Comparing elements Essay Example | Topics and Well Written Essays - 500 words

Comparing elements - Essay Example "To love him so deeply still; and yet I'm here,"-an excerpt from William Trevor’s â€Å"The Room†, were words uttered by Katherine as a vivid evidence of her will to be free from her smoldering curiosity about the notion of deceit. Her fervor-less affair with an unnamed lover satisfied her curiosity as she finally said, â€Å"So, this is what it felt like for Phair†. Her primary aims were completed, however, she resumed her sexual ventures with her lover and made it as an alibi for her to gain entrance to her lover’s room in which she found a haven that will shield her from her dynamic fears. On the contrary, the entities in â€Å"The Storm† authored by Kate Chopin seemed to take adultery as an archway to cherish freedom. Monsieur Alcee Laballiere  and his wife Clarisse decided to set apart for some time. They esteemed freedom brought about by their provisional separation in different manners. â€Å"Devoted as she was to her husband, their intima te conjugal life was something which she was more than willing to forego for a while† this quote taken from Chopin’s text refers to freedom that served as Clarisse’s respite as she is fervently yearning to have another feel of her lighthearted moments as an unmarried woman.

The Role Of Vocabulary English Language Essay

The Role Of Vocabulary English Language Essay However, nowadays, the importance of vocabulary as also learning a language has become more accepted. Vocabulary is a basic component of language proficiency which provides the basis for learners performance in other skills, such as speaking, reading, listening and writing. (Nation, 2008) Therefore, acquiring vocabulary it is a fundamental process when learning an L2 because it will not only develop the writing skills, but also the remaining ones. As a consequence, learners will become competent on their level of language because it seems that the four skills will be hand in hand. Between many forms or learning vocabulary, it is the possibility of learning vocabulary incidentally. Hunt and Beglar (1998) point out that many vocabularies are learned incidentally through extensive reading and listening. For this reason, motivating learners to read and listen extensively can provide them with great opportunities to learn new vocabularies. According to Except for the first few thousand most common words, vocabulary learning predominantly occurs through extensive reading with the learner guessing the meaning of unknown words. This process is incidental learning of vocabulary for the acquisition of new words and is the by-product of the reading. Most of the papers in the special issue of incidental vocabulary learning (Wesche Paribakht, 1999) refer to incidental learning as something that is learned without specific focus of attention in a classroom context. Research on both first and second language development supports the conclusion that most vocabulary learning occurs naturally when learners try to understand new words they hear or read in context. This process is called incidental because it occurs as learners are focused on something other than word learning itself. (T. Sima) Wode is the most specific author about this topic when he provides the following operational definition: language learning as a by-product of language use by the teacher or anybody else in the classroom, without the linguistic structure itself being the focus of attention or the target of teaching maneuvers In the process of incidental vocabulary learning, word knowledge is thought to be cumulated and developed gradually through multiple exposures in various reading contexts. Extensive reading, as a form of comprehensible input, has the effect of providing learners with rich contexts ideal for vocabulary learning. During the reciprocal process of extensive reading, the acquisition of words is the result of successes in inferring word meanings from a meaningful context and through more reading experiences the developed and matured vocabulary inference ability could in turn contributes to reading level. As believed by Huckin and Coady (1999), incidental vocabulary learning can be really advantageous for learners because it is a more learner based process, in which learners select the reading materials to study according to their personal preferences. Therefore, reading will be more interesting for each person. Another advantage of this process is that it can be pedagogically efficient, since it leads two activities at the same time: vocabulary acquisition and reading comprehension. Learners acquire new vocabulary, language learning, and grammatical knowledge as also develop their critical thinking when reading and comprehending the main ideas. Finally, since it is contextualized, the readers can understand the meaning and the use of the word within the context established in the text. For this reason, enrich their knowledge of the words they already know, increase lexical access speeds, build network linkages between words, and a few words will be acquired Horst, Cobb and Meara (1998) (p. 221) Although having these favorable situations in order that it is easier for students to acquire new vocabulary, Ellis proposes some factors that may affect the process when learning an L2. These factors are grouped in four and are classified in: Intrinsic word properties, Input factors, Interactional factors and Learner factors. Intrinsic word properties Some words have a higher grade of difficulty in order to be learnt from oral input; R. Ellis considered four intrinsic word properties which appear to influence acquisition: a) Pronounceability: It takes a long time to students to pronounce an L2 word; thereby their ability to produce it will take a long time also. Laufer (1997) cites a number of sources that suggest that pronounceable words are more likely to be perceived accurately, and that learners may avoid attending to phonologically problematic words. While there is a major similarity between the learners first language and the target language functions, there will be a bigger determinant of difficulty. b) Part of speech: There are some researches that suggest that learners learn nouns faster than other parts of speech, at least in the early stages. There are a few explanations for these researches. Nation (1990) suggests that the meaning of nouns can be guessed from context more easily than the meaning of verbs. Other explanation is that learners initially concentrate on nouns because they are more useful when decoding and encoding messages. Ellis (1984) says that verbs are omitted more frequently than nouns because they are not so important when receiving a message. Finally, Ellis and Beaton (1993) suggest that nouns may be easier to learn than other parts of speech because they are more imageable. c)Distinctiveness of word form: learning a word that has its own uniqueness is easier than learning a word that is similar to some other word. According to a study made by Huckin and Bloch (1993) learners allowed word shape to override contextual factors. For instance, one learner misread optimal as optional. It is interesting to note that the words causing the problem begin and end with the same letters being differentiated by letters in medial position. d) Length of word form: It is easy to believe that for learners it is better to remember monosyllabic than polysyllabic words. Meara (1984) reports that Chinese learners of L2 English were found to have an unexpected difficulty with long words. However, Meara suggests that the reason of this is that there is a need of putting more effort and time to process and remember polysyllabic words. Other factors are that long words may be less pronounceable than short words. Also, as Laufer (1997) says, in a language as English, shorter words tend to be more frequent in the input. Input factors Krashen (1994) expressed that comprehensible input is all that is necessary for second-language acquisition (Krashen, Stephen (1994). The input hypothesis and its rivals. In Ellis, Nick.  