Alphabet Games Essay

A) The analytical framework I have chosen to use is PEST. Pest stands for Political, Economic, Social and Technological and are all factors of a PEST analysis. These are intellectual tools which are created in order to help a researcher to collect, sort, prioritise and interpret a variety of existing data and information about the subject or context that has to be analysed. When changes happen within a business or organisation the company will use a PEST analysis to view each factor in the changing process, in this case we will be looking at the changes of Alphabet Games. Political Factor Political forces include regulatory requirements, legal concerns, and any impact from the current political climate of the country or region where the business operates. The changes in the political factor could effect Alphabet Games considerably as they would have to sell games or consoles at a higher cost if the taxations in the gaming industry increased in order for the company to earn a stable profit. Economic Factors – Any change in the economy that impacts the supply or demand for a company’s products and services fits into this category. Sometimes they have a positive impact, like when a country’s gross domestic product (GDP) increases more than expected. Other times economic forces can hurt a business, like when consumer confidence drops and potential customers spend less and save more.Alphabet Games may need to pay more or less for the resources they need depending on where they purchase these from. As more companies are forming within the industry and all purchasing from the same supplier then the costs may decrease as they will be taking in more money, and this could decrease the price of games and consoles. Social Factors – Social factors are those that reflect the preferences, fads, and trends in society. Media companies are very sensitive to social trends as their business model is to produce content that reflects society’s interests. A social factor which relates to the case study is the force of change within Alphabet Games. Alphabet Games will have to constantly keep up to date with with upcoming and new trends so that they can work towards these. By  checking quantifiable statistics Alphabet Games will be able to see if the community offers a population with the demographic traits necessary to support the business. Technological Factors – Advancement in technology has had a dramatic impact on the business world over the last two centuries, and especially over the last 30 years. Anticipating changes in technology and capitalizing on those changes can become a competitive advantage and so Alphabet Games could be affected by this. Alphabet games will have to be able to change their patterns by creating new games, software and consoles in order to increase sales and marketing. BSWOT Analysis Strengths Close working relationships that exist between the partners Multi-million pound business at the cutting edge of the games development market Custom built facility that houses research, development and production Wide range of corporate and individual customers Extensive experience World known reputation for excellence, quality and innovation They offer software solutions as well as games Passion for software within the company is still as strong as when it established Weaknesses Competition between the small businesses and larger companies Technological enviroment Opportunities Recent growth in demand for flash games Some of their recent clients include NHS, Pepsi, Virgin Media and other small businesses The software can draw potential customers to companies websites providing a competitive marketplace Due to their experience they are a lot faster than most rivalry’s at developing new software Threats The challenge for small companies like Alphabet Games to stay in the market for long term and reap in potential benefits Production costs have tripled in recent years with the introduction of next generation consoles Sales and revenues have increased at a fraction Technology costs have risen which means large investment in staff and equipment CSWOT analysis guidelines In order to carry out an effective SWOT Analysis all information used must be current and relevant to the firm. A SWOT Analysis is a general technique which can be applied across diverse functions and activities used by managers. Using a SWOT Analysis can provide benefits such as a framework for  identifying and analysing strengths, weaknesses, opportunity’s and threats in relation to particular tasks or objectives or a stimulus participation in a group experience as well as many others. Below are a set of guidelines to follow that will enable them to carry out an effective SWOT Analysis. GATHER A TEAM The first step to take when conducting a SWOT analysis is to gather a team who have experience when conducting a SWOT analysis. By gathering a team that have experience they will be able to define the objectives which are relevant and accurate to the firm. PARTICIPATING IN THE SWOT ANALYSIS For best results invite contributors to participate in the swot analysis but by giving them enough time to prepare and conduct their own SWOT in advance. By providing a draft SWOT with brief descriptions of what they think is being seen as strengths, weaknesses, opportunity’s and threats. Once the group has assembled the process and established ground rules should be explained. The process of documenting strengths, weaknesses, opportunity’s and threats should be explained prioritising these lists and using the information as part of the strategic, business marketing plans. Explain that the SWOT process is a cooperative exercise aimed at organisational improvement and not about allocating blame and assure all participations that their input will be respected. Ground rules include – Everyone’s ideas are important Every idea is a good one No-ones idea is better than the other Suggesting an idea does not mean that you will be expected to carry it out if it is respected Except in the case of an emergency, participants commit to remaining on task until completion LIST STENGTHS The group assembled should list their lists of strengths identified before continuing to the workshop. They should be invited to the form in pairs and develop one combined list. The pairs then combine to form fours, and the process is repeated. Set of four then combine to form eight, and then again the process is repeated, each sets of eight then presents its list. The list of strengths is developed incorporating all contributions. The list should then be finalised by asking participants to reword any descriptions or include any additional strengths that may have been considered during the process. LIST WEAKNESSES In order to identify weaknesses a repeat process for strengths should be generated reflecting on the participants contributions. The list will provide a useful indication of growth over a period. When you review the list in a year’s time you may notice that most of the identified weaknesses have disappeared. Even though other weaknesses will be identified, the disappearance of previous ones is an indicator of successful progress. LIST OPPORTUNITIES In order to list the opportunities and threats the process for which was used for strengths and weaknesses should be repeated. The focus now becomes external, as opposed to internal for strengths and weaknesses. Make sure that opportunities and threats are not absolute – one person’s threat can be another’s opportunity, however the same item won’t appear on both lists. ESTABLISH PRIORITIES When the process has been completed there will be four lists developed from everyone’s input. Ideally these lists should be displayed so that participants have an accurate and succinct picture of everyone’s views of  the current situation. The list should then be narrowed down showing top priorities. Clarity of objectives is key to this process as evaluation and elimination will be necessary to cull the wheat from the chaff. With the lists compiled a clear picture should at this stage start to emerge in response to the objectives. CARRY YOUR FINDINGS Make sure that the SWOT analysis is used in subsequent planning. Revisit your findings at suitable time internals to check they are still valid and use lists to identify issues that are crucial to achieving the stated purpose of the business in which the company is involved. It is likely that you will be able to identify specific themes across all four lists. Try to restrict the number of themes if possible.

