The Contributions of Government to the Media Environment in Canada Essay

The Contributions of Government to the Media Environment in Canada - Essay Example In this manner, the news media decide not only how events are presented, but also how these events become applicable to the community. Currently, the media business is in a state of turmoil. The Internet, for example, is revolutionizing the way distributed network communication works and has been, at times, disruptive to news media’s traditional content. Stakeholders involved in shaping the media environment are ground level journalists who capture and narrate local and international stories, media owners who work on production and the financial aspects of news-making. In the public sector is the government who is responsible for using media to build peaceful social communities. This section discusses the roles that these stakeholders play in Canada’s media environment. In Canada, the federal and provincial governments have turned to mass media to assist develop and convey a sense of harmony and identity to join together a large and disparate nation. As the society has become more complex, media have played a larger role in carrying political information, opinions, and values to the population. The importance of media to policymaking has grown over the last century. For instance, over the years, the Canadian government has enacted measures to support fragmented cultural industries. The public broadcaster, the CBC, was founded in 1936 to deliver a national broadcasting service and has been the key broadcaster of budget and program development. However, public broadcasting, which traditionally has played a pivotal role in Canadian media, has been weakened to the point where regional concerns are virtually disregarded and its national future is in question.

Qualitative Study on COPD Essay Example for Free

Qualitative Study on COPD Essay This is a qualitative study conducted at the University of Texas Health Science Center at Tyler as a randomized controlled trial to determine the effectiveness of a lifestyle behavioral intervention to increase physical activity among patients with moderate to severe COPD. (Wortz, K. 2012) 54 patients of age 45 or older were randomly selected from April 2010 through January 2011 using a patient registry database with a coded diagnosis of COPD along with physician referrals. Data collection consisted of: baseline, demographic, clinical and self-management needs, smoking status, spirometry, 6-min walk distance, BMI, Obstruction, SOB, Exercise Capacity (BODE) index, Chronic Respiratory Questionnaire (CRQ); which includes 10 open ended questions and Geriatric Depression Scale. A sample of 47 interviews with the mean age of 68.4 years old, 53% male, 87% white were used in the analysis. 57.5% has moderate COPD, 31.9% sever COPD, and 10.6% very severe COPD. (Wortz, K. 2012) The results of this analysis suggest that the content of self-management support with COPD should focus on addressing patients’ fears associated with the uncertainty, progression, suffering of their disease, expectations about overcoming or replacing losses, their needs for improved health literacy and their desire for improved care. Attention to these areas may enhance patient self-efficacy and motivation to improve self management.

The Coniston Massacre :: essays research papers

On the 29th o April, 1977 Captain Cook, commander of a British fleet, landed on the eastern shore of Australia, in an attempt to claim the land under the name of Britain. The land was to be claimed by Britain as a land where the British government could send convicts; in an attempt to ease the struggle in the over flowing prisons. Upon Cooks arrival, he was ordered to follow three rules of claiming a foreign land. They were; 1.  Ã‚  Ã‚  Ã‚  Ã‚  If the land was not claimed, owned or inhabited by another country or race, Britain could just claim the land as their own. 2.  Ã‚  Ã‚  Ã‚  Ã‚  If the land was already claimed or owned by another country or people, then Britain could easily ask to have, or more likely, purchase some of the desired land. Through under British law, they could not steal the land as their own. 3.  Ã‚  Ã‚  Ã‚  Ã‚  If the people who owned the land decided not to give or sell any of it, Britain could declare was on them, to most probably reveal the superior country. During, and after the war, under British law, Britain was still unable to claim any already claimed land as their own, without the permission of the owners. Cook used none of these methods upon his arrival of Australia. Upon his arrival of Australia the country was already inhabited by the local Aboriginal people. Even though Cook presumably had a knowledge of the laws of claiming land, he did not abide by them. The British settlers instead just took the land as their own, with no regard for the Aboriginal people, starting a war, of sorts, that continues to this very day. (Board of Studies, NSW) White settlers moved into Central Queensland in hopes to find suitable land for their cattle to graze on. In their search this, much like the majority of the other land that had been â€Å"Settled† was inhabited by the local Aboriginal people. Again, much like the other portions of land that had ‘settled’, the ‘white settlers’ took the Aboriginal people with no regard, killing and wounding them as a way to claim the land. One of the vile acts that the white people did to the Aboriginals during those times was the raping and sexual mistreatment of many of the Aboriginal women. Probably the worst group to commit such acts was the Frasier Brothers. Boys who grew up on a station raped countless, some what defenceless, women, with no conscience or remorse.

The Pearl Book Report Essay -- essays research papers

Subject: It ´s a story about good luck and bad luck in a poor fisherman ´s life. The setting of the story is located in the southernmost part of California , in Mexico , near the town La Paz. It is the story of a fisherman who found a pearl beyond price , the Pearl of the World. With the pearl, he hoped to buy peace and happiness for himself, his wife and their little son. Instead he found that peace and happiness are not to be purchased. They are, themselves, pearls beyond price. The most important persons:    Kino: a young fisherman and pearl diver, very poor, wanted to give his wife and child new clothes, good food, a new house etc. So he had to find a big pearl, a giant pearl. He had to find it soon. He was strong and his black hair hung over his brown forehead. His eyes were warm and fierce and bright and his moustache was thin and coarse. Juana: Kino ´s young wife.She had dark eyes and she was always looking at him when he awakened. She was a patient, fragile wife- but Kino often wondered at the iron will in his fragile wife. She was obedient, respectful, cheerful and patient, she could arch her back in child pain with hardly a cry. She could stand fatigue and hunger almost better than Kino himself. In the canoe she was like a strong man. She always took Coyotito out of his hanging box and cleaned him and hammocked him in her shawl in a loop that placed him close to her breast. She sang softly an ancient song that had only three notes though endless variety of interval. Coyotito: their baby -son , slept in a hanging box , was stung by a scorpion one morning. Juan Toma's: Kino ´s brother Apolonia: His fat wife. They both had four children. The doctor: he never came to the cluster of brush houses. Why should he, when he had more than he could do to take care of the rich people who lived in the stone and plaster houses of the town. He was stout, his voice was hoarse with the fat that pressed on his throat. His eyes rested in puffy little hammocks of flesh and his mouth drooped with discontent. He had a red watered silk dressing gown that had come from Paris, a silver tray, a silver chocolate pot, etc. The furnitures in his room were heavy and dark and gloomy. He had religious pictures hanging in his house, and a photograph of his dead wife.    Plot synopsis: The fisherman Kino lived with his ... ...ana and Kino reached La Paz, all people were present. Kino took the pearl in his hand, drew back his arm and flung the pearl with all his might. They saw the little splash in the distance. When the pearl sank down to the bottom, the music of the pearl disappeared in Kino ´s head.    Ideas, opinions and comments: If this story is a parable, perhaps everyone takes his own meaning from it and reads his own life into it. In the town of the fishermen they tell the story of the pearl, they tell of Kino,of his wife and of the baby, Coyotito. And because the story has been told so often, it has taken root in every man ´s mind. It ´s the story of a great pearl, how it was found and how it was lost again. All retold tales are in people ´s hearts, like this one. And there are only good and bad things and black and white things and good and evil things and there is no in-between anywhere. Being a pearl fisher in former days, was a hard and dangerous trade. Day after day, Kino went out in his boat, weighted himself around the waist with a big rock, and went down to the bottom of the sea, where the pearls were hidden. It was a trade which allowed a man only a few short years. The Pearl Book Report Essay -- essays research papers Subject: It ´s a story about good luck and bad luck in a poor fisherman ´s life. The setting of the story is located in the southernmost part of California , in Mexico , near the town La Paz. It is the story of a fisherman who found a pearl beyond price , the Pearl of the World. With the pearl, he hoped to buy peace and happiness for himself, his wife and their little son. Instead he found that peace and happiness are not to be purchased. They are, themselves, pearls beyond price. The most important persons:    Kino: a young fisherman and pearl diver, very poor, wanted to give his wife and child new clothes, good food, a new house etc. So he had to find a big pearl, a giant pearl. He had to find it soon. He was strong and his black hair hung over his brown forehead. His eyes were warm and fierce and bright and his moustache was thin and coarse. Juana: Kino ´s young wife.She had dark eyes and she was always looking at him when he awakened. She was a patient, fragile wife- but Kino often wondered at the iron will in his fragile wife. She was obedient, respectful, cheerful and patient, she could arch her back in child pain with hardly a cry. She could stand fatigue and hunger almost better than Kino himself. In the canoe she was like a strong man. She always took Coyotito out of his hanging box and cleaned him and hammocked him in her shawl in a loop that placed him close to her breast. She sang softly an ancient song that had only three notes though endless variety of interval. Coyotito: their baby -son , slept in a hanging box , was stung by a scorpion one morning. Juan Toma's: Kino ´s brother Apolonia: His fat wife. They both had four children. The doctor: he never came to the cluster of brush houses. Why should he, when he had more than he could do to take care of the rich people who lived in the stone and plaster houses of the town. He was stout, his voice was hoarse with the fat that pressed on his throat. His eyes rested in puffy little hammocks of flesh and his mouth drooped with discontent. He had a red watered silk dressing gown that had come from Paris, a silver tray, a silver chocolate pot, etc. The furnitures in his room were heavy and dark and gloomy. He had religious pictures hanging in his house, and a photograph of his dead wife.    Plot synopsis: The fisherman Kino lived with his ... ...ana and Kino reached La Paz, all people were present. Kino took the pearl in his hand, drew back his arm and flung the pearl with all his might. They saw the little splash in the distance. When the pearl sank down to the bottom, the music of the pearl disappeared in Kino ´s head.    Ideas, opinions and comments: If this story is a parable, perhaps everyone takes his own meaning from it and reads his own life into it. In the town of the fishermen they tell the story of the pearl, they tell of Kino,of his wife and of the baby, Coyotito. And because the story has been told so often, it has taken root in every man ´s mind. It ´s the story of a great pearl, how it was found and how it was lost again. All retold tales are in people ´s hearts, like this one. And there are only good and bad things and black and white things and good and evil things and there is no in-between anywhere. Being a pearl fisher in former days, was a hard and dangerous trade. Day after day, Kino went out in his boat, weighted himself around the waist with a big rock, and went down to the bottom of the sea, where the pearls were hidden. It was a trade which allowed a man only a few short years.

