain send to heaven.†Hamlet over thinks about what he has to do and it causes him to procrastinate. On the other hand Laertes acts quickly in anger. While talking with Claudius in Act four scene seven Laertes finds out that Hamlet is the murderer of his father. He simply says what he wants to do to Hamlet is â€Å"to cut his throat i’ th’ church.†He is furious. Claudius does nothing but make it worse. He wants Hamlet dead because he is the only one who knows the secret that he is the murderer of Hamlet Sr. Revenge is a major theme in Hamlet. Hamlet and Laertes similarities are that they want to seek revenge for the murder of their fathers. It is rage that eventually drives them both to madness. The difference is in how they achieve their revenge. Hamlet moves slowly but surely, and Laertes moves rashly. The revenge makes them act blindly through anger and emotion. They both come to find that revenge is a dark way to travel and it costs them their lives. In conclusion, Hamlet and Laertes have some similarities and differences. They both want revenge, but they have different personalities. They both learn that revenge is not sweet, and it costs them their lives. This teaches that we should not always seek revenge, but only forgive. This is why it is still read and discussed today. Research Papers on Hamlet and LaertesCapital PunishmentComparison: Letter from Birmingham and CritoHonest Iagos Truth through DeceptionMind TravelPersonal Experience with Teen PregnancyBringing Democracy to AfricaCanaanite Influence on the Early Israelite ReligionArguments for Physician-Assisted Suicide (PAS)Where Wild and West MeetThe Fifth Horseman
Sunday, October 20, 2019
The History of Lighting and Lamps
The History of Lighting and Lamps The first lamp was invented around 70,000 BC. A hollow rock, shell or other natural found object was filled with moss or similar material that was soaked with animal fat and ignited. Humans began imitating the natural shapes with manmade pottery, alabaster, and metal lamps. Wicks were later added to control the rate of burning. Around the 7th century BC, the Greeks began making terracotta lamps to replace handheld torches. The word lamp is derived from the Greek word lampas, meaning torch. Oil Lamps In the 18th century, the central burner was invented, a major improvement in lamp design. The fuel source was now tightly enclosed in metal, and an adjustable metal tube was used to control the intensity of the fuel burning and intensity of the light. Around the same time, small glass chimneys were added to lamps to both protect the flame and control the flow of air to the flame. Ami Argand, a Swiss chemist is credited with first developing the principle of using an oil lamp with a hollow circular wick surrounded by a glass chimney in 1783. Lighting Fuels Early lighting fuels consisted of olive oil, beeswax, fish oil, whale oil, sesame oil, nut oil, and similar substances. These were the most commonly used fuels until the late 18th century. However, the ancient Chinese collected natural gas in skins that were used for illumination. In 1859, drilling for petroleum oil began and the kerosene (a petroleum derivative) lamp grew popular, first introduced in 1853 in Germany. Coal and natural gas lamps were also becoming wide-spread. Coal gas was first used as a lighting fuel as early as 1784. Gas Lights In 1792, the first commercial use of gas lighting began when William Murdoch used coal gas for lighting his house in Redruth, Cornwall. German inventor Freidrich Winzer (Winsor) was the first person to patent coal gas lighting in 1804 and a thermolampe using gas distilled from wood was patented in 1799. David Melville received the first U.S. gas light patent in 1810. Early in the 19th century, most cities in the United States and Europe had streets that were gaslight. Gas lighting for streets gave way to low-pressure sodium and high-pressure mercury lighting in the 1930s and the development of the electric lighting at the turn of the 19th century replaced gas lighting in homes. Electric Arc Lamps Sir Humphrey Davy of England invented the first electric carbon arc lamp in 1801. A carbon arc lamp works by hooking two carbon rods to a source of electricity. With the other ends of the rods spaced at the right distance, electrical current will flow through an arc of vaporizing carbon creating an intense white light. All arc lamps use current running through different kinds of gas plasma. A.E. Becquerel of France theorized about the fluorescent lamp in 1857. Low-pressure arc lights use a big tube of low-pressure gas plasma and include fluorescent lights and neon signs. First Electric Incandescent Lamps Sir Joseph Swann of England and Thomas Edison both invented the first electric incandescent lamps during the 1870s. Incandescent light bulbs work in this way: electricity flows through the filament that is inside the bulb; the filament has resistance to the electricity; the resistance makes the filament heat to a high temperature; the heated filament then radiates light. All incandescent lamps work by using a physical filament. Thomas A. Edisons lamp became the first commercially successful incandescent lamp (circa 1879). Edison received U.S. Patent 223,898 for his incandescent lamp in 1880. Incandescent lamps are still in regular use in our homes, today. Lightbulbs Contrary to popular belief, Thomas Alva Edison did not invent the first lightbulb, but rather he improved upon a 50-year-old idea. For example, two inventors that patented the incandescent light bulb before Thomas Edison did were Henry Woodward and Matthew Evan. According to the National Research Council of Canada: Henry Woodward of Toronto, who along with Matthew Evans patented a light bulb in 1875. Unfortunately, the two entrepreneurs could not raise the financing to commercialize their invention. The enterprising American Thomas Edison, who had been working on the same idea, bought the rights to their patent. Capital was not a problem for Edison: he had the backing of a syndicate of industrial interests with $50,000 to invest - a sizable sum at the time. Using lower current, a small carbonized filament, and an improved vacuum inside the globe, Edison successfully demonstrated the light bulb in 1879 and, as they say, the rest is history. Suffice it to say, light bulbs developed over a period of time. First Street Lamps Charles F. Brush of the United States invented the carbon arc street lamp in 1879. Gas Discharge or Vapor Lamps American, Peter Cooper Hewitt patented the mercury vapor lamp in 1901. This was an arc lamp that used mercury vapor enclosed in a glass bulb. Mercury vapor lamps were the forerunners to fluorescent lamps. High-pressure arc lights use a small bulb of high-pressure gas and include mercury vapor lamps, high-pressure sodium arc lamps, and metal halide arc lamps. Neon Signs Georges Claude of France invented the neon lamp in 1911. Tungsten Filaments Replace Carbon Filaments American, Irving Langmuir invented an electric gas-filled tungsten lamp in 1915. This was an incandescent lamp that used tungsten rather than carbon or other metals as a filament inside the lightbulb and became the standard. Earlier lamps with carbon filaments were both inefficient and fragile and were soon replaced by tungsten filament lamps after their invention. Fluorescent Lamps Friedrich Meyer, Hans Spanner, and Edmund Germer patented a fluorescent lamp in 1927. One difference between mercury vapor and fluorescent lamps is that fluorescent bulbs are coated on the inside to increase efficiency. At first, beryllium was used as a coating however, beryllium was too toxic and was replaced with safer florescent chemicals. Halogen Lights U.S. Patent 2,883,571 was granted to Elmer Fridrich and Emmett Wiley for a tungsten halogen lamp - an improved type of incandescent lamp - in 1959. A better halogen light lamp was invented in 1960 by General Electric engineer Fredrick Moby. Moby was granted U.S. Patent 3,243,634 for his tungsten halogen A-lamp that could fit into a standard light bulb socket. During the early 1970s, General Electric research engineers invented improved ways to manufacture tungsten halogen lamps. In 1962, General Electric patented an arc lamp called a Multi Vapor Metal Halide lamp.
Saturday, October 19, 2019
Classroom effects of a commercially-available video music-and-movement Research Paper
Classroom effects of a commercially-available video music-and-movement program - Research Paper Example Population of study- this study was conducted on fourth grade students’ population. Music has very big influence on students in the society. This affects different classes of being in the society with each of them responding to it in their own ways. Size of study- the study will majorly focus on smaller population of the class. Duration of study- The students will be observed and video taped in 15-minutes for two weeks before I introduce the DVD. I will then use the DVD for 5-minutes before regular lessons daily. DVD This will allow comparative data analysis when the intended gist of this research is concluded. Method of information gathering- there are several methods that can be used in gathering information during research. However, in this case study I will use observation as my primary method of analysis. This will enable me to get first-hand touch of information that will ultimately be useful in drawing the conclusion. Strategy used-.Duration recording will be used as a strategy to calculate the behavior change. This strategy will be used when the change in behavior occurs. I will record the behavior during on and off tasks.