A Brand I like

In this fast changing world, consumerism is a predominant aspect in human life. The path that most individuals take in life follows a certain pattern. This pattern points toward the direction of the culture of capitalist creating differences in human values. The modern world is a ground for people to set standards on certain products allowing them to have a unique position in the society.The so called product â€Å"brands† became a medium that actually let people possess things that would somehow set them apart from other individuals in the society. As such, most of the consumers today are more conscious on the products that they purchase.They care more about branded products compared to the unbranded counterparts because most people believe that branded products are far more dependable than the unbranded ones (Hasan, 2008). In addition to this, numerous people have unwavering affection for beautiful things. Some are particular for the brands quality and history (cited in Mah, 2007).According to Elissa Moses (2000), certain brands serve different purposes for different people. It could define an individual's identity while being able to bring satisfaction to the individual at the same time. Brands serve as passes to success and global culture. It is a reflection of all the good things in life and a promise for better opportunities.Also, brands are reinforcements that can assure a solid and ongoing lifestyle in such a way that they serve as a refuge for those people who are seeking reliable pleasure. Moreover, brands serve as status symbols that can reflect the position of an individual and his or her family   economically. In the United States â€Å"branded† products are easily available because most of the stores and supermarkets are piled up with these products yet, they come in affordable prices.However, in different countries like Asia and Latin America, brands are considered as scorecards indicating how a person could follow the latest tren d and how they are well depicted within the society. Generally, branded products are well recognized by people because it identifies who a person really is.Recent researches showed that nowadays, consumers have a strong connection with the brands that they purchase. Whenever an individual tends to buy certain product such as cars, technological devices and items that will comply for their daily needs, the brandnames greatly affect the product purchasing decisions of the consumers (Hasan, 2008).This is pretty interesting because like any other individuals I take note of the brand before I purchase a certain product. As a sports enthusiast, I always see to it that I use sports equipments and athletic shoes that would compliment my passion for the said activity. This is why I am very particular with Nike products most especially the Nike air max shoes.I do believe that only few people do not recognize the Nike logo which is known as â€Å"Swoosh.† I was able to say so because fo r one, Nike has been endorsed by well known athletes such as Michael Jordan, Venus and Serena Williams, LeBron James, Andre Agassi and other superstars. The Nike swoosh logo is a representation of the wing of the Greek goddess of victory known as Nike.According to researches, Nike served as the inspiration for the greatest and courageous Greek warriors. Legends told that Greeks would utter â€Å"When we go to battle and win, we say it is Nike.† Originally called as the strip, the Swoosh logo is described only in three words: simple, fast and fluid. Since it was first created by Carolyn Davidson in 1971, Nike became one of the worlds most trusted and recognized brands.Although one would say that the logo is very simple, it connotes positivity which well complimented its mission towards â€Å"bringing inspiration and innovation to every athlete in the world† (Nike logo,† 2008).Aside from the fact that Nike is really popular, the logo alongside with its slogan †Å"Just do it† relates very much with my purchase decision because it communicates a very strong and positive outlook in life. As a sport person I take this brand as something that reinforces me to go on with my passion for sport because I believe that Nike   was able to deliver the benefit that it promised which is deeply reflected within its mission.And unlike any other brands, Nike for me is an embodiment of all the good things that sports life has to offer. In addition to this, I think that the advertisers in charge for the promotion of Nike did an effective and efficient use of their money because from a consumer's perspective, the brand created a radical change in the sportswear industry that never failed to please its consumers.Also, I noticed that the usage of this brand is not limited to sports enthusiast. I saw other people who are not deeply engaged in sports using different Nike products, which is a testimony that Nike was able to broaden its reach in every nook o f the world.This is an indication that there is an increase in the demand for the products that have the Nike brand and that the company is exerting more effort in promoting brand awareness for the products they create. Somehow, there is a link with the brand, the company that produces the products and the consumers. This type of relationship is beneficial for the three key players who are dependent with each other. A Brand I like In this fast changing world, consumerism is a predominant aspect in human life. The path that most individuals take in life follows a certain pattern. This pattern points toward the direction of the culture of capitalist creating differences in human values. The modern world is a ground for people to set standards on certain products allowing them to have a unique position in the society.The so called product â€Å"brands† became a medium that actually let people possess things that would somehow set them apart from other individuals in the society. As such, most of the consumers today are more conscious on the products that they purchase.They care more about branded products compared to the unbranded counterparts because most people believe that branded products are far more dependable than the unbranded ones (Hasan, 2008). In addition to this, numerous people have unwavering affection for beautiful things. Some are particular for the brands quality and history (cited in Mah, 2007).According to Elissa Moses (2000), certain brands serve different purposes for different people. It could define an individual's identity while being able to bring satisfaction to the individual at the same time. Brands serve as passes to success and global culture.It is a reflection of all the good things in life and a promise for better opportunities. Also, brands are reinforcements that can assure a solid and ongoing lifestyle in such a way that they serve as a refuge for those people who are seeking reliable pleasure.Moreover, brands serve as status symbols that can reflect the position of an individual and his or her family   economically. In the United States â€Å"branded† products are easily available because most of the stores and supermarkets are piled up with these products yet, they come in affordable prices.However, in different countries like Asia and Latin America, brands are considered as scorecards indicating how a person could follow the latest trend and how they are well depicted within the society. Generally, branded products are well recognized by people because it identifies who a person really is.Recent researches showed that nowadays, consumers have a strong connection with the brands that they purchase. Whenever an individual tends to buy certain product such as cars, technological devices and items that will comply for their daily needs, the brandnames greatly affect the product purchasing decisions of the consumers (Hasan, 2008).This is pretty interesting because like any other individuals I take note of the brand before I purchase a certain product. As a sports enthusiast, I always see to it that I use sports equipments and athletic shoes that would compliment my passion for the said activity. This is why I am very particular with Nike products most especially the Nike air max shoes.I do believe that only few people do not recognize the Nike logo which is known as â€Å"Swoosh.† I was able to say so because for one, Nike has been endorsed by well known athletes such as Michael Jordan, Venus and Serena Williams, LeBron James, Andre Agassi and other superstars. The Nike swoosh logo is a representation of the wing of the Greek goddess of victory known as Nike. According to researches, Nike served as the inspiration for the greatest and courageous Greek warriors.Legends told that Greeks would utter â€Å"When we go to battle and win, we say it is Nike.† Originally called as the strip, the Swoosh logo is described only in three words: simple, fast and fluid.Since it was first created by Carolyn Davidson in 1971, Nike became one of the worlds most trusted and recognized brands. Although one would say that the logo is very simple, it connotes positivity which well complimented its mission towards â€Å"bringing inspiration and innovation to every athlete in the world† (Nike logo,† 2008).Aside from the fact that Nike is really popular, the logo alongside with its slogan  "Just do it† relates very much with my purchase decision because it communicates a very strong and positive outlook in life. As a sport person I take this brand as something that reinforces me to go on with my passion for sport because I believe that Nike   was able to deliver the benefit that it promised which is deeply reflected within its mission.And unlike any other brands, Nike for me is an embodiment of all the good things that sports life has to offer. In addition to this, I think that the advertisers in charge for the promotion of Nike did an effective and efficient use of their money because from a consumer's perspective, the brand created a radical change in the sportswear industry that never failed to please its consumers.Also, I noticed that the usage of this brand is not limited to sports enthusiast. I saw other people who are not deeply engaged in sports using different Nike products, which is a testimony that Nike was able to broaden its reach in every nook of the world.This is an indication that there is an increase in the demand for the products that have the Nike brand and that the company is exerting more effort in promoting brand awareness for the products they create. Somehow, there is a link with the brand, the company that produces the products and the consumers. This type of relationship is beneficial for the three key players who are dependent with each other.Based from the ideas that were presented, it is apparent that brands affect the decision making of the consumers. There are some people who are deeply attached to a specific brand,   which in the long run, are the very same people who will invest on products that contain the   preferred brand because it was able to meet the needs of the consumer (Hassan, 2008).Moreover, the study was able to address the statement â€Å"what others say about your brand is much more powerful than what you say about yourself† in a sense that the images portrayed by the brands refle ct an individual's outlook in life. They are powerful tools that can serve as an expression of who you are and what you have.ReferencesHasan, T. (2008, April 28). Influence of brand name on consumer decision. (Undergraduate dissertation, Umeà ¥ University, 2008) Umea univesitet. Retrieved August 6, 2008 from http://www.diva-portal.org/umu/abstract.xsql?dbid=1623

Language Teaching Essay Example | Topics and Well Written Essays - 1750 words

Language Teaching - Essay Example Normally, people learn their first language through the natural inputs of hearing, seeing and observations in their daily life experiences. It was only after the emergence of psychology as a branch of science that interest on the evolution of methods based on the research findings of how human acquire learning and how they respond to different modes of teaching took a paradigm shift. And as part of a changing world system, the methods have also evolved to become more effective over the years. (Anthony, E.M. 1963). Most of us learn to speak at least two languages. Our first language (L1) is known as our native language, and is acquired from our childhood years. The Second Language (L2), also known as foreign language, is acquired as taught in schools, or by living in a state where another language is spoken. Acquiring the first language in most situations is as effortless as learning normal routines. We learn it because we are exposed to it most of the time. On the other hand, learning another new language calls for greater effort and dedication, and persistent application of the trial and error methodology. The emphasis on this type of language teaching is on how an individual can successfully grasp a second language over a given period of time. It is suitable for the classroom as well as the individual student, because every student who wants to learn a new language has different learning needs, and the instructor has to choose the right method to be used in teaching the classroom which can be easily understood by everyone and does not alienate any student in the class. (JoAnn (Jodi) Crandall, p.3). 3. Approach, Design and Procedure Richards and Rodgers developed a three levels framework to help instructors effectively teach second language. The three levels: Approach, Design, and Procedure, are interrelated to each other as the content of each level directly affects the contents of the other levels. Richards and Rodgers implied that in order to select the best method, we should look at each method as a separate series of theories and applications, and that the methods can be evaluated by comparing and coordinating the three interrelated levels. Now let us define the three levels first. (Richards, J. and T. Rodgers. 2001). 3.1 Approach No methods exist alone unsupported by theoretical views, and that is why methods and theories must be viewed together. The methods that are to be utilized for the purpose of language grasp have their orientation in well tested and defined theories. The system or method used is first split into units of components comprising the whole. These units are then employed as components of the language, viz. grammar, vocabulary,

Final Exam Essay Example | Topics and Well Written Essays - 750 words - 4

Final Exam - Essay Example However, as exhibited by the Abu Daoud incident, this type of cooperation does not always work. Bilateral agreements like extradition treaties do not always ensure international cooperation especially when nations involved are more intent about protecting their interests with other nations. 2. Weapon of the Weak. This is the underdog view about terrorism. The deprived and exploited underdogs view terrorism as a last resort, as a means for them to fight back against their oppressors and against those in power. As a weapon of the weak, the underdogs believe that they are fighting for justice, and they are not concerned about the possible disorder that their actions might bring. For the underdogs, terrorism is their way of fighting for their freedom from oppression and deprivation. They view violence as a necessary evil, as a means to justify their moral ends. Because of these moral ends, they opine that violence and terrorism should not be contained. 3. Export Administration Act. The Export Administration Act is the law passed by the United States which authorized the Secretary of State to designate and identify those countries which have supported and sponsored international terrorism. This act codified export controls and prohibitions on military sales. It also prevented foreign assistance for countries on the list. This act was able to identify and designate the following states, among others, as terrorist supporters: North Korea, Sudan, Cuba, and the Taliban group. Through the act, the following activities can classify states as terrorism sponsors: making lethal materials; giving logistical assistance to terrorists; providing headquarter facilities, safe houses, planning, training, money, documentation, and sanctuary from extradition or prosecution. 4. Mixed motivations. Mixed motivations arise when leaders in the state have different and conflicting motives. For example, during the Kenyan War,

Breack Even Point Coursework Example | Topics and Well Written Essays - 1500 words