Implicit and Explicit Learning of Languages. London: Academic Press. pp.  45-77.  ISBN  978-0-12-237475-3.) Krashen (1981) also said from some of his studies that the length of time a person stays in a foreign country is closely linked with his level of language acquisition. Cook, Vivian (2008).  Second Language Learning and Language Teaching. London: Arnold.  ISBN  978-0-340-95876-6. For further more evidence, Cook (2008) suggests that input comes from studies on reading: large amounts of free voluntary reading have a significant positive effect on learners vocabulary, grammar, and writing. Input is also the mechanism by which people learn languages according to the  universal grammar  model. Krashen, Stephen (1981a).  Second Language Acquisition and Second Language Learning. New York: Pergamon Press.  ISBN  0-08-025338-5. Retrieved 2011-02-28. Interactional factors Ellis refers to interactional factors when the interaction provides more input that becomes more prominent to learners, and also she says that learners can acquire vocabulary from non-interactional input through different techniques, as teacher-discourse, which includes definition, conjunction, elaboration, among others. Learner factors Ellis suggests that the factors that are related directly with learners may be combined with different variations while the acquisition occurs, due to their background knowledge, procedural knowledge, second language vocabulary size, morphological knowledge, and learners L1. EVIDENCE: In the past, it was believed in the proposition that most vocabulary was learned incidentally through the argument that learning from context is the only way to account for most vocabulary acquisition and for the close relationship between the growth of vocabulary knowledge and reading comprehension ability. (e.g., Nagy Anderson, 1984; Sternberg, 1987). Some researchers have investigated the subject matter and have shown evidence that vocabulary can be incidentally learnt through the exposure to reading comprehension texts. On one hand evidence presented from a case study of a Japanese ESL speaker studying anthropology at an American university (Parry, 1993) demonstrated her incremental vocabulary growth over time through repeated encounters with given words in the course textbook. Experimental evidence of incidental vocabulary growth has been reported in research on secondary school students learning pseudo- L1 words and rare L2 words (Hulstijn, 1992), in which significant-if quite low-incidental learning of target words occurred from a single encounter in a 900-word text. Similarly, an experiment that required adult ESL learners to read and subsequently recall stories demonstrated retention of some low-frequency L2 words first encountered in a 300-word expository text (Joe, 1995). A more complete study by Paribakht Wesche, 1997 was based on tracked vocabulary learning by 38 intermediate-level university ESL learners in a thematic reading program under Reading Only and Reading Plus instructional conditions, each program requiring equivalent class time. Learners experienced two thematic units for each treatment, thus acting as their own controls. In Reading Only, learners read selected texts on two themes (a total of four texts) and had to answer comprehension questions. The texts provided multiple exposures to a number of nouns, verbs, and discourse connectors that had been identified as generally unfamiliar to students at this level of ESL proficiency. In the Reading Plus treatment, students had to read four texts on two themes and then carried out text-based vocabulary activities targeting the same set of words. Gains in both treatments were measured by pre and post-administration of the target word list using the Vocabulary Knowledge Scale (VKS; Paribakht Wesche, 1993; Wesche Paribakht, 1996), an instrument that was developed not only to measure the number of words learners knew to some extent but also to identify different levels of knowledge ranging from the recognition of the word; its meaning and also the ability of learners to use the word grammatically correct in a sentence. The results between known versus unknown words before and after instruction on the VKS indicated significant gains in both treatments, although Reading Plus led to greater gains. After the Reading Only treatment, learners knowledge of target words tended to remain at the recognition level, whereas after the Reading Plus treatment many learners were able to write sentences using the new words. These findings were interpreted to mean that, although multiple encounters with given words during reading leads to increased knowledge of the words, a combination of reading and text-based exercises demanding different kinds of analysis and practice of the words is more effective for vocabulary learning. Despite the more favorable results of Reading Plus, the significant gains in Reading Only are arguably of greater practical significance for language learn Reading and Incidental L2 Vocabulary Acquisition. The concept of glosses dates back to the Middle Ages, but it has been largely studied by researchers until late in this century. Glosses provide a short definition or an image in order to facilitate reading and comprehension processes for L2 learners. Nation (1983) defined glosses as short definitions; Pak (1986) refers to them as explanations of the meanings of words. Glosses are usually located in the side or bottom margins, and they are most often supplied for unfamiliar words, which may help to limit continual dictionary consultation that may hinder and interrupt the L2 reading comprehension process. Many studies have confirmed that a gloss is more useful than no gloss for incidental vocabulary learning. Hulstijin, Hollander and Greidanus (1996) have examined the effectiveness of glosses on incidental vocabulary learning. They studied the influence of marginal glosses, dictionary use, and the reoccurrence of unknown words on incidental vocabulary learning. Recently, researchers have become interested in which gloss type is more effective, and whether there are any differences between different glosses, for example, between single glosses and multiple-choice glosses (Duan Yan, 2004; Miyasako, 2002). Miyasako (2002) compared multiple-choice glosses and single glosses and found there was no difference between the multiple-choice and single glosses in their effect on vocabulary learning. Duan Yan (2004) also examined the effects of multiple-choice glosses, single glosses and no glosses. The results indicated that both multiple-choice glosses and single glosses significantly promoted incidental vocabulary learning, while multiple-choice glosses were better than single glosses in incidental vocabulary learning. Others studied the effects of sentence-level L1 translations on incidental vocabulary learning. Grace (1998, 2000) tested the effects of sentence-level L1 translations on incidental vocabulary learning, while Gettys et al. (2001) compared the glosses of sentence level L1 translation with the glosses of dictionary form L1. Grace used sentence-level L1 translations to replace word definitions or explanations and found that the translation glosses were very effective, while Gettys et al. found that the dictionary form glosses were more effective than sentence-level translation glosses.

