Sociology and Bathing Suits Free Essays

April 02, 2013 2. For what reason are the three young ladies strange in the AP? How do the various people in the shop respond to them? The three young ladies are strange in the AP on the grounds that they are wearing swimming outfits in a town that is five miles from a sea shore. The AP is situated in the focal point of an unassuming community almost two banks, a congregational church, the paper store, three land workplaces, and dozen freeloaders destroying one of the town avenues. We will compose a custom article test on Human science and Bathing Suits or on the other hand any comparable theme just for you Request Now Numerous individuals in the town have never at any point been to the sea shore so it is remarkable to see individuals strolling around in swimming outfits. Most ladies in the town as a rule wear shirts and shorts when strolling outside. The young ladies are put amazingly strange when deciding to wear the swimming outfits. The individuals at the shop responded distinctively when seeing the young ladies in their swimming outfits. The most well known response the young ladies got were from folks. A significant number of the laborers and folks continued gazing at the young ladies since they were youthful, provocative, and in swimming outfits. The other sort of response the young ladies got were from â€Å"sheep† and â€Å"houseslaves†. They immediately looked at the young ladies and returned to their shopping with stun. They didn’t know whether what they saw was genuine. The young ladies shocked huge numbers of the individuals at the shop. 3. How does Updike illuminate us regarding the distinction in social class between the assistant and the young ladies? What job does this distinction play in the occasions and the significance of the story? All through the story Updike educates us regarding the distinction in social class between the assistant and the young ladies. Updike represents the young ladies to be certain, autonomous just as explicitly incredible. Then again Updike shows the representative to be juvenile, and insolent. Sammy is seen to be stuck in the realm of AP, which is loaded up with rules and guidelines. The young ladies are seen to be stuck in a universe of opportunity and decision. Toward the finish of the story the representative perceives how unique the young ladies and him are in social class. He envisions Queenie with her family drinking mixed drink, eating herring snacks with white coats, and he sees his family drinking lemonade and modest lager. The distinction in social class causes the representative to understand that there is a whole other world to life than being stuck in a shop for his entire life. Review the young ladies and the sort of social class they are in causes the assistant to push advance and accomplish more with his life. His first step in quite a while new objective is stopping AP. The most effective method to refer to Sociology and Bathing Suits, Papers

Critical Analysis of Sous Les Arbres Essay Sample free essay sample

Sous Les Arbres is the seventeenth section structure in the second 50% of the book â€Å"L’ Ame en Fleur† . â€Å"L’ Ame en Fleur† is the second book of Victor Hugo’s â€Å"Les Contemplations† . Sous Les Abres is the rubric of the seventeenth section structure while the stanza structures which come straight before it and after aren’t titled. The stanza structure is 24 lines in length. abiding of 6 verses written in 4 line quatrains. It is written in Alexandrines organized in â€Å"rime croisees† all through the 6 quatrains. with an ABAB way of rime. Hugo’s utilization of the Caesura opposes the normal example of interfering with the Alexandrine line into two units of six syllables called a hemistich. on the other hand using the caesura at an a lot more prominent frequence all through the section structure to make the impacts of shakiness and dissymmetry while leting more noteworthy look and emphasize. The hole quatrain bu ilds up the area of the section structure. The section structure takes topographic point in a wood. where a grown-up male and grown-up females significantly enamored are strolling through turn upward toing the nature and universe around them. The season the stanza structure is set in is summer. an unconventionally sentimental and fit scene for the stanza structure due to it’s heat and the magnificence of nature as the encompassing universe is in full blossom. The hole quatrain sets the central subjects of the refrain structure which are love and nature. In the same way as other of Hugo’s stanza structures. the hole refrains set the subject and area of the section structure while he builds up the activities of the section structure from third verse onwards. The third refrain further underscores the subject of nature in the start of the verse while the finishing up lines takes the section structure back to the subject of affection. In the fourth refrain. she lets him know of her adoration for him. The fifth verse joins the subjects of affection and nature into one. Duri ng the sixth verse as dim falls she builds up her full genuineness to him through her adoration using the similitude of a Canis familiaris. The refrain structure opens with a one sentence verse ( lines 1-4 ) written in an Alexandrine with the caesura holding an unpredictable signifier. The caesurae look multiple times all through the verse then again of the ordinary four. The hole three lines all contain an unpredictable plan of the caesura. while the finishing up line is a traditional Alexandrine. The second line finds the couple. in a tranquil wood being upset by the moves. In this line. the moves are an allegory for the air current instigating the in any case despite everything trees. The verse has a nearly positive tone. in spite of the fact that their activities, for example, strolling and discourse creation are hindered by ending â€Å"S’arretaient† â€Å"S’interrompaient† this does non outcome their misgiving of one another. Hugo utilizes beginning rhyme to accentuation the four action words through the rehash of the â€Å"r† in either the first or second syllable of the action w ords. In the last line. their spirits stir is a representation for the pair holding a profound dread of one another. indeed, even in minutes where they do non truly pass on. The second verse opens with the utilization of metonymy and representation. The metonymy being the 2 Black Marias â€Å"ces deux coeurs† stand foring the team while the exemplification happens in the signifier of the grinning imaginative movement â€Å"la inventive action gold sourire innocent† . Hugo again utilizes the caesura in unpredictable game plans all through the verse keeping up the meter the equivalent yet the beat differed. To put emphasize on the action words Hugo puts the caesura after the greater part of the action words inside the verse. In this verse. the subject of adoration is coordinated to the subject of nature as the couple go one with nature â€Å"Disaient a chaque fleur quelque chose† . This verse displays a dubious tone as it highlights both positive and negative creative mind, for example, the positive grin imaginative movement and the dots into the shadows. a word interchangeable with negativeness. dimness and the obscure. The third verse contrasts from the 2 old refrains in that there is no use of the caesura. On the other hand Hugo utilizes enjambment leting the primary line run onto the second line without accentuation to isolate the two. Rime riche can be found in the third refrain through the rhyming of the words â€Å"Corbeille† and â€Å"Abeille† in the first and third lines of the verse. In the second line we consider the to be of summer as it brings her blossoms. felicity and lovely yearss. This ties in the subjects of nature and felicity. Hugo utilizes the analogy of a honey bee to delineate her affection for the blossoms and her naming of the blossoms. As a honey bee would intently cognize the environing blossoms due to it’s need for nutriment. she realizes the environing blossoms because of her interest of nature. Hugo interferes with this word image of the environing nature by her appeal to discuss their affection in the closing line. The hole line of the fourth verse is per regular an Alexandrine yet the reference marks break the line into three developments of four syllables with the caesura puting accent on the terminal of every four syllable period. Hugo utilizes the caesura here to underscore her affection for him â€Å"Je suis nut haut. je suis en bas† . Her perception over him from both above and underneath him is a picture for her affection resembling a defensive soul, for example, a watchman holy messenger pardon the adage . The male’s reaction is frail in contrasting. asking the names of the encompassing workss after such a significant spring by his darling. Hugo utilizes Rime Faible in this verse as a fit strategy for rime for the guys dissatisfactory and meager reaction. In contrasting with his dissatisfactory reaction in the fourth verse the initial two lines of the fifth refrain are entirely extraordinary. Again the subjects of nature and love consolidate â€Å"il savourait Ces fleurs et cette femme. † In the initial two lines we see the vowel rhyme of the â€Å"o† sound â€Å"O title-holder! † â€Å"O bois! † â€Å"o pres! † what's more the ou sound â€Å"il savourait† â€Å"ou tout† . The â€Å"o† vowel rhyme here underscoring areas inside nature while the â€Å"ou† vowel rhyme underscoring the more human aspect of the refrain. his tasting of nature piecing into one. Hugo upsets the finishing up two lines to underscore the importance of the grown-up female to the grown-up male. Utilizing the fragrance of the blossoms as a word image of his mind. while the woman’s mind is his ain incredible smell. As they are infatuated and the grown-up male has bit of the woman’s mind. t he extraordinary smell is a representation for the grown-up female being an incredible extra to his being. The finishing up refrain shuts the section structure as dim is falling around the pair. In the principal line there is the underlying rhyme of the â€Å"n† sound â€Å"nuit† â€Å"tronc† â€Å"chene† â€Å"noir† . The vowel rhyme of the â€Å"n† sound combines the obscurity of dusk and that of the dark oak tree they are lean support on. Hugo utilizes two likenesses in the finishing up verse. the star and the Canis familiaris. She says to her darling that her petition is ever in the sky like a star â€Å"Ma priere toujours dans vos ciuex comme un astre† and that her affection like a Canis familiaris will ever be at his pess â€Å"Et mon issue toujours comme un chien a tes pieds† . The star and the Canis familiaris can other than be viewed as images. The star being an image for counsel. stars being utilized for pilotage during dimness. While the Canis familiaris is an image for certainty. an unoriginal term however evident being t hat â€Å"dog is man’s best friend† . persistently faithful to their owner. Hugo utilizes rime riche in the finishing up refrain as the terminal of the section structure surpasses the reader’s starting standpoints of such a spring of feeling. As exhibited it is clear the stanza structure is fixated regarding the matter of affection with the subject of nature used, as it were, to compliment this subject. The main activity taking topographic point in the stanza structure is the couples’ stroll through the wood as they respect the incorporating universe while other than talking their affections for one another. As Hugo didn’t day of the month the section structure other than it being written in June some twelvemonth during the nineteenth century it can’t be obviously connected with a specific occurring in his life yet as the book â€Å"L’Ame nut fluer† depends on his relationship with his kept lady Juliette Drouet so it tends to be accepted the stanza structure is live overing a walk they shared. the stanza structure subsequently being a hapless deception. â€Å"Sous Les Arbres† fits in great with the rest of â€Å"L’Ame en fluer† due to it’s subjects of Love and Nature. Like a lot of his work Hugo utilizes unpredictable beat all through the refrain structure because of the dislodged caesura. The methods Hugo uses joined with the subjects of affection and nature make this stanza structure a great outline of Hugo’s sentimental poetics generally as it is run of the mill to a lot of his work inside â€Å"Les contemplations† .