Breack Even Point - Coursework Example The breakeven point is also taken into consideration by the management for finalising the marketing budget and other vital expenses for a particular month, quarter or year. Breakeven analysis is also necessary for new entrants to determine the total capital requirement for starting a business. In reality, majority of the companies need approximately 18 months to reach a point from where they can start making profit. Until then, the company needs extra capital (working capital) to run the business. Breakeven analysis is one such vital tool that assists in understanding when the business will start generating profit, how much extra working capital should be arranged and how much money should be allocated for marketing and other vital activities. The given project will attempt to discuss breakeven analysis in depth to understand how it is conducted, what are the factors that should be used while determining the breakeven point. The concept will be discussed with help of a numeric exampl e so one can understand the real life application of this analytical tool in the decision making process. â€Å"Breakeven point is the point of zero profit† (Hansen, Mowen & Guan, 2007, p.591). In simple words it can be said that breakeven point is a sales volume at which the revenue earned by a firm equals the cost incurred within a specific time period. While developing the business plan for a new venture, the management takes into account different types of costs that will be incurred in the business process. The management then decides the profit margin on the products and hence the final selling price per unit is determined. Considering the total cost as well as the selling price per unit, the management determines the minimum sales so that the company can pay for all the expenses without making any profit. There are two commonly used approaches to determine the breakeven point; it can be

Exploratory Essay Example | Topics and Well Written Essays - 1250 words

Exploratory - Essay Example Of course, it would be a misplaced conception to assume that these games are the same. What are the differences between the major gaming platforms, for instance the Wii and Playstation3? With the overwhelming market expansion, the most important question that lingers in many minds of course would be what exactly is driving the gaming console industry to its new levels of success witnessed in the recent past? I sought to find out by engaging merchandisers on one on one interviews, conducting a library research and consulting articles posted over the internet. The first thing I did to find information on this particular subject was to set up an interview with Mr. Jimmy Jonson, a Caltech undergraduate working on Kinect home applications based in Washington. â€Å"How do I get to know the best gaming platform that best suites me?† I asked. â€Å"There are numerous different types of computer gaming systems available for sale in the market currently and so choosing the right one that suit ones needs can indeed be a difficult process. As such, a potential buyer with interest should first outline the goals to be met before actually making the final decision to purchase.    Some of these goals include setting a price ceiling, the possibility of having the device playable to two or more people, ability to be able to play online, and the rating in the consumer market so as to be moving with the current technology, as opposed to using obsolete systems† (Jimmy Jonson, part 1). With major preferable gaming consoles to select and abundance of video games powered by different industries, it would be an experience of a kind should one decide to enter the world of video or computer gaming. The price tags, game genres, as well as the game consoles, there are simply so many options that one has to consider before officially launching a bid to secure one. And so to avoid the baggage of focusing on quite a huge number of the gaming

Ethanol is it worth the true Cost Essay Example | Topics and Well Written Essays - 1500 words

Ethanol is it worth the true Cost - Essay Example Though many have seen ethanol as a potential long-term solution to global energy concerns (Shimada, 2002), there are numerous shortcomings associated with increased dependency on this energy source (Newman 2008). The current ramifications of a shift to bio-fuel production include a rise in the cost of food production as well as an increase in food shortages in certain parts of the world (World Bank 2008). In a study the researchers, Zeller and Grass (2008) discussed the progress towards substituting renewable energy sources for fossil fuels can contribute to the mitigation of climate change in detail. The extent to which agro-fuels, such as bio-diesel and bio-ethanol, can easily replace fossil fuels, which partly depend on the current competition with the traditional food, feed and fibre sectors, can be substantially reduced. Agro-fuels hold a number of opportunities, but also present are the formidable constraints, especially for poorer, food-deficient developing countries. So in order to address the constraints and capitalize on the opportunities that agro-fuels hold for sustainable development, more investments in socio-economic and technological research, especially for agro-fuels produced from cellulosic materials and agricultural by-products and waste, are required. Agriculture and agriculture-related deforestation also contribute to the emissions of GHG on a substantial scale (World Bank, 2008). Two drivers of global change will have a decisive influence on the future of the world's agriculture and forestry, and therefore on food security, poverty reduction, the environment and economic growth in developing countries. The drivers are on-going climate change and our increasingly pressing need to find renewable and sustainable energy sources. The Stern report states that developing countries situated in the tropics and subtropics will be severely affected by climate change (Stern, 2007). One key causal factor of human-induced global warming is the emission of carbon dioxide and other greenhouse gases (GHGs) from the use of fossil energy. Seeking to address some of these concerns, this analysis will explore whether or not consumers are willing to accept ethanol as a substitute for fossil fuels if they are aware of the true costs of its production. Research on the consumer knowledge of the effects of ethanol is nascent but scholarly analysis of the phenomenon is growing (Shimada, 2002). The research paper will explore the attitudes of consumers to the emergence of fossil fuels on the market through an analysis of published research on the subject. In response to the recent introduction of hydro fuel cell buses in the Swedish capital of Stockholm, Sweeden, Haraldsson et al. and colleagues (2006) undertook the first ever Swedish analysis of the attitudes of individuals toward the implementation of this important phenomenon. Undertaken in 2004, their study used a qualitative analysis to explored and identify the views of two important hydro-fuel cell bus stakeholders in Sweden, passengers and drivers of the vehicles. Beginning their study with a desire to seek first-hand, descriptive accounts of these primary stakeholders, Haraldsson et al. endeavored to explore people's knowledge of, and attitudes towards, The Clean Urban Transport for Europe (CUTE) project, described as "the largest

Essay Example | Topics and Well Written Essays - 1250 words - 41

Essay Example However, as one might expect, these alternative views do not appropriately reflect the views of the author herself. Rather, notwithstanding the well-articulated counter arguments and the issue of freedom and legality that they necessarily entail, the author constructs an argument for the complete prohibition at worst and discouragement at best of the burqa within society. As a means of quickly seeking to jar the reader’s attention from the rhetorical strength of those individuals who have come out against legislation banning the veil, Berlinski shifts to the isolated cases of sexual violence that take place in the lawless suburbs of Paris. As a means of distraction this is an effective tactic due to the fact that it instantly congeals the reader’s impression of Islam as naturally given to sexual violence, rape specifically, and depicts the male adherents as little more than sexually deviant thugs who are more than willing to cast aside all decency that a host culture, such as France, may have gifted them as a means of punishing those who dare to show a bit of self expression and freedom of strict Islamic tradition. As a function of shifting the debate from the broad to the specific, the author is able to convince the reader that her specific point of view is the most rational. This rhetorical approach is not unique; however Berlinski ap plies it masterfully. Right after eviscerating Islamic European culture for being broken, immoral, and unrestrained, Berlinski states, â€Å"Yet the burqa must be banned. All forms of veiling must be, if not banned, strongly discouraged and stigmatized† (Berlinski 2). The argument deviates further from the subject matter when Berlinski brings in the topic of gynecological examinations of girls within many of the recent immigrant communities within Europe. Although it is not the function of this author to make a moral judgment with regards to whether or not such a fascination

Stress and Health Essay Example | Topics and Well Written Essays - 1500 words

Stress and Health - Essay Example e body to any demand whether it is caused by, or results in pleasant or unpleasant conditions†¦We must, however, differentiate within the general concept of stress between the unpleasant or harmful variety, called â€Å"distress† (from the Latin dis = bad, as in dissonance, disagreement), and â€Å"eustress† (from the Greek eu =good, as in euphonia, euphoria)†¦However, the fact that eustress causes much less damage than distress graphically demonstrates that it is â€Å"how you take it† that determines ultimately, whether one can adapt successfully to change.(p.6) Thus, stress may affect an individual positively or negatively. It depends on one’s outlook of the situation. Does stress affect the well being of individuals? This paper attempts a response to this question and provides certain practical solutions that can be used to ease the burden of stress on one’s health. Firstly, today’s society demands that an adult is faced with several responsibilities namely, children, family, work, or one may even be in the process of fostering a social relationship which will require quality time. As Seyle implied distress or eustress is determined by the individual’s perception of the circumstances. For example, an individual who has family responsibilities and is also a full-time student may view the course as a distressing factor because the time lost in attending these courses may have been used to obtain a job that would provide income to attend to the needs of the family. This individual may experience and perceive this lost time as depressing and as a result may respond negatively to the conditions, thus worsening his/her mental and physical well-being. Contrastingly, the same individual could decide to take a different perspective and recognize the value of this time as an investment into procuring a job with better-quality remuneration that could not otherwise be acquired. This student, then by changing his/her viewpoint can reduce the stress level from a

International Politics Conflict Paper Assignment Russia and the Essay

International Politics Conflict Paper Assignment Russia and the Ukraine - Essay Example The reasons for this unpredictability can be numerous and distorted, however there are some common motives how they govern their commitments when facing a challenge. The Soviet and U.S. behavior are classic cases produced in the history of world affairs. This case belongs to two countries that have a history of sharing resources on particular terms until from the past few years they have faced turbulence from the supplier. The particular transaction that seems to create a ripple effect is the transfer of Natural Gas between the countries, which is facing strict resource scarcity recently. On the surface it may seem clear that a greater power (Russia) would always have an upper hand in the deal and determine the fate of the relation of two countries. The study of International affairs helps us to teach complexities that even bring minor countries the weightage to determine their own terms. Ukraine although is not yet a member of the European Union, however is looking forward to tie in with NATO to serve its own defense for unforeseen political issues. The most immediate resistance close to the strength of Russia is the European Union. The EU altho ugh has the advantage of a greater voice, is still burdened with scarcity of natural resources. 82% of its entire consumption of oil and 57% of gas makes it the world’s leading importer of fuels. The major supplier for these fuels is Russia, and has been increasing after following strategic investments and agreements from Russia. There can be no definite decision to determine fate of the economic dependence, reason being there are many reasons behind this dependence. Ukraine, Georgia, Estonia, Latvia, Lithuania are some of the members which used to be a part of the Soviet Union, but they are still quite influenced by Russia today. This is possible by retaining economic dependence from Russia. However all members except Georgia and Ukraine have decided to join hands with the European Union to strengthen themselves particularly against Russian pressure, which explains why there has been conflict with Georgia and now Ukraine. Ukraine currently is depending on a natural gas deal that is not for the needs of Ukraine itself but a number of member states of the EU.3 Therefore Ukraine also serves as a transit country in terms of deliver the resource. Conflict starts when their prices increased by a large amount per thousand cubic meters. The rate was $179.50 in 2008 and now it has increased to $450 per thousand cubic meters.4 It is a sudden increase which was not expected nor would reflect intention of sound relations for unknown purpose. While these gas supply lines have been cut off it has brought notice to the EU, compelling it to research for alternate Energy solutions. Schelling explains in his book that the 'face' of a nation is a non-serious attitude towards political affairs. However there is definitely the 'image' of a country that is seriously taken and understood by other countries when we want to understand their expectations. It is a reaction caused to save a particular reputation of the country. Russia becomes a fitting example when already a number of ex-Soviet member states are attempting to individualize them and free