The ultimate relationship :: essays research papers

Doing good? We’ve been here since sept. and people always ask what have you been doing. WE’ve been trying to fit in. We’ve stopped saying yall. Plural. We’ve started using utensils. Potholes, you have obstacle courses In cincy we drive the speed limit. I’m thinking we vote to have ish printed on the speed limit signs. Accent. People ask us how its going? How are things for the new church coming along. Let me tell you. We learned a few weeks ago that the financial support we would receive from our sponsoring organizations was a little bit less than we’d expected. 10’s of thousands of dollars less. The day I found out I began furiously running numbers. How can I make this work. How can I make this work? Do I call my mommy? I’m 31 years old and my mother still gives me lunch money. I know I’m spoiled, but its true, if I’m at home in Cincinnati, my mother will just slip me a twenty. Mom, I wonder if I could get a 50 year advance on my lunch money. I wanted to fix it but I couldn’t. We were just plain short ten’s of thousands of dollars. I prayed. God, I’m not sure what to do here. I prayed and prayed but I didn’t really feel any better. I read my Bible. All the verses I could remember about God providing for his people and God being faithful, but honestly it didn’t really provide much comfort. And then I did something I’m almost embarrassed to tell you. I was desperate to hear from God and so I flipped through my Bible and asked God to speak to me. I landed on John 6. â€Å"Jesus Saw a large crowd coming and asked phillip where will we find enough food to feed all of these people. Hah-I thought kind of like us launching this church. WE’ve got this crowd coming on launch day, and we don’t have enough money to buy the equipment we need to resource these people spiritually. John 6:? â€Å"Jesus asked this only to test him, because he already knew what he was going to do.† I wondered. â€Å"Is this verse for me?† Jesus has allowed this lack of funds to happen to test us, and he already has in mind what he’s going to do.† I started to feel a little better. A little more confident and I read on.