Blog Archive Friday Factoid MIT Sloans Campus Development

Blog Archive Friday Factoid MIT Sloans Campus Development In 2006, MIT President Susan Hockfield announced a major campus development program that would invest approximately three-quarters of a billion dollars in new and renovated facilities on the school’s 154-acre Cambridge campus, and which included the Sloan School Expansion. This expansion added a new classroom building, E62 (address: 100 Main St.), with approximately 210,000 square feet of space that houses 205 offices, 6 classrooms, more than 30 group study rooms, a dining area, an Executive Education suite, lounge areas and new, usable outdoor spaces. It was completed in time for the start of classes in fall 2010 and dedicated in May 2011, to coincide with MIT’s 150th anniversary. The new classroom building is described on the MIT Web site as “the ‘greenest’ building on the entire MIT campus. One recent Sloan alumna we interviewed who works in a building near the MIT campus and has been watching the new building gradually go up reflected, “It’s going to make such a big difference to student life. The building we used was fine but didn’t really encourage congregating. The new building is going to become a real social center, the new heart of the Sloan program.” A student from the Class of 2012, the first class to enter Sloan after the new building opened, echoed these comments, describing E62 as “the social hub at Sloan.  It’s where students meet to socialize, eat (the cafeteria provides some of the best food in the neighborhood) and work on class projects. It’s probably one of the more significant things Sloan has done recently, as it provides the ideal networking space not only for students but also for the many professionals who come to check out the new building and recruit MBAs. The new building really adds to the Sloan experience, and I can’t imagine life before it!” Share ThisTweet Friday Factoids Massachusetts Institute of Technology (Sloan)

BOOK 1 THE PIANO HANDBOOK In this book...

BOOK 1: THE PIANO HANDBOOK In this book McCombie explains how Bartolomeo Cristofori changed a Harpsichord in to a piano over three hundred years ago. McCombie goes on describing how when Cristofori was angry and frustrated he banged on the keys of the Harpsichord. Cristofori found that they didn’t respond with satisfactory crashing chords. By the year 1700 Cristofori changed the Harpsichord so that he could use two strings for each note and a set of leather covered hammers to strike them. He then developed a key mechanism to control the force of the hammers. McCombie uses a lot of illustrations to describe the mechanisms within a Harpsichord and a piano. In the next chapter talks about buying a†¦show more content†¦Closson in the following chapter talks about how the piano came from two geniuses; Cristofori and Erard. He explains how they perfected the Clavichord and the Harpsichord into an instrument of greater sonority, one that could be heard in larger rooms. The Clavichord is basically a dulcimer with a keyboard and the Harpsichord came from the psaltery, which is like the Dulcimer, but its strings are plucked by the fingers rather than being struck. Closson uses a few illustrations to describe the different mechanisms in the Harpsichord, Clavichord and the piano but mostly uses photographs to show each instrument and the way that they have developed throughout the years. I think that this book is aimed at people that have some basic knowledge on the piano. It has got pieces of music for readers to try on the piano, although I did not find quite as useful as Book 1. BOOK 3: GREAT PIANIST SPEAK FOR THEMSELVES This book is about thirteen pianists’. The author writes predominantly about their lives and how they first got interested in the piano. The article is written in a journalistic manner. The first pianist that the author interviews is Claudio Arrau. She spends much of the time telling the reader how she was greeted at the door and ushered down a short flight of stairs. She goes into great detail in trying to set the scene in the

How to Collect and Prepare a Hickory Nut for Planting

Of the dozen or so American hickories, shellbark and shagbark hickory trees have shown some promise as edible nut producers. These are the only two Carya species (with the exception of pecan, scientific name  Carya  illinoensis) typically planted for nut production. All the following hickory nut suggestions apply as well to the collection and preparation of pecans. Timing Hickory flowers in the spring and completes nut maturity in early fall. Beginning as early as the first of September and continuing through November, various species of hickory nuts ripen and are ready for collection. Ripening dates can vary slightly from year to year and from state to state by as many as three to four weeks, so it is not possible to use precise dates to determine maturity. The best time to collect hickory nuts, either off the tree or from the ground, is when they begin falling: It is just that simple. Prime picking is late September through the first week in November, depending on the individual hickory tree species and its location within the United States. The hickory nut is perfect when the husks begin to split. Collecting The height of the hickory nut crop in a forest canopy and the thick forest litter below can make it somewhat difficult for the casual collector to gather large numbers of nuts (although its not impossible). Another challenge is harvesting nuts before wildlife does. It is also important to remember that nut availability is never an annual given. Good hickory crops (called mast) of all species are produced at intervals of one to three years, so finding nuts can be a challenge in any given fall season. With that in mind, find forest trees that are open-grown with little forest underbrush. Yard trees or trees near paved areas make for easier collection in urban and suburban areas. Always identify the tree and place tags or mark the bags, so you will know what species you have collected. Storing Storage tests with pecan and shagbark hickory have demonstrated that hickories are like most other nut and acorn species: They should be dried to a low moisture content and refrigerated if not planted immediately. To be specific, Carya nuts should be dried to below 10 percent moisture and stored at around 40 degrees Fahrenheit. If stored in sealed containers, the nuts should be able to retain good viability for two years. They will lose half to two-thirds of their ability to germinate after four years. Although hickory needs very little cold over a full season, studies show that viability can be improved by soaking the nuts in water at 70 degrees Fahrenheit for 64 hours. Some nut species need stratification  or a cold period of time to fully improve the germination process. Put damp peat mix or sawdust together with the dried hickory nuts in a polyethylene plastic bag that has a wall thickness of four to ten millimeters. These bags are ideal for storing nuts since they are permeable to carbon dioxide and oxygen but impermeable to moisture. Close the bag loosely and store in the refrigerator at 40 degrees Fahrenheit until planting time. Check nuts throughout the winter and keep just barely damp. Planting You can plant unrefrigerated nuts in the fall and let the winter season do what nature does—refrigerate. You can also spring-plant with stratified or cold-treated seed or take a chance on unstratified seed. For ground planting: Great results have been reported with fall seed sowing for hickory, but good mulching is necessary. Mulch should remain until germination is complete. Shading is generally not necessary, but hickory may profit from some  initial shade. Protection from rodents may be required for fall-sowings. For container planting: After determining the proper time to plant, you should place nuts in moderately  loose potting soil in one-gallon pots or deeper containers. The taproot will grow quickly to the bottom of containers and root width is not as important. Containers should have holes in the bottom to allow for drainage. Place hickory nuts on their sides at a depth of one-half the width to about the width of the nut. Keep the soil moist but not wet. Keep the pots from freezing.