Short Story the Most Dangerous Game

Sanger Rainsford is an American hunter (p. 68) and book-writer(p. 71) in the short story â€Å"The Most Dangerous Game†. Rainsford was stranded on the island â€Å"Ship-Trap Island† due to his yacht falling into pieces from hitting the unknown, unseen crags in the water(p. 69). Rainsford was the only survivor of the shipwreck. When Rainsford was on foot on the island, he followed footsteps leading up to an irregular house. Little did he know that he was walking into the home of General Zaroff, a Russian aristocratic(p. 2) big game hunter, who soon became uninterested in hunting animals anymore, he would much rather hunt humans because of their intellect(p. 74-75). Ivan was a deaf; highly uneducated, deaf, Russian man who was an assistant to General Zaroff(p. 72). The story â€Å"The Most Dangerous Game† takes place on a small island named â€Å"Ship-Trap Island†(p. 67). The island is called â€Å"Ship-Trap Island† because it had no warnings of crags that ships often sink/crash their boats on.The Most Dangerous Game† was in the time era of about the early 1920s(p. 66). Rainsford was given three days to survive against Ivan and General Zaroff in a deadly hunt(p. 76). Zaroff was extraordinarily excited to hunt Rainsford because he knew that Rainsford had knowledge and tactics on the subject matter hunting, and General Zaroff loved a challange. On the first night of the hunt, General Zaroff catches Sanger Rainsford by catching him in a tree, but Zaroff decided to spare his life, for he wanted a more challenging game(p. 9). Sparing Rainsford's life was a deadly mistake for Zaroff, because in the end, Rainsford snuck up on Zaroff and killed him(p. 83). â€Å"The Most Dangerous Game† was told by the narrator in third person perspective. The narrator was limited omniscient, he described the character's actions, but he did not describe their thoughts and ideas. The theme that I learned from this story was that the hunter b ecame the hunted, meaning it's not very easy to know how someone feels without taking a walk in their shoes.At the beginning of the story before the yacht crashed into the crags, Rainsford stated that hunting is the best sport in the world, but Whitney replied that it is for the hunter, but not the jaguar (p. 68). The mood that I felt most in this story was suspense. One event happened after another, for instance, as soon as the yacht crashed (p. 69), Rainsford heard three gun shots from a what seemed like an island with complete vacancy (p. 69). This story always had you anticipating for the next thrilling event.

abortion prochoice Vs. prolife essays

abortion prochoice Vs. prolife essays The age-old question, When does life begin? is never more profound then when it is discussed and debated in the context of the abortion issue. In the past forty years the abortion issue has not only been societys problem but a political issue in the United States. Websters Dictionary defines abortion as, The termination of a pregnancy followed by the death of the embryo or fetus. Pro-Life and Pro-Choice advocates continue to fight for their positions on the house floor and in the courtrooms of America. The Pro-Choice position does not view abortion as killing an individual human, but as a legal right to terminate a pregnancy. Their position is firmly backed by the Roe Vs. Wade Supreme Court decision. They continue to fight for an America that has legal abortion, because they say a woman has the right to do what she wants with her body. They also believe that unwanted children should not be brought into this world. The new presidential administration offers a distinct shift from the Pro-Choice policy of the Clinton era. America waits to see the outcome of the renewed Pro-Life era of President Bush and his supporters. The arguments for the Pro-Life movements are numerous and passionate. They clearly state their position through a Judeo-Christian worldview, a civilized ethics system, and a Hippocratic view of medicine. A careful juxtaposition of these two views of life will inform on individuals beliefs about abortion The Pro-Choice movement is backed by the Supreme Courts decision on the Roe Vs. Wade decision. To understand the importance of this one must first be acquainted with the case. Roe Vs. Wade was a legal case, decided in 1973 by the U.S. Supreme Court, which held restrictive state regulation of abortion to be unconstitutional. In a 72 vote the Supreme Court upheld the lower court's decision that a Texas statement, that criminalizi...

How to Use the French Preposition Dans

How to Use the French Preposition Dans The French preposition dans usually means in, but,  depending on the context, it also has other English equivalents, such as from, through, on, during and off. Dans cannot be followed directly by a noun but rather must be followed by an article or some other determiner. It can indicate a physical location, a figurative location and time. Dans is also required after certain French verbs  that  take  an  indirect object. Physical Location   Ã‚  Ã‚  dans la boà ®te   in the box  Ã‚  Ã‚  dans la rue   in the street  Ã‚  Ã‚  boire dans une tasse   to drink from a cup  Ã‚  Ã‚  prendre quelque chose dans une boà ®te  Ã‚  to take something from a box  Ã‚  Ã‚  copier quelque chose dans un livre   to copy something from a book  Ã‚  Ã‚  dans lavion   on the plane  Ã‚  Ã‚  mettre quelque chose dans le tiroir   to put something in the drawer  Ã‚  Ã‚  monter dans le train   to get on the train  Ã‚  Ã‚  voir quelquun dans lescalier   to see someone on the stairs Figurative Location   Ã‚  Ã‚  dans la situation actuelle   in the current situation  Ã‚  Ã‚  dans ces conditions in / under these conditions Period of  Time   Ã‚  Ã‚  dans la journà ©e during the day  Ã‚  Ã‚  dans la semaine during the week  Ã‚  Ã‚  dans une semaine in one week Verbs with Dans The French preposition  dans  is required after certain French verbs that take an  indirect object. boire qqchose dans  (une tasse) to drink something out of (a cup)chercher  dans  (la boà ®te)  Ã‚  to look in (the box)courir dans  (lherbe)  Ã‚  to run through (the grass)coà »ter dans  (les dix euros)  Ã‚  to cost about (10 euros)entrer dans  (une salle, un bà ¢timent)  Ã‚  to enter (a room, building)fouiller dans  (les poches)  Ã‚  to look through (the pockets)lire dans  (le journal)  Ã‚  to read in (the paper)manger dans la main qqun  Ã‚  to eat out of ones handmanger dans lassiette  Ã‚  to eat off a platemettre  son espoir dans  Ã‚  to pin ones hopes onpartir  dans  (10 minutes)  Ã‚  to leave in (10 minutes)partir dans  (les montagnes)  Ã‚  to leave for (the mountains)pleuvoir dans  (la France)  Ã‚  to rain in (France)prendre quelque chose dans  (une boà ®te, un tiroir)  Ã‚  to take something from (a box, drawer)regarder dans  (la boà ®te, le frigo)  Ã‚  to look in (the box, the fridge)vivre dans  (la misà ¨re, la peur)  Ã‚  to live in (poverty, fear)

Amelia Earhart and Sally Ride essays

Amelia Earhart and Sally Ride essays Amelia Earhart and Sally Ride each achieved major goals in fields that were traditionally reserved for men. Amelia Earhart became the first woman in history to make a solo transcontinental flight in 1928 and Sally Ride became the first woman in space in 1983. After achieving these goals, they each spoke to girls and women. They encouraged them not to feel restricted by what society expected of them as women. Amelia Mary Earhart was born on July 24, 1897, in Atchison, Kansas. Her parents' names were Edwin and Amy and she had a sister named Muriel. Amelia was a tomboy when she was young. She loved playing outdoors. She was also interested in stories of women who combined marriage and career, which was a rare occurrence at that time. During World War One, at the age of 20, Amelia served in a Voluntary Aid Detachment. She loved flying, but wartime restrictions prevented her from going up in the air. Amelia knew that her goal in life was to become a pilot. She chose a woman, Neta Snook, to teach her to fly. Amelia felt that she would be less self-conscious learning from a woman. She bought her own plane. In 1928, Amelia rode on a transcontinental airplane flight. The flight made her the first woman to cross the Atlantic Ocean by air. In 1931, Amelia married George Palmer Putnam. He was a publisher who promoted Amelia's flights. Amelia became the first woman to fly across the Atlantic Ocean on her own in 1932. The transatlantic flight marked the high point in Amelia's accomplishments because it was a great step forward for women. Margaret Dreier Robins of the Women's Trade Union League said, "Is it not in us in America to think that if one of us does something we can do it also?". From 1928 to 1937, Amelia promoted aviation to women. She believed that women could play an important role in the promotion of flying, and if they were uncooperative they could hold back its promising future. Although she had already set records i...