Aiims and Objectives

Task 1 – The aims and objectives of Tesco & Nike Aims: An aim is a goal of which a business wants to achieve. For example, some businesses aim to expand whilst others aim to survive. Another aim that a business can have is selling as much as possible whilst others aim to improve the quality of their products. Objective: An objective is what a business wants to achieve but more precise targets than aim. For example an objective for a business can be to sell 1000 more products than we sold last year, sell more products than its competitors, make ? 0,000 more profit than the previous year. Aim vs Objective: The difference between an aim and an objective is that an objective is more precise and measureable than an aim. For example an aim can be to make more profit, whilst an objective can be to make ? 10,000 more profit than the previous year. The best type of objectives is a SMART objective. SMART stands for the following; S – Specific M – Measurable A – Agre ed R – Realistic T – Time constrained An example of a SMART objective is ‘to increase in sales of organic products to ? 1 billion by 2006’. This is a specific objective, it is also measurable and is time constrained it must be achieved by 2006, given customer interest in organic product, it is also realistic, and if this objective has also been agreed with suppliers and store managers, this it is a SMART objective, but if Tesco had merely said it wanted ‘to increase sales of organic product’ then this is not SMART, and it also cannot be measured easily. Why an objective must be measurable? An objective of a business must be measurable in order to see if the business has reached its aim, however if it is necessary a business can change its objective in order to meet its aim. A business can make its objective measurable; instead of saying we will make more profit. A business can make its objective measurable by giving it a time to measure; therefore a measurable objective can be we will make ? 10,000 more profit than the previous year. Aims of Nike: †¢ Nike is aiming to upgrade its profit by more than 50% in the next five years. From the Internet. †¢ Nike is aiming on developing low-cost canvas footwear in developing countries in the next 3 years. From the Internet. †¢ Nike is aiming to keep their brand as the largest sportswear brand in the world, by preventing Adidas from outshining them. From the Internet. †¢ By the next year Nike is aiming to show in its adverts, and annual reports that it has good intentions with regards to working conditions. From the Internet. †¢ Nike is aiming for 50% Revenue Growth over Next Five Years. From the Internet. †¢ Nike is aiming to upgrade its volume more than 50% in the next fives years. From the Internet. Aims of Tesco: †¢ Tesco is aiming to upgrade its profit by more than 50% in the next five years. From the Internet. †¢ Tesco is aiming to understand their customers better than anyone in the next 3 years. From the Internet. Tesco is aiming to make their company the largest supermarket in the next 8 years, by outshining global competitors such as Wal-Mart and Carrefour. From the Internet. †¢ Tesco are aiming to provide 150 more organic products than the previous year. From the Internet. †¢ By the next year Tesco is aiming to show in its adverts, and annual reports that it has good intentions with regards to working conditions. From the Internet. Aims and objectives of Tesco and Nike: All types of businesses including Tesco and Nike must be professionally organised in order to achieve the aims and objectives that it has set itself. Businesses including Tesco and Nike must have aims to find out which department that they need to improve in, in order to improve the business as a whole. Businesses including Tesco and Nike must make objectives to find out how they are going to achieve the aims that it has set itself. Why the aims and objectives of Nike and Tesco differ: The aims and objectives of my two chosen organisation which are called Tesco and Nike differ because Tesco is more like a supermarket which sells foods, and also non-food goods and services such as jewellery, books, CDs, and clothes. Whilst Nike is more like a giant sports organisation which doesn’t sell non-food goods, but it sells sports products such as trainers and clothes. The main objective of Nike is to protect and improve Nike’s position as the number one athletic brand in America and around the world; this proves that Nike has the ambition to make their organisation as big as possible, Nike are only interested in expanding their organisation. Comparison of business aims: Moreover Tesco’s main objective is to take over Homebase and Argos in sales of homeware, electrical goods and services, this proves that Tesco doesn’t want to only be known as a food retailer organisation, but they also want to be known as an organisation which also offers their customers competitive prices in homeware, and electrical goods and services. Tesco and Nike have different aims because they’re in different categories of business, moreover they are also in a different sector of business and ownership. Tesco try to fulfil the needs of their customers, they do this by providing their customers with products which are of good quality. Tesco’s main aim to improve the popular products that are amongst their customers that they already have; thereafter they should bring in more products that their customers are in need of. Furthermore, in present time Tesco are trying to progress their company in the electronic, gaming and clothing sector at an affordable cost. So as a result even though its only of a minority Tesco also happen to cover some other sectors such as; clothing, gaming and electronic. Tesco will choose aims that suit them and are reasonable in other words aims that can be achieved. Tesco acknowledge that fact that other branded products will be expensive to buy and will not suit the company as in order to make great profits the prices of the products must be sold expensively, therefore in order to sort out this problem Tesco have made their own brand of high quality of products at a low and reasonable price, hence Tesco has the title of being one of the cheapest supermarkets in Britain. However other supermarkets such as Asda and Sainsbury’s also have their own branded products. Tesco posses a great quality that all businesses crave to posses; and that quality is none other than the fact that Tesco is incredibly organised. I know for a fact that Tesco are organised, because I remember going to Tesco and I witnessed the fact that products that are relevant are in the same section so that it makes easier for the customers to find their desired product and compare the prices with similar products for example they locate baby products in the same section near each other, so that parents looking to buy baby cereal and baby yoghurt will not suffer the exhaustion of travelling to the other end of the supermarket. Tesco also name the sections so that customers don’t get confused. The thing that I also like about Tesco is that they locate baby stuff in sections that are near to each other so once again the customer doesn’t need to walk across to the other side of the supermarket to get a cereal and the other side to get pampers. However other supermarket that I’ve seen with my own eyes such as Asda also do this. I say that Tesco and Asda are the most organised supermarket in Britain ( Judging from my own eyes), Both supermarkets have new/ products with special offers near the entrance; they use this method to make sure that new/ products with special offers is the first thing that the customers sees, hence the customer will not miss the special offer or a new product. Another reason why they do this is because Tesco acknowledges the fact that customers like to see what’s new and that if they can’t find the new roduct/s then they will start to ask the staff, this will make them busy and also stop the staff from concentrating on their work. Nike is a company that sells and manufacture all type of sports wear and products. The advantages that Nike has are that they both manufacture and sell products that their customers have an interest in. In order for Nike to sell more goods and services they (Nike) sponsor sport stars such as Cristiano Ronaldo, Roger Federer and Tiger Woods. You can observe that these sport stars are one of the best and on top in their profession, hence they have a big fan base and these fans like to imitate their idols and wear similar clothing; due to the fact these sports stars posses an enormous fan base is noteworthy because it will mean that the fans will buy the Nike products, that the sports stars are wearing. However this doesn’t come in cheap, as the sports stars get paid an enormous amount for wearing the Nike clothing range. The followings is how much each Sport star get paid by Nike. †¢ Cristiano Ronaldo – Currently gets ? 