Friday, October 18, 2019
Mixture and compound Essay Example | Topics and Well Written Essays - 750 words
Mixture and compound - Essay Example A compound comprises of a fixed ratio, for example, in water, there are two hydrogen molecules for every oxygen molecule. In mixtures, the ratios of the individual elements vary, depending on the use of the mixture. A mixture is also only composed of the constituent element, and the properties of the mixture are those of the individual elements (Phillips, 1998). A compound on the other hand, is a new substance with new chemical properties, e.g. common salt, a white compound, does not bear any resemblance to sodium, a grey metal, or chlorine, a greenish-yellow gas (Phillips, 1998). To distinguish a mixture from a compound, use their chemical properties (Patten, 1995). A mixture retains the properties of the individual substance that are part of its composition. For example, air is a mixture of gasses and is has properties of all the gasses, e.g. it supports burning, a chemical property of oxygen gas as other elements in the air do not support burning (Patten, 1995). Compounds have an all together different set of chemical properties from those of the constituent elements (Phillips, 1998). It is not possible to tell the chemical composition of a compound without a chemical test, unlike a mixture. Therefore, changes in color, chemical properties and physical properties are the distinguishing factors between compounds and mixtures (Phillips, 1998). When elements combine to form compounds, different types of bonds hold their atoms together (a bond is the energy that hold the atoms in a compound together), covalent, ionic, dative and metallic bonds (Pettifor, 1995). Covalent bonds exist between two non-metallic elements such as oxygen and carbon. When carbon burns in the air, a chemical reaction occurs, leading to the formation of carbon dioxide. Due the bond between these two elements is a dative bond (a special form of the covalent bond). A chemical reaction between two non-metals leads to the formation of a covalent bond (Pettifor, 1995). Due to an almost full out er energy level, non-metals do not lose electrons in a reaction; instead, they share the electrons in the outermost rings to form octets in the case of oxygen and carbon (Sebera, 1964). When a metal reacts with a non-metal, the metal donates the electrons in its outermost shell to the non-metal. That way, both atoms have complete shells in their outermost energy levels. In ionic bonding, the metal acquires a positive charge due to more protons than electrons in an atom while the non-metallic atom acquires a negative charge. These two opposite charges attract, holding the compound strongly together. While the covalent bond is strong between the atoms involved, the resultant structure I held by weak Van der Waals forces of attraction, which explains why ionic compounds lean to have a higher melting point than covalent compounds (Sebera, 1964). To achieve stability, elements need their outermost energy levels filled with electrons (Pettifor, 1995). For metals, their outermost energy le vels are comprised of a maximum of three electrons e.g. in aluminum. Elements with four electrons are non-metals , but some of them such as silicon and carbon have metallic properties, e.g. graphite, an allotrope of carbon conducts electricity, a property of metals (Sebera, 1964). In chemical reactions, it is easier to dislodge the few electrons in the outer shell than to gain electrons needed to fill the outermost
The strength of the economy of China and the future of the economy Dissertation
The strength of the economy of China and the future of the economy - Dissertation Example This essay discusses that economic development of a country measured by certain factors related to economics. The factors are the gross domestic product of the country, which relates to the standard of leaving of the people of the country. For developing a country, the government has to take certain measures. For making a sustainable development, the government has to assure that the financial base of the country is good. For making the financial base robust, the government has to use the sources available to them efficiently and should do sector wise development. In the era of globalization, when the economies of the countries connected with each other, the problem in one country can create problem to the whole world. In the year 2007, the economy of the United States has come under trouble. The reason behind the financial depression was that a large number of people got default, as they were unable to pay their housing loans. The bad debt amount of the bank increases at a level tha t the banks had to declare themselves default. The banks like Lehman Brothers bankrupted. As a result, the economy of the United States tumbled. As the economy of the country was down, the stock market indices also came down at that point of time. As an effect of the incident, the economy of all the countries get into problem as this is an era of globalization. The United States is the biggest economy of the world. When the largest economy of the world was under problem, all the economies get under trouble. The countries, which had trade relations with that country, came under a direct problem. This incident threw questions on the base of the United States economy. If the base of the economy was good, then they could avoid this kind of situation. This paper will research about the strength of the economy of China and the future of the economy. The researcher will analyze whether the economy is strong, or the base of this is as weak as the United States. Problem Statement Economy of China: The Cause of the Development and the Future of the Economy. Aims and Objectives The aim of the research is to analyze the economical condition of China, the developments made by the Chinese government, which made the country one of the most developed countries in the world. The researcher will also analyze that whether the future of the economy is also strong. To make the economy strong, the government has to make certain policies so that the base of the economy becomes strong. The base of the economy means the per capita income of the fellow citizens, the average educational qualification of the people of the country, the purchasing power parity of the persons. If the base of the country is strong, then the resources available to the companies in the country will be good. If the company can utilize the available resources efficiently, then the production will be at its best. If the company managed efficiently by the professionals, then the profit will also be good. The development of a country depends on the performance of the companies also. If the industrial production of the country is good and the number of export-oriented company is a lot, then the country will earn foreign currencies more. The objective of the project is to analyze the robustness of Chinese economy. The researcher will find about the policies of the Chinese government. It is to analyze that whether the policies of the government are favourable for the companies to do business in the country and whether the policy motivates the companies to export to other countries. The researcher will also an alyze the sources available to the companies i.e. the labours, raw materials etc. The qualities of the labours will also analyze by the researcher i.e. their competencies, educational qualifications. The purchasing power
Thursday, October 17, 2019
Teachers' stages of concern Research Paper Example | Topics and Well Written Essays - 2500 words
Teachers' stages of concern - Research Paper Example Globalization compels all countries to undertake substantial changes in their education agenda to be able to cope with such changes. Among these is the need to cope with technology. The demands placed upon the workforce, in terms of technology competencies, have made nations conscious of the need to integrate technology into school curricula, to prepare the youth for the demands of the future (Hord, Rutherford, Huling-Austin, & Hall, 1987; Hishamuddin, 2005). Tinio (2003) succinctly puts that the justification for the promotion of ICT in curricula worldwide is to equip students for the future requirements of the work setting. The latter strongly required the use of ICT, specifically computers and other online resources. This makes computer literacy a requisite for success in a technology-driven world (Tinio, 2003). The move to integrate technology into education entails the use of technological tools in pedagogy, including the Internet, blogs, digital cameras, other electronic and di gital tools to enhance the teaching process. Moreover, Pierson (2001) notes that educational reform will only be authentic if it goes beyond the acquisition of hardware supportive of technology, but a real, open adoption of strategies that will enable such integration into the school curriculum. Pierson (2001) adds that the requirement for computer literacy is apparent in daily tasks required of students both in their homes and within the educational institution. This demand entails teachers to gain knowhow of content, instruction, and technology that are apt for student progress. It is thus critical for teachers to know how to integrate technology into their teaching approaches (Pierson, 2001). The differences between the conventional and novel uses of technology emphasize the idea that teachers can utilize technology to enhance pedagogical approaches towards the enhancement of student learning (Cognition and Technology Group at
What are the main features of British conservatism Essay