Why E Commerce Is Important For The Business - 1284 Words

Mid-term Exam Introduction: Kootenay Pottery Co. is a small business that started as a one-person operation in a home. The company makes unique, handcrafted, functional pottery items. Now the business is growing and the company started to use a process called ‘Slip casting’. Now they can produce up to 100 items per day. The equipment are really expensive. The items are sold at good price and they also have small number of customers around the world. So as a growing company, marketing is really an important factor for the business and in today’s world E-commerce is the best option to adopt for the marketing. Why E-commerce is really important for the business? E-commerce is basically use of internet and web to transact business. It is†¦show more content†¦As described in the scenario their online presence is not that good for a growing business. Their website just contains their name, phone number and Address. It is not a proper way to do the business through your website. Your website should include all the information about your all the products. It should have a page that describes about you and your business. It should have all the information about how your products are made? All these information will be really important for any business because it will describe all the valuable things about the business. Now, why it is important to develop a proper website for your business? Now a days, if people come across some new things or some new products they will first try to get all the information about that thing, product and business. They will try to search it on google and similarly if they come across with some new business, they will try to look at their websites to get all the information. If your website is just containing your business name, address and contact number; they won’t try to approach you because it did not give any information about you and your business. People like clear and appropriate information and in this advanced and modern era, websites are key to provide the information. â€Å"Any business that does not have a website is missing out on one of the most powerful marketing tools available to them. The main reason that it is important for businesses to have a website is

Socio Materiality of Designing Organizational †MyAssignmenthelp.com

Question: Discuss about the Socio Materiality of Designing Organizational. Answer: Introduction For what reason do representatives oppose change; it is basically in light of the fact that they fear the unspecified structure (Rothaermel, 2013). That is, they feel uneasiness about how the change will impact them, their movement execution, their relationship with various agents, and other occupation-related components. Investigators say that fear of the darken is prudent, rather than a nonsensical, response to change. A little measure of uneasiness isn't strange from a considerable number individuals when the current situation shifts since people expect time to adjust their thinking, their movement execution, and their social associations with any changes made. Disastrously, resistance to change all over goes past a strong unease for the cloud, as a couple of experts have found. Binod and Devi (2013) considered a movement of changes and found the going with sorts of specialist resistance: task avoidance or deferral, adversarial vibe (communicated or verifiable), quiet submission, and underproduction (meeting only the base wants to one's work). Two or three years afterward, other library experts found a couple of more pointers of agent resistance to change: extended non-appearance, extended specialist instability, disappointment, and damage. To supervise change effectively, administrators must understand why a delegate's hidden reaction to another suggestion, that is, uneasiness and fear of the darken, on occasion enlivens into more negative direct like reduced occupation execution or mischief (Ansgar et al., 2011). Resistance to change is unavoidable, and chiefs must consider some resistance when they expect to realize change. Without a doubt, some resistance to change may even be sure on the grounds that it backs off the speed with which improvement might be some way, or another proceed and empowers time for people to adjust to it. A noteworthy reason behind agent's (representatives) fear of change is helplessness about new business related wants to be identified with work execution. Specifically, the delegate's fears that he won't have enough mastery to play out the changed task. A present report reinforces this by exhibiting that individuals with experience playing out a specific endeavor one way will contradict change more than individuals with less association. This was found in an investigation where two social events of optional school understudies were requested to complete a game plan from essential manual endeavors where they were made up for revising execution (Dennis Andrew, 2010). One social event was given more understanding than the other and developed greater capacity at the assignments. They were then drawn closer to grasp modernized system for these endeavors. The understudies with more experience restricted motorization by and large more than those with less experience. This was in light of t he fact that the expert get-together of workers had a more elevated amount of trust in their ability to complete the movement in the old (i.e., manual) way; when they were asked for to automate, their fundamental anxiety was higher. The levels of helplessness about execution for understudies with little association in their business did not change when they were asked for to mechanize. This was on account of they were still to some degree indeterminate about their execution in the manual errand and were thusly more receptive to endeavoring new work systems. This investigation induces that chiefs need to take after two techniques while displaying new errands. In any case, they need to outfit specialists with amending information about what the changed endeavors will be on the grounds that learning lessens fear. Second, executives need to advance their specialists that they will develop the capacities to do these assignments. The last can be capable if workers get agreeable and complete the process of planning and get reassurance that they won't be repelled if their execution levels drop at first while relearning the changed endeavors (Evelyn et al., 2010). Ethical Implications of Resistance Despite the fact that various researchers have tended to the territory of expert morals in hierarchical improvement and resistance to change in an organization, the writing is insufficient concerning the determination of sorts of ethical difficulties that happen. In any case, an audit of the accessible writing from works in hierarchical improvement, administration counseling, and preparing and advancement yields some consistency in thought and shape. Despite the fact that extending significantly in wording, the predicament classes portrayed harmonize surprisingly. For the most part, five sorts of ethical quandaries in authoritative improvement practice tend to be watched and portrayed by experts and researchers alike. Deception and agreement is an unavoidable and broadly happening quandary in organizational improvement practices. Such an issue, or decision circumstance, necessitates the operator of change or client system to decide on completely speaking to all accessible data and including or barring different gatherings engaged with the change exertion. Works by Pederzini (2016) have explored its inclination. This difficulty may happen for an assortment of reasons. In the first place, distortion and conspiracy can happen when the change operator distorts his/her aptitude base, instruction, encounter, accreditation, or, on the other hand, concentrated preparing, or when the customer framework distorts the association's advantage, need, or objective. The second real classification of ethical problems in authoritative change is the abuse of data. Such a problem or, then again choice condition requires the change expert or client structure to pick what information is used and how it is used. Mishandle of data in various leveled headway happens when the ponder consent or security of the client structure is harmed or dense. Manhandle of data as a break of ethics in the various leveled change in like manner may occur in two diverse ways. It may happen when data is contorted, deleted, or not nitty gritty by either the client structure or the change administrator, or when the data is used to overview individuals or social affairs entirely, achieving the individual, capable, or definitive insidiousness. Data concerning personality qualities, calling premium, and market information is visiting cases. According to Jason Pauline (2015), control and impulse constitute the third critical characterization of moral scrapes in legitimate change. The circumstance presents itself as a decision concerning the movement of the "complete flexibility" of various leveled individuals. On a very basic level, control and terrorizing happen when the legitimate progression effort requires various leveled people to abridge their own particular regards or needs without needing to. Obliged enthusiasm for a change effort, for instance, affectability getting ready, is exemplary. Immovably related are cases incorporating changes in singular properties or the structure of progressive people impacted. The fourth noteworthy class of moral quandaries in various leveled change is regard and target conflict. How Resistance to Change can be understood Expanded resistance to change can likewise come about when chiefs do not finish by submitting adequate assets to the change (Jim Annelie, 2014). In one open library, introductory worker responses to the presentation of a robotized flow framework and online inventory were by and large positive. Be that as it may, upper administration neglected to procure a specialist to present computerization, held back on framework particulars, acquired a second-rate mechanized framework, and exhausted existing faculty to kick the framework off. Quite a while later, the mechanized course framework was down as much as it was up, required a normal twenty-second reaction time when it was up, and had expanded both representative and supporter disappointment with the library. Furthermore, machine-comprehensible data on the library's accumulation must be input twice since framework disappointments made a significant part of the information be mistakenly deleted from the PC's memory banks. The staff who w ere at first strong of the framework created more elevated levels of dissatisfaction ever and in the end betrayed the framework. This is obviously a situation where executives neglected to confer adequate assets to arranging and actualizing an extensive change and specifically expanded worker resistance. In reality, Liwen Jingkun (2015) proposes that this is not extraordinary for assets (especially workforce assets) to be overextended or pulled back exactly when staff is encountering the best worry of change. Additionally, she includes that managers frequently hold back truly important things, e.g., finish preparing by specialists might be seen as a luxury instead of as a fundamental consumption related to change. Therefore, it is imperative for chiefs to be especially delicate to this issue, and to fundamentally inspect on the off chance that they have bolstered the advancement by giving every essential asset be it cash, time, expanded meticulousness by the administration, included staff, or whatever. An additional reason that workers oppose change is that administration regularly neglects to underline the positive parts of the change on expert and library esteems, e.g., enhanced service to supporters. Shockingly, a few administrators come up short both to keep workers educated of the esteems (which ought to be uncovered through the library's announcements of its main goal and objectives), and after that to tie the constructive outcomes of the change to these qualities. At the end of the day, if chiefs demand to enlist an accumulation assessment expert, they have to clarify that they are doing this to attempt beyond any doubt that gathering advancement endeavors are truly addressing client requirements (Marianne Susse, 2014). The relationship between Managerial Power and Resistance to Change Power has regularly been viewed as the capacity to motivate others to do what is needed of them, if vital, without wanting to. With regards to change, the utilization of power by administration appears to be both legitimate and inescapable given the high danger of disappointment ascribed to representative resistance noted in the opening section. On the off chance that representatives try not to need to change, at that point directors must utilize power the capacity to make them change despite their hesitance against their resistance. However, behind this direct comprehension of the part of the power and this 'straightforward' way to deal with hierarchical change lies a progression of imperative battles about various conceptualizations of power, as well as about the transaction amongst basic and managerial idea; and amongst scholarly and specialist discussions (Mel, 2012). Hierarchical or organizational change scholars do subscribe to one presumption of the basic scholars, that is: power and resistance, albeit substantively unique, are entwined. Without the likelihood of resistance, there is no requirement for power. Alternatively, on the other hand, to be more exact, if there is resistance (concerning the representatives), there is the avocation for the utilization of power (concerning directors). Regardless of this similitude, the conceptualization of resistance in the hierarchical change writing is not the one related to the basic custom: this is not resistance to control, yet the resistance of a broken kind driven by representatives' requirement for security. Some intricate researchers such as Rothaermel (2013) separate resistance and power to connote 'subjectively unique commitments to the result of power relations made by the individuals who practice power over others. From one viewpoint, and those subject to that power, on the other, they compar e resistance against mastery and in this manner honest to goodness resistance. Conclusion McManus (2011) initially suggested that clumsy administration techniques can make resistance change to quicken. Both rationale and research bolster this announcement and demonstrate to us the requirement for remedial administration activity. Remedial activity can incorporate sufficient giving data about change and be for the most part delicate to representative feelings of trepidation about change. Other positive advances incorporate persuading representatives that a genuine reason exists for the change and conferring adequate assets to the change to facilitate the progress procedure and lighten worker dissatisfaction. Administrators ought to likewise attach the change to enhanced benefactor service and ought to always work to make an atmosphere where representatives are urged to investigate new thoughts and give them a shot. Toyota Motor Corporation has built up proper authoritative structures, parts, and obligations regarding the change concerning the partners and attempting to tap their backings through the change exertion. This is done to ensure effective change management. The company has solid control, and the related detailing plan has been unmistakably settled to drive change. Toyota has additionally needed to appoint particular administrators to go up against brief part of giving the formal specialist by which changes are made. This is specific to the association since the change extends crosswise over many parts of the association. References Alexandra M., Rune T. Bernard B. (2013). The limitations of dispositional resistance in relation to organizational change. Management Decision, 761-780. Ansgar J. Thiessen Diana J. Ingenhoff. (2011). Safeguarding reputation through strategic, integrated and situational crisis communication management: Development of the integrative model of crisis communication. Corporate Communications: An International Journal, 16(1), 8-26. Binod K. Shrestha and Devi R. Gnyawali. (2013). Insights on strategic management practices in Nepal. South Asian Journal of Global Business Research, 2(2), 191-210. Dennis G. Erwin Andrew N. Garman. (2010). Resistance to organizational change: linking research and practice. Leadership Organization Development Journal, 39-56. Evelyn L., Don R. Aimie C. (2010). Successfully managing change during uncertain times. Strategic HR Review, 12-18. Jackson, C. (2011). Communication skills and accounting: do perceptions match reality? Strategic Direction, 27(2). Jason C. Pauline A. Found. (2015). The effect of resistance in organizational change programmes: A study of a lean transformation. International Journal of Quality and Service Sciences, 274-295. Jim A. Annelie A. (2014). Deconstructing resistance to organizational change: a social representation theory approach. International Journal of Organizational Analysis, 342-355. Liwen Tan, Jingkun Ding. (2015). The frontier and evolution of the strategic management theory: A scientometric analysis of Strategic Management Journal, 2001-2012. Nankai Business Review International, 6(1), 20-41. Madia, S. A. (2011). Best practices for using social media as a recruitment strategy. Strategic HR Review, 19-24. Marianne S. Vland Susse G. (2014). The socio-materiality of designing Organizational Change. Journal of Organizational Change Management, 391-406. McManus, J. (2011). Revisiting ethics in strategic management. Corporaate Governance: The International Journal of Business in Society, 11(2), 214-223. Mel, F. (2012). The Impact of Leadership, Management, and HRM on Employee Reactions to Organizational Change. In A. J. Joseph J. Martocchio (Ed.), Research in Personnel and Human Resources Management (pp. 177-208). Emerald Publishing Limited. Pederzini, G. D. (2016). Strategic management cultures: historical connections with science. Journal of Management History, 22(2), 214-235. Rothaermel, F. T. (2013). Internal Analysis: Resources, Capabilities, and Activities. In F. T. Rothaermel, Strategic Management Concepts Cases. Mc-Graw Hil. Steven H. Appelbaum, Medea C. Degbe, Owen M., Thai-Son N. (2015). Organizational outcomes of leadership style and resistance to change (Part Two). Industrial and Commercial Training, 135-144.