Humanities Essay Example | Topics and Well Written Essays - 500 words - 5

Humanities - Essay Example The passage itself is situated almost directly after Anna finishes speaking to Dido and is relayed by the narrator. The passage is highly complex as multitudes of competing meanings are occurring. The narrator begins, â€Å"Across the city/ She wanders in her frenzy–even as a heedless hind hit by an arrow when a shepherd drives for game.† Here the narrator is comparing Dido to a sheep that has been struck by an arrow. This is significant as one of the major themes of the Aeneid is the force of the god’s on human existence, and by using the arrow as a element of love, Virgil is showing that Dido’s ‘frenzy’ isn’t necessarily of her own doing. Indeed, Juno has conspired to bring Aeneas and Dido together to forestall Aeneas’ journey to Italy, and has made Dido an unknowing volunteer in the ploy. However, the passage continues, â€Å"with darts among the Cretan woods and, unawares, from far leaves the winging steel inside her flesh.† In this regard, one must consider that Aeneas, rather than Juno or Cupid, is the shepherd that has wounded Dido, as Aeneas is the most ‘unaware(s)’ of the lasting effect has had on Dido. In this sense, one must consider a passage from book two when Aeneas is watching the Greek’s ravage Troy and compares himself to a shepherd, When among standing corn a spark falls with a fierce south wind to fan it, or the impetuous stream of a mountain torrent sweeps the fields, sweeps the joyous crops and the bollocks’ toil, and drives the woods headlong before, in perplexed amazement a shepherd takes in the crash from a rock’s tall summit. In this regard Aeneas is the shepherd watching the in amazement as nature takes its toll symbolically on the fields – literally Troy. The different positions – Dido as sheep and Aeneas as shepherd – are significant as it demonstrates Aeneas steadfast resistance to outside factors that might hinder his path toward Italy.

Philosophy of Education Bachelor Essay Example | Topics and Well Written Essays - 750 words

Philosophy of Education Bachelor - Essay Example In order to pursue this education, there is no single way. In this contemporary world, immense emphasis is paid on imparting and trailing education through the formula ways or the education systems that have been developed explicitly for people to get education. It has a set curriculum that defines set rules through which it is determined that what kind, how much and the way the education is to be imparted. Education systems are sometimes institutions that promote a certain idea to its students, for example, the convent system or, different education systems for different countries. When there is no uniform way of imparting education, social engineering occurs which can definitely lead to abuse of the system as a particular thought is taught in those institutions. However, there is another way of getting the right kind of education without limiting your education intake capabilities. There is another kind of education different from the traditional ways of education called alternative education or educational alternative. Generally speaking, they believe in introducing philosophical ideas to the students by following a wide number of teaching methodologies rather than sticking to just one alternative. There are independent education systems or private systems which follow more flexibility in staff selection and the kind of educational approach they are using to impart education. The best thing about using alternative education systems are that they equip the students with the various kinds of doctrines, thoughts and ideas that are present across the entire scenario and it is upon the students to understand and evaluate the best possible thought that they want to believe in or go with. You just don't have to follow one single thematic idea jus t because everybody or the majority thinks it's right. This way you have the right to choose and that helps one to develop you own thinking rather than the one derived by the masses. Self education is another concept that is gaining wide-spread recognition these days. However neglected and opposed, one can learn without the help of an instructor. One great aspect of self education is that one doesn't have to be dependent on the knowledge of another individual. It has been seen that self education has been able to produce miraculous successes beyond the wildest dreams. There have been various important personalities that have completely revolutionized the way people used to live and have been a product of self education using their own educational tools. Abraham Lincoln, Henry Ford, Chuck Yeager, Alexander Graham Bell and many other have been the ones who have been educated at their homes and have built such a knowledge base that has changed the way the world functions today. Before the advent of these education systems, this form of education was considered the most useful and acceptable form of education. In my opinion, this is a better way of education because one gets to think for them, and understand depending upon their own capability rather than listening to the thoughts of a teacher. When one gets educated by a person, he or she adopts the values and thinking of the teacher; and doesn't get a chance to understand the world and develop opinions on their own. Therefore, in order to get the complete picture, one should also emphasize on getting at least some kind of education by them, by reading books or by adopting other educational

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

Venezuela - Essay Example However, talking in regards to culture of the region, it is highly relevant to mention the fact that Venezuela presents a mix of various other cultures which comprises of European, African, Caribbean, Indian as well as North American (Crooker and Gritzner 10). A majority of the masses communicate in the Spanish language. While talking on the lines of the religion of the masses, it has to be said that a large majority of the people are members of the Roman Catholic Church. The major cities of the country of Venezuela are Caracas and Maracaibo and as of the year 2002, the population count stood at over 24,000,000. It has to be said that the country’s main products of agricultural nature are highly diversified in nature and comprise of rice, corn, vegetables, coffee and even dairy and meat products. The manufacturing outputs of the country comprises of textile, food based products. It also comprises of aluminium, steel and automobiles. The currency of the region is Bolivar whose valuation with regards to the US currency stands at around .14 USD for 1 Bolivar. Analysis It has to be said that for in-depth analysis of the risk as well as business attractiveness presented by the country of Venezuela, the analysis should be done while trying to analyze the political, economic, social and technological environment of the nation. Political While analyzing the political environment of the country of Venezuela, immediate focus of any researcher often shifts to the fact that the nation is often plagued with various kinds of political unrest and disturbances for a long period of time. Since the last couple of decades, the world has witnessed a pretty nasty picture emerging from the political theatre of the region (Nichols and Morse 78-79). The political scenario turned quite hostile towards America, when the late Venezuelan president Hugo Chavez arrived in power since the year 1999. A staunch opponent of tactics and strategies implemented by the United States in regar ds to managing the South American nations, it can be said that the nation of Venezuela created a hostile environment in regards to political co operation between the two countries at the international level (US Dept. Of State, â€Å"US Relations with Venezuela†). Also while analyzing the upcoming political future for the nation, it has to be said that the passing away of the elected national president presents a high level of political instability as of the current times as well as the immediate future (Duddy, â€Å"Political Unrest in Venezuela†). Thus it can be analyzed that the scenario emerging from the political side of the country is quite vulnerable and instable in nature. Economic Venezuela is a country which is high on oil deposits. Hence, the country is dependent on its oil reserves, which contributes to 95% of the nation’s foreign exchange earnings. The GDP of the nation as of the year 2012 has been estimated at around 402.1 billion USD and is growing at the rate of 5.7%. It has to be said as a result of increase in spending by the government along with enhanced access to domestic credit, there was a tremendous rise of consumption which resulted in the arrival of high inflation level in the economy of the nation. Talking on a summary note, it has to be said that the economic environment of Venezuela is loaded with crisis arising from the arena of housing needs, food and electricity

Inflation Essay Example | Topics and Well Written Essays - 1750 words - 1

Inflation - Essay Example Economists have defined inflation as the sustained general increase in the price of goods and services (Hart, 2010 p.10). When the prices goes up more money can only pay for fewer goods and services and the currency is said to have lost its purchasing power as the medium of exchange as well as the unit of account in an economy. when the prices goes up the situation is said to be price inflation while the money is in large supply the situation is referred to as monetary inflation((Hart, 2010 p.12). Several other concepts are related to inflation such as deflation which refers to a fall in the price levels generally while disinflation refers to a rate decrease in inflation. Hyperinflation is when the price increase is beyond control (Dwivedi, 2010 p.447). A general belief among economist is that inflation is caused by excess money supply in the economy which pushes demand for both goods and services. The measure of inflation is done through rating the increase in prices over a specified period of time. Inflation rate is expressed as a percentage and is calculated by working out the change in the price index and more so the consumer price index (Frisch, 1983 pg 9). The price index on itself cannot give the rate of inflation but it becomes useful when calculating the inflation rate. This rate is the percentage change rate of price index over a period of time. To calculate the inflation rate the formula below is used The widely used examples of indices to calculated inflation include consumer price index (CPI) which measures change in prices of goods and services(in a fixed basket) purchased by a consumer( Frisch, 1983 pg 12). This fixed basket has goods and services put together and are representative of the economy. The producer price index that measures price change in average as received by domestic producers. It measures the price paid by producers. It differs from the CPIs in that subsidizes in price, tax and profit may cause change in amount

LEADERSHIP ASSESSMENT Essay Example | Topics and Well Written Essays - 1000 words

LEADERSHIP ASSESSMENT - Essay Example The company’s CEO did not appear to be excessively ambitious; and never used harsh words when addressing employees. He believed in demonstrating the attributes he expected to see in his employees. Organizational Structure and Culture and Team Development in the Company The organization in which I worked was more oriented toward individual tasks than group activities. It was based on a hierarchical model where orders came from above and were sometimes vague because the workers had limited guidance on how to implement them. The hierarchical model sometimes caused other problems when the company’s executives gave orders that had adverse implications in the lower ranks of the organization. When such impractical orders were given to groups of workers that had been formed by executives, the workers always had different concepts about what the leaders meant to be done or how to implement their ideas. Some workers were irritated by the fact that they were not allowed to choose their own team partners. Usually, the only workers who were happy to be ordered into specific teams were the partially skilled workers who escaped total responsibility for projects when they shared them with other workers. Workers can be commanded to form teams; but cannot be forced to work harmoniously. This is why it is important to allow workers to form their own teams when necessary. Even though the skilled workers in the company distrusted the claims of the managers about their dedication to teamwork, the semi-skilled workers believed the CEO’s rhetoric. Faced with sporadic accusations from their skilled workers of being too autocratic, the company’s managers sometimes went to the extreme by giving no instructions about projects. This caused further confusion among the workers and left the responsibility of realizing successful team projects to the skilled workers. Communication and Motivational Skills of the Leader Using autocratic leadership might have been more practical for the organization’s leaders because the company had many workers and participatory leadership would cost too much in terms of time and amenities (Schein, 2010). The size of the company also made considering the views of all employees before making decisions on even the simplest tasks counterproductive. The CEO of the company was quite dedicated to ensuring that the company achieved its objectives. As a person he was compassionate, dedicated, courageous and extremely self disciplined. He might have imagined that all workers knew they could develop his work ethic if they pushed themselves to achieve their best, and were striving to do so. Moreover, he was aware that it was important to keep demonstrating what he wanted to see in his employees. The CEO had fought his way from a subordinate position of the company to his present position. Even though he told of this story with pride in the few general meetings that were held during the year, I believe that he was qu ite hardened by his journey to the top most position over two decades. Even though the CEO constantly spoke of the importance of cooperation among workers and the management, this principle was hardly ever realized. CEOs can fall into patterns of merely talking of the importance of certain principles without following their words with any action (Kouzes and Posner, 2008). Three Practices that Leaders Use to