Exploitation of Teenagers Essay Example for Free

Exploitation of Teenagers Essay Our Indian society is far better than the rest of the universe from the point of view of culture as well as conventions and ways of living but on the other side, if we glance into our society, it has many social and political and economical evils such as bride burning, dowry system and dowry death, corruption in educational system, problem of illiteracy in India, domestic violence, communalism, injustice, crime against children, unemployment in India, suppression of human rights, poverty. Some of the problems have been cast off from its core by the social propaganda and social awareness and education and there are still such unanswerable problems which must be removed from the society only through the individual consciousness. Literature is an echo or reflection of the society and that is why authors have a direct association with the society and its values. They have always been successful in the vivid portrayal of the colourful and well cultured society. At the same time they never hesitate to show a dirty and filthy image of the same society. One of the major themes in all genres of literature is social issues or problems. If we observe the present Indian society, the major problem that has taken place and has been most prevalent in the Indian society as well in the whole globe is the problems of teenagers. Childhood is one of the greatest and valuable periods in human life. It is that phase of life where a child is free from all the tensions, fun-loving, to play and learns new things, and is the most innocent of all the family members. This age of a child or teenager is of enjoying the naughtiness and also the time of learning and making career. If the teenagers work taking the whole family’s responsibility instead of learning what will be the future of the nation? The issues relating to the exploitation of teenagers should be high on any Governments agenda. Children should be on the first call on agenda of human resource development not only because young children or teenagers are the most helpless but because this age is the institution of lifelong learning and human development is totally dependent on these crucial early years. The constitution of any teenager’s social, emotional, mental background is depended on the primary stage of childhood. Children or teenagers are considered as the future of any nation and as the power and muscle of the nation lies in a healthy, protected, educated and well developed child population. Child abuse is covered in secrecy and there is a great conspiracy of silence among all the administrative power around the entire subject. Existing socio- economic conditions also render some children vulnerable and more at risk to abuse, exploitation and neglect. All the major or minor problems have their root causes from which it stems out. The Concept of Exploitation The awareness of this new phenomenon first emerged several years ago in Latin America, and more particularly in Asia. But the complete understanding of the term exploitation came into existence after many decades of the people’s slumber in the form of Karl Marx, the first revolutionary against capitalism and industrialism which are the basic factors of exploitation. He was a revolutionary by nature. He strongly believes: The worker becomes all the poorer the more wealth he produces, the more his production increases in power and range. The worker becomes an ever cheaper commodity the more commodities he creates. With the increasing value of the world of things proceeds in direct proportion to the devaluation of the world of men (Kreis 1). Thus Marx was against industrialism and capitalism that victimize the people through the medium of various instruments yielding exploitations. Marx argued that the change in socio-economic conditions occurred through organized revolutionary action. He argued that capitalism would end through the organized actions of an international working class, he did not believe in communism to be established; he used abide the people to accept reality-an ideal to which we will have to adjust itself. He believes that there are only two communities 1.Abuser and 2. Abused people. Then Came Lenin Vladimir, a Russian Marxist revolutionary and then Stalin came with his own revolutionary thoughts. In India, Dr. Baba Saheb Ambedkar, came into the form of semi-God figure, worshipped by the down-trodden people and untouchables of India. He enriched the lives of exploiting caste by awareness, revolution and by granted them the basic human rights. Gandhiji also completely advocated him his actions to eliminate the wrongs done towards low-caste and exploited people. Exploitation has a strong relationship with the society as in the society there are many people who are being exploited or manipulated for the benefits of others. The term exploitation of teenagers basically has two meanings. One is to make use of someone for specific purpose whose age is more than twelve and less than twenty, and the second one is to manipulate someone or something in an unjust or cruel manner. In the simplest of words, the term exploitation refers to using another person’s labour without offering adequate rewards including all kinds of abuses as physical, verbal, emotional, sexual, psychological and mental. Exploitation of Teenagers as Reflected in Mulk Raj Anand’s Untouchable and Coolie Dr. Mulk Raj Anand’s two Novels Untouchable and Coolie are the real representation of the condition of our society i.e. the phenomenon of exploitation of teenagers. Mulk Raj Anand was a man of realism and the characters of his Novels are more real and universal rather than subjective i.e. individual. Most of his writings are directly or indirectly investigating deeply the social process. To Anand literature is an expression of society and the large majority of questions raised by him are social questions: question of tradition and convention, norms and genres, symbols and myth. Untouchable and Coolie are not only literary pieces became well known which talk about the behavioral pattern of untouchablity and the people deprived of socially, culturally, religiously and but because of several exploitations of people including innocent children of that period. Undoubtedly Untouchable is Anand’s modern work which is the image of his society’s trodden and exploited class. This book is considered to be an autobiographical note which came out as a form of his experiences. When Anand was a child, his father was employed as a Subedar in the Indian Army. During those days Anand mixed with the children of leather-workers, washer men and sweepers and came across their real daily life and its realities. This association and attachment continued till the days of his youth. Hence this Novel is the authentic document of his life’s incidents. Untouchable is the story of the depravation of outcaste people and at the same time of the exploitation of teenagers. It basically deals with the different teenagers’ problems like Bakha, sister Sohini, his brother Rakha and some other his outcastes friends like Chota and Ramcharan we come across during their a day’s activities. Coolie is also a masterpiece depicting the reality of life. The title is very apt, suitable and reasonable as the story of the Novel revolves round a boy named Munoo, a son of a porter who comes from his village to come out his poverty and works at various places. The peak of darkness of exploitation is expertly described by the author. The Novel also shows the highest level of inhumanity when poor Munoo works at socially, economically, and politically higher classes of Indian society. The Novel shows his adventures and journey of exploitation from servant, factory worker, rickshaw driver to a child labourer. There is a large difference between social evil and social problem. A definition of a social problem may be suggestive of state of affairs which are not favorable in society and people searching for the practical cure. On the contrary social evil indicates more complex, threatening and indescribable, may an implication of more realism, a degree of skepticism and gloom whether any remedy can be found. In everyday speech, both the terms are often used rhetorically and in substitution. There are many subjective and objective elements of social problems. Social problem includes many social forms and all share two important elements: an objective social condition and a subjective social condition. The objective element of a social problem refers to the existence of a social condition. Generally we learn about social condition through our own life experience, through the media and education. The subjective element of a social problem refers to a personal belief and view that a particular social situation is harmful to the society or to a segment of society, it should and can be changed. We can take an example for illustration. We know that poverty, racism, violence, pollution, crime. They are not considered to be social problems they diminish the quality of human life. Combination of these subjective and objective elements led us to certain efforts. Every individual needs to take steps in order to make the nation a better place to live in. Mulk Raj Anand is considered to be God or Messiah in backward castes and exploited class just because of his brilliant works which describe down-trodden and poor Indias social, political, and cultural conditions. The Novels Untouchable and Coolie, which communicate the abuses of an exploited class- an untouchable boy in Untouchable and a waif, Munoo in Coolie. Untouchable and Coolie are the only Novels in which Anand has presented the realistic picture especially problems and exploitations of teenagers of the early decades of 20th century in India to reveal the social background with the unique observation of social reformer. Anand has not presented the teenage character in particularly but in a general way. The writer has not only painted his works with the idea of keeping his literary pieces mirror up to the Indian society but also made it mandatory to think about the masses, about the sufferers and abused people and provided ideal solutions. Untouchable and Coolie are legendary stories of two teenagers Bakha and Munoo, appear among the people of the modern society to tell their problems, abuses and exploitations they endured. Bakha and Munoo are the symbolic representatives of the whole teenage class of the present day who give a voice to the predicament of the mute humanity in odd circumstances. Anand has not presented the adolescent characters in particularly but in a general way. Like G.B.Shaw, Mulk Raj Anand is considered to be a great thinker and reformer of the society. He succeeded in doing so by disturbing his readers putting the puzzle-like problems before the society like Shaw and never put a solution of a particular problem. No writer before Charles had handled the English people, similarly no Indo-English writer before Annad has devoted a strong sympathy to the poor, exploited class and neglected part of the society. The underdog protagonists Bakha and Munoo in both the Novels seem to sail in the same boat as far as personal and subjective suffering and exploitation is concerned. There is a parallel central theme in Untouchable and Coolie – social exploitation, exploitation of the poor and the under-privileged class by the forces of capitalism, industrialism and colonialism. In Anand’s Coolie, Munoo is denied his fundamental rights to life and happiness and is exploited and made to suffer, till he dies of consumption. The Novelist makes it quite clear that Munoo is not the only victim of such exploitation. He represents millions of those for whom such exploitation is the lot of everyday life. Both these Novels have been written with a purpose. These Novels are powerful condemnation of modern capitalistic Indian society and feudal system with the shameless and tragic exploitation of the underdog and poor which is also ready to sacrifice the poor teenagers and children who face the difficulties without protest. Both the protagonists desire to live but the society does not allow them to live. They die of exploitation, poverty and hunger. Thus, only a single problem that has attracted the attention of most of the writers, philosophers and administrators is the only exploitation of teenagers which can be possible to eradicate of this planet only through application of more possible improvements that can be beneficial for the teenagers. One of the helpful components is education which can help in relieving this major evil in the society. In the first Novel Untouchable we can rightly observe that Bakha became a victim of the society who has high aspirations of life which have been suppressed not only the customs and traditions but also by the dirty politics and Government. Bakha is seen, saved by the man emerged out in the end of the Novel like a real God in the form of Gandhi who has started the remedial works of the society not by the mere talks and philosophies but by the real implementation of the ideas he has. However in the real life who will be a benefactor person of these downtrodden and exploited people. This is a total responsibility of the Government and administrative people who are observing and enjoying the joyful moments just like an audience of a circus that need a complete meditation on this particular subject to take reforming steps in relation to this harsh reality. In the second Novel Coolie we can notice the same anguish scenario but with a different view. Munoo, hero of the Novel reveals real social conditions but not through a single day of his life but through the full-fledge life that might be a great trick of the writer not only to develop the discourse of the character of poor Munoo, but the silence and mum that is still prevalent and ever last among the heartless and unkind society as well as the administrative people even after the death of an innocent boy Munoo. This is not a single teenage boy who lives a hell-like life, is sacrificed on the altar of social treatment and Government’s indifference towards this burning social dilemma but there are many teenagers sacrifice themselves in the same manner which can create a shocking result which is merely unimaginative for the whole globe. Poverty Poverty is considered to be the first and foremost root cause of being exploitation of the teenagers. Poverty is one of the major issues, attracting the attention of sociologists and economists. It is such a situation in which a person fails to maintain a living standard adequate for a comfortable lifestyle. Poverty plays a significant role in the formation of public policy and has a centre of attraction to the National Policy Agenda forever five decades. Though India boasts of a high economic growth; it is shameful that there is still large scale of poverty in India. Poverty in India can be defined as a situation when a certain section of people are unable to fulfill their basic needs. India has the worlds largest number of poor people living in a single country. Out of its total population of more than 1 billion, 350 to 400 million people are living below the poverty line. Nearly 75% of the poor people are in rural areas, most of them are daily wagers, landless labourers and self employed house holders. The same scenario of anguish as presented in the Novel can be seen in the present society: The outcastes’ colony was a group of mud-walled houses that clustered together in two rows†¦.there lived the scavengers, the leather-workers, the washer men, the barbers, the water- carriers, the grass-cutters and other outcastes from Hindu society. A brook ran near the lane, once with crystal- clear water, now soiled by the dirt and filth of the public latrines situated about it, the ordour of the hides and skins of dead carcasses left to dry on its banks, the dung of donkeys, sheep, horses, cows and buffaloes heaped up to be made into fuel cakes, and the biting, choking, pungent fumes that oozed from its sides (Anand 1). Social division This great affecting major problem of the society came into existence when the Hindu society has been divided. That is why it is the main root or origin of this problem. Hindu society has traditionally been categorized into four classes, called Varnas the Brahmins, the Kshatriyas, the Vaishyas, and the Shudras. The first belonging to this Varna is called Brahmanas. Their function is to learn and to make share of the learning and to preserve the eternal knowledge of the race. The Brahmins are devoted to their works of teaching and preaching. Kshatriya is the one who belongs to Kshatra varna. This is the forms the military defense group, the martial class and administration of the society. They contain administrative and wielding political power and ruled the states. The Vaishyas are divided into the category of farming and business and that is the reason why they were pre-occupied with the works of selling goods to the others. Vaisya is the creative class of the society, and their primary occupations are trading and business and they are called merchants. Shudra is the lowest in the traditional four-section division in the Hindu caste system. The Shudras have classically lived lives of service. Slaves were often classified as Shudras, as were leatherworkers, blacksmiths, maids, cooks, and so forth. They have typically not been accorded the same rights as higher castes, forced to use different temples and public facilities. Thus the Gita declares: â€Å"The work of the Brahmins, Kshatriyas, Vaishyas, and Sudras is divided according to qualities born of their own inner nature† (Wikipedia 1). Some relieving solutions Common education system Every child and citizen of India is eligible to get equal type of education. As we know parallel education system created by upper class and the rich people but limited to these classes only. We can say that this system is totally based on class and caste. Kothari Commission (1964-66) has presented the common school education system both for the poor and rich people. Almost all political leaders, upper class administrators support this system. But the little children and teenagers are sent to the private schools and English medium schools that charge high fees which are not affordable for the poor, down trodden and exploited class. It is very noticeable that neither State Government nor the Central Government has succeeded to cease these schools and will not dare for the same in the future also. Although the Government has opened a number of schools for the underprivileged and exploited class, how many benefits they got still now? The Government runs schools for the poor people like Bakha and Munoo but practically failed to make the major part of the deprived people educated. The reason also may be a lack of awareness among the down trodden people or a lack of Government policy. In one of the incidents of the novel Untouchable, we can observe that Bakha, at the British Barracks, shows his extreme wish of being educated to his uncle and he also weeps for it. His father tells him that schools and education institutions are made for the sahibs only not for the downtrodden and exploited class. In this way, we can rightly observe the lack of common education system at the time of British still continues today also. The same education discrimination is prevalent in the recent age. It is very clear that the upper class and rich people who are the holders of high degrees and well educated come in contact with the poor and exploited class and impose them to be abused. Because they are all illiterate and do not have degrees for getting good jobs just like the high class people which pathetic circumstances after all direct them to a single path of leading life and that is exploitation alone. The problem of social, economical and educational inequality can be solved only when the Government takes over the management of all the non-governmental schools by making necessary laws in this connection. In the near future if it is not done, the problem of inequality in all the grounds will remain same as present time. There is an intimate kinship between education and life. Education is the one tool that can drive one from the world of several exploitations and abuses to the world of equality. * Incentives to needy families to send their children to school regularly till they reach the age of 17 or 18. * Pre-metric and post-metric scholarship scheme for children of families employed in occupations such as scavenging. All children of such families, regardless of incomes, will be covered by the scheme. * Provision of remedial courses to improve their study and prospect for further education. * The recruitment of teachers from the low-castes who are being the target of exploitations. * Increasing of residential schools, including ashram schools should be established in a large numbers so that the parents can take care of their children very well. * The curriculum of education should be designed by keeping an eye on both rich and poor classes and as a device to encourage children and teenagers to get educated. * To provide them an education loan of a small amount without a single penny interest which provides in muster to make their children educated and employed. * The state should not discriminate against any citizen on the basis of religion, caste, race, sex by keeping in mind traditions and customs at school or colleges or any institution of learning. * Primary and secondary should provide education irrespective of cast and creed. Anti-poverty programmes The most important component of eliminating of the exploitation of teenagers is the socio-economic and anti-poverty programmes meant for the families socially and economically handicapped ready to sacrifice their children only for monetary significance. Gujarat is one of the most growing states of India now-a-days. Though the state is developing in all the directions, it is facing much more problems simultaneously; one of them is poverty. The Chief Minister of this state launched state-wide Abhiyan of Garib Kalyan Mela from Amreli which is the first major step taken in the whole India to reduce poverty. It has been announced of organizing around 50 Garib Kalyan Mela across the State, providing economic assistance to the poor and marginalized people. One of its essential objectives of this programme is to provide financial help which is the source of all the harms of the exploited and deprived people. Nearly forty thousand people, including slum dwellers and citizens Below Poverty Line (BPL) of Visnagar under this programme attained a full economical assistance at the Garib Kalyan Melo. However, the elimination or eradication of the poverty in India has not reached to a definite estimated level because of indifference of Central Government of India towards the reality of poverty. Such programmes related to poverty must be organized nationally to bend each state in these activities. Central Government of India totally failed to be conscious of the severe conditions of poverty. Present central Government need to be sensitized the administration so that such programmmes can get a start to lead actives and inspiration which have already started in a single state or two. In short, the schemes or programmes for reducing poverty as considered the first and primary source exploitation should be introduced and updated time to time by the central Government. On one side children and teenagers are considered to be the power and strength of the near future. On the other side, this social evil of exploitation is increasing day by day and taking its magnitude form. The day will come when half population of the children and teenagers will be exploited in India and these situations will create a great obstacle in the development of the nation. Therefore everyone should admit this harsh reality which cannot be cast off from its root unless and until the government is awake and show seriousness. References Anand, Mulk. Untouchable. Pune: Mehta Publication, 2003. Print. Anand, Mulk. Coolie. Noida: N.p. Penguin Books India, 1993. Print. Kreis, Steven. â€Å"Lecture on Modern European Intellectual History Karl Marx 1818-188.† The History Guide. N.p. 30 Jan. 2008. Web. 11 Nov.2010. â€Å"Varna (Hinduism).† Wikipedia the Free Encyclopedia. N.p. n.d. Web. 12 Nov. 2010.