Ocean Carriers free essay sample

Introduction †¢ Ocean Carriers Inc. owned and operated cape-size dry bulk carriers worldwide. †¢ Major Cargo type : Iron ore. †¢ Vessel sizes : 80000 DWT to 210000 DWT. †¢ Cape-size carriers travel around Cape Horn rather than the Panama Canal due to size constraints. Operations Maintenance Maintaining Supplies And on board Stores Supply of Lubricants Cargo Operations Repairs Insurance Business Model †¢ Mostly chartered on â€Å"time charter † basis for one, three , or five year periods. †¢ Occasionally spot charter market was used too. †¢ Charterer paid a daily hire rate for entire duration. †¢ They controlled where the cargo was  loaded and unloaded and also determined the cargo. †¢ OC Inc. supplied a qualified crew along Brief History †¢ In 2003, the average daily operating costs amounted to $ 4000. †¢ This cost increased annually at 1% due to inflation. †¢ Charterers were not charged for days spent in maintenanc e and repair but operating cost were still incurred. Maintenance Work Time Details †¢ Initially 8 days a year for repairs and maintenance. We will write a custom essay sample on Ocean Carriers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page †¢ This time increased to 12 days per year for ships operating for more than 5 years. †¢ For ships operating for more than 10 years the repair and maintenance days increased to 16 day per year. Operating Policies †¢ Ocean Carriers didn’t operate ships which were more than 15 years old. †¢ As per international maritime regulations they underwent special surveys every 5 years for seaworthiness of the carriers. †¢ As per the norms maintenance costs of ships older than 15 years was too high. †¢ To avoid these costs they sold the ships in scrap or second hand market before SWOT Analysis Strengths Weaknesses †¢ New and Larger vessels compared to industry †¢ So premium is earned compared to market †¢ Too much dependence on basic industries †¢ Not much product differentiation Opportunities Threats †¢ Great demand for iron ore and coal products in a strong economy †¢ Australian production and Indian Exports creating long term demand †¢ Probability of defaulting of Charterer †¢ Future estimates not entirely reliable Case Brief †¢ Background: – Mary Linn, VP Finance at OC Inc is evaluating options whether to invest and if yes how to invest in the new ship to be leased in 2003 †¢ Aim: – To evaluate the various options of capital budgeting, leasing, owning and resale of the new project ANALYSIS Assumptions †¢ Ocean Carriers is a U. S. firm †¢ Discount rate is taken to be 9% †¢ In case of 15 year life of the ship, theresale value in 2017 is calculated by assuming that the ‘then discount rate’ would be 12% †¢ Corporate tax rate is assumed to be 35% (Source: US Federal Reserve Data Release, 2001) Assumptions Continued †¢ Ocean Carriers is located in Hong Kong, where owners of Hong Kong ships are not requ ired to pay any tax on profits made overseas and are also exempted from paying any tax on profit made on cargo uplifted from Hong Kong. †¢ Discount rate is 9% †¢ Inflation rate is 0. 4% (Source: Central Bank of China data release, 2001) Options Available Don’t invest in new ship Build Operate for 15 yrs Sell off or scrapthereafter What to choose? Build Operate for 15 yrs Sell off or scrap thereafter Option. Years Life †¢ The DCF analysis of this option gives us the following results: Option 2 : 25 years life †¢ The DCF analysis of this option gives us the following results: Business Implications of the analysis: Assume the company is based Recommendations †¢ NPVs of both the options are negative †¢ Also, the IRR of both the options are less than the existing discount rate †¢ As a result, we recommend that Ocean Carriers Inc. should not go for the investment in the ship †¢ The tax rate of 35% is considerablylarge †¢ The initial $39 million purchase of the new ship is never fully recovered by expected future revenues since NPV is negative in both the cases †¢ Thus, the investment is too much of a Business Implications of the analysis: Assume the company is based in HK Recommendations †¢ Considering the zero tax assumption, we can see that the NPV of both the options is positive and that for 15 year life is more than the 25 year life †¢ Thu s, assuming the company is based in Hong Kong, the company must go for the 15 year life option owing to the higher NPV Reasons for selecting the 15 years life option †¢ As stated earlier, the NPV of this option is more than the other †¢ As the ship gets older than 15 years, the hire rate starts decreasing more rapidly as seen from Exhibit 4 †¢ As it can be seen from the following graph, the hire rate reduces more rapidly after 2017 Expected Daily Hire Rate vs Age Sell of the ship and don’t scrap †¢ As seen in Exhibit 6, the ship has the potential to generate cash flows even after 15 years †¢ The estimated resale value of the ship at the end of 15 years assuming that the life can be extended up to 25 years is $2,41,78,423 †¢ This value is significantly higher than the  scrap value of $5,000,000 †¢ Also, the company has a policy of not operating the ships older than 15 years old †¢ But, there exists a potential for selling off the ship since some other companies do Continued†¦. †¢ The current inflation was pegged at 0. 4%. But, in case in the future years, say 15 years hence, if the inflati on rises above 0. 4%, then there would be a significant increase in the operating costs and working capital requirements †¢ Thus, the current forecasts for 20 -25 years down the line may not hold good †¢ Thus, even with this case it is better Ocean Carriers Inc. should accept the 3 year contract †¢ Amount recovered by the initial contract is $17,192,594 †¢ Many a times, new ships may not be leased out immediately after delivery because of low demand †¢ But, in this case, the ship can be immediately leased out: meaning it can generate cash inflows immediately on commission †¢ Also, since the client is in utter need of the ship, he may offer the company a premium of 10-15% which is beneficial for Ocean Carriers Inc. Our Recommendations Invest in new ship OC Inc is HK Based OC Inc is US Based Operate it for 15 yrs followed by resale Accept the initial 3 yr contract for Don’t invest in new ship

Rise and fall of marks and Spencer Essay Example

Rise and fall of marks and Spencer Essay Example Rise and fall of marks and Spencer Essay Rise and fall of marks and Spencer Essay Porters five model industry analysis , BCG Matrix and the Value Chain analysis are used to evaluate the whole spectrum of factors that contributed to the rise and decline of Marks and Spencer. An attempt is also made to suggest future strategies to be adopted to regain the lost ground. MS Background The company was started in Leeds in 1884 by Michael Marks , a Russian immigrant. Ten years later , Tom Spencer joined partnership with Marks and MS was born (Beaver, 1999). Their partnership had all the components of success, uniting entrepreneurial flair with the commercial expertise required to create a string of Penny Bazaars (Christopher, 2001). In the 1920s, the business exercised a revolutionary policy of buying directly from manufacturers rather than going through wholesalers. These unique relationships with suppliers gave the business an advantage and convenience that few of its competitors could match. The growth of MS was fast and in 1926 it was listed in the London Stock Exchange as a public company (Whitehead, 1994). Two years later, Simon Marks took over the reins of MS from his father. He introduced the St. Michael brand , a symbol of excellence and quality. In 1930s, MS flagship store was opened at Marble Arch, London. Afterwards, food departments, which sold canned products, were introduced into the company. Moreover, MS started to made forays into the foreign markets in 1970s and had a mixed success in its foreign operations. It opened its first overseas store in Canada in 1973 and then the expansion continued in Europe (Daniels, 1995). It also exported its St. Michael brand merchandise to franchised stores in seventeen countries. This environmental analysis generates information which is structured and directed in a meaningful way for marketing and strategic planning process with respect to the present and anticipated situations. The internal environments are explored using the strength and weaknesses where as the opportunities and threats are analyzed for the external. The detailed factors that characterizes the strengths , weaknesses , opportunities and threats are listed as Appendix I. PEST Analysis Through the PEST analysis the external macro environment is explored. Here factors pertaining to the political, economical socio-cultural and technological aspects are looked into. Political The stability of the present labour government, its taxation policies, anti monopolistic policies, the employment laws and the formation of the competition commission so on are having a direct impact on the retail industry as well as M S. Mergers and acquisitions are not encouraged and hence thoroughly investigated. Because of the presence of the strong trade unions the companies are not in a position to introduce operation simplification just as the legendary Marks could introduce it in Marks and Spencer, immediately after the Second world war. As such firms have had to adapt to wage rises and have been forced to find other ways to lower costs. Supermarkets such as Tesco have in the past reduced costs by exploiting suppliers by taking advantage of their strong buyers bargaining power. Farmers in particular have been the subject of such exploitation though the governments competition commission has since attempted to rectify the situation by introducing a code of practice (BBC online 2001, Supermarkets code too weak ) Economic Corporation tax is currently 30% for large firms. Tax credit is allowed for research and development. Inflation and interest rates are at reasonable level with positive indicators in GNP growth rate. Even though recessionary trends are speculated about its drastic effects are not yet perceptibly seen in the economy. Of course the economy show signs of weakening. The underlying rate of inflation was 2.3% for March 2002. The Bank of England is attempting to keep inflation below 2.5% and hopes to prevent a rise in interest rates. A rise in interest rates will complicate any financing decisions and may hinder any long-term investments as it will increase the cost of debt as such alternative forms of investment such as equity become a more desirable form of investment though historically equity finance is seldom used for financing long term objectives due to the fact that it can be very costly and will dilute shareholder control. For the past two years the prediction of an impending recession has loomed large though this has not happened. Many economists predict an imminent recession. If that prediction is proved correct , history dictates that , in times of recession , consumers will be more price sensitive and less likely to purchase high priced goods due to a lack of disposable income. Socio-cultural Current trends suggest that over the last 10 years there has been a large rise in the popularity of bulk buying , with food items in particular being bought in bulk. Moreover there has been a increase in demand for convenient foods such as sandwiches and microwave meals. The impact of September 11th in conjunction with the rise of charity initiatives suggest that many people are likely to adopt a more sympathetic view to world problems and thus greater importance is likely to be placed on corporate responsibility and charity initiatives. Though Tesco and Gap practices in the past have been deemed irresponsible and yet their profit was not adversely affected. Technological The ever-increasing popularity of the Internet and the advent of broadband technology has resulted in many firms now offering online services allowing for home shopping. The use of intricate computer systems has enabled firms to automate and accelerate many procedures previously done by hand. Linked system have also enabled easier account collection, statistical analysis and identification of demographic data Porters Five Model Industry Analysis The widely accepted and commonly used Porters five model industry analysis rests upon the industry dynamics which in turn are influenced by the forces of macro and micro environments. This analysis is not one of activity alone but an on-going process. These forces exercise relative power at a point of time and it is really important to identify which of these five forces are the key forces at operation and evolve a strategy to position itself to take advantage of the opportunities and over come the threats. Because of the dynamic nature of these forces the analysis is to be repeated on an on-going basis so as to deprive of the potential competitors to overtake , regain , sustain and improve the market share and growth as the situation demands. The threats from the New entrants , buyers and suppliers bargaining power , substitutes and competitive rivalry are analyzed and shown in Appendix II Porters 5 forces model suggests that when buyers exert a high degree of choice and are able to choose from a variety of substitutes product quality, price, product differentiation and branding are likely to become prevalent factors as concerns the success of a firm. As such this is likely to be common within the market MS operates as there is a high degree of competition incurred in direct and indirect forms meaning buyers (customers) will have a high degree of choice thus firms must cater to this in the manners outlined above. Additionally the fickle nature of the fashion industry i.e. product life cycle is low due to ever changing fashion trends means that a quick and efficient response to customer demand can critically affect the degree of success a firm experiences. Additionally an awareness of future environmental conditions can be of vital importance to a firms success as the importance of price, product quality branding and differentiation can vary greatly within different cir cumstances. I.e. during a period of recession price becomes a prevailing factor, which is likely to dictate customer choice. Whereas during a period of prosperity quality and brand become dominant factors. The Core Competences Critical Success factors and Competitive Advantage Core competences arises from the unique and distinctive way that M S builds, develops , integrates and deploys its resources and competences. It can be evaluated like this. M S has a clear customer focus. Because of the inbuilt , robust competences the uniqueness of M S cannot be easily imitated. With regard to its flexibility this is one area in which M S did not respond timely in adequate measure. They lagged behind other competitors in adapting to the changes in the market or industry conditions. The company has paid a bitter price for this laxity. The extent to which value is added to the product/service is quite is good. Finally, with respect to sustainability M S could not retain the tempo of its momentum and march even though it is still the market leader. The critical success factors and core competences are pictorially depicted and is shown in Appendix III. Competitive Advantage M S could attain competitive advantage by developing and implementing these distinctive resources capabilities and competences. The strategies adopted after the great fall of 1998 enabled M S to regain its lost territory. The competitive advantage of M S can be explained in terms of its reputation for quality ,its special relationships with its suppliers and its customers. M S has a very exacting but mutually profitable relationship with the suppliers. It demands high quality at reasonable cost and flexibility in return for large volume of business. Its relationship with the customers is based upon its reputation for good service , refunds , exchange of goods and high quality value for money goods. Real competitive advantages take longer to build and last longer. M S has the best brands on high street. The customers associates with the company with dependability and value for money. The employees are always a privileged lot resulting in their high involvement and commitment. In the end result it has a performance that is superior to most of its high street competitors.