Inflation Essay Example | Topics and Well Written Essays - 1750 words - 1

Inflation - Essay Example Economists have defined inflation as the sustained general increase in the price of goods and services (Hart, 2010 p.10). When the prices goes up more money can only pay for fewer goods and services and the currency is said to have lost its purchasing power as the medium of exchange as well as the unit of account in an economy. when the prices goes up the situation is said to be price inflation while the money is in large supply the situation is referred to as monetary inflation((Hart, 2010 p.12). Several other concepts are related to inflation such as deflation which refers to a fall in the price levels generally while disinflation refers to a rate decrease in inflation. Hyperinflation is when the price increase is beyond control (Dwivedi, 2010 p.447). A general belief among economist is that inflation is caused by excess money supply in the economy which pushes demand for both goods and services. The measure of inflation is done through rating the increase in prices over a specified period of time. Inflation rate is expressed as a percentage and is calculated by working out the change in the price index and more so the consumer price index (Frisch, 1983 pg 9). The price index on itself cannot give the rate of inflation but it becomes useful when calculating the inflation rate. This rate is the percentage change rate of price index over a period of time. To calculate the inflation rate the formula below is used The widely used examples of indices to calculated inflation include consumer price index (CPI) which measures change in prices of goods and services(in a fixed basket) purchased by a consumer( Frisch, 1983 pg 12). This fixed basket has goods and services put together and are representative of the economy. The producer price index that measures price change in average as received by domestic producers. It measures the price paid by producers. It differs from the CPIs in that subsidizes in price, tax and profit may cause change in amount

Response memo Essay Example | Topics and Well Written Essays - 250 words

Response memo - Essay Example zar, who from the information I received, has been a project manager for nine years with Summit Enterprises, and after informing him of the reschedule of the appointment he agreed to come at 10:30a.m. Kaitlyn Grindell, who is a systems analyst and a consultant to various companies, was ready to come for the interview at 11: 30a.m. In addition, Mary Montgomery has an MA degree and she has six years experience, and currently works as a senior project coordinator at High Point Industries; she agreed to attend at 9.30a.m. From the list of the people who will take part selection process, Bertha Ho was not included although she was part of the selection process. Ho works as an operations personnel officer, and since you did no list her, I would not ask for the time she will attend. I hope the people who will conduct the selection process will adhere to the principles of ethics to select best-qualified candidate based on merit for the benefit of the company. Bernstein (2010) argues that, the ethics inside us should produce a desire for success and create a willingness to put the efforts in all work we participate to bring change. I close with the suggestion that you include Bertha Ho in the selection process because from the information in our records, she has highly ethical principles and has adequate experience as operations personnel

Body language Essay Example for Free

Body language Essay I wasnt too sure on what to wear when I performed my interaction. From previous research into communication I am aware that this can affect the quality of communication. For example dark and gloomy clothes sometimes can indicate you being in bad mood and could prevent clients approaching you. However if you were to wear bright and colourful clothes then it would give the impression that you are happy and friendly and easier to approach. I decided to go for clothes in the middle of bright and dark, however I am still unsure whether this had an effect on the communication shown. At the end of my interaction I gave a member of the group my questionnaire to fill in about the interaction (appendix 1). I wanted to make sure that I gained some feedback from interaction to see whether I was effective in achieving my purpose. I structured that questionnaire very simply, and clear so the child would have no problem in being able to fill it in. the child who I asked to complete my questionnaire filled it all in, and they ticked YES for every box. This would indicate to me that my interaction was a success on the basis of that it was fun, exciting, and there was nothing too bad that affected them in the interaction. This would show that I was successful in achieving my purpose, which to me is a great accomplishment. I got some feedback from this pupil on the questionnaire which was very interesting and useful, however I wanted to make sure that I had an assessment sheet filled in about me to look more specifically at my skills that I demonstrated, what was good about them, what was bad and also to see if I achieved my purpose. Therefore I gave Mrs Paterson, an observation sheet about me to fill in (appendix 2) you can see from the sheet that Mrs Paterson rated me highly on most of the skills. However there were a few points which she had to make. PERSONAL IMPROVEMENTS AND ACTION PLAN One of my main problems that occurred during this interaction was that I found it very hard to observe the type of communication, group layout which was going on as well as performing my own personal communication skills within the group. I think that if I was going to do the interaction again I would probably video record it therefore I could go back and see what I did wrong but also what type of communication skills and patterns occurred. This would be a very effective way in which I could evaluate myself critically in order to create a more efficient action plan. I expressed before about how I felt very nervous and intimidated by the interaction. I think that this could be improved by practice, and just making sure that I remain as calm as I possibly can. Being aware of my body language too is essential too. I also feel that to improve the quality of the interaction I would need to find out ways in which I could include other group members, which were lacking in joining in. I am not entirely sure on a method which I could choose to help me learn this other than teacher training, and obviously this is not possible. However what would be possible is to talk to some teachers, to find out information about how to make clients feel valued and belonged within the group more than what I know already. I gave the observation sheet to Mrs Paterson to write about my interaction. Mrs Paterson did rate me slightly lower on a couple of issues. These were really useful to me in aiding me to create a realistic action plan. For example she quoted: Tone of voice at times she found it difficult to calm her voice down, due to nervousness. Â  Appropriate responsiveness and calmness again Leanne found it hard at times to remain calm, however it did improve towards the end. I completely agree with the comments that Mrs Paterson made about my poor communication. I knew that I was finding it hard to calm down and make my voice and body language relaxed during the interaction. I did feel that I made an improvement towards the end whilst I got into the activity more. This is definitely something I need to work on and improve for further interactions such as this. I am going to make a conscious effort to improve on the poor things about my interaction, because it is vital that I can be effective whilst communicating. Im going to make sure that when Im in an interaction such as this I am going to try and calm myself down before I enter the group interaction. There were so many things that I have become aware or further whilst doing this interaction. And again I feel that it is essential for me to be trained, or get more experience in interacting within a group. For me to improve my interaction I would need to study my assessment sheet to look at where I went wrong, and how I could improve it to make sure that a next interaction is Im proved and that I have learnt from my poor communication. CONCLUSION This experience has been a very large learning experience for me. Before this I had learnt about all the different types of effective communication, however I never actually knew how incredibly difficult it is to put them into practice. There is so much for and health and care social worker to remember when interacting with their clients. I think that it takes a very talented person to be good at their job within this area. I enjoyed my interaction with the group so much, and I have already decided to go back in the future, to try my group interaction to perhaps try out my action plan. What made this experienced even more enjoyable is the fact that the children relished the activity as much as what I did. When I went to go after my interaction I was actually disappointed on how quickly the time had gone. The children who I was working with seemed to have formed a bond with me and were also upset to see me go too. I think that I was very successful in achieving my purpose of the interaction, and this was reflected through not only the effective communication skills I demonstrated but also that of the amount of enjoyment we all experienced. This has certainly given me a lot to contemplate on, I have learn a lot about myself, as well as how imperative effective communication is in this type of setting. Another thing, which I think has been a vital learning point, is the fact that health and social care workers give so much to their clients. Teachers need to make sure that they are demonstrating communication skills the whole time, but also to leave their own personal or emotional problems at home, because it can effective the relationships between them and the clients. This must be extremely hard to do. I would imagine that this job is very satisfying.