Cross-cultural Management Essay Example for Free

Cross-cultural Management Essay Culture could be defined as all the ways of life including traditions, religion, language, behaviors, arts and everything that creates identity to a country. In such a globalized world, where in most organizations we have people from the entire world, it is very important to know about cross-cultural management in order to understand people’s behavior and needs in order to avoid problems and have a pleasant and successful workplace. I chose to watch the movie ‘Lost in translation’, a 2003 American movie directed by Sofia Coppala. The film shows us what it is like to find ourselves in a completely different environment, culture. Gist of the movie: The movie focuses on issues such as loneliness, alienation and culture shock through the story of two Americans feeling lost in modern day Japan. One’s Bob Harris, an aging American movie star, who arrives in Tokyo to film an advertisement for a Japanese whisky brand. Apart from experiencing the culture shock he is also having a mid-life crisis and seems tired by his marriage which lacks emotions. Then there’s Charlotte, a young Yale graduate who comes here with her husband who is a photographer. She feels left alone by her partner who spends most of his time working, which makes her unsure of her marriage and life. The two eventually meet and together explore the differences in American and Japanese cultures. In the beginning of the movie, characters are portrayed in many situations, which make it clear that they are experiencing symptoms of culture shock. We see Bob Harris having problems with understanding and adjusting to the newfound conditions since his arrival in Tokyo, e.g. when he is greeted by almost every member of the hotel staff in which he stays and receives gifts and name cards from Japanese people. It is easily noticeable that he is not used to this kind of behavior, where as in the Japanese culture it marks high respect and gratitude to offer one’s business or visiting card on their first introductions. It is also indicated that he is an alien in this culture in one of the first scenes of the movie where in an elevator he is surrounded by natives significantly shorter than him. One of the reasons why newcomers feel uncomfortable in the host culture is the limited ability to communicate or complete lack of competence in speaking in a different language. Characters, especially Bob, have problems with communicating many times. One of the interesting and funny scenes was the first time during the shooting of the ad: The Director (with blue contact lenses) says a few long sentences in Japanese. TRANSLATOR, a middle-aged woman in a coordinated outfit, translates but it is only a short sentence now. TRANSLATOR He wants you to turn, look in camera and say the lines. Bob wonders what shes leaving out, or if thats the way it works from Japanese to English. BOB: Thats all he said? TRANSLATOR: Yes, turn to camera. Bob thinks lets just get it over with. BOB: Turn left or right? The Translator blots her face with a tissue, and asks the director in a Japanese sentence 5 times as long. The Director answers her in a long excited phrase. TRANSLATOR: Right side, and with intensity. BOB: Is that everything? It seemed like he was saying a lot more. The excited Director says more in Japanese. Translator nods in understanding. Bob doesnt really know whats going on. TRANSLATOR: Like an old friend, and into the camera. DIRECTOR (to Bob): Suntory Time! Here, Bob is aware of the translator’s incompetence and knows that the director said and asked him for a lot more. However, his linguistic incompetence does not allow him to fully interact and take part in the exchange of ideas. He is at the mercy of a translator not able to properly express herself in English. Another factor which contributes to experiencing culture shock is being unable to find the way or use public transport. In one of the scenes we can see Charlotte having those problems while standing in front of the Tokyo metro plan and staring at it with confusion. She seems to feel lost in the huge crowd but she has to deal with it alone since she has no friends with her and does not know the language. The feeling of loneliness is shown in the film in numerous scenes. It is most clearly visible when the characters are portrayed looking through the windows, giving the impression of being sad and absent. In the hotel room, on the back seat of a taxi they are always alone, separated from the busy city by glass. Their look may be called the far-away stare or the tropical stare, which is a sign of a serious culture shock. Another issue which does not make functioning in a different culture easy is food, which is very often unfamiliar. In a scene from the movie, Bob and Charlotte go for lunch. In the restaurant the waitress brings them drinks. She pours beer slowly, and turns on a pot on the table to cook their food. Charlotte looks at the menu as it is filled with photos of different trays of meat. The waitress doesnt speak English. CHARLOTTE: I cant tell the difference? They have trouble ordering, but point to a picture on the menu. BOB: Well have two of these. (He is forced to choose something randomly) Apart from the inability to distinguish between different dishes they also cannot communicate verbally with the waitress. None of them can speak Japanese and the restaurants employee does not know any English. In the final scenes of the movie, it is noticed that Bob is going through a certain stage of cultural shock i.e.; adjustment and appreciation. He found himself a friend, and seemed to like and appreciate his host culture. Back in the Presidential, alone, Bob leans against the little doily. They drive off. He looks out the window, Bobs happy hes going home, he’s happy he came to Tokyo. Since he was happy he came to Tokyo I assume that later he had some difficulties adjusting back to his own culture. Personally this movie helped me to learn a few modern day Japanese cultures. Also it depicts that no matter which country you choose to go, it’s always better to learn at least the basics of its language.