Employment Problems in India Assignment Example | Topics and Well Written Essays - 500 words

Employment Problems in India - Assignment Example This is contrary to the country’s projection and its perceived international image of an intellectual force and companies such as 24/7 Customer are forced to hire and manage their labor force from outside India. The country’s experience is also contrary to objectives of its economic revolution that aimed at offering quality education for the job market. Such a level of quality has not been achieved and business professionals blame the government for the poor education system that is too bureaucratic and lacks resources. This has led to poor quality and a sharp increase in a number of graduates but most of them cannot find jobs. Engineering faculties, for example, trains more than four times their previous capacities the general literacy levels in schools are very poor with the trend indicating a threat to the country’s ability to sustain its achieved economic growth rate (Anand, 1). Many education stakeholders acknowledge the problem, and the government has attempted to pass a bill for remedy. Students particularly recognize the problem with irrelevant academic units, lack of commitment from both students and lecturers, and cheating as some of the factors to the poor quality. Students have also reported bribery as a strategy to acquiring good grades in cases where they had failed their examinations. Graduates poor analytical and communication skills that many managers have reported from their experience in interviewing recruits further identify weakness in the education system. The students may sometimes know answers to interview questions but are too nervous to formulate and communicate the correct answers, a fact that is also reported in their schools, as lecturers are not keen to facilitate interactive learning processes. This poor system has forced some organizations like Tata to establish parallel training for their employees (Anand, 1).

Is Iran planning to build nuclear weapons See GI 2012, page 18, or GI Research Paper

Is Iran planning to build nuclear weapons See GI 2012, page 18, or GI 2013 page 203 - Research Paper Example This show, Iran does not aim at building the stockpile that would be dangerous and hazardous to the global peace and regional security. The original traces come forth in form of the U.S supported government that was in place in Iran in the 1950s after a coup that took place in 1953 (Dabashi, p 73)). Although at that point, the United States of America facilitated it based on the need for civilian purposes, yet with time the role and intentions towards building this stockpile grew suspiciously awkward. In the post 1979 Iranian scenario, Iran has had a mixed reaction towards the acquisition of nuclear arsenal. Considering the Islamic outlook of the government, the official policy maintained by the government stated that the actions and building of the nuclear arsenal is against the values and spirit of Islam, for it causes direct damage and destruction to humanity, it therefore was officially declared that Iran does not aim following the nuclear ambitions (Parsi, p. 144). However, time and again the indications have been such that Iran is pursuing the silent acquiring of the nuclear stock pile. This has been reported number of times in the intelligence reports that have been collected based on the evidences and other factors through the works of the intelligence agencies. The large number of nuclear power plants and some of them are underground and have not been declared publically, this fact castes aspersion over the Iran’s intentions and brings about suspicion with regard to its actual motives behind the overall nuclear conundrum created. In the presence of such large number of nuclear power plants, one of the most critical one controversial one that has raised eye brows is that of Bushehr 1 reactor which has been built in association with Russia(Cordesman and Seitz ¸p 219). It has been center of attention for the West and they suspect it is center to military