Strategies for Effective Learning in the TESL Classroom

Strategies for Effective Learning in the TESL Classroom CHAPTER ONE:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   INTRODUCTION In Malaysian classroom, a teacher had a solid control in the classroom, the interaction pattern where the teacher selects a student to answer her questions is observed by Samuel (1982) in his study in a Malaysian school. This pattern occurred particularly when the teacher employed the questioning strategy during the course of teaching. After answering the teachers question, the student gave the turn back to the teacher (Samuel, 1982, p. 129). Hence if the teacher chooses this pattern of interaction, participation of students will be highly controlled by him or her. When having teachers in monologic interaction, the class instructional practices will be on structured, discipline but it kills the desire to learn from the child instinct and at the same time does not arouse the critical and the creativity of a child. And this is totally different from the knowledge of the policy because in Malaysia Education Policy, it is stated that a teachers jobs is to nurture the childs critical and creative thinking. When a lesson that is supposed to practice on communicative language teaching ends with the teacher instructing and being authoritative in the class, it kills the desire to learn. In his findings, Ruzlan (2007) further found that all the questions posed by the teachers were the closed-ended in nature, where the children were anticipated to arrive at certain answers expected by the teachers only. At the same time, it was found that the majority of questions set by EFL and Science as content taught in English classes were low level and factual, and not designed to encourage critical thinking on the part of learners. Again, there was a mismatch between what is stipulated by the national curriculum and how teachers actually teach in terms of posing questions. While national policy stipulates helping learners become critical thinkers, teachers seems concern with others, short term goal. For instance teachers belief about their students academic needs and what they should do is tailoring their questions to align with examination purposes at a low level factual category (Habsah Hussin, 2006). It is proven that the practice of the policy is more on finishing the structured syllabus prepared by the school curriculum division rather than full filling the philosophy of education that is in building the students with the efforts towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. With this issues, enlighten the researcher to explore the basic of the education teacher training. What has been practiced in schools reflects on the training of the teacher in teacher training institution. Is it the system or the implementation of it that caused the mismatched in the instructional practices? What is supposed to be done? What has been practiced in the teaching institution? The approaches practiced on the trainees. Does the trainees ability to pose questions and interact with the students from the pedagogical aspects and methodological approach being prompt and develop? Do the trainers play their role as the facilitator and the mediator of the knowledge in ensuring the blooming of the beginner teachers? The trainers have to play their important role well in shaping the student teacher in becoming an excellent teacher. They should model the trainees in the instructional practices in college. Being the expertise, the trainers should be well prepared with various approaches in exploring the student teacher ability in learning the English language in order to become a capable and competent English teacher. 1.1 Purpose Of the Study The purpose of this study is to investigate the trainers in implementing their instructional practice in order to help the trainees to become effective second language teacher. As an ESL teacher and a second language learner, the researcher believes that interaction is the key to second language learning. Second language learners need comprehensible input, need to be in situations that provide maximum personal involvement in the communication and need opportunities to use the target language in social interactions. The learning of a language centres on the use of the language for communicative purposes. Alexander (2004) suggests that the basic repertoire of classroom talk is unlikely to offer the types of cognitive challenge required to extend students thinking. In contrast, he characterizes an approach he describes as dialogic teaching which is collective, reciprocal, supportive, cumulative and purposeful. However, these types of talk are less frequently encountered in classrooms (M roz et al., 2000). Dialogic pedagogies aim for classroom interactions that involve more than superficial participation. They are exemplified by the teachers uptake of student ideas, authentic questions and the opportunity for students to change or modify the course of instruction (Nystrand et al., 2003). Teachers relinquish some measure of control of the trajectory of the lesson as pupils are offered a degree of collaborative influence over the co-construction of knowledge. 1.2 Importance of the study This study is important in four ways. First, as an eye opening to the concept of dialogic approach in the training institution and it is focusing on the classroom interaction between the trainees and the trainer in the class from the socio-cultural theory approach. Second, it gives a holistic view on what is happening in the class and what could be done to help the trainees to become competent user of the English Language learner. Third, it will trigger the needs for the trainers to have a series of cascade training organized by the Teacher Education Division, Malaysia in order to share, improve their approaches in class and vary their instructional teaching before they start teaching the trainees. Fourth, it will establish the culture of sharing and collaboration among the lecturers in the training institute. It requires the teachers to work collaboratively, to open their classroom for observation, critical reviews and discussion with peers. Lastly, it is focusing on the professional development of the trainers in providing the best approaches in exploring the best approach and varies their pedagogical approach in a second language learning class. 1.3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research Questions. 1. To what extent do lecturers interact with students to develop their participation in classroom discourse? 2. How are the lecturers developing the English Language competency and critical thinking skills of students through the interaction in class? 3. How do lecturers evaluate their instructional teaching practices? 4. What impact has the Communicative Language Teaching had on the teaching practices to promote a dialogic pedagogy? 5. How useful is a dialogic approach to staff professional development? 1.4   Ã‚  Ã‚  Ã‚  Ã‚   Objectives of the study were as follows; 1. To measure the ways lecturers interact with the students to develop their participation in class.   2. To identify how lecturers develop English Language competency and critical thinking skills through the interaction in class. 3. To explore the lecturers instructional practices in second language learning class. 4. To explore the impact of the communicative language teaching policy on language learning in teacher training institutions. 5. To explore the usefulness of a dialogic approach to staff development in teacher training institutions. 1.5. Methodology Research design The focus of the study is to look at the quality of classroom interaction between the lecturer and the trainees. The literature has offered a wide array of descriptions and definitions of the case study, for example: a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context in which multiple sources of evidence are used (Yin, 1984:23), the qualitative case study can be defined as an intensive, holistic description and analysis of a single entity, phenomenon, or social unit (Merriam, 1988:16). Different from other research studies which aim for generalizable findings, case studies aim for an understanding of the particular case, in its idiosyncrasy, in its complexity (Stake, 1988:256). The case study aligns with my research objectives. It is focused on the two TESL lecturers, the researcher and their respective classes. The study is the interactive instructional practices of the two teachers, the researcher and their students. In order to provide a detailed and in-depth analytical description of the interactive features of the two cases, the researcher have to be into the research site and collected data from multiple sources in a naturalistic setting, namely, in a setting where teacher-student interaction occurs as it actually is. The main purpose of the study was not to attempt to generalize the conclusions to a larger population but to gain a thorough and in-depth understanding of the topic at issue. At the same time a combination of sociolinguistic and ethnographic perspectives has been taken to approach the above research questions.   Data was collected using a range of techniques: interviewing, classroom observation, audio- and video-taping, oral report and stimulated reflection. The sample for the researcher came from the teacher training institution that is situated in Ipoh, between the Bachelor of Education Twinning program UK-MOEM (Ministry Of Education, Malaysia) and the English Language lecturers. Many teachers, even experienced ones, are not always aware of the nature of their interactions with individual students. Consequently, one of the most important purposes of systematic classroom observation is to improve teachers classroom instruction. Feedback from individual classroom profiles derived from systematic observations has been found to help teachers understand their own strengths and weaknesses, and have consequently enabled them to significantly improve their instruction. Through feedback, teachers can become aware of how their classroom functions and thus bring about changes they desire. This process typically involves having trained observers systematically observe teachers and their students in their classrooms and later providing teachers with information about their instruction in clinical sessions. This approach is based on the assumption that teachers value accurate information that they can use to improve their instruction. CHAPTER TWO  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   LITERATURE REVIEW. This chapter will be reviewed the discussion on the theoretical ground on second language acquisition, the approach in the classroom, the student teacher interaction and the instructional pattern of communication being implemented in the classroom. 2.1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Socio-cultural theory Introduction Vygotsky (1896-1934) is one of the Russian psychologists whose ideas have influenced the field of educational psychology and the field of education as whole. He argues for the uniqueness of the social milieu and regards sociocultural settings as the primary and determining factor in the development of higher forms of human mental activity such as voluntary attention, intentional memory, logical thought, planning, and problem solving. According to Vygotsky (1978 cited Lantolf 2000), the socio-cultural environment presents the child with a variety of tasks and demands, and engages the child in his world through the tools. In the early stages, Vygotsky claims that the child is completely dependent on other people, usually the parents, who initiate the childs actions by instructing him/her as to what to do, how to do it, as well as what not to do. Parents, as representatives of the culture and the conduit through which the culture passes into the child, actualise these instructions primarily through language. On the question of how do children then appropriate these cultural and social heritages, Vygotsky (1978 cited Wertsch 1985) states that the child acquires knowledge through contacts and interactions with people as the first step (inter-psychological plane), then later assimilates and internalises this knowledge adding his personal value to it (intra-psychological plane). This transition from social to personal property according to Vygotsky is not a mere copy, but a transformation of what had been learnt through interaction, into personal values. Vygotsky claims that this is what also happens in schools. Students do not merely copy teachers capabilities; rather they transform what teachers offer them during the processes of appropriation. Lantolf et al. (1994) indicate that the latter understanding of consciousness in the field of teaching is embodied in the concept of meta-cognition, which, according to him, incorporates functions such as planning, voluntary attention, logical memory, problem solving and evaluation. Williams and Burden (1997) claim that socio-cultural theory advocates that education should be concerned not just with theories of instruction, but with learning to learn, developing skills and strategies to continue to learn, with making learning experiences meaningful and relevant to the individual, with developing and growing as a whole person. They claim that the theory asserts that education can never be value-free; it must be underpinned by a set of beliefs about the kind of society that is being constructed and the kinds of explicit and implicit messages that will best convey those beliefs. These beliefs should be manifest also in the ways in which teachers interact with students. Socio-cultural theory has a holistic view about the act of learning. Williams Burden (1997) claim that the theory opposes the idea of the discrete teaching of skills and argues that meaning should constitute the central aspects of any unit of study. Any unit of study should be presented in all its complexity rather than skills and knowledge presented in isolation. The theory emphasizes the importance of what the learner brings to any learning situation as an active meaning-maker and problem-solver. It acknowledges the dynamic nature of the interplay between teachers, learners and tasks and provides a view of learning as arising from interactions with others. According to Ellis (2000), socio-cultural theory assumes that learning arises not through interaction but in interaction. Learners first succeed in performing a new task with the help of another person and then internalise this task so that they can perform it on their own. In this way, social interaction is advocated to mediate learning. According to Ellis, the theory goes further to say interactions that successfully mediate learning are those in which the learners scaffold the new tasks. However, one of the most important contributions of the theory is the distinction Vygotsky made between the childs actual and potential levels of development or what he calls Zone of Proximal Development (ZPD). The Zone of Proximal Development (ZPD) Lantolf (2002), Wertsch (1985) and Shayer (2002) claim that Vygotskys introduction of the notion of the ZPD was due to his dissatisfaction with two practical issues in educational psychology: the first is the assessment of a childs intellectual abilities and the