What are the main features of British conservatism - Essay Example British conservatism takes its roots in philosophical ideas and concepts of Edmund Burke. British conservatism has a great impart on other world countries and their economic, political and cultural life. The British conservatism reflects the interests of rural land owning class and protects the Monarchy. The main values of British conservatives are the Angelical Church, family and property. Thus, during 1980s there has been a great shift towards free-market and liberal economic policies.Edmund Burke is transformed from a Whig into the crowning embodiment of everything that is valuable in conservative thought. Nineteenth-century conservatives, discouraged by the young Burke's support of causes such as Catholic emancipation, looked elsewhere for their ideological antecedents. There were, moreover, other writers (John Reeves, for instance) who elaborated a genuine Tory response to the ideas associated with the French Revolution. Burke has become the principal occupant of the Tory (Viere ck, 2005). Conservatives have long believed that the operation of this 'second nature' serves to protect a minority from many of the frailties which commonly afflict people (Viereck, 2005). The argument, which took root in the relatively fixed hierarchy of a predominantly agrarian society, is that those born into a elite can, in an unusual degree, acquire knowledge and wisdom, cultivate taste and virtue, and engage in civilized conversation, as well as being imbued from an early age with the responsibilities of public service. They are therefore less likely to be corrupted by power than those untrained in its exercise (Viereck, 2005). British conservatives espouse certain virtues or characteristics: prudence, justice, wisdom, moderation, self-discipline, frugality, industry, piety, honesty, obedience to and respect for authority, duty. Two other important aspects of conservatism are its anti-speculative, anti-theoretical stance and its espousal of some form of aristocracy. Political and social theory is even a sign of an ill-conducted state (Viereck, 2005). The conservative, then, tends to mistrust theoretical answers to problems, preferring the test of time and history. The conservative tends also to mistrust intellectuals, especially liberal and radical ones. Conservatism is a set of political, economic, religious, educational, and other social beliefs characterized by emphasis on the status quo and social stability, religion and morality, liberty and freedom, the natural inequality of men, the uncertainty of progress, and the weakness of human reason" (Viereck 2005, p. 76). For British conservatives, more important is the conservative's position on liberty and equality. Liberty is insisted upon; equality, however, does not exist nor can it exist. As Burke (1955) said, with his customary eloquence, levelers, acting for equality, change and pervert the natural order of things: "In this you think you are combating prejudice, but you are at war with nature" (Burke 1955, p. 56 cited Stanlis 2000, p. 82). This is perhaps the single most significant difference between the conservative and the modern liberal and the socialist. Modern conservatives strongly and positively prize freedom, as do liberals, and they acquiesce to policies and programs of equality because it is necessary or politically expedient to do so. if they bow at all, to what they see as a powerful contemporary force. It may even be said that modern liberals actively espouse equality, whereas modern conservatives actively espouse freedom and liberty and leave equality to liberals (Gamble, 1995). Less remarkable are the ideas of the modern right, for they have long been the stock-in-trade of free-market Conservatives. Those who now favour an enterprise culture share with earlier individualists a fear of creeping socialism, a conviction that the poor benefit from the wealth created by the rich, a belief that welfare coddling erodes self-reliance and places unfair burdens on the more competent members of
Wednesday, October 16, 2019
Teachers' stages of concern Research Paper Example | Topics and Well Written Essays - 2500 words
Teachers' stages of concern - Research Paper Example Globalization compels all countries to undertake substantial changes in their education agenda to be able to cope with such changes. Among these is the need to cope with technology. The demands placed upon the workforce, in terms of technology competencies, have made nations conscious of the need to integrate technology into school curricula, to prepare the youth for the demands of the future (Hord, Rutherford, Huling-Austin, & Hall, 1987; Hishamuddin, 2005). Tinio (2003) succinctly puts that the justification for the promotion of ICT in curricula worldwide is to equip students for the future requirements of the work setting. The latter strongly required the use of ICT, specifically computers and other online resources. This makes computer literacy a requisite for success in a technology-driven world (Tinio, 2003). The move to integrate technology into education entails the use of technological tools in pedagogy, including the Internet, blogs, digital cameras, other electronic and di gital tools to enhance the teaching process. Moreover, Pierson (2001) notes that educational reform will only be authentic if it goes beyond the acquisition of hardware supportive of technology, but a real, open adoption of strategies that will enable such integration into the school curriculum. Pierson (2001) adds that the requirement for computer literacy is apparent in daily tasks required of students both in their homes and within the educational institution. This demand entails teachers to gain knowhow of content, instruction, and technology that are apt for student progress. It is thus critical for teachers to know how to integrate technology into their teaching approaches (Pierson, 2001). The differences between the conventional and novel uses of technology emphasize the idea that teachers can utilize technology to enhance pedagogical approaches towards the enhancement of student learning (Cognition and Technology Group at
Tuesday, October 15, 2019
International politics, Movie Analysis Review Example | Topics and Well Written Essays - 500 words
International politics, Analysis - Movie Review Example They should have known that for monistic states, the international law that protects humanity is directly translated and incorporated into the national law and should be applicable (Bradley 1). Moreover, the truth is that the judges should have known better and understood international law since they were already educated adults by the time Hitler was rising into power (Bradley 1). These judges during the Hitler’s regime were bounded by the love for their country. This is shown in the movie when Hitler announced that all Jews would be destroyed, they as judges who knew the law also stood down (Bradley 1). The truth of the fact is that the outcome of this military tribunal was very important. It was a test case to show that national and international law against humanity is powerful and applicable to anyone. It will send a strong message to all government officials whose work is to enforce the law to do so with international law appealing before making final verdict against the accused (Bradley 1). There was need to value for human life as a judge (Bradley 1). According to the movie, the judges had sentenced 99 people to life imprisonment and there was not a single one who was serving the trial. This calls for the pardon granted to them by the military tribunal that had been formed to explore the crimes committed against humanity during the Hitler regime. The military tribunal was specifically formed to try top war criminals, political and military leaders of the third Reich (Bradley 1). The tribunal operated under the Control Council Law No.10 at the US Nuremberg Military tribunals (Bradley 1). In summary at the end of the movie, judge Janning confessed after being found guilty that as Judges of the time they had no idea that mass execution would erupt as a result of their ruling (Bradley 1). He also confessed to have realized for the
Monday, October 14, 2019
Fluent Melting and Solidification Essay Example for Free
Fluent Melting and Solidification Essay 8.1 Overview of Phase Change Modeling in FLUENT FLUENT can be used to solve uid ow problems involving phase change taking place at one temperature e.g., in pure metals or over a range of temperature e.g., in binary alloys . Instead of explicitly tracking the liquid-solid front as the phase change occurs, which requires a moving mesh methodology, an enthalpy-porosity formulation is used where the ow and enthalpy equations are solved with extra source terms on the xed grid. Marangoni shear, due to the variation of surface tension with temperature, is important in many industrial uid ow situations involving phase change. The phase change model in FLUENT provides the ability to specify the Marangoni gradient at a sloping surface, as well as an arbitrary shear at a boundary coinciding with one of the curvilinear grid lines. The model also allows you to specify the convective heat transfer, radiation, and heat ux at a wall as piecewise linear pro les, polynomials, or harmonic functions. FLUENT provides the following phase change modeling options: Calculation of liquid-solid phase change in pure metals as well as in binary alloys. Modeling of continuous casting processes i.e., pulling of solid material out of the domain . Chapter 8 | Phase Change Simulations Ability to specify an arbitrary shear at a curved boundary as a piecewise linear pro le or polynomial in terms of one of the Cartesian coordinates. Modeling of Marangoni convection due to the variation of surface tension with temperature. Modeling of the thermal contact resistance between frozen material and the wall e.g., due to an air gap . Ability to patch a momentum source in each Cartesian direction and or a heat source to simulate magnetic force elds or heat generation in the domain, for example . Display and patching of latent heat content, pull velocities in continuous casting and other relevant variables. These modeling capabilities allow FLUENT to simulate a wide range of phase change problems including melting, solidi cation, crystal growth and continuous casting. The physical equations used for these phase change calculations are described in the following sections. Limitations of the As mentioned above, the phase change formulation in FLUENT Phase Change can be used to model the melting freezing of pure materials, as Model well as alloys. The liquid fraction versus temperature relationship used in FLUENT is the lever rule|i.e., a linear relationship Equation 8.2-3 . Other relationships are possible 124 , but not available in FLUENT. The following FLUENT features cannot be used in conjunction with the phase change model: Radiation Combustion Speci ed periodic mass ow Cylindrical velocities Overview of Phase In order for you to enable the phase change model, the energy equaChange Modeling tion must be active. You are then required to supply additional Procedures physical constants pertaining to the phase change problem liquidus and solidus temperature, latent heat of freezing, etc. . You may invoke one of the enhanced boundary conditions that are available c Fluent Inc. May 10, 1997