6 million a year sponsorship. †¢ Roger Federer – Currently gets ? 8. 4607875 million a year sponsorship †¢ Tiger Woods – Currently gets ? 13. 0165962 million a year sponsorship Although these Sports stars get paid generously, I however think that they are worth it ‘because they have helped Nike to generate sales. However Adidas who are Nike’s competition also have endorsement deals for Sport starts most notably David Beckham. However my other business (Tesco) will not be able to sponsor sports stars as their main speciality is by selling food products especially groceries and sport stars are not relevant to what they sell therefore the sport stars won’t be able to generate more profit for Tesco moreover the other reason is that Nike’s financial situation is better than Tesco’s therefore Tesco won’t afford to pay the enormous amount anyways that is needed to pay these huge sports stars with enormous fan base behind them. The aims and objectives of Tesco and Nike is differs because Nike is very different to Tesco as Nike only has few Niketowns shops as they sell their wide range of sports products to shops such as JD and Sports Direct but Tesco sell their own branded products and products that are not Tesco branded therefore Nike and Tesco will have different aims and objectives as both the businesses are ran differently and located in different areas. Moreover it can also be different because all the Niketowns I see are densely populated such as the one in Oxford, moreover Nike products can be bought in batch (shops such as JD and Sports Direct buy in batch, because they will save capital from buying in batch) but this cannot be done in Tesco as Tesco locate themselves in a location near some type of estate which has a lot of people there so that their customers don’t take long journeys and as a result goods and services are sold individually; because of this fact the aims and objectives of Tesco and Nike will differ. Nike have factories to make their products whilst Tesco buy their goods and services from other people whilst they also sell their own branded products some of which are made in the store (such as bread and other groceries) therefore it will be fresh for customers to consume. This is one of the reasons why the aims and objectives of Tesco differ. Moreover Nike and Tesco can also have few similar aims and objectives because the ownership of both Tesco and Nike is public limited company which means that shares are traded on the stock exchanged, however the interesting reason for Tesco and Nike being a public limited company is because of their enormous size. If both Nike and Tesco were owned by a sole trader or by a partnership except being owned by a public limited company then due to their enormous size it would be very difficult to raise enough funds for Tesco and Nike. Similarly, both companies are owned by shareholders. Tesco and Nike are not successful on meeting their aims and objective, because they haven’t released a statement saying that they have been successful on achieving their aims and objectives. |Similarities: |Differences: | |Both Tesco and Nike are aiming to upgrade their profit by more |Tesco is aiming to become the largest supermarket in the world | |than 50% in the next five years whilst Nike is aiming to protect their no. 1 status of being | | |the largest sportswear brand in the world | |By the next year both Tesco and Nike are aiming to show in |Tesco is aiming to understand their customers better than | |their adverts, and annual reports that they have good |anyone in the next 3 years whilst Nike is aiming for 50% | |intentions with regards to working conditions. |Revenue Growth over Next Five Years. | Suggestion of business aims: I would suggest for Tesco to aim to manufacture (Tesco branded) sporting products such as treadmill, rower and cycle for women by the next year as women of this generation have no-time to go to the gym and they want to stay in shape, be fit whilst others want to lose however Tesco should manufacture (Tesco branded) weights and other home gym equipments as most men want to get a toned physique; if Tesco manufacture these (Tesco branded) products in the near future then they will meet the demands of their customers, and because it’s Tesco branded it should be reasonably cheap. Tesco should perhaps imitate Nike and sponsor a famous fitness model for the advertisement of the products I have suggested. I would suggest Nike to aim to introduce interesting and exciting fitness programmes by the next year for people who suffer to lose weight/gain muscle or don’t know how to lose weight/gain or simply need to be motivated to lose weight/gain muscle; this will make Nike wider and more appealing to their customers as they will not only be helping their customers but also beating their competitive businesses such as Adidas and Reebok because both of these Nike’s do not sell fitness programmes to their customers which will give Nike an edge of their competitive businesses. Nike should also then sponsor a world famous fitness model to advertise the product that I have suggested. From my own experience I think that although Nike have a range of great quality products they however don’t have them in competitive prices and this is what some customers complain about (me, and my friends), wearing Nike looks cool but the prices on the clothes is just too much, therefore the product that I suggest Nike to manufacture should be very competitive. The difference between Nike and Tesco is that Tesco have cheap products whilst the products of Nike are very expensive and other customers who are less fortunate will have to dig deep in their pockets to buy the Nike product that they desire. I suggest Nike to make their products cheaper as we are in the recession and some people don’t have jobs so they won’t be able to afford it, plus some have had their salary cut down due to the recession. Another suggestion that I would like to make for both of my companies is that I think that they should both aim to join with their biggest competitor by the next 3 years which will contribute in my companies to expand to such an extent that no business can reach their heights, as the less superstores are around the less options the customers have and the more likely the customers will go to Tesco or Nike. Or if they don’t like the idea of joining with their competitors then I would suggest both of my companies to start using franchises for their business; and thereby aim to have 5,000 new franchises in the next 5 years. This will allow my business to expand and grow faster and more cheaply, than buying all the branches. This will also benefit the franchisees; due to the fact that my companies are very popular, well-known and familiar to people across the globe and it is also promoted and advertised both nationally and internationally thereby the franchisee will not have to bother to advertise which will save him/her cost. The franchisee will also benefit from advices on how to run the business and usually have exclusive and special rights to operate in a certain location which could really help boost __________________________________________________________ Sources/References http://www. mirrorfootball. co. uk/news/Cristiano-Ronaldo-wins-pound-6million-Nike-contract-article26148. html http://tennisinfoblog. com/roger-federer-to-sign-new-lucrative-10-year-contract-with-nike http://www. google. co. uk/search? hl=en&rls=com. microsoft%3Aen-gb%3AIE-SearchBox&q=convert+13+dollars+to+pounds&meta=&aq=f&aqi=&aql=&oq=&gs_rfai