Learning Plan Essay Example for Free

Learning Plan Essay The learning plan described in this paper is to have students debate a topic related to the Civil War. The debate topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† The main concept of this learning plan is to have students work collaboratively to research facts, and recall and use facts from the Civil War unit to incorporate into their arguments. (It should be noted that the learning plan described in this paper will take several classes to complete, however the learning plan procedures will only address the class where the debate will occur. ) It is assumed that debate skills were taught in a previous class. The learning theory certainly incorporates constructivist aspects. They are constructing knowledge rather than absorbing it. This is constructivist approach is illustrated through the collaborative nature of the assignment, as well as through the research that students’ must produce. In terms of the use of technology and media; the students will be instructed to research one source of information, from the internet, related to their argument. They must submit a one-page analysis of the information in which they found along with a references page. This must be submitted to the teacher a week before the scheduled debate. The teacher will assess the content of the paper, but the references page will also be important. Teacher must evaluate the kinds of internet sources that the students have used. The credibility of the internet source, and the strength of student’s research will be analyzed by the teacher. The purpose is to assess student’s traditional literacy and critical analytical skills (assessed when evaluating the content), and information literacy/interpretation skills of online material (assessed by reviewing the reference page). Finally, the teacher will hand back papers to the students, and he/she will instruct each group to use at least two of their group members’ papers into their group’s arguments. Media and technology will also be incorporated with the use of social media. The teacher will tell students that their debates will be recorded and submitted to youtube or a private school website (if issues of privacy are raised). Others will be allowed to view the video to evaluate the strength of each team’s arguments. Based on the comments of public viewers, a winner will be chosen (by popular vote). This popular vote will be incorporated as a small percentage into the assessment. This is being done as to allow students to  participate in new media opportunities within an educational context. Learning Plan Context Setting The high needs school will be a High School in the Bay Area, either in San Francisco or Oakland. There will be 25-30 students in an individual classroom.  The lesson will take place the week after the Civil War unit is finished. It is anticipated that the unit will last about two weeks, therefore the debate class will occur during the third week. The actual debate class will take up one class period. The content area is US History/Politics. The grade level is Juniors (11th grade). In sum, the curriculum unit is 11th grade, US History/Politics, Civil War unit. Standards According to California standards for literacy in History/Social Studies in 6-12th grades. A student must be able to demonstrate analysis of primary and secondary sources, and connect these insights to the understanding of the whole text. This ability will be addressed and assessed when students must incorporate information learned from the textbook with information gained from the internet, and use both sources of information, into their debate. The student’s ability to undertake this task will be evaluated by the teacher with the submission of student’s sources, and also during the debate. (http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf.) Also according to California standards, students must be able to evaluate various explanations for events and actions. Learning Objective Students will be able to collaboratively demonstrate their knowledge of Civil War policy, events and information, from the textbook and from online sources, by formulating arguments to be presented within a debate. Learning Theory Applications Constructivism is certainly at play in this lesson plan: The activity allows knowledge to be organized into schemas, concepts, and worldviews. This activity is emphasizing the use of authentic activities by constructing knowledge through interaction with the environments (internet and peers), and applying it to real-life situations (debate). The collaborative component certainly illustrates constuctivism; learners will help each other create conceptual connections. Finally, students are working autonomously with the help of the teacher as facilitator, supporter, and model (Ormrod, 2006). Learning Accommodations: Individualized Education Plan for Special Accomodations: In each team, all students will be assigned a role. For example, â€Å"speaker†, â€Å"writer†, â€Å"time-keeper†. A student’s IEP will be taken into consideration when assigning roles. A student with an IEP, will be assigned a role that best fits their IEP. For example, a student with ADD, may be best suited to be a time-keeper since their attention span is not as focused. They may be anxious to change the pace of the group’s discussions, and therefore they may be eager to keep track of the time. Language Development needs: When assigning the internet-based research; the teacher will give ELL students a website to navigate to, instead of having the students navigate the internet themselves. Teacher will give explicit instructions as to where to look on the website so students do not feel too overwhelmed with the English language. Teacher will ask the students to try to comprehend some of the information, however if this proves too difficult, then the teacher will ask the students to find 15-20 words from the website that the student did not understand. The student will then find the meanings of these words in their own language. They must write at least a paragraph about the Civil War unit incorporating five of the words that they found on the internet. Also,  at least two of these words must be incorporated into the arguments of their team. Gifted and Talented needs: This is a challenging component to consider because a gifted/talented student does not necessarily mean an academic-rigorous student. To really tailor the lesson to address the interests of a gifted/talented student, then the teacher will have to be familiar with the personality of that particular student. However, some situations will be addressed here. First of all, from the research, the lesson itself befits that of a gifted/talented studen t. Competition, which characterizes a debate, usually suits the nature of gifted/talented students. The first situation to consider is a student who is gifted/talented, but not academically rigorous. This student will be given a leadership role within his/her team. He/she may be assigned to organize/manage all the ideas of the students. He/she is the one who will be given the rubric for what the teacher is assessing when observing the team’s discussions and arguments. He/she is the manager, and he/she will be assessed on their ability to keep his/her team on task. In this way, this student isn’t necessarily doing more â€Å"academic† work, but he/she is being challenged in a rather difficult manner. A second situation to consider is to have a gifted/talented student who is academically rigorous. The teacher will give this student a second component to add to his/her research paper. The student must connect textbook material and internet material to the US politics o f today. This is increasing the cognitive process from analyze (which all students must do with their research papers) to evaluate (Anderson and Krathwol, 2001). The student can choose to incorporate this extra component into their team’s arguments. Resource Accommodations: Low tech: There are no computers, projector, or internet access in the classroom. If this is the case, teacher may have to allocate time in different lessons to use school facilities where computers are available. Computers must be used so that the teacher can show students the kinds of websites that are credible, as well as to use sites, like youtube, to show students examples of debates. Computer use is necessary so teacher may have to take time before or after school to meet with students (who are willing) to show them the above-mentioned websites. Mid tech: One computer connected  to a projector is available in the classroom. The teacher can use this computer to show examples of credible websites, as well as to show examples of debates online. High tech: Class is equipped with several computers. Teams can go online themselves to view videos of debates and start research for their paper. In this way, the collaborative nature of the lesson will start even earlier (in the pre-plan ning stage). Content-Based Literacy Skills In terms of text-based literacy; students must incorporate information from their textbook into their arguments Critical thinking, reflective thought, and text-supported thinking will be illustrated when students must draw connections between internet-based information and textbook information while doing their analysis/research paper. This connection will be evaluated when student’s cute their sources within their paper. (This explanation will also illustrate students’ information literacy.) New Media Literacy Skills Performance: This skill is illustrated when students view sample debates on the internet and use this as models of performance in their own debates. Collective Intelligence: This skill is done when students are within their respective teams and they must draw upon