Adapting Materials For A Specific Context Education Essay

Adapting Materials For A Specific Context Education Essay Although most people associate language-learning materials with course books, in fact materials encompass a much wider scope. A very general definition would be that materials are anything that teachers and learners use to facilitate learning of a language. As well as course books this could encompass cassettes, videos, dictionaries, grammar books, newspapers, photographs, and much more (Tomlinson 1998). Added to this is the realisation that materials are not simply the mundane apparatus of the language teacher, they are a personification of the aims, values and methods of the particular teaching or learning situation (Hutchinson 1987). Therefore the selection of materials is probably the single most important decision that the language teacher has to make (Hutchinson 1987). With such a broad definition teacher produced materials will obviously play a role. However there are very few teachers who do not use published course materials at some stage in their career and the use of published materials is now more pervasive than ever before with the course book being at the centre (Littlejohn 1998, McDonough Shaw 2003). Although it is convenient to lump both teacher produced materials and commercially sponsored published course materials together there are in fact noteworthy differences pertaining to the circumstances under which they come to be written, produced and distributed. Customarily teacher produced materials are aimed at a more specified local audience, and commercially sponsored materials are for as wide an audience as possible (Dubin Olshtain 1986). Often the sheer time consuming feat of writing your own materials coupled with the reality that many teachers have little or no control over what course book and main materials will be selected leads to most teachers having to live with published materials selected by others (McDonough Shaw 2003). It is rare to find a perfect fit between learner needs and course requirements on the one hand and what the course book contains on the other. Every learning and teaching situation is unique and inimitable (Cunningsworth 1995). For this reason the option open to the teacher is to adapt and develop the materials. However before we can adapt and develop the materials we have to be able to evaluate the materials. Before we can change something we have to be clear about what we are changing (McDonough Shaw 2003). Teachers evaluations of course books and materials usually involves making general impressionistic judgements on materials based upon common assumptions and expectations. Some very common expectations of materials now are that they should achieve impact and have a noticeable effect on learners, help learners feel at ease, help develop learners confidence, and should be perceived by learners as being pertinent and useful. It has become common for materials to be expected to necessitate learners to make discoveries for themselves, expose learners to language in authentic use, entice attention to linguistic features of the input, recycle instruction, and present frequent and abundant exposure to the instructed language features in communicative use (Tomlinson 1998). It is also now highly desired that materials bear in mind that learners differ in learning styles and that learners inclination for a particular learning style is variable depending on what is being learned, where, with who, and for what. It is also hoped materials take into account that learners differ in affective and emotional attitudes (Tomlinson 1998). However a lot of these expectations are things that can mean different things for different groups of learners and teachers. For example achieving impact is variable in different places. What achieves impact in Brazil might not achieve impact in Germany, and what achieves impact in a private language school in Brazil might not achieve impact in a Brazilian high school. Often these expectations and assumptions about what is desirable, and others, such as up to date methodology, being foolproof, and containing realistic language, are all debateable. Is up to date a desirable characteristic in itself (Littlejohn 1998, Tomlinson 1998)? Teachers are also likely to focus less on the programme as a whole in their evaluation and more on whether specific activities and techniques appear to work in the context of a particular lesson (Ellis 1998). This combination of relying on general impressionistic judgements and concern with specific activities and techniques creates a type of micro evaluation that leads to a very eclectic type of adaptation. Rather to ensure a good match between what the course book includes and the requirements of the learning and teaching situation, and to avoid an eclectic approach to evaluation and adaptation teachers need to develop more methodical and potentially informative approaches creating a more in-depth evaluation of materials. (Cunningsworth 1995, Ellis 1998, Littlejohn 1998, Tomlinson 1998,). How do teachers begin a more in depth evaluation of teaching materials? Firstly by understanding that materials are indeed an embodiment of the aims, values and methods of the particular teaching and learning environment teachers can reflect over and analyse their knowledge, understanding and experience of how languages are learnt and should be taught. They can relate this to how near a match there is with the aims and values of the materials. This will lead teachers to be able to clearly state what they actually expect from their materials rather than regurgitating the latest buzzwords in the teaching industry. Teachers are then able to proceed from here and have a basis to analyse what materials contain and aspire to achieve, what materials make learners do while they are learning, how materials assume or even demand the teacher to teach learners in the classroom, and the appropriateness of the materials to the learners needs and interests (Breen Candlin 1987). This will enable us to build our evaluation of materials, and subsequently our adaptation, on the principles built upon our knowledge, understanding and experience of learning and teaching language. This evaluation helps cultivate insights into various views of language and learning and should be done against an environment of knowledge of our learners demands and the potential of the teaching situation (McDonough Shaw 2003). The subsequent stage is gathering as much information as feasible about the spirit and make-up of a course book (Hutchinson 1987). The information gathering of materials begins with what the materials say about themselves by probing the organization of the materials as stated explicitly by the author and publisher on the cover, and in the introduction and contents. Then what is actually presented inside the materials needs a thorough evaluation, and often the contents can be used as a conduit between the external claims and the reality inside (McDonough Shaw 2003). However as well as the importance of information gathering and analysis of the materials, the same is needed of the teaching and learning situation that the materials are required for. This is vital as materials evaluation is essentially a matching process in which the needs and assumptions of particular teaching-learning contexts are matched to available solutions (Hutchinson 1987). The teaching-learning situation and the classroom have a culture of their own. Culture is most commonly used in a very broad way to describe national culture, and there is often a prevailing cultural stimulus that may well be attributable to the wider society, governing for example, the rhythm and movement of classroom groups, and gender segregation. However there are also influences from institutional or professional-academic cultures, which dominate aspects of classroom cultures such as protocols and the formality of certain classroom events which therefore mean we need to be far more precise when we are talking about classroom culture (Holliday 1994). Classes will not have permanent membership, groups meet to carry out restricted and limited activities, the length of history is relatively short, and the culture only exists when the class is in session. Expectations are brought to the class that are built on other, previous classroom experiences (Holliday 1994). This in addition to different personalities and ethics that evolve in different classroom groups makes each classroom contain a unique culture. Cultures of individual classrooms are diffused to new members enabling both teachers and students to be equipped with inferred understandings about what sort of behaviour is acceptable, which they must learn and impart if they are to be fully received into the group. They assert a social force that prevents teachers from replicating their lesson agendas with different classroom groups. These understandings in turn are strengthened by common acceptance by peers (Holliday 1994) Habitually in the field of English language teaching there is frequent discord between the conventional and established interaction of the classroom and the innovation created by new language (Holliday 1994). Many teachers try to stimulate appropriate English teaching with students who are foreign to them, and try to understand their attitudes and ways of doing things, which to the outsider are obscure and unclear. Conversely teachers who are native to countries they work in, and of the same nationality as students they teach are repeatedly endeavouring to decipher methodologies cultivated and developed in the west for ideal teaching-learning situations. Ideal meaning different from the methodologies in their countries and particular teaching-learning situations (Holliday 1994). In some countries and contexts large classes are not necessarily indicative of scarce resources. Large classes might be tolerable where prevailing educational ideologies do not see the role of the teacher as a monitor and overseer of learning, but as a fount and spring of knowledge, which is delivered without any dispensation to students, and which students must exert great effort to attain. This leads to interesting observations in countries where this type of mentality holds sway such as Hollidays (1994) observation in Egypt of a newly graduated junior local lecturer. The local lecturer had undergone numerous hours of training in communicative English language teaching methodology from expatriate personnel and was supposed to be using a course book whose objectives were communicative teaching of pronunciation. The local lecturer was playing what she perceived to be the lecturer role very well. This was built on the basis of the local lecturers conviction that their responsibility s tretched to the extent of presenting the subject matter to their students, not as far as overseeing and administrating learning. Szulc-kurpaska (1992 as cited in Holliday1994) reports an interesting case in Poland of how discontent on the part of students arose pertaining to the degree of informality practised by expatriate lecturers both in and out of the classroom. Students became perplexed and apprehensive over hazy definitions of teacher and student (Holliday 1994). Here we must realise the importance of understanding each unique classroom culture and not trying to enforce an ideal teaching-learning situation in different contexts. What is important is that learning takes place. Unfortunately even taking into consideration that all learners, all teachers and all teaching situations are different, published materials have to treat them as if they were the same, commonly for commercial reasons (Maley 1998). Whether we like it or not any course book will directly or indirectly communicate collections of social and cultural morals and standards that are intrinsic in their make-up. This may be referred to as the hidden curriculum that will bring up issues of sexism, ethnic origin, occupation, age, social class, and disability (Cunningsworth 1995). Whether this is intended or not, it is a reality. Therefore the need to ensure a course book situates its material in the social and cultural contexts that are comprehensible, significant, appropriate and decipherable to learners, in terms of location, social mores and traditions, personal interests of learners, and age group is highly important (Breen Candlin 1987, Cunningsworth 1995). Often this can only be done by e valuation leading to adaptation. Lack of matching the teaching-learning situation to the materials leads to teachers returning from training programmes incapable of instigating what they have learnt, because it does not correspond to the conditions, needs and philosophies of their classrooms, institutions, and communities (Holliday 1994). In fact the materials become a constraint upon teachers sense of what may be appropriate at a given