Marketing Definition Essay

Definition The process of defining and subdividing a large homogenous market into clearly identifiable segments having similar needs, wants, or demand characteristics. Its objective is to design a marketing mix that precisely matches the expectations of customers in the targeted segment. Few companies are big enough to supply the needs of an entire market; most must breakdown the total demand into segments and choose those that the company is best equipped to handle. Four basic factors that affect market segmentation are (1) clear identification of the segment, (2) measurability of its effective size, (3) its accessibility through promotional efforts, and (4) its appropriateness to the policies and resources of the company. The four basic market segmentation-strategies are based on (a) behavioral (b) demographic, (c) psychographic, and (d) geographical differences. Read more: http://www.businessdictionary.com/definition/market-segmentation.html#ixzz2ImOtX3b8 Do you think that it was a good segmentation for M&M’s to develop a new version targeting adults? In observing how M&M’s have changed over time from the addition of peanut butter and almonds to the changing of colors and sizes I think that was a great segmentation strategy to develop a new version targeting adults. The new line of M&M’s is 55 percent larger in size and they come in colors that are appealing to adults in its design (Schiffman & Kanuk, 2007). According to spokeswoman Joan Buyce of Masterfoods USA this creation is designed with adults in mind and â€Å"It broadens our portfolio so there’s something for everyone† (M&M’s get mega-sized, 2012, p.1). Buyce also states that the new M&M’s are available in milk chocolate as well as peanut varieties and come with an adult-oriented color scheme which includes teal, beige, gold, maroon, brown and blue-gray (M&M’s get mega-sized, 2012). Due to the new line of M&M’s including aspects that target adults I think that it is a great segmentation strategy because appealing aspects are included in the development of the new version. Discuss three basic types of research of design (exploratory, descriptive and casual). The three basic types of designs are exploratory, descriptive and casual research. In the explorative research there is systematic and flexible and allows the researcher to investigate desires (Marketing Research Design, 2012). Explorative research is also most commonly unstructured, informal research that is undertaken to gain background information about the general nature of the research problem (Marketing Research Design, 2012). While descriptive research describes and measure marketing phenomena at a point in time (Marketing Research Design, 2012). This type of research is classified as a cross sectional study, because it is a one-time measurement, which is established in market research, outnumbering longitudinal studies and casual studies (Marketing Research Design, 2012). Casual research is†¦ [continues]

Summary of The Port Huron Statement †Humanities Essay (100 Level Course)

Summary of The Port Huron Statement – Humanities Essay (100 Level Course) Free Online Research Papers Summary of â€Å"The Port Huron Statement† Humanities Essay (100 Level Course) The first passage, an agenda for a generation, begins with the author diving into an explanation that we as children of the United States grew up into the best and most comfortable world. We began to look on to the rest of our world with a bitter taste and in so our complacency grew. Even so, our ignorance could not be sustained forever, and things like the cold war and the atom bomb shattered our perfect worlds. Because of our nature and our societal comforts many of us chose to respond to these harsh realities by ignoring them directly and focusing more on the our own consciousness of these realities. â€Å"While these and other problems either directly oppressed us or rankled our consciences and became our own subjective concerns, we began to see complicated and disturbing paradoxes in our surrounding America. Because we are the upper class, the ones who seem capable of causing change we feel responsibility and burden to, yet â€Å"the message of our society is that there is no viable alternative to the present†. All classes fear the loss of control in our general world but the upper classes feel it to a greater extent because they not only feel the responsibility, but they also have more to loose if stability in America was lost. â€Å"Men have unrealized potential for self evaluation, self direction, self understanding, and creativity†. It is those who realize this potential that take on the burden of responsibility towards the state of their society. The author then begins to talk of brotherhood and man’s relation to his fellow man and how it is vital to survival. â€Å"Human interdependence is contemporary fact; human brotherhood must be willed, however, as a condition of future survival and as the most appropriate form of social relations†. In establishing brotherhood we are kept in check with the interests of our peers and other members of our society. It keeps those from become too involved in the materialistic needs of the individual and the individual’s desire for power. In an ideal democracy all members of a community would be involved in working towards the interest of the mass of that community, neglecting no one and no class. The economic system ideally is similar in that it works to involve all individuals in the best interest of the majority. Some Americans are content in their un reflective consciousness, choosing to believe that life is good, but if it changes there is not much they can do to change it. It is mostly the older upper class that feel this way, as much of their time is gone and they have little of their lives ahead of them. It is now the American students who are doing the most and taking on the most responsibility towards change in their nation. Because many of the youth are enrolled in Universities, they are learning of their nation and its problems. Because students are the younger generation, they feel the responsibility to govern and change their inherited world, as it is theirs to maintain for the rest of their lives. â€Å"The significance is in the fact that the students are breaking the crust of apathy and overcoming the inner alienation that remain the defining characteristics of American college life†. The apathy is a product of social institutions, and part of the student’s resist ance to it is a result of it being a product created for them. In reality, the function of universities in the students life is not to teach students of the injustices, but is to implant the information and methods necessary for those students to have a decent and comfortable life in their later years. In the society beyond student life the author believes that people are scared and feel the instability that is the real world, pressuring themselves into jobs they do not like and lifestyles they would not have chosen because of the underlying fear of poverty and uncomfortable living. Many feel the burden of mankind’s problems is to great and that they could not play a significant role in solving any of it’s problems. â€Å"The apathy here is, first subjective – the felt powerlessness or ordinary people, the resignation before the enormity of events. But subjective apathy is encouraged by the objective American situation†. Man is contradicting himself in being choosing to ignore the problems of his society, all the while thinking and pondering about them. The author believes that change can be achieved as the civil rights movement was based on justice, and achieved â€Å"a passage out of apathy†. One of the problems causing Americans to resist the d esire to become active in calling for change is that in many instances there is no one or no specific thing to completely rise and resist against. Some of the problems of America are more intricate and difficult to untwist, making the masses useless in changing it. â€Å"Central to any analysis of the potential for change must be an appraisal of organized labor†. When ones problems are on a personal level for a great deal of individuals it is easier to call for change, but when those issues do not play a giant part in the life of the individual it is harder to find support in changing it. â€Å"Labor should be formed to run against big city regimes on such issues as peace, civil rights, and urban needs†. Much of the burden for change lies in the role of the university, and in order to make it effective, the students and faculty must share common interests and the education must arm to students with tools that will come into play in helping them defend and seek betterme nt of their lives and the lives of the mass body of people. Research Papers on Summary of â€Å"The Port Huron Statement† - Humanities Essay (100 Level Course)19 Century Society: A Deeply Divided EraRelationship between Media Coverage and Social andCapital PunishmentEffects of Television Violence on ChildrenWhere Wild and West MeetComparison: Letter from Birmingham and CritoStandardized TestingPETSTEL analysis of IndiaHip-Hop is ArtAppeasement Policy Towards the Outbreak of World War 2