Sunday, October 13, 2019
Friendship By Ralph Waldo Emerson Philosophy Essay
Friendship By Ralph Waldo Emerson Philosophy Essay Emersons essay on friendship is one of the most remembered and highly respected essays dating back to the 19th century. The information given in the essay is extremely valuable and has helped to explain the universal truth that is friendship. Emersons essay on friendship is his way of delineating the paths of coherence. These paths fall into two distinct kinds. The first is the consistent enunciation of a view which is the master-tone that Emerson uses from essay to essay while the second is the internal linkage of the views in the essay. Some scholars have argued that Emersons views on friendship are strange and radical while others feel that his logic is sound and valid. This argument can only be settled by finding the deeper meaning in Emersons criticisms and praise of friendships. We find that there is a critical connection between friendship and other earthly phenomena which Emerson shows through the use of metaphors to create the assimilation of tangible and intangible things i n life. Emerson begins by describing how friendships begin. He states that they have nothing to do with putting in effort, worldly accomplishments or physical beauty. They have more to do with attraction or affinity. He asserts that this is what really matters in a friendship. Emerson states that when all is done, friendship makes us feel worthy in life. He states that as the best things in life, Emerson sees friendships as being spontaneous and unforced. Emerson states is that there are two distinct elements which go to the composition of friendship, . The first is sincerity and the second is tenderness. He says that we can scarce believe that so much character can subsist in another as to draw us by love. Here, Emerson refers to the tender anxiety that we feel when we are with another person to whom we are drawn. Emerson then undercuts tenderness by saying that I tender myself least to him to whom I am most devoted, (64). This means that he gives devotion more value than tenderness. He goes ahead and states that each of the two elements is so sovereign that there is none that is superior to the other. He states that there is no reason why either of the two elements should be named before the other. Through his use of the word sovereign, Emerson creates an aura of superiority. It creates a perception in the reader that what Emerson is writing about is to be respected to the highest level possible and that it is completely true and ho lds a lot of power. He goes ahead to state that though each of these elements should be highly appreciated and respected they hold the same weight and that each bears the same importance and has the same level of authority. Here he means that each of the elements is independent and has its own power. He states that no element can be compared to the other. Emerson then states that One is Truth, . By making this sentence short, Emerson gives it absolute power. It can been argued that by making this sentence longer, it would lose meaning and effect therefore Emerson was on point by making it short and straight to the point. It also leaves a mark for the readers to ponder as they read the essay. The following statement states that a friend is that person with whom I may be sincere, (64). He states that a friend allows him to think aloud before him and that he can remove the undermost garments of dissimulation, courtesy, and second thought, (64). Emerson uses the words undermost garments (64) as a metaphor to mean a mask. He states that with a true friend, a person can take of the mask that they wear for other members of the society. He then goes on to state that with a true friend he can deal with him with the simplicity and wholeness with which one chemical atom meets another, (64). Here, Emerson uses the word atom which is the simplest chemical form as a metaphor to mean the simplicity of nature that is the result of having a true friend. He refers to the process of an atom bonding with another where it does not think or discriminate when bonding rather it just goes about the bonding process. Emerson uses metaphors throughout his essay to represent different things. He states that sincerity is the luxury allowed, . He uses the word luxury (64) to arouse a feeling in the reader that friendship is a privilege and not a right. Emerson states that true friendship is when a person is privileged to have another with who they can be sincere and not have to watch what they say or do that it may hurt their feelings or offend them. He continues by saying that like diadems and authority, only to the highest rank, that being permitted to speak truth, as having none above it to court or conform unto, (64). Here, he uses the word diadems (64) to represent some sort of royal crown or power. The word authority (64) refers to the ability to give an even better privileged (64) feeling. Emerson concludes this thought by tying all metaphors together and stating that when a person is able to tell a person the truth without worrying that it may hurt or offend them is a huge luxury. Emerson states that friendship is a great achievement in life. In his essay, Emerson gives the value of friendship is extremely high, he also gives the true definition of having a true friend and differentiates between true friendship and simple friendship with human beings. In Emersons essay, he has sound logic and understanding of the concept of friendship since he says that in friendship there are emotions of benevolence and complacency which are felt towards others, . This can also be seen in Emersons words when he moves away from the abstract and generalized remarks on his experience with friendship. He states that a person seeks the company of a stranger when they believe that the stranger will give or inspire something that we currently lack. Though from the essay it turns out that Emerson does not have much to say about friendship, he states that the stranger who Emerson refers to as a friend awakens a desire for throbbing of the heart and the communications of the soul, . Emerson goes on to say that despite of this, sometimes friends disappoint us. He also states that friendship brings about doubt which is only justified by the course of our experience. Emersons logic is also seen in his discussion of the pleasures and advantages that come about as a result of having a friend. He says that friendship is an encounter of two, in a thought, in a feeling, . This however, is simply an image of friendship and perhaps just a simple admiration at a distance. Emerson continues to say that A new person is to me a great event and hinders me from sleep, . Here, he shows appreciation of the friend who brings him the best moments in life. However, the essay also shows Emersons skepticism about his friend. He says that though he feels proud when his friend accomplishes something, he overestimates the conscience of his friend. This statement means that we somewhat idolize our friends and they in turn also idolize us which makes friends unable to read each others reality and promise accurately. Emerson goes ahead to speak of the surprises and joy that comes from friendship. He, however, surprises us by saying that our friend is more limited than we actually though and that though we idolize and judge them, there is an infinite remoteness (62) between persons that makes the friendship limited. Emerson, however, says that friends are for us to grow with and to use to make a stable and unchanging relationship. Emersons logic is that as people grow, the souls of friends also grow making this a sound and valid logic. Emerson also gives a logical argument regarding the law of one to one (65) in friendship. Here he states that the common practice in friendship is to have two people and that a friendship between more than two people may not be feasible. This logic is lacking since what is required for a friendship is affinity that determines which two shall converse (65) and not will. His essay concludes that what is commonly referred to as friendship is not really friendship Friends, such as we desire, are dreams and fables, (67). This logic is sound and valid since we often paint an image of friendship that gives it much more credit than it deserves. Emersons essay on friendship is a mediation or a set of variations on the themes of hope and disappointment that we suffer in life as a result of others. Emersons essay on friendship progresses from a diffuse friendship which begins at a distance to the disappointment that comes from having friends to the reality of having friends in our lives and the promise of something better anything we have ever achieved.
Saturday, October 12, 2019
Lucy Liu :: Charlies Angels
Lucy Liu Lucy Liu is an important figure in the Asian American community. She is one of the few Asian actors who sas made it big in the film world. She has starred in a television series, "Ally McBeal," and also in movies. Her biggest impact in the film world has been the movie Charlie's Angels, in which she instills strength in being a woman and also brings in elements of her Asian background. Lucy Liu has indeed broken the stereotype of Asian Americans as she is not passive or submissive. Lucy Liu has become an important figure in the Asian American community. In a quote by AskMen.com, â€Å"Lucy Liu has broken the mold that Asian actors are prone to passivity, and made herself a veritable star.†She is seen as a serious actress because her popularity is soaring in Hollywood. Hollywood has a very minimal Asian influence, but Lucy Liu has made it as a sought-after star. One of her most memorable characters is her being one of the three agents in Charlie’s Angels. Typically, most of the Asian women in the past have been created to have stereotypes such as the â€Å"dragon lady†, who is a beautiful evil villain, and other characters that are passive and submissive to their men. Lucy Liu’s character in Charlie’s Angels is a strong, powerful woman. Although this is just a fictional character, the way her character is perceived is that she is in control of her situations and she is able to â€Å"kick butt.†It gives me pride knowing that a person of my ethnicity can become so successful, and it gives me hope that I can accomplish great things as well. Her character shows that Asian women are not just two dimensional.