pedagogical moment, and on the autonomy and independence of teachers actions. The reality in the classroom is a trade off between materials, teachers, and learners (Maley 1998). If learners are to judge materials as legitimately offering them the prospect to develop their language knowledge and capabilities, the materials must take account of what learners perceive their needs to be, no matter how various and vague these perceptions may be (Breen Candlin 1987). Therefore information gathering and analysis of materials and the teaching-learning situation although without doubt can be driven by the teacher must include the input and feedback of learners. Especially in situations where the classroom culture is totally alien to the teacher they must be careful not to trample over the already set protocols and behaviours. Although classroom culture is open to large degrees of change, especially in the case of English language education which has supplied an abundance of new methodologies, it is largely conservative. When there is a lack of knowledge of the particular classroom culture, often on the part of the teacher, and a lack of input from the students, change can come that is too abrasive and disturbing. This develops into a crisis that leads to the closing of ranks within the classroom culture (Holliday 1994). Both the information gathering and analysis of the materials and the teaching-learning situation must be based on knowledge, feedb ack, experience, and negotiated learning objectives. This will enable the reduction of wasted time and effort and result in clear pinpointing of the steps which compel attention in the continuous process of evaluation (Bolitho Jolly 1998). The evaluation process is never static, when materials are considered suitable for a particular course after a preliminary evaluation, their ultimate success or failure may only be ascertained after a certain amount of classroom use (McDonough Shaw 2003). Therefore materials whether they are for publication or a teachers next lesson need to be persistently and incessantly evaluated and revised. Ideally materials need to be monitored by authors, other experts not involved in the writing team, and by representative users of the material such as teachers and learners (Tomlinson 1998). A pooled evaluation effort such as this can develop awareness in a number of ways. It obliges teachers to analyse their own presuppositions as to the nature of language and learning. With the almost certain reality that there will be a variance between the various materials that are available for evaluation it forces teachers to establish their priorities, and helps teachers to see materials as an integra l part of the whole teaching and learning situation (Hutchinson 1987). It must be stated that evaluation takes on a wider and more extensive role than merely evaluating to be able to adapt and develop materials by teachers. There is an increased concern for management macro evaluation of programmes and projects, carried out for accountability and developmental purposes and rationales by accumulating information relating to various administrative and curricular aspects and features of the programme. Educational decision makers formulate policy and work out strategies for budgeting and purchasing and therefore teachers do not always have direct involvement. At best they may be invited to make suggestions and comments (Ellis 1998, McDonough Shaw 2003). Such an approach to evaluation is not in concurrence with the perspective that many teachers have about what evaluation involves (Ellis 1998). There is a strong relationship and connection between evaluation and adaptation. Adaptation is a process subsequent to, and dependent on evaluation (McDonough Shaw 2003). Moving from the evaluation of materials and the teaching-learning situation in to the practical aspect of actually adapting the materials teachers will need to consider both external and internal factors. External factors are dynamics such as the characteristics of particular teaching situations, and content, organization, and consistency of the materials being an example of internal factors. To adapt materials is to endeavour to bring together these elements. Just as materials evaluation is a matching process so too is adaptation of materials. A good teacher is persistently striving for congruence and correspondence among materials, methodology, students, and course objectives. The teacher must satisfy the demands of the textbook but in ways that will be satisfying to those who learn from it by matching. Therefore maximising the appropriateness of the teaching materials in the particular teaching-learning context at hand (McDonough Shaw 2003). With evaluation of materials often constructed and fostered upon very impressionistic general judgements, teachers first steps in materials adaptation will also frequently be based on very vague motives and rationales leading to haphazard eclectic adaptation. Teachers will sometimes give the textbook a rest. The songs and games on a wet Friday afternoon are familiar to all teachers. However these dont have to remain part of a chaotic adaptation method. Rather they can be built into teaching in a principled way (Maley 1998). This means returning to our understanding of the underlying principles that evaluation of materials is based upon and subsequently looking at what adapting of materials actually involves. What must be noted is that this doesnt automatically mean adaptation has to continually be a rather formal process, although it often is. Rather, it can also be transitory. A teacher instantly rephrases a textbook elucidation of a language feature and so adapts. A good teacher is constantly adapting whether formally or informally (McDonough Shaw 2003). Therefore adaptation can be quantitative, by altering the amount, or qualitative by altering the methodological nature. This can be done using an assortment of techniques or a single technique applied to different content sections such as leaving out, adding, replacing, and changing. Materials may require adapting because they are not ideal in areas such as methods, language content, subject matter, balance of skills, progression and grading, cultural content, or image (Cunningsworth 1995). All of this must be done within a framework of gauging what materials contain against the requirements of a particular teaching environment and being sensitive to students interests, learning styles and motivation (Cunningsworth 1995, McDonough Shaw 2003). We can add to materials by supplementing them. More is put into them by extending or expanding. Materials are extended when we add more of the same, such as further grammar exercises if the grammar point being studied is difficult. By expanding we actually add to the methodology by moving outside it and developing it in novel directions. Also additions can be made before a language point appears in the framework of the book (McDonough Shaw 2003). Leaving out material is the other side of the same coin from addition. Generally subtracting does not have a significant impact on the overall methodology (McDonough Shaw 2003). Often using other published general course books or our own material for supplementary options is unsuitable. However there are numerous books that focus on skills. These afford a simple option to find exercises at a lower or higher level than the regular course book being used. For example, some general courses do not cover pronunciation as comprehensively or systematically as is necessary. Supplementary pronunciation books can fill in the gap. Usually vocabulary is covered more fully in modern books however there is still scope for supplementary vocabulary learning materials. Most books cover grammar meticulously, but there are still occasions when additional grammar work is needed, or an alternative approach (Cunningsworth 1995). Often the reasons why more pronunciation, vocabulary, or grammar is needed are the particular culture of that institution, managerial influences and teacher perceptions as well as the perceived needs of the students. The teacher has to take consideration of all of these to be successful. In my particular experience of teaching in Saudi Arabia the perceived importance and need for exhaustive grammar teaching, that was an influence of the culture of the institute, students, and the wider academic culture in Saudi Arabia, led me to adapt my teaching materials by supplementing the regular course book with grammar exercises from a well known grammar book (See Appendix 1, 2, 3). As a new teacher presented with the challenge of supplementing just because grammar was needed without any questioning I adapted in an extremely eclectic style without any worthwhile evaluation. A return to teaching will provide me with the opportunity to base my evaluation and adaptation on my understandings of teaching and learning and very importantly the context of the teaching-learning situation. Where we can usually make a noteworthy impression on the materials is by changing or modifying. Teachers can effect internal change in the style or focus of an exercise or other piece of material by rewriting when some of the linguistic content needs amendment. A prime example would be relating activities directly to learners backgrounds and interests (McDonough Shaw 2003). We could take a clearly mechanical, pre-communicative activity such as a drill and utilize the idea behind it by making the interaction more genuine and communicative by personalizing the content whilst keeping focus on structure and using authentic content. The important thing is to learn what students are interested in and build on that, showing that the English lesson is not just about English, but is about all aspects of life (Cunningsworth 1995). Restructuring involves classroom management, as in the case of when materials contain role-play for groups of a certain size and the class is too big. We can use si mplification by rephrasing instructions, explanation, or even the visual layout. Obviously there are repercussions and implications for simplification, such as the possibility that any linguistic change will have corresponding stylistic effects and therefore change the meaning or intention of the original text (McDonough Shaw 2003). As well as adapting by adding, taking away, or modifying we can transform the way the content of the materials is presented. Teachers can reorder by putting parts of a course book in a different order. For example we can adjust the sequence of presentation within a unit, or put units in a different sequence. We may do this in circumstances where the teaching programme is too short to work systematically through the book (McDonough Shaw 2003). Obviously there are patent areas of overlap among the various techniques that can be employed in adaptation. At one end adaptation is a practical activity carried out mainly by teachers to make their work more relevant to learners, however it is directly and indirectly related to a wider array of professional concerns such as administration and management of education. Adapting is one consequence of setting of objectives in a particular educational context and can only be executed effectively if it develops from understanding of possible design features of syllabuses and materials (McDonough Shaw 2003). We must be circumspect of becoming enslaved to course books. Rather course books are best seen as a resource in realizing aims and objectives that have already been fixed in terms of learner needs. They should not determine objectives themselves or become the aims. The concern must be with teaching language and not the textbook. The course book should be at the service of teachers and learners and not their master (Cunningsworth 1995). However we must strike a balance and not fall into dismissing all course books of being devoid of any value. The need to adapt does not necessarily entail that a course book is defective (Tomlinson 1998). We have to realise the entire arena of evaluation and adaptation is about matching between materials and the teaching-learning situation, basing this on our understanding and knowledge of teaching, learning and the context. Therefore the possible and inevitable areas of mismatch often can be dealt with by adaptation rather than abandoning the material s available (Tomlinson 1998). APPENDIX 1 Taken from: Headway, a typical EFL course book. The presentation of the grammar point here is not considered in depth enough and so the need to supplement. APPENDIX 2 Taken from: English Grammar In Use, a popular grammar skills book. Present the same grammar point to students as we studied in course book but with some more detail. APPENDIX 3 Taken from: English Grammar In Use. Present these additional exercises to the students usually by writing questions on the board. The students copy questions and complete with answers.