Free Essays on Stop Killing The Children

The biggest controversial problem we have today with America’s youth is gun violence. Nearly 16 children a day die as a result of firearms homicide, suicide, or unintentional shooting. "This day and age" it is hard to raise kids into young adults and send them out into the real world with the "right set of mind". It can be troublesome sometimes but it can be done; what parents and mentors can do is teach the children and young adult’s values and what is morally right and wrong. We must teach them violence is not the way to resolve confrontations. In order to surpass the problem with America’s youth, parents must confront the problem of gun violence with two different solutions. As care holders of the future we must either discard from firearms that we may have in our houses that are easy accessible†¦ or another alternative to lean on is we can supervise the programs that may influence any acts of violence and explain to them it is just an act†¦. It is also important we must explain to the children the consequences if those acts were too preformed by an actual person†¦ To support my reasoning of solutions and why we should reform them, I have gathered statistics and hard facts that will support the solutions that we should take upon to depress the acts of violence that are influenced by America’s children. One fact that did surprise me the most is how much influence television has upon America’s youth. By the age 18 the average American child will have viewed about 200,000 acts of violence on television alone. Studies have shown that media violence is especially damaging to young children because they cannot easily tell the difference between real life and fantasy. One fact that bothers me the most is media violence often fails to show the consequences of violence. This statement is especially true in cartoons, prime time shows, and music videos. As a result to this, some children may learn that th... Free Essays on Stop Killing The Children Free Essays on Stop Killing The Children The biggest controversial problem we have today with America’s youth is gun violence. Nearly 16 children a day die as a result of firearms homicide, suicide, or unintentional shooting. "This day and age" it is hard to raise kids into young adults and send them out into the real world with the "right set of mind". It can be troublesome sometimes but it can be done; what parents and mentors can do is teach the children and young adult’s values and what is morally right and wrong. We must teach them violence is not the way to resolve confrontations. In order to surpass the problem with America’s youth, parents must confront the problem of gun violence with two different solutions. As care holders of the future we must either discard from firearms that we may have in our houses that are easy accessible†¦ or another alternative to lean on is we can supervise the programs that may influence any acts of violence and explain to them it is just an act†¦. It is also important we must explain to the children the consequences if those acts were too preformed by an actual person†¦ To support my reasoning of solutions and why we should reform them, I have gathered statistics and hard facts that will support the solutions that we should take upon to depress the acts of violence that are influenced by America’s children. One fact that did surprise me the most is how much influence television has upon America’s youth. By the age 18 the average American child will have viewed about 200,000 acts of violence on television alone. Studies have shown that media violence is especially damaging to young children because they cannot easily tell the difference between real life and fantasy. One fact that bothers me the most is media violence often fails to show the consequences of violence. This statement is especially true in cartoons, prime time shows, and music videos. As a result to this, some children may learn that th...