Friday, October 11, 2019
Nissan: Culture and Earlier Cg Uses
CM J41 Strategy Execution [pic] 1. 0 Resume: The case is about the turnaround of Nissan in the year 1999 to 2002. Nissan experienced great finances looses for the past seven out of eight years which resulted in a 22 billion $ debt and an outdated product portfolio with little liquid capital for new product development. In just 12 months the new COO, Carlos Ghosn (CG), succeeded in turning Nissan into profitability with a new and more performance oriented corporate culture. 2. Evaluation of Carlos Ghosn’s approach to turning Nissan around: The overall evaluation of CG is full of success which, I think, is duo to his personal background, his philosophies of management and a little bit of luck. CG has a multicultural background and has proven himself having capacity for global leadership. In his career he has learned to manage large operations under adverse condition on four different continents and speaks five languages. He has a very open and pragmatic approach towards his surr oundings, with this in mind his specialty is improving cost efficiencies, and this has earned him the nickname â€Å"Le Cost-Killer†.CG philosophies of management consist of three principals. These are transparency, execution and communication which all are essential to give employees structure and direction. His leadership style is characterized by him being achievement orientated, participative, supportive and directive leader. Furthermore a unique quality and vital factor for CG success is in my opinion was his implementation of the Cross Functional Teams (CFT) and his approach to cultural conflict, which he sees as an opportunity to create rapid innovation, if paced and channelled correctly. In the above mentioned I state, that CGs approach was a success.In the following four aspects I will try to prove this, by stressing out different arguments from the case combined with relevant theory. 2. 1 Resistance to change: People do not resist change but specific things. (Notes lec. 5) Over 50 % of all change initiatives in organizations fail to succeed and when this occurs, leaders often blame resistance. They assume that if only people would stop complaining and get on board, all would be fine (Ford et al. , 2009). But resistance is, in fact, a form of feedback, often provided by people who know more about day-to-day operations than you do.It can therefore be turned into a vibrant conversation that gives your change effort a higher profile (Ford et al. , 2009). This could be one of the reasons to why CG set up the CFT. Dismissing the feedback deprives you of potentially valuable information, costs you goodwill, and jeopardizes important relationships. If you learn to embrace resistance, you can use it as a resource and find your way to a better solution (Ford et al. , 2009). Resistance, properly understood as feedback, can be an important resource in improving the quality and clarity of the objectives and strategies at the heart of a change proposal.And, properly used, it can enhance the prospects for successful implementation (Ford et al. , 2009). Looking at the theory applied and the case, I believe that the resistance to change that CG faced was inevitable. As I see it one of the main reasons for resistances was due to the culture background, however there were several of underlying causes that could create a tension and resistance to change at Nissan. One is a more general conflict that arises when trying to move people, who do not find movement necessary.Another resistance point could be the urge for protecting ones career development, which before the intervention of CG was based on promotion on seniority basis and a zero mistake culture, which resulted in general a lack of innovation, a slow decision making and risk adverse mentality. To this CG responded with a change in the career development structure at Nissan, so that the highest achievers got the highest rewards and promotion was based on performance, leading to higher performance, willingness to make mistakes and create an innovation platform.Although these initiatives where not without resistance, because of the promotion of some younger leader over older, long serving employees which was in opposition to Japanese culture norms, CG took the same approach as with cultural differences and saw growth opportunities instead of problems for the young managers since they where challenged in their authority, which gave them growth experiences. As an overall when it comes to turning a company around as drastically as was needed for Nissan it is bound to create some resistance, and that CG new and was prepared for.Such a big change makes the future uncertain for many employees and the uncertainty is something many naturally try to avoid, and thereby instinctively becomes resistant. This Combined with a strong Japanese traditions, an organizational culture that has hindered innovation, adaptability and accountability, and last but not least a Japanese gov ernment that historically always have bailed out troubled employees, thereby creating no reason for action, and a feeling of no urgency, only made the resistance worse.All this being said, I am convinced that CG handed the resistance to change ideally. He didn’t as Ford el al. points out hold any possible reason for failure on resistance, and thereby risking overlooking opportunities to strengthen operational outcomes. 2. 2 Organizational culture: A part of the organizational culture at Nissan was the sub optimization with focus only on each individuals own department with little regard for understanding the company as a whole. This including other aspects of the organizational culture resulted in CG detecting a series of problems.From management side, the most fundamental ones was the lack of vision and ignoring customer voices. Furthermore he identified problems with, lack of clear profit orientation, lack of sense of urgency, no shared vision, insufficient focus on custome r and too much focus on competitors and lack of cross functional implementations. As a consequence of these findings CG organized nine CFTs for tackling Nissan’s cultural problems, and allowing the company to develop a new corporate culture from the best elements of Japan`s national culture.Working together in the CFTs helped managers think in new ways (innovation) and challenge the existing practices (efficiency). CG explained to employees at all levels of the company that they them selves possessed solutions to Nissan’s problems, giving them a sense of responsibility and ownership in turning Nissan around. It was neither top-down nor bottom-up. It was both â€Å"top-down and bottom-up. †CG could just have formulated solutions by himself and ordered them to be implemented by senior managers, but he believed in the managers and employees in Nissan, nd he was good at showing them this. As mentioned in 2. 0 he believed that if one just dictated changes from above , the effort could backfire, undermining morale and productivity. The CFTs was a way to minor the resistance to change and involve and motivate middle managers who had detailed information about the company’s daily business and had the potential to come up with solutions to the company’s problems. Even before taking over the position as COO, he had industry analysts against him, whom anticipated a culture clash between the French leadership style and his new Japanese employees.This could also have affected some employee attitude towards CG in a negative way beforehand. Besides this I am convinced that many parts of the Nissan organization did not feel very good about having CG changing things as drastically as he did. A labeling from the media as a gaijin, a foreigner and a reduction of 21,000 jobs, will inevitably create an uncertainty and therefore opponents among both lower level employees as well as higher in the hierarchy.Also the new employee advancement strategy , which challenged the traditional career advancement, created some negative emotions towards CG among the older, longer serving employees, since they were no longer automatically granted with a career advancement for long time service in the company. Furthermore, layoff of several of managers who did not meet targets regardless of circumstances and the demotion of Vice President of Sales and Marketing in Japan presumably created resistance and discontent.But I do believe that CG was successful in enlisting most of the organizations support over a fairly short period of time, though his leadership style, where his visibility and openness to taking recommendations & opinions of Nissan people seriously. Another reason is the respect for leadership that is inherent in most Japanese. This made his approach to leadership even more effective. Also the delegation of responsibilities to the CFTs helped getting the support of middle and lower levels, so he could focus his attention on top ma nagement. 2. 3 National culture:The national culture has without a doubt played a large part in the outcome of CG’s attempt to turn Nissan around. On one hand it hindered change because of the sense of security the government created and its rigid approach to decision making and career advancement. On the other hand the respect for leadership made it easier for him and his CFTs to have an impact on the organization. The cultural differences between CG and the Nissan organization was profound because he had never been exposed to Japanese culture before, but his approach to the culture ensured that he was fully aware of the issues that could arise.He stated that he wanted to discover Japan by being in Japan with Japanese people. That shows his humble and respectful approach to their culture, which I think benefited him allot and which I in the following will show some examples of. The respectful approach to the Japanese culture forced e. g. CG to pay extra attention on the empo werment of employees. As mentioned, Japanese business culture is characterized by a search for conscientiousness, corporation, group harmony, and an avoidance of mistakes. This all leads to a delay of decision making and a lack of responsibility.The introduction of CFTs was in my opinion a strategic stroke of genius because it was partly an attempt to break with the inconveniences of Japanese culture without harassing the fundamentals and partly because people in the CFTs got a bird’s eye perspective of the company and it gave them a sense of ownership and responsibility, which was necessary to turn things around. Cultural conflict could, in my opinion, easily be a root to resistance to change but as mentioned earlier CG uses and see cultural conflict as something positive if handled correctly, which also is in line with both Ford et al. and Dent et al. iew of how resistance to change should be handled (Ford et al. , 2009) (Dent et al. , 1999). By introducing the CFTs CG also avoided the failure that many companies often do in the execution of their strategy, which is going directly to the structural reorganization. Instead he focused on some of the most powerful drivers of effectiveness – decision rights and information flows (Nielson et al, 2008). The CFTs had in their ability of being cross functional all the information they needed to take the right decisions and by encouraging the members to come forth with their ideas and take risks the effectiveness of the CFTs was even greater.CG also changed the traditional Japanese compensation system to a more Western approach with possibility for employee advancements based on performance instead of seniority. This greatly empowered the talented employees, who was much needed in the turnaround but was also a source of conflict between young leader and older, longer-serving employees. But again CG saw a possible conflict as a positive thing. â€Å"†¦these tests of authority were growth experience s for young managers†.This shows again his personal ability to turn challenges into something good and productive. 2. 4 Luck and timing: There is no doubt that CG was lucky. His timing was impeccable as the bankruptcy of Yamaichi happened when he took office as COO in Nissan. The misfortune of the major financial house in Japan helped open the eyes of the employees in Nissan. The employees realized that lifetime employment was no longer a reality and that they had to do their own part to secure the company’s future and thus their own jobs.CG, to his credit, used the Yamaichi example whenever he could to continue to motivate his employees, repeating that their fate would be no different if they did not put all of their effort into figuring out, and then executing, the best way to turn Nissan around. By repeating the story CG paved the way for a major organizational and cultural change that otherwise would have been hard to push through. If people do not see why change is necessary, then motivation for change will be nonexistent.Moving a huge organization simply by brute force is an impossible task, but CG’s strike of luck created a powerful momentum that diminished potential resistance to change. Without this, CG and his CFTs would probably have faced a much more daunting task if the turnaround had taken place few years earlier. But it was not all luck. CG a used the bankruptcy strategic in the meaning of unfreezing the organization in Lewins words or as Cotter expresses it â€Å"creating a burning platform†. By telling the story over and over again he made the organization and every employee ready for change.When everyone was ready CG created a vision that was tangible, concise, and easy to relate to for the employees. It is not enough to create a great vision. It also has to be communicated effectively to the organization. CG was aware of this as the quote below shows â€Å"He was the first manager to actually walk around the entir e company and meet every employee in person, shaking hands and introducing himself†. CG was prepared to â€Å"walk the talk†himself and did so by taking the lead and thereby showing the employees the way. 3. 0 Conclusion: All in all I think CG did an incredible job turning Nissan around in a very short period of time.Inspired by the voting we have done in the class, I would give him a 12, the highest mark. As a non-Japanese COO he managed to overcome Japanese cultural obstacles, as well as effectively transforming a bureaucratic organizational culture and turning a large continuing deficit into a profit within 12 month. One could question though whether his successor will be able to continue what CG started or if he needs to find his own way. Either way, CG has a justifiable concern for the future of Nissan. They might be on the right path, but they are still far from reaching their goals.