The Salk Institute :: essays papers

The Salk Institute Dr. Jonas Salk commissioned Louis Kahn to design the Salk Institute of Biological Research near La Jolla, California. Salk believes that medical research should not be confined to science alone. In response to Salk's view, Kahn saw the possibility of uniting art and architecture with the functional aspect of the design. He agrees with Salk that someone with a mind in art, like himself, could contribute in creating a mental environment of scientific research. Kahn's pursue of this vision is apparent in his design process. The earliest massing strategy was to place a linear group of vertical towers parallel to the face of the cliff (diagram 1a). In the second version, a year later, the towers were replaced by four rectilinear, two-storey blocks set perpendicular to the sea (diagram 1b). In this version, the four blocks of laboratories were made up of clear span spaces, made possible by five box girders running across each rectangle, with a 'V'-shaped folded plate system perpendicular to the girders, spanning between them. Later, Kahn simplified the configuration of the laboratories, from four rectangular blocks to two, upon Salk's request (diagram 1c). In the process, Kahn kept he basic idea of the scheme, which was to place scientists' studies away from the laboratories in the central garden and to place auxiliary spaces in vertical towers on their external walls. However, he increased the number of floors to three, including the basement, and replaced the 'V'-shaped folded plates above each of the three floors with concrete Vierendeel beams. Stringent seismic criteria related to construction in the San Diego area made it difficult for Kahn's structural engineer to convince local building officials, who wanted him to use steel frame, that concrete, Vierendeel truss system would have the required flexibility. They agreed only after a 400 page report of undoubtedly integrated deflection computations that shows how post-tensioned columns would provide the main resistance to lateral seismic forces. These columns absorb both dead and live load compression plus vertical post-tensioning forces. They were also designed to maintain zero tension if subjected to lateral movements by earthquake. The trusses are 9 ft deep, spaced 20 ft on center and have a clear span of 65 ft (diagram 2). He made use of the 9 ft high resultant space as service area, allowing pipe chases to be dropped to the 65x 245 ft floor below with more latitude than before.

Policy Implications from the Montreal Protocol :: Environment Kyoto Essays Papers

Policy Implications from the Montreal Protocol Executive Summary In the mid 1980s, the international community decided to address the issue of ozone depletion. In 1987, the Montreal Protocol was signed, setting out abatement schedules for major ozone depleting substances. Due to several unique factors surrounding the issue of ozone depletion, the Montreal Protocol was, and continues to be, a great success. That being said, there are a number of problems that parties to the agreement have faced over the years, and it is important to learn from these and apply the lessons to future international environmental agreements. For one, trade leakage was a major problem for developed nations under the Montreal Protocol. Moreover, other issues, including illegal trade, technology transfer problems, data collection problems, and conflicts with subsequent environmental agreements have marred the Montreal Protocol, and need to be considered when crafting new abatement policies, such as the Kyoto Protocol. Montreal Protocol Up until the late 1920s, the most common artificial refrigerants were toxic and volatile gases such as ammonia and methyl chloride. It is for this reason that when chemist Thomas Midgley Jr. developed what appeared to be a safe and inert substitute in the form of the family of chemicals known as chlorofluorocarbons in 1930, they were soon widely adopted as coolants for both refrigeration and industrial solvents1. It wasn’t until a few decades later, in 1974, that two scientists by the names of F. Sherwood Rowland and Mario Molina proposed that CFC emissions would lead to the destruction of the stratospheric ozone layer2. At that time Drs. Rowland and Molina suggested that while inert in the lower atmosphere, when CFC molecules reach the stratosphere and are exposed to ultraviolet radiation they release chlorine atoms that will bond with the atmospheric ozone to form chlorine monoxide. Ten years later, in the mid 1980s, Antarctic researchers discovered a large hole in the ozone layer. This finding seemed to be corroboration of Rowland and Molina’s original findings2. With a depleted ozone layer, higher levels of UV radiation will reach the earth’s surface and cause a range of problems3. These problems can include reduced plant growth, which would have extensive implications for the agricultural sectors around the world; higher mortality of phytoplankton, which could affect marine ecosystems and ultimately fish stocks worldwide; and higher rates of skin cancer and melanoma among humans. â€Å"A United Nations Environment Programme (UNEP) study [showed] that a sustained 1 percent decrease in stratospheric ozone will result in about a 2 percent increase in the incidence of non-melanoma skin cancer, which can be fatal. With the successful phase-out of CFCs, however, EPA expects 295 million fewer cases of this