their own and others ideas, research, and knowledge to formulate strong arguments. Judgement: This skill is illustrated when students must judge which websites and information are to be included in their research/analysis paper. Networking: Once again, this skill is illustrated when students must search, connect, and analyze information on the internet for the purpose of their research/analysis paper (Jenkins, 2001). Learning Material: Textbook: Learners will need textbook so that they can recall information. Paper, pen: Leaners will need so that they can write down information. Rubric: Both the learner and teacher needs. Learners need it so that they are aware of what’s expected of them while working in teams and formulating their arguments. Teacher needs it so that he/she can refer to it when assessing the team’s progress. Notes: Learners will need them as a reference when formulating arguments. Stopwatch/watch: This will be given to  the student whose job is timekeeper. Video Camera: Used to record the debate Learning Plan Procedures Phase I: Motivation Activity Teacher will show a short clip of a very powerful, interesting debate. Possibly a presidential debate. The clip will only show the most poignant part (according to the teacher) of the debate. Hopefully the clip will be no longer than 5 minutes long. (if there’s no computer available, then teacher must bring in her/his own computer.) In a class of 30 chair/table. There will be 15 chairs/ tables on each side of the room. They will be facing eachother. Learners will enter the classroom and sit down immediately with their team. The teacher will then show the video as soon as the class is seated and quiet. This activity is being done to motivate, encourage, and remind students of what a good debate looks like so that the output of the students’ debates can match skills such as speaking (clear and concise) and eye-contact of the debaters within the video. Phase II: Input (Teacher Driven) Activity: During this class, the teacher will, serve only as facilitator, therefore not much activity will be driven by the teacher. However, after the video, the teacher will remind students of the rubric that was given to them, and tell students that she/he is only their to assist in the logistics of the debate (time, flow, managing emotions if this becomes a problem). The teacher will also instruct students to take notes on each other’s arguments because this assignment will be important for their homework assignment. She/he will also remind student that they will be recorded. Teacher will tell all students to take out their rubrics. She/He will go over some key point from the rubric as it relates to the debate. The teacher will tell students to make sure that they keep these key points in mind because these points will be assessed during the debate. The teacher will instruct students to have their rubrics out for the entire class so they can monitor their team’s progress by themselves. Teacher will formally go over key questions from the rubric that he/she hopes the teams have incorporated into the nature of the debate (clear speech, eye contact,  concise points, respectful behavior) as well as into the content of the debate. In term of the nature of the debate, questions might look like â€Å"Is my team being quiet/respectful as the other team presents their arguments?†, â€Å"Are my responses to the other’s teams arguments not insulting?† etc. In terms of the content of the debate, questions may look like, â€Å"Did my team incorporate facts from the textbook?†, â€Å"Did my team use at least two credible internet sources within the argument?†, â€Å"Did my team follow special instructions assigned by the teacher (e.g. incorporating ideas from IEP students, ELL student, gifted students)?.† This activity and these questions serve to remind students of the importance of the collaborative nature of the learning objective. They also serve to remind students that they must be able to demonstrate their understanding of the Civil War unit, as well as their understanding of outside sources within the context of an argument. Phase III: Output (Learner Driven) Activity Students will take part in a debate. The topic is â€Å"Was the Emancipation Proclamation enacted for moral reasons or political reasons?† This activity will illustrate the learning objective in several ways. First, the collaborative nature of the previous classes will finally be demonstrated. Second, the students must illustrate their knowledge of Civil War policies within their arguments. Third, both sides’ arguments must include information from outside sources. The teacher will select one team to present their arguments first. Recording will begin The speaker of that team will stand up and come to the front of the class. They will present their team’s argument. In the argument they must mention the sources in which they got their information. For example, if they got a particular piece of data from the textbook, then they must state â€Å"As is presented in the textbook†¦Ã¢â‚¬ . If they got a particular piece of data from the internet then they must state, â€Å"As is presented on so-called website, or by so-called author†¦Ã¢â‚¬  They must also explicitly state how they used the â€Å"special instructions† from the teacher. For example, â€Å"(ELL’s student’s name) found that ‘compromise’ was not a possible solution of the Civil War.† In this example, it is assumed that compromise was on a list of words that an ELL student did not understand. He/she presented these list of words to  his/her team. The team reviewed the list, and chose to use the word compromise as part of their argument. The student will finish the presentation of his/her argument. The teacher will tell the next team to present its argument. The team will follow the same procedure as above. The teacher will then stop recording of the debate. This debate will naturally lead to questions, comments from both the teacher and the students. Phase IV: Culmination  The teacher will ask the groups to clear up any misunderstandings or misinformation the teams may have had within their argument. This is to give other team members a chance to speak about the argument, which reinforces the collaborative effort of the lesson. The teacher will also ask students how their team’s or the other team’s information and debate skills differed and how these things were similar to the debate presented in the beginning of the class. As a smaller activity, the teacher will instruct all the students to come up with one question, comment, critique of the other team’s argument. This assignment will illustrate each student’s understanding of the Civil War Unit because it challenges students to relate, connect, or counter-argue their own knowledge of the unit. This question will be submitted to the teacher. Phase V: Exten sion For homework, students will write a one-page analysis of the opposing teams arguments. The student will address the opposing side’s arguments. He/she will evaluate the argument’s weaknesses, strengths; and why he/she disagreed or agreed with the points that were made. Learning Plan Analysis Formative assessments will include analyzing the collaborative efforts of the team, the behavior of each team during the presentation of the opposing team’s arguments, how well each team member took on their role within their team, and how well the team incorporated textbook information, outside information, and ‘†special instructions† from the teacher into their argument. A summative assessment will include the teacher’s evaluation of the internet analysis/research paper, the one-page analysis of opposing team’s argument, teacher’s evaluations of the strength of the arguments, and finally the â€Å"popular vote† (the results of youtube or school-based website). Weaknesses of this lesson plan include time constraints, and the many assessments involved. It may be difficult to accurately assess how well each team members took on their roles. Some students may still be taking on more work than others. Also, incorporating ELL/IEP students proved to be a difficult task.. Strength of the lesson is it fosters team work, analytical skills, and gives students more power in the direction and implementation of a lesson. The teacher will implement these varied assessments in its first year, and then will evaluate the effectiveness of these assessments for future classes. The learning theories applied in the first phase was Vygotzky’s Cognitive Process. Students are witnessing two adults debating and they are expected to try to learn/imitate the behaviors of those adults. In the second phase, social cognitive theory is at play. The teacher both models desired behaviors/outcomes, as well as emphasizes self-efficacy and self-regulation. In the third phase, constructivism is illustrated. The debate is student-driven because the students are demonstrating their constructed knowledge within the debate. The assessments have a behaviorist component. Negative reinforcement (decrease a behavior) is illustrated when the teacher warns students that if they are not respectful or a team member does not contribute meaningfully, then they may be marked down (Ormrod, 2008). References Anderson, L. W. , Krathwol, D. R. (2001) . A Taxonomy for Learning, Teaching, and Assessing, 28-31. California Department of Education. (2013) California Common Core State Standards. http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf Jenkins, H., Clinton, K., Purushotma, R., Robison, A. J., and Weigel, M. (2006). â€Å"Confronting the Challenges of Participatory Culture: Media Education for the 21st Century.† Chicago, IL: MacArthur Foundation. Ormrod, J. E. (2008). Educational Psychology Developing Learners, 8. 25-36. Teachers First. (2014) http://www.teachersfirst.com/gifted_strategies.cfm