Thursday, October 10, 2019
Cango Video Analysis Essay
The speech Liz gave to the Hudson Valley Business Association was not organized. Recommendations: * Although Liz did not have a plan for CanGo initially she must realize what made the company successful and perfect that. * Liz need to effectively communicate her success but more importantly communicate how she plans to continue her success 3. Communication- a. Communication within the company is very poor and lacks substance. At this point meetings are a waste of time and money. The end result of meetings is non effective. Recommendations: * Before a meeting is conducted an agenda should be created and provided to all participants. This also provides the participants a chance to think about the upcoming meeting and helps prepare brainstorming ahead of time so that the meeting will be more organized and have a flow to it. 4. Prioritization- a. Nick has the inability to prioritize tasks and he is all over the place with his work Recommendations: * Research the use and purpose of a Gant Chart * Ask for some assistance in creating a Gant Chart * Understand how to adjust the chart to circumstance 5. Time Management- c. Currently the members don’t use time management and have no regard for each other’s need to meet deadlines and get tasks accomplished. Recommendations: * Set boundaries * Create a busy/not busy indicator * Utilize the meeting calendar and set times to discuss issues throughout the day* Pre plan 6. Financial Turmoil- d. CanGo is in a financial struggle right now with an unbalanced profit and loss. Without a sound financial foundation much else doesn’t matter. Recommendations: * Go over the books and determine where the financial problems are* Create an analysis * Discuss the potential dangers and success with a CPA * Create a financial plan and adhere
Investigating the empirical link between task-based interaction and acquisition
IntroductionThere are three chief parts of this essay. The first portion explains the basic thought or sum-up of the chapter, titled as â€Å"Investigating the empirical nexus between undertaking based interaction and acquisition†( chapter 3 from the emended volume of Norris and Ortega 2006 ) . The 2nd portion of the chapter relates to, the analysis of some primary surveies, used in the above chapter or experimental surveies analyzed and discussed in the chapter. The 3rd portion of this essay explains task-based interaction ( theory discussed in the chapter ) and the practical deduction of Task based interaction for non-native linguistic communication scholars.Summary of the ChapterWhile some probes illustrate that, undertaking based interactions can ease acquisition of some lingual features, other 1s back up no such relationship. This chapter explains the primary aggregation of work on look intoing the nexus between task-based interaction and 2nd linguistic communication acq uisition. Long ( 1980 ) , for the first clip introduced, interaction hypothesis, by explicating the position that interaction between N S ( Native talker ) and N N S ( Non Native talker ) can be utile from assorted facets. Early research indicated three facets in which interaction can he helpful. First, interaction provides chances to negociate for comprehension, which enhances scholars input, ( Doughty & A ; Pica 1986 ; Gass & A ; Varonis 1985 ; Long 1983 ; Pica 1988 ; Pica and Doughty 1985 ) . Second, it helps learner to gauge the spread between their native linguistic communication and mark linguistic communication ( Schmidt 1990 ) . As mentioned above that, interaction helps in doing input comprehendible. This statement was farther supported by two major Surveies by ( Gas and Veronis 1994 ; Picca, immature and Doughty 1987 ) , they concluded that interactionally modified input ( input in which scholar are allowed to negociate for comprehension ) facilitate scholars in comparing with pre modified input ( input given in simplified manner ) . Long ( 1983 ) suggested that there could be at least â€Å"indirect insouciant relationship†between interaction and acquisition. Probe from Pica ( 1993 ) concluded that, two types of Tasks were extremely effectual, saber saw and information spread, because it involves all the scholars to interact. Surveies conducted by ( Ellis, Tanaka and Yamazaki 1995 ) , ( Mackey 1995 ) , ( Pica 1992 ) , ( Gas and Veronis 1994 ) , ( Young and Doughty 1987 ) exhaustively analyzed the relationship between interaction and 2nd linguistic communication acquisition. The consequences of their surveies were rather satisfactory in presuming the being of empirical nexus between task-based interaction and 2nd linguistic communication. This chapter exhaustively observed 14 relevant experimental surveies based on input interaction. All the surveies were selected from about 100 identified surveies during literature search.The basic factors considered for the choice of these surveies were clip of surveies ( 1980-2003 ) , age of participant in surveies ( 15-44 ) , surveies incorporating effectual Communication undertaking and surveies which contained undertakings that surrogate acquisition of specific grammatical and lexical characteristics. Entire figure of surveies analyzed were, ( n =14 ) , out of which, ( n =7 ) surveies were of English linguistic communication, ( n =4 ) surveies were of Spanish linguistic communication and ( n =3 ) surveies were of Nipponese linguistic communication. Majority of acquisition, ( 71 % ) took topographic point in university context. After analyzing the above surveies exhaustively, It was concluded that empirical nexus do be between undertaking based interaction and acquisition, farther research in this field was besides recommended at the terminal of the chapter. This is a good chapter, because it adds a batch to knowledge in applied linguistics. The contents in this chapter are the basic replies to empirical inquiries about 2nd linguistic communication acquisition and learning while nailing inquiry for future research ( Brown, 2002 ) . â€Å"Overall, the writers have managed to collocate a really good structures chapter on a subject of import to farther subject of applied linguistics†Ute Knoch, University of Auckland, New Zealand, on Linguist List 17.3578, 2006.PrimarySourcesfromChapterInteractionist theoretician considers linguistic communication acquisition as a outstanding facet of discourse or linguistic communication is learned through discourse. The survey of colloquial interaction and its relation to 2nd linguistic communication acquisition has been cardinal to research workers. Since 1980, a batch of research has been carried out in order to explore the being of phenomenal bond between undertaking based interaction and 2nd linguistic communication acquisition ( Gass ; Mackey and Pica: 1998 ) . Interaction hypothesis is derived from ( Hatch: 1978 ) , on the importance of conversation for the development of grammar. Long in 1980 revealed the importance of interaction in his celebrated hypothesis called â€Å"interaction hypothesis†. Since so many research workers have tried to research the connexion between interaction and 2nd linguistic communication acquisition.Interaction hypothesis in based on two major claims,Comprehensible input is necessary for 2nd linguistic communication acquisition.Negotiation in communicating brought alteration in the construction of interaction, which helps in doing input comprehendible.Rod Ellis ( 1999:3 ) explained interaction as, â€Å"the impersonal activity that arises during face to confront communication†. Interaction plays an of import function in linguistic communicatio n acquisition. It facilitates learner, to grok lingual characteristics of a linguistic communication and provides scholars to take the considerable sum of input harmonizing to their demand ( Long 1996 ) . In footings of input, as argued by ( Kreshan: 1985 ) that, comprehendible input plays an of import function in 2nd linguistic communication acquisition. However ( Gass: Meckey and Picca 1998 ) reported that ( Long 1985 ) himself pointed out that comprehendible input, in itself, was necessary but non sufficient to advance the acquisition procedure. Similarly, ( Swain 1985 ) , claims that, through the resulting interaction, scholars have chances to understand and utilize the linguistic communication that was non apprehensible ( comprehendible end product ) . Additionally, they may have more or different input and have more chances for end product. Since in early 1980 and subsequently on in 1996 Long`s account of â€Å"interaction hypothesis†, claimed that, common connexion between acquisition and interaction is widely accepted ( Gass, Mackey and Picca 1998 ) . Similarly, ( Gass 1997 ) examines the relationship of mechanism between communicating and acquisition. As was proposed by ( Long 1996:414 ) , â€Å"It is proposed that environmental parts to acquisition are meditated byselective attending and the scholars developing L2 processing capacity, and that these resources are brought together most usefully, although non entirely, during dialogue for meaning†. It indicates that Long`s chiefly accent is on interactive input ( input that is derived and comprehend through interaction ) . Long clarified that conversation between more competent scholar ( native talkers ) and less competent scholar ( non native talkers ) . The interaction which takes topographic point between less competent and more competent involves elucidation for significance, verification of message significance and comprehension cheques. Pica ( 1994 ) strengthened the importance of interaction hypothesis, by lucubrating the importance of â€Å"negotiated input†in three rule ways. First importance of negotiated input is that, it helps learner to have comprehendible input, which takes topographic point through alteration of address. Learner ‘s procedure input easilywhen breakdown in dialogue takes topographic point. Second Pica suggested that, during dialogue between less