second is the evaluation of the instructional practices. With respect to the first issue, Vygotsky believes that the established techniques of testing only determine the actual level of development, but do not measure the potential ability of the child. In his view, psychology should address the issue of predicting a childs future growth, what he/she not yet is. Because of the value Vygotsky attached to the importance of predicting a childs future capabilities, he formulated the concept of ZPD which he defines as the distance between a childs actual developmental level as determined by independent problem solving, and the higher level of potential development as determined through problem solving under adult guidance or in co llaboration with more capable peers Wertsch (1985, P. 60). According to him, ZPD helps in determining a childs mental functions that have not yet matured but are in the process of maturation, functions that are currently in an embryonic state, but will mature tomorrow. Moreover, he claims that the study of ZPD is also important, because it is the dynamic region of sensitivity in which the transition from inter-psychological to intra-psychological functioning takes place. Shayer (2002) claims that a crucial feature of learning according to Vygotsky is that it creates a ZPD, that is to say, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalised, they become part of the childs independent developmental achievement. Vygotsky advocates that ZPD is not the role of instruction alone, but developmental (biological) factors do have a role to play. It is jointly determined by the childs level of development and the form of instruction involved. According to him, instruction and development do not directly coincide, but represent two processes that exist in a very complex interrelationship. He argues that the child can operate only within certain limits that are strictly fixed by the state of the childs development and intellectual possibilities. Mediation As in Feuerteins theory (Williams and Burden 1997), mediation is central to Vygotskys socio-cultural theory. Mediation according to Vygotsky refers to the part played by other significant people in the learners lives, people who enhance their learning by selecting and shaping the learning experiences presented to them. Vygotsky (1978 cited Wertsch 1985) claims that the secret of effective learning lies in the nature of the social interaction between two or more people with different levels of skills and knowledge. This involves helping the learner to move into and through the next layer of knowledge or understanding. Vygotsky also regard tools as mediators and one of the important tools is language. The use of language to help learners move into and through their ZPD is of great significance to socio-cultural theory. Kozulin et al. (1995) claim that Vygotsky considers the learning process as not a solitary exploration of the environment by the child on his own, but as a process of the childs appropriation of the methods of actions that exist in a given culture. In the process of appropriation, symbolic tools or artefacts play a crucial role. Kozulin (2002) categorises mediators into two categories: human and symbolic. According to him, human mediation usually tries to answer the question concerning what kind of involvement on the part of the adult is effective in enhancing the childs performance; while symbolic mediation deals with what changes in the childs performance can be brought about by the introduction of the child to symbolic tools-mediators. Scaffolding According to Donato (1994) scaffolding is a concept that derives from cognitive psychology and L1 research. It states that in a social interaction, a knowledgeable participant can create by means of speech and supportive conditions in which the student (novice) can participate in and extend current skills and knowledge to a high level of competence. In an educational context, however, scaffolding is an instructional structure whereby the teacher models the desired learning strategy or task then gradually shifts responsibility to the students. According to McKenzie, (1999) scaffolding provides the following advantages: a) It provides clear directions for students b) It clarifies purpose of the task c) It keeps students on task d) It offers assessment to clarify expectations e) It points students to worthy sources f) It reduces uncertainty, surprise and disappointment g) It delivers efficiency h) It creates momentum According to Rogoff (1990 in Donato, 1994), scaffolding implies the experts active stance towards continual revisions of the scaffolding in response to the emerging capabilities of the learner, and a learners error or limited capabilities can be a signal for the adult to upgrade the scaffolding. As the learner begins to take on more responsibility for the task, the adult dismantles the scaffold indicating that the child has benefited from the assisted performance and internalised the problem-solving processes provided by the previous scaffold episode. Wertsch (1979a cited Donato 1994) claims that scaffold performance is a dialogically constituted inter-psychological mechanism that promotes the learners internalisation of knowledge co-constructed in shared activity. Donato (1994) advocates that in an L2 classroom, collaborative work among language learners provides the same opportunity for scaffold help as in expert-novice relationships in the everyday setting. Van Lier (1988 cited Do nato 1994) states that L2 teaching methodology can benefit from a study of L1 scaffolding to understand how classroom activities already tacitly employ such tactics. The study of scaffolding in L2 research according to Donato has focused exclusively on how language teachers provide guided assistance to learners. 2.2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Classroom interaction in socio-cultural theory A socio-cultural theory was pioneered by Vgotsky (1978) and the core of the theory is the proposition that cognitive development originates in social interaction. Vgotsky (1981) formulated the trajectory of cognitive development as from the inter-psychological plane to the intra-psychological plane by saying: Any function in the childs cultural development appears twice, or in two planes: first, it appears on the social plane, and then on the psychological plane; first it appears between people as an inter-psychological category, and then within the child as an intra-psychological category. This is equally true with regard to voluntary attention, logical memory and the formation of concepts and the development of volition (p.163). In other words, learning first takes place between a child and an expert (e.g. the childs parent) when they engage in joint under-taking. The expert assists the young child to appropriate his greater knowledge or skills in relation to the task at hand and gradually hands over the task to the young child. The child internalizes what he gained and transformed it into his own resources that can be used for individual thinking and problem solving. It is mainly mediated by means of talk. 2.3.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Classroom interactions Constructivism Related to Questioning and Conversation Constructivism plays a key role in effective classroom conversations and differs from classrooms filled with traditional conversations. Schulte (1996) argued that Constructivist teachers must observe the students actions and listen to their views without making judgments or trying to correct answers (p. 27). This differs from the traditional classroom where students are passive learners and wait for the teacher to give correct answers (Schulte, 1996). In contrast, constructivist classroom teachers must listen to students and help make connections between what they are thinking and what others are thinking during the same experience (Duckworth, 2006). Teachers must also make connections for learners between the learners understandings and the teachers understandings (Duckworth, 2006). Instead of giving lectures and expecting students to regurgitate what has been lectured, teachers must show students how to listen to others and question ideas when they are unknown (Duckworth, 2006). Teachers must make their actions known to students by using explicit language, modelling the thinking process, and allowing students to think aloud about new ideas (Bodrova Leong, 1996). Lambert, etal. (2002) supported the idea of sharing thoughts and ideas by stating, In a constructivist conversation, each individual comes to understand the purpose of talk, since the relationship is one of reciprocity (p. 65). Constructivist teaching allows students to actively participate in their learning versus the traditional idea of passively receiving information. It allows teachers and students to synthesize their knowledge in order to create new meanings. Classroom discourse based on a constructivists view of learning involves student participation. This was explained by Hartman (1996) when stated, As seen through Vygotskys views, classroom discourse is socially meaningful activity because it creates a situation in which all students can and are encouraged to participate not only by the teacher, but by the other students as well (p. 99). Students are encouraged to share their ideas with others to help clarify their thoughts and make adjustments to their understandings (Schulte, 1996). Student participation means that teachers hand over control of classroom conversations and allow students to express their thinking aloud. This results in the student having the final word at times and helps the student create his or her own understanding instead of receiving the teachers understanding of ideas (Duckworth, 2006). When students are allowed to explain their thinking they must learn to be explicit and clear so others will understand them; t hat results in deeper understanding (Bodrova Leong, 1996). Student participation during classroom discourse allows students to practice problem-solving and decision-making skills that will help improve their leadership ability as adults. In Dantonio and Beisenherz (2001) book Learning to Question, Questioning to Learn, constructivist classroom discussions are referred to as instructional conversations. In an instructional conversation, a teacher is skilful in facilitating talk that promotes student thinking. Students require guided practice in order to respond in a manner that leads to a deeper understanding of subject matter. With guidance, students learn to enhance the quality of their thinking through the teachers effective use of questions. In line with Vygotskys zone of proximal development, instructional conversations provide students with opportunities to do today with help what can be done independently tomorrow. Teachers and students work together to create new meanings and understandings through effective questioning and higher level learner responses. Classroom discourse holds various meanings but definitions found in the literature hold a common ground: classroom discourse is talk between two or more persons that may or may not lead to a new understanding (Cazden, 2001; Mroz, Smith Hardman, 2000). Two definitions of classroom discourse were given by Cazden (1998). She described discourse as conversations where participants are having the same talk. Discourse was also described as an understanding that occurs when participants take different positions in different talks at the same time. In their research findings, Edwards and Mercer (1987) described classroom discourse as the talk that occurs between two or more people that usually consists of a teacher and one or more students. Additional researchers defined classroom discourse in their studies. Skidmore, Perez-Parent, and Arnfield (2003) proclaimed that classroom discourse contrasts to every day conversation because students must wait for their turn while patiently raising their hand. In everyday conversation people speak to one another at will to express their ideas and understandings. Similarly, Townsend and Pace (2005) noted that classroom discourse that is directed by one person, usually the teacher, results in students repeating predetermined ideas or mere facts. It contrasts to classrooms where students are given opportunities to explore higher level questions and engage in meaning making activities (Townsend Pace, 2005). Skidmore (1999) referred to traditional classroom discourse as, pedagogical dialogue, in which someone who knows the truth instructs someone who is in error, and which is characterised by a tendency towards the use of authoritative discourse on the part of the teacher (p. 17). All of these examples of classroom discourse vary from everyday conversations because students are subjected to waiting for a turn to give factual information. Researchers of classroom discourse refer to teacher dictated conversations as a traditional pattern of talk. 2.4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research Studies on Classroom Interaction Many studies on classroom interactions focused on teacher questions, learner responses, or the effect of questions on student achievement. Studies by Redfield and Rousseau (1981), Chin (2006), Wells and Arauz (2006), Boyd and Rubin (2006), Myhill and Dunkin (2005), and Schleppenbach, Perry, and Miller (2007) were reviewed, compared, and contrasted. Redfield and Rousseau (1981) analyzed 20 studies on the effect of teacher questioning on student achievement. Redfield and Rousseau (1981) wanted to create a meta-analysis of data from the studies to determine the impact of program monitoring, experimental validity, and level of teacher questioning. All of the studies were experimental or quasi-experimental in nature. Quantitative tools were used to measure the effect size in each study. Redfield and Rousseau (1981) completed their research by stating, Hence, it may be concluded that small-scale studies of teacher questioning behaviour have allowed for greater experimental control than large-scale studies (p. 242).It was found that teachers that predominately used higher cognitive questions had a positive effect on student achievement, and teachers that were trained in effective questions and used higher cognitive questions greatly affected their students achievement. Chin (2006) conducted a study focused on teacher questions and feedback to learner responses during science lessons. She wanted to analyze the type of talk that occurs during science lessons, find out how teachers use questioning to engage students, and identify the various types of feedback teachers give to learners during an initiation response-feedback exchange of talk. Chin (2006) gathered data from two science classrooms in Singapore during 14 lessons. To explain the data analysis, Chin (2006) explained, A questioning-based discourse analytical framework was developed for the description and analysis of classroom discourse in science, with a focus on questioning based practices (p. 1334). It was found that when the teacher provided feedback in the form of subsequent questions that built upon a students response, acknowledgement of a students response, or a restatement of a students response, students responded at a level beyond recall. Chin (2006) concluded that Students can be stretched mentally throu