Essay --

A major concern of environmentalists is the impact and wellbeing of Alaska’s environment. The picture in Source E, gives the impression that we are destroying the last pristine place on Earth for no profit, nor for the good of the people. It makes the idea of drilling in ANWR seem ridiculous and even damaging to the country. However, the comic is misleading. As Doc Hastings, a US Congressman, says in Source A,† The North Slope of ANWR, a tiny section of the 19 million acre refuge, was specifically set aside by President Jimmy Carter and congress for potential energy production. . . We can harness the potential of ANWR by using less than 3% of its acreage.† Their ability to access billions of oil while only using a small percentage of land proves that the â€Å"last pristine place on earth† will remain natural and rural. It has to remain that way; the vast majority of ANWR is permanently off to any exploration. Another major issue that hits hard with a lot of people is the impact the oil fields will have on the wildlife. Native animals such as the caribou, bring up large opposition due to ...

Mobile phone: a blessing or a curse

Men check your pocket, Ladies check your purse, something is ringing and vibrating. Yes, the mobile phone, it is a portable gadget, which is made by the people and for the people. A tiny thing which was a status symbol but today, it is the necessity of everyone. Our unique ten-digit numbers allows us to receive or dial calls. It is the identity of the person nowadays and without this people stare at you as if you are not from the 21st centaury. Because for being social you do not have to meet your friend or relatives every weekend, you can call, SMS, email, write on the Facebook wall or merely tweet them. All this is possible with this protean mobile. People are really blessed as this mobile technology has changed our life completely because we have the whole universe in our pocket. A friend in need is a friend indeed, but without a mobile phone you cannot contact your friend and he will not be able to help in emergency. Mobile phone is a true friend and also a live saver, for example, your car broke down in a lonely road where there is no one to help, you can call for help with the help of a mobile phone. On the other hand you can also send SMS or email to contact someone. With the help of the thumb exercise you can send text in the wink of an eye. The other two giant social networking websites, Facebook and Twitter, are also accessible with the phone. So being in contact with friends and relatives is really easy. Other than this there are some basic handy features like Alarm, Stopwatch, Calculator, World Clock, Calendar and Tasks. Don’t you need this features everyday? But if you do not have a mobile phone you will need an alarm clock, a stopwatch, a world clock, a calendar and notebook to write the tasks. Mobile phone is an artist and can do everything you need in your daily life. Along with this if you like to be a spy these features will be very much in need like the camera, video camera and voice recording are some ingredients which will spice up your life. Not only this, a mobile also has a huge capacity to store data. So you can feed the memory with music, videos, photos, games and many more things that you like. So when you are in the airport waiting for hours, surely this will be an entertaining friend and you will never be bored. You can also watch live television so that you never miss your show or match on the go. Nevertheless you can access the whole Internet. That means you can do your work without sitting on the computer because almost everything can be done on the mobile phone. It is like a hand-computer and will never disappoint you because it works for days. To add to the total we have the GPS (Global Positioning System), NFC (Near Field Communication), Bluetooth, Wi-Fi, inbuilt compass and last but not the least the mobile application store like the android market place and the iOS app store where you will find millions of reasonable application which suits your need and style. On top of it, mobile phone makers are making slimmer mobiles with good battery backup also with a faster and better processing gadget so that it makes are life much more faster and simpler. In some countries like Australia, if you have done online booking for your flight you just have to scan a unique code, which is in the form of a barcode. While boarding the barcode displayed on the phone is scanned. This eliminates the need of a paper-boarding pass. In the future with the help of Near Field Communication we can do transactions and pay money with our mobile phone. This way we can see that the mobile phone is the greatest invention of modern time

The Issue Of Freedom And Power - 1696 Words

Freedom and Power Introduction The issue of freedom and the power that accompanies it, have occupied the history of human kind in the course of their existence. Mostly, this has emanated from the unequal distribution of these two key significant factors that revolve around the lives of humankind. Freedom and power have been subject of struggle. Various sections of human population endeavor to uphold their element of self-determination that is defined by these two important components. Scholars believe that that freedom and power cannot be separated if the intended meaning is aimed to be genuine and considerate. Many conflicts witnessed in the course of human history have been as a resultant of power and freedom with each section of the population trying to safeguard its own. The paper entails integration of concepts and the relation of freedom to power and change. Concepts Theory one Neoliberalism concept is based on the theory of political and economic processes. 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