competent talker ( N N Ss ) and more competent talker ( N Ss ) , direct feedback to less competent talker is provided. Last Pica argued that dialogue aid scholars to modify their ain end product, in instance of any break down during dialogue procedure. On the contrary, experiment conducted by ( Gass & A ; Varonis ; 1994 ) with the aid of 16 scholars derived the consequences that sometimes dialogue for significance does non assist N Ss to grok N N Ss. Task based interaction has an everlasting deduction on linguistic communication acquisition. It provides scholar with input harmonizing to their demand. Learners interact and simplify significance for them with the aid of dialogue for better comprehension. Comprehension depends upon the scheme adopted by N N Ss in order to carry through the mark of dialogue. Since, in Task based interaction, chiefly the interaction takes topographic point through a â€Å"life like†undertaking, so task seems to be cardinal here. Similarly Bygate ; Skehan and Swain ( 2001 ) explains undertaking as â€Å"A undertaking is an activity which requires scholars to utilize linguistic communication, with accent on significance, to achieve an objective†. Research workers have explored two major inquiries in order to place the effectivity of undertakings.The affect of undertaking on linguistic communication comprehension.The consequence of undertaking on linguistic communication acquisition.Get downing with the survey conducted by, ( Mackey 1999 ) , which is based on the probe of two inquiries. The first inquiry considered, in this survey was ; whether interaction is straight related to acquisition? The 2nd inquiry was about the nature of conversation and degree of engagement in conversation. There exists a direct relation between larning and active engagement of scholars in assorted undertakings, the claim made by ( Mackey 1999 ) . Learners ‘ inactive engagement in interaction makes them unable to accomplish proficiency in 2nd linguistic communication as comparison to learner who participated actively. These two inquiries were analyzed profoundly in this survey. Undertakings used in this analysis were based on a specific standard, that isUndertaking required major and active engagement were used.Task provides contexts for the targeted constructions to happen.The interactive undertaking were chiefly, â€Å"story completion†, â€Å"picture sequencing†, â€Å"picture drawing†and â€Å"spotting out image differences†. These undertakings were designed with the aid of six, native talke rs. Native talkers were trained in the usage of â€Å"pre test†and â€Å"post test†stuff. The consequences clearly confirmed the anticipation that ; active engagement did ease development of 2nd linguistic communication. The ground was that of the cogency of the above undertakings used in interaction, which confirmed considerable development in linguistic communication acquisition. The undertaking based interaction seemed to hold high influence in 2nd linguistic communication acquisition. Similarly, the survey of ( Garcia and Asencion: 2001 ) analyzed two groups of pupils, comprised of 39 participants. This survey studies, the relationship between group interactions and inter linguistic communication development. Specifically, its relation to listening comprehension and the grammar signifiers production in mark linguistic communication. First the scholars took notes on a mini talk and so completed a text Reconstruction and listening comprehension trial. The two experimental groups were made as 18 and 21. The first group, ( experimental group n=18 ) interactively shared notes for five proceedingss in little groups while the 2nd one, ( control group n= 21 ) , did non interact, although pupils were allowed to analyze their notes for five proceedingss. While analysing the consequence, experimental group scored clearly higher than control group on the listening comprehension undertaking. There was important difference between two groups in footings of interaction, sum and types of L2 words used in joint building of cognition. This survey shows that interaction may hold an consequence on listening comprehension. Input was considered to be of two types ; pre modified input and interactionally modified input as is considered in following two surveies. Survey by ( Mackey & A ; Plilp 1998 ) examines the consequence of negotiated input on the production and development of inquiry signifiers in English as a 2nd linguistic communication. The survey was based on ( Long 1996 ) , claim in updated version of Interaction hypothesis sing negative feedback. Long suggested that expressed negative feedback, which occurs through interaction, may be one manner through which interaction can hold positive consequence. The survey explored the nexus between short term linguistic communication development and recast in linguistic communication conversation. The entire figure of participants in this survey were ( n=35 ) , along with ( n=5 ) native talkers. The participants were from novice and intermediate degree selected from intensive English linguistic communication categories. The native talkers were trained to transport out â€Å"role play†and were provided with reading, composing direction in footings of different undertakings. The survey was successful in footings of its premise. It was derived that recast truly assist in production of developmentally beforehand constructions. Comprehension seems, to be one of the of import factors in interaction. Learners without comprehension can non continue with the interaction. Two different sorts of linguistics environment are suggested by ( Pica ; immature and Doughty: 1987 ) . First, the input that has been modified or simplified, simplification may affect, repeat, limitation of common vocabulary or vocabulary with common or familiar points and so on. Second, doing contributing environment, or environment in which ample of chances for interaction between N Ss and N N Ss are appreciated. In such type of interaction both N Ss and N N Ss modify and reconstitute their interaction and derive significance based on common apprehension. The survey reported by ( Pica ; Young and Doughty: 1987 ) , included a type of undertaking ( listen to make undertaking ) in which scholars performed assorted actions on the footing of comprehension. This undertaking provided pupils with close apprehension, and new lingual characteristics can be easy adjusted with this undertaking. The N N Ss were supposed, to listen to native talkers and execute the action consequently. The native talkers gave description of everything and N N Ss performed the action as directed by N Ss. The chief action was the arrangement of specific points on a little board. This undertaking measured the degree of comprehension, by figure of points, which non native talkers selected and placed right. Two groups were made and first group was provided with pre modified input ( the NS was giving them waies and interaction or communicating was non allowed in this undertaking ) . The 2nd group were placed under status two. They performed the same undertaking but were allowed to interact or pass on in instance of any disagreement in comprehension. Through interaction, they seek verbal aid from the N Ss, whenever they felt any trouble during the arrangement of points on the board. Consequences of this survey provided empirical grounds for the fact that, interaction for dialogue of message between N S and N N S plays an of import function in comprehension. The consequences clearly indicated that interactionally adjusted input surpassed pre modified input ( 88 % vs 69 % ) . The ground is that, it involves interaction in signifier of communicating in conformity to common apprehension between N S and N N S. Listen to make undertakings are really helpful in supplying chances for comprehension and acquisition, Ellis ( 2003 ) . Similarly the experimental analysis of Ellis, Tanaka, and Yamazaki ( 1994 ) has employed the same technique and supported that, interaction facilitates acquisition of certain grammatical and lexical characteristics. The major probe in this survey was that of, the differential effects of â€Å"pre modified input†, â€Å"interactionally modified input†and â€Å"baseline input†on undertaking public presentation. In this survey multi factorial design and two dependent variables, that is, ( listening comprehension and vocabulary acquisition ) and two independent variables, that is, ( pre modified input and negotiated input ) were employed.Results derived from this survey clearly indicated that undertaking based interaction facilitates acquisition of specific grammatical characteristics. â€Å"The merely published survey to prove the consequence of negotiated interaction on comprehension is by Pica et al 1987 ) †. A listening undertaking was assigned to two groups of non native talkers: in one group the non-native talkers negotiated interaction with their native-speakers middlemans ; in the other group, non-native talkers could merely listen. Non-native talkers in the interaction status scored significantly higher on the hearing undertaking, therefore back uping the claim that accommodations, in the signifier of negotiated interaction facilitate comprehension. However the survey of ( Pica et al 1987 ) seems to supply assorted support between interaction and acquisition. An advantage seems to rule pre- modified input on negotiated interaction ( Loschky 1994 ) . The survey done by ( Loschky 1994 ) is based on, Longs suggestion, about the demand of â€Å"clear and direct test†of the accommodation to interaction hypothesis. This survey based on, or is the coalesced version of two major hypothesis, the first 1 is the celebrated input hypothesis ( one + 1 ) by ( Kreshan 1985 ) and 2nd one is related to Longs ‘ interaction hypothesis. Three of import inquiries were observed, with the aid of ( n=41 ) get downing flat scholars of Nipponese as a foreign Language. The of import points analyzed in this