Sex Offenders- Four Domains of Criminogenic Needs Assessment Essay

This essay begins with the introduction of the Risk-Needs-Responsivitiy Model which was developed to assess offending and offer effective rehabilitation and treatment (Andrews & Bonta, 2007). The R-N-R model â€Å"remains the only empirically validated guide for criminal justice interventions that aim to help offenders† (Polashek, 2012, p.1) consisting of three principles which are associated with reductions in recidivism of up to 35% (Andrew & Bonta, 2010); risk, need and responsivity. Firstly, the risk principle predicts the offenders risk level of reoffending based on static and dynamic factors, and then matched to the degree of intervention needed. Secondly, the R-N-R targets individual’s criminogenic needs, in relation to dynamic factors. Lastly, the responsivity principle responds to specific responsivity e.g. individual needs and general responsivity; rehabilitation provided on evidence-based programming (Vitopoulous et al, 2012). This R-N-R model will be used to assess the case of Jamie Wilson, focusing on the assessment of his criminogenic needs in relation to his offence, as changing these dynamic factors can reduce the probability of recidivism (Andrew & Bonta, 2010). Furthermore, this essay will consider the risk and responsivity in regards to Jamie Wilson’s case. Jamie aged 27, has been convicted of a rape of a child and sentenced to eight years custody. The victim aged 12, was approached by Jamie on the way home from school and sexually assaulted. Jamie has no previous convictions of this type; however he has convictions for shop-theft, drinking and driving with no insurance. The needs principle of the R-N-R consists of four domains of criminogenic needs as discussed below. The first domain deviant sexual interest ... ...on And Violent Behaviour, 5(5), 491-507. doi:10.1016/S1359-1789(98)00036-6 Weldon, S., & Gilchrist, E. (2012). Implicit Theories in Intimate Partner Violence Offenders. Journal Of Family Vioence, 27(8), 761-772. doi:10.1007/s10896-012-9465-x Witt, P., Greenfield, D., & Hiscox, S. (2008). Cognitive/behavioural approaches to the treatment adult sex offenders. Journal of Psychiatry & Law, 36(2), 245-269, retrieved from EBSCOhost Worling, J .(2012). The assessment and treatment of deviant sexual arousal with adolescents who have offended sexually. Journal of Sexual Aggression, 18(1), 36-63. doi: 10.1080/13552600.2011.630152 Worling, J. (2006). Assessing Sexual Arousal with Adolescent Males Who Have Offended Sexually: Self- Report and Unobtrusively Measured Viewing Time. Sexual Abuse: A Journal Of Research & Treatment, 18(4), 383-400. doi: 10.1007/s11194-006-9024-1

Nauru: The Gap Between Perception and Reality Essay -- Country Analysi

It would be easy to overlook the third smallest country in the world as a frivolous waste of time. Nothing could be further from the truth in regards to the island of Nauru. It is a multifarious nation described as almost a topographical micro slice of paradise. The Nauruan people have formed a democratic republic with a constitution safeguarding liberties and ensuring prosperity. At least this is according to the Nauru websites available to the public. Countries often present themselves as a glossy postcard picture on the outside. This picture does not always match the reality of what is on the inside. Looking at what the Nauruan Government and Tourist Organization have to say can serve as a baseline for comparison to the realities that Nauru is facing and the gap between the two. Nauru is a small island located only 26 miles south of the equator with a land mass of just over eight square miles. The government describes the island purely in topographical terms as â€Å"surrounded by a coral reef, exposed at low tide and dotted with pinnacles. The reef is bound seaward by deep water, and inside by a sandy beach. The presence of the reef has prevented the establishment of a seaport †¦a 150–300 meter wide fertile coastal strip lies landward from the beach. Coral cliffs surround the central plateau. The only fertile areas are the narrow coastal belt† (Republic of Nauru [RON], 2012, p.1). The Nauru government is also very proud of their parliamentary democracy and much of their website explains not only the freedom but also compulsory voting at age twenty and above. Their constitution also touts the protection of fundamental rights and freedoms such as â€Å"life, liberty, security of the person, the enjoyment of property and th... ...all, D. (2009). Doomed Island: Nauru's short-sightedness and resulting decline are an urgent warning to the rest of the planet. Alternatives Journal, 35(1), 34-37. Nauru Tourism, Department of Economic Development.(2012). Unique Nauru. Retrieved on 27 May 2012 from: http://www.discovernauru.com/ Singh, S. (2007, Mar 28). South pacific: Island nations struggle with obesity epidemic. Global Information Network, pp. 1. http://search.proquest.com/docview/457564219?Accountid =38569 The Republic of Nauru.(2011). Republic of Nauru. Retrieved on 27 May 2012 from: http://www.naurugov.nr/index.html The Republic of Nauru.(2011). The constitution of Nauru. Retrieved on 27 May 2012 from: http://www.naurugov.nr/parliament/constitution.html U.S, Department of State Website(2012) Background Note: Nauru. Retrieved on 27 May 2012 from: http://www.state.gov/r/pa/ei/bgn/16447.htm

Everything

Name Submittal Date Course Number and Section Week 6 Case Study Questions #1. ) Using the details of the case study, identify the stages – a beginning, middle, end, and an aftermath – of the conflict process that Edward and Elizabeth went through. The beginning was when Laura texted Edward back and he thought she was upset. The middle was when Edward texted her back upset about her response. The end was when they argued at home of dumb stuff even though the argument was for no reason. The aftermath is now they are both mad at each other. 2. ) What is the disinhibition effect and how did it play a role in the case study? The disinhibtion effect is the loss of inhibitions when interacting with someone online that leads to the tendency to escalate the conflict. They weren’t watching how they were emailing so it seemed rude when she emailed it even though she didn’t mean to. #3. ) Discuss at least three strategies to alleviate online conflict, be it from texti ng, IMing, or emailing? How could have Edward and Elizabeth employed these strategies to avoid their conflict?There strategies to alleviate online conflict are too breath, plan your message don’t text real quick cause you might regret what you send. Avoid personal attach, name calling and emotional overstatement. Another would be too be sure you want to express your anger, sometimes it’s not worth the fight. Edward definitely should have breathed and made sure if he wanted to express his anger. #4. ) Often times we hold back our true feelings with a spouse or significant other because we assume the issue is trivial and not turning into a conflict.But how might not sharing your feelings with a spouse or significant other have a long-term effect on your relationship? Use specifics from the case study to support your answer. The long term effect is you start to resent your partner because you never express that he upset you. So when you finally do argue you bring up all t hat pushed back feelings and explode. Thus causing a much worse fight. In the case study I chose for him to confront her so there wasn’t really any held in emotion. #5. ) What are some of the skills and strategies used to maintain and escalate a close relationship?How could Edward and Elizabeth use these skills to overcome the issue they have with their electronically-mediated communication? Some of the skills to maintain a close relationship are to express emotions, provide comfort and social support engage in relationship talk, be tolerant and show restraint, and manage conflict cooperatively. They could express emotion using emoticons. Definitely show restraint and not text immediately when thinking someone is upset. Always see first if they upset before attacking them saying why are they mad and such.

Amir as the Narrator Essay

The novel The Kite Runner is narrated by the main character, Amir. The novels follows Amir’s struggling path from adolescence to manhood. Amir tells the story of his life growing up in Kabul with his father, Baba and their two Hazara servants Hassan and Ali. Hassan is Amir’s half brother and best friend growing up; testing friendships, keeping secrets, accepting faults and gaining understanding. The two spent many years enjoying playing and kite fighting together as brothers. Amir describes his relationship with Hassan as very close and personal; he enjoys learning and growing with Hassan even though Hassan is considered below him in their society; expected to be a servant to Amir, not a companion. Although Hassan and Amir’s relationship seemed unbreakable, the winter of 1975 changed everything. Amir tells us of the major â€Å"kite fighting† competition that happens every year with all the local kids. Soon after Amir wins the competition that year, tragedy occurs with Hassan in a back alley, he is raped by a neighborhood boy, Assef. Amir witnesses this and tells no one about it. This later unravels the relationship between him and Hassan resulting in Hassan and Ali leaving Amir and Baba’s home. Throughout the novel, Amir is completely changed from this event. Throughout the book Amir struggles to be the son his father, Baba wants him to be. He feels that his father burdens Amir with the death of his mother because she died giving birth to Amir. Amir tells how Baba is very critical of him and makes him feel as though he can never reach his father’s expectations. Amir feels as though he needs to fight with Hassan for his father’s approval. Although he never had an ideal relationship with Baba, Amir loves and respects him to the fullest. Baba guides Amir through life helping him in becoming the best man he can be. Later in the novel Amir realizes how much he appreciated Baba.

Human resource development Essay Example | Topics and Well Written Essays - 1000 words - 2

Human resource development - Essay Example Gone are the days when, competency was defined by the level of education one has attained. Although, there is a link between academic qualifications and professional knowhow, competency can be enhanced via advanced training. It’s for this reason that the government has initiated lifelong learning as a main initiative, with the aim of raising employability. Through government spending on investments that promote lifelong leaning such as job training programmes, in addition to other normal education schemes, citizens not only get access to these facilities but also motivation to improve their skills. As matter of fact, it’s the mandate of the government to ensure steady economic growth as well as improving citizen’s welfare status, given that UK is a welfare state. Thus, since capital in UK has almost been fully employed, the only ways to increase productivity has been seen as increasing labour efficiency, achieved through generation of self-motivation of employees to lifelong learning. To boost self-motivation, the government provides work base awards through the National Vocational Qualification (NVQ) initiative. Possessing an NVQ in a certain fields implies that one has satisfactorily completed a certain training and assessment and thus guarantees both capability and efficiency in the field. Moreover, training needs to be extended to include literacy help to refugees, asylum seekers, and mostly parents to increase their social lives which is exactly what the government has been doing. Competency movement, came into light with the aim of establishing the difference between academic qualification and job expertise, with the latter defining competence more precisely than the former. The development of competency movement was accompanied by economic growth as well as increased competition among all industries (Cohen-Scali, 2012). Due to this both private and public companies developed a culture of

Analyse the extent to which the rules of standing and the grounds of Essay

Analyse the extent to which the rules of standing and the grounds of judicial review have struck the right balance between helpi - Essay Example The law of standing  comprises  rules that determine, whether the remedy seeker is a bonafide person or is he legally empower to initiate legal proceeding against the defendant. We have noticed that in private matters, it is very difficult for the victims to seek justice due to lack of legal resources and the hefty cost involves in initiating legal course of action against the party at fault. Hence, visible hurdles for the litigants in the matter of public interest are there2. Public interest litigation may be common in the developed countries, but it seldom seen in the developing countries due to cost incurs on public interest litigation. Enforcement of public right most often requires due role of public bodies in administrating and implementing such functions e.g. health, safety, security or the environment. There is a difference between the public interest litigation and the private interest litigation. In the UK legal system, there is a body of common law and the statutes whi ch revolves around the exceptions with regard to the rule of standing that lacks the protection of public right3. In the mentioned legal system, judicial review is exercised under RSC, order 53 to ensure judicial control over administrative action. The matter of each and every judicial review is a decision that made by some authorized person or persons is/are called decision maker/makers. They have the right to take the decision or refuse to take the decision4. It is (Judicial review) by all standards different from an appeal. The clear distinction is that appeal can be filed in the appellate jurisdiction by the petitioner provided the judgment of the subordinate court did not touch upon the legal or technical aspects of the case whereas the judicial review is connected with the legal aspect of the decision only or the specified act5. Judicial Review Judicial review has the strong relationship with the powerful executives in terms of accountability. It is the constitutional obligati ons of the judiciary to control the misuse of power of the executives. Of course, executives do not like the judicial review against the backdrop of unbridled discretionary powers they are being enjoyed. On the other hand, judiciary encourages the law abiders and the rules comply with executives to carry out their jobs without any fear or favour. In the presence of strong judiciary, the executives should not comply with the illegal orders of their superiors6. In the English legal system, everybody is accountable to his or her deeds. It is the essence of the cited legal system that the actions or the decisions of the executives are subject to judicial review by judges in order to ensure that their actions or decisions are in accordance with law. Further, the judges have the authority to examine the suggested changes in the legislative structure whether they are in line with the constitutional requirement. Judicial review is utmost important keeping in mind the â€Å"power corrupts a nd absolute power corrupts absolutely â€Å". From the aforementioned contents, it is clear that the basic responsibility to address the legal lacunas in the decisions of

Executive Orders Essay Example | Topics and Well Written Essays - 500 words

Executive Orders - Essay Example This essay describes the executive order that was given by the President Obama, who like his predecessors has issued several executive orders since he assumed office. One such order is the Executive Order Number 13491 of January 22, 2009, which sought to ensure lawful interrogations for armed conflict detainees and was a main focus of this essay. The objective of this order was to ensure that people were treated safely, lawfully, and humanely in the government’s endeavors to gather intelligence data. In particular, the order targeted people under U.S custody within its borders and those U.S citizens held in armed conflicts. By this order, the Obama administration sought to comply with its domestic and international treaties such as the Geneva Conventions. The implementation of the Executive Order 13491 of January 22, 2009 has been marred by quite a number of challenges and criticism that were deeply analyzed in the essay. In fact, the researcher suggests that many stakeholders opine that the order has several loopholes that would allow torture to prevail during interrogations. In the conclusion, the researcher mentiones that generally, the implementation of Executive Order 13491 mainly had positive effects since more human and safe interrogation techniques are currently being used on detainees. Although some assert that these techniques are equally torturous, illegal, and controversial, the U.S military approves their use. These techniques include isolation, sensory deprivation, sleep deprivation, stress position and etc.

Compare and contrast two, current commercial strategies from different Essay - 1

Compare and contrast two, current commercial strategies from different corporate organisations operating in different industries - Essay Example The commercial strategies are noted to be the strategic specifications that helps in developing the overall credibility of a company to perform and even helps it to develop operations specifically from the initial production to final needs. The maintenance of a commercial strategy enhances the ability of an organisation to manage the various operations and maintain its sustainable growth and development (Duquette, Kotler, McClelland, Ranjan & Zimmerman, 2014). In this context, it can be inferred that many organisations are incorporating commercial strategies to enhance the ability of the organisations to perform. Based on this context, the paper elaborates on the incorporation of the commercial strategies adopted by McDonalds Corporation and Toyota Motor Corporation. The paper compares and contrasts the strategies used by the two companies to develop their sustainable domain. Toyota Motor Corporation is a Japanese based automobile company that has enhanced its hold across the globe and is entitled to be the first automobile company that has the ability to produce 10 billion cars a year. The company was instituted in the year 1937 and it deals with luxury cars and commercial vehicles. The company has developed its sustainable domain based on the effective management of strategies and efficient use of resources (Nkomo, n.d.). The strengths of the company are observed to be the strong holds on the market and brand recognition that the company has in the global market. The strong focus on the Research and Development (R&D) has been enhancing the market share and developing its brand image in the global market. Furthermore, with an extensive network all across the globe, the company has enhanced their level of consumer satisfactions and further developed their brand loyalty (Nkomo, n.d.). Irrespective of the massive global presence and enormous brand image, the company has been facing fall in sales. This could be

Oil and Gas Management Essay Example | Topics and Well Written Essays - 2000 words - 1

Oil and Gas Management - Essay Example This is achieved mainly through: Local content participation can be measured based on a given project, an associate of the project or based on the country as a whole. Local content can be defined as the value added to a host nation via the activities generated by gas and oil production (Wise and Shtylla 2007). Many analysts are of the view that the effort and time spent developing local content participation strategies can be of commercial and social benefits which can generate enormous economic growth as well as have a huge share in sustainable development (Petro 2010). Oil and gas companies are different and hence it is almost impossible to achieve a successful local content participation program. To achieve a successful local content participation program, a number of key factors are to be involved. They include: A host of nations have made considerable progress in the implementation and advancement of local content participation but the issue still remains of concern. As a result, more efforts and time are necessary to realise an improvement in the local content participation practices. It is estimated that 20 years from now, 90% of hydrocarbon production will be a product of developing nations (Baker 2007). This list of developing nations that extract gas and oil have introduced the local content participation requirements into the regulatory frameworks that govern the developments of natural resources. Due to the increasing importance for the local content participation, Statoil (2008) argues that most companies view local content concept as a strategic issue with direct impacts on vital business operations, for instance, procurement and business development. In response, many developing countries are coming up with innovative tools and strategies that are directed towards meeting the requirements set by local content policies as well as contribute to