survey were ; what does precisely ease 2nd linguistic communication comprehension?Negotiated interaction or non interaction ( pre modified input ) ?Pre modified input or unmodified input/ interaction?If the figure of comprehension ( comprehendible input ) is greater, does it bespeak that the figure of acquisition will be greater?Grammatical characteristics were analysed through the aid of a thorough survey. Acquisition mark was made of Nip ponese vocabulary points and some sentence construction, that is, ( dual noun locative sentence constructions with station positional atoms ) . With the aid of pre trial the existing degree of the scholars were concluded, in the same manner station trial derived the grade of alteration in at that place larning. After a figure of experimental surveies consequences were derived. The experimental consequences derived from this experiment strengthened the research consequences derived by ( Pica et al 1987 ) and ( Gass and Varonis 1994 ) . Consequences indicated that, the degree of comprehension in â€Å"negotiated interaction group†was highest in comparing with the other two groups ( â€Å"Baseline input group†and â€Å"Pre modified input group†) . The consequences besides suggested that ; â€Å"there is no correlativity between differences in minute to minute comprehension and additions in vocabulary acknowledgment & A ; acquisition of structures†. On th e footing of this experimental survey Loschky ( 1994 ) , suggested that undertaking based interaction does non ease grammatical characteristics in linguistic communication. Output hypothesis claims that â€Å" sometimes, under some conditions, end product facilitates 2nd linguistic communication acquisition in ways that are different signifier, or enhance, those of input †( Swain and Lapkin, 1995, p. 371 ) . During the interaction between native and non native talker, â€Å"speakers made their inter linguistic communication vocalizations comprehendible when the native talker indicated trouble in understanding them†( Pica 1988 ) . Apart from the importance of comprehendible input it is presumed that â€Å"comprehensible input†is non sufficient for 2nd linguistic communication acquisition, but that chances for the N N Sto achieve more mark like end product is besides necessary ( Swain, 1985 ) . During interaction native talkers ask for verification, elucidation and repeat of non comprehendible lingual characteristics. These patterns during interaction compel not native talkers to modify their end product, in order to do it comprehendible for native talker. Swain called such sort of end product as â€Å"pushed output†. The experimental analysis of ( Pica 1988 ) investigated, Swains` claim, labelled as â€Å"comprehensible output†. Interaction between a native talker and ten non native talkers of English were examined, in order to deduce, that how the non native talkers made their linguistic communication or vocalizations apprehensible, when the native talker show his or her inability to grok not native talker message. The basic concern of this probe is: whether non native talkers would merely reiterate or modify the produced vocalizations on petition of Native talkers. In this probe, there was less of grounds to corroborate the possibility of Swain` claim. Out of 87 possible cases of comprehendible end product in which native talkers requested verification, elucidation, or repeat of the non native talkers utterance merely 44 instances were found in which the non-native talker modified his or her end product and merely 13, grammatical alteration were involved. Pica 1988 expressed that non native talkers are non that much rich in colloquial context of mark linguistic communication to use native like alteration in their address. On other manus it was derived that native talkers modify the produced end product in order to clear up the significance for non native talkers. Similarly, ( Pica, Holliday, Lewis, and Morgenhaller 1989 ) , in another survey, observed the same phenomenon of comprehendible end product. Activities designed in this survey extremely needed interaction, that is, native and non native talker interaction. The consequences derived by this survey were same as of old one. Non native talker produced â€Å"comprehensible output†merely in response to six per centum of the native talker vocalizations. It can be concluded from the above treatment that there is a direct relation between undertaking based interaction and 2nd linguistic communication acquisition. Research workers such as Pica ( 1994 ) etc, have investigated interaction and acquisition link rather exhaustively. They concluded this phenomenon by analyzing and puting scholars of different educational background. They successfully derive the consequence that there exist a nexus between interaction and 2nd linguistic communication acquisition.Presents deductions for non native English linguistic communication learning methodological analysis.As mentioned earlier in the above portion, that â€Å"Interaction hypothesis is based on two of import premises. First, ( Kreshan 1980 ) â€Å"input hypothesis†which provinces that, subconscious procedure of acquisition is possible, when scholars are focused on significance and they obtain â€Å"comprehensible input†. Second, Hatch ( 1977 ) attack of â€Å"Discourse analysis†, which is about realistic discourse, or interaction between native kid and grownup scholar. The importance of interaction in linguistic communication acquisition can be exempted from the claim made by Allwright ( 1984 ) . He stated that, face to confront interaction in category room is the â€Å"fundamental fact of pedagogy†, and farther strengthened his claim by adding, that, â€Å"Everything that happens in the category room happens through face to confront interaction†. Undertakings are the primary instructional tools used in schoolroom room for interaction ( Dave and Jane Wiilis 2007 ) . Undertaking as defined by Ellis ( 2003 ) , involves any four accomplishments of the linguistic communication activities. Wholly, Receptive ( listening and reading ) and Productive ( talking and composing ) activities should be involved in undertakings. Interaction in linguistic communication schoolroom is really of import and disputing from assorted positions. It indirectly and someway straight involves instructor in most of the activities. In order to keep conversation in category pupils, instructor should set a batch of attempts in eliciting the involvement of pupils ( Dave and Jane Wiilis 2007 ) . Linguistic resources are the basic thing which learners deficiency at the initial phases while larning linguistic communication, in such state of affairs keeping conversation is really effortful on the portion of instructor ( Ellis 2003 ) . Teachers` function in undertaking based linguistic communication instruction is the same as of a manager. The two types of attack, that is, â€Å"focus on meaning†and â€Å"focus on form†are every bit of import in linguistic communication instruction. One is related to the right construction in linguistic communication, while the other one is related with the significance of the expressed sentences. Since undertaking based interaction is fundamentally linked communicating, it major focal point should be on significance. Interrupting communicating disturbs the natural flow of scholars. Assorted undertakings are recommended by many research workers in order to do larning affectional in schoolroom. Dave and Jane ( 2007 ) argued that Prediction undertakings ( foretelling future state of affairs in narrative or image ) are of import in order to assist scholars expect about an event with the aid of antecedently learned vocabulary. Pica ( 1994 ) emphasized on all those undertakings for linguistic communication scholars, which are extremely effectual in footings of engagement, that is, Jigsaw and information spread. Similarly Pica and Doughty ( 1986 ) favored the thought of information spread. Negotiation of intending dramas an of import function ; pupil should be encouraged to negociate for intending where they feel any trouble in comprehension. This phenomenon was observed by the survey of ( Mackey & A ; Plilp 1998 ) . Negotiation of significance occurs where most peculiar information is required for comprehension, or the scholars feel the demand of understanding the state of affairs right. Rost and Ross ( 1991 ) suggested three types of schemes for schoolroom interaction, that is, â€Å"Global questioning†, â€Å"Local questioning†and â€Å"Inferential strategies†, for elucidation of significance. Communicative competency is based on Yule ( 1996 ) which deals with the learner`s public presentation. It stated that Learners perform good, when they understand the undertaking. It should me mainly the duty of instructor to help pupil understanding undertaking about their public presentation. Wright ( 1987 ) emphasized on two basic things which should be included in undertaking, â€Å"Instructional questions†and â€Å"input data†. Communicative linguistic communication instruction is a learning methodological analysis which fundamentally aimed for the intent of communicating. Howatt ( 1984: 279 ) accent on the deduction of communicative attack by reasoning that â€Å"language is acquired through communicating. Freeman ( 1986: 123 ) explains that â€Å"when we communicate, we use the linguistic communication to carry through some maps, such as controversy, carrying, or assuring. Furthermore we carry out these maps within a societal context. Freeman ( 1986 ; 125 ) explains the experience of pupils within the context of communicative attack. Task like storytelling, vocals, dramatisation, function drama, image description, narrative narrating, games etc, were included in schoolroom in order to indulge scholars in communicating. As was suggested by Long ( 1994 ) â€Å"Life like†activities are conspicuously the portion of communicative linguistic communication instruction.
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