7th Grade SAT Prep How to Ace the Exam

7th Grade SAT Prep How to Ace the Exam SAT / ACT Prep Online Guides and Tips Why take the SAT in 7th grade, when there are plenty of other standardized tests like the PSAT and ACT Aspire that are aimed at middle schoolers? There are a couple of answers to that question. Certain summer programs for talented 7th graders require participants to take a college entry exam, which is why most students end up taking the SAT so early. The rare middle schooler may also choose to take the SAT as a 7th grader as part of her early college preparation. In an effort to do well on a college entrance exam like the SAT as a 7th grader, it may be tempting to do everything that's recommended for regular SAT prep and then turn it all the way up to . But just as good 7th grade SAT scores may be different from good college application SAT scores, so, too, does your test prep need to be different. Learn about the best strategies and practices for 7th grade SAT prep so you can be preared to ace the exam on test day. feature image credit: Ian Van Ness/Flickr. Why Take the 7th Grade SAT? The two big reasons students take the SAT in 7th grade are to participate in programs for early achievers or to start training early for college. There are several programs targeted at academically gifted younger students, including Duke TIP or CTY at Johns Hopkins, that require 7th graders to take the SAT. These organizations don't just identify your strengths and weaknesses and offer advanced summer courses for academic enrichment, but also provide guidance from middle school onwards for the best ways to prep for college. The only other real reason to take the SAT in 7th grade is to start laying the groundwork for the PSAT and SAT when you take them in high school. Since you won't have learned some of the content on the SAT (particularly certain math topics), you're definitely not going to want to use your 7th grade SAT score to apply to colleges. But if you want to start to get familiar with the format of the test and the ways in which the College Board will test your reading, writing, and mathematical knowledge, an early encounter with the test can be helpful. Depending on your reason for doing 7th grade SAT prep, you’ll have different amounts of time to study and will need to use different test-taking strategies. I'll start out by discussing how to ace the SAT in 7th grade for the purposes of qualifying for talent searches. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: 7th Grade SAT Prep: Summer Programs If you’re in 7th grade and taking the SAT to take part in a talent search or summer program, you have a relatively short deadline to work with in terms of SAT prep. Programs like the Duke TIP 7th Grade Talent Search start enrollment early, usually in August of each year. To take part in a 7th grade talent search, you have to take the SAT during 7th grade, which means the latest you can take the test is June at the end of your 7th grade school year. If you want to avoid being waitlisted for the highly competitive summer-after-7th-grade programs, though, it's usually recommended you take the SAT by December of 7th grade, if not before then. Because your prep time is so limited if you want to take the SAT as a 7th grader and still qualify for summer programs, you'll need to use strategies similar to high school students with little time before the exam. One of these strategies is to center the majority of your study around official SAT practice tests and questions to make sure you know what kinds of questions and topics will show up on the real test. You don't need to get a perfect score on the SAT in order to qualify for any of the summer programs, of course, but neither do you want to wake up early and go in on test day only to find out that you were studying entirely the wrong thing. Henry Burrows/Flickr This small child just discovered that trigonometry is now on the SAT. Don't let this be you on test day. Using official SAT materials is only the first step, however. You're also going to need to take at least a couple of realistic full-length SAT practice tests. Compared to high schoolers, 7th graders have less experience taking lengthy tests by dint of not having been in school for as many years, and so will need to build up their test-taking stamina. With breaks, the SAT is over three hours long (or over four hours long if you take the optional essay); being able to sit down and take the whole test without losing focus requires dedicated practice. Another important strategy that can be modified for use by 7th graders taking the SAT is settling on a target score ahead of time. Before you begin to study for the SAT, you need to figure out what score you're aiming for so that you can structure your studying accordingly. For high schoolers, this target score is determined by the average scores of the colleges they want to get into; for 7th graders, SAT target scores should be based on the summer programs you want to attend. Average the score cutoffs for all the different summer programs you're thinking of applying to and then aim to meet that average when you take the SAT. The key strategy to use on the SAT for 7th graders is not to agonize over answering every single question. If you’re aiming for a 600 on each section, it makes way more sense skip questions you don't understand so that you can maximize the time you spend on questions you actually can answer. For more details about exactly how many questions you can skip and still hit your SAT target, read our articles on how to improve low Evidence-Based Reading and Writing and Math scores on the SAT. 7th Grade SAT Prep: Early Training for College To be totally up front, there are definitely some drawbacks of studying early for the SAT as part of your preparation for college. Because you won't have covered a significant portion of the math tested in school yet and will be at a lower reading level (just by the fact of having been alive less time), you may struggle with the content of the SAT in an unproductive way. It's possible to learn some things on your own, but you may find that, for instance, you cannot effectively teach yourself trigonometric functions. Depending on when you take the SAT, it could be many years before you end up taking the test to apply for college, which means that any benefit you would have gotten from familiarity with the test will likely have vanished. It makes far more sense to start prepping for the SAT in 9th grade, a time when you'll have more of a chance to connect your studying with an endgame of taking the test early on in sophomore year and so can be more focused. On the other hand, if you do still want to study for the SAT in 7th grade as part of preparing to apply to college, you’ll have much more time to study than if you were rushing to take it for a talent search. Without program deadlines to limit your test dates, you can take the SAT any time during your seventh grade year, or even afterwards. And unless you write in to College Board and specifically request they keep your scores, they won't, so your 7th grade scores won't follow you around forever. All you need to do to escape the ghost of your 7th grade SAT scores is...nothing. Because you won't have learned some of the content on the SAT in school yet, you might be tempted to start with the hardest topics first and throw yourself at them until they give in. While this is an approach that might work in some areas, it won't work for studying for the SAT as a 7th grader. Instead, gear your studying toward subjects you have a better chance of improving without having learned them in school. SAT Reading is an area that offers rich rewards for non-classroom studying. It's very hard to teach reading in the same way you'd teach other standardized test skills, because SAT Reading proficiency is dependent on skills acquired through years of reading and critical thinking. As a 7th grader, the best way to study for SAT Reading is to practice reading and analyzing short stories and non-fiction writing. You may also find it useful to study vocabulary independently to boost your reading level. Out of all the subjects covered on the SAT, you'll end up using the skills you learn from SAT Reading practice most continuously as you progress through the rest of your schooling. Because any skills you pick up during early studying are unlikely to atrophy through lack of use, preparing for SAT Reading is an exception to the "starting to study sooner means forgetting what you've learned sooner" rule. You may lose familiarity with the SAT question format if you don't study for the test again until high school, but you won't forget how to read critically. By becoming familiar with more advanced writing, you'll also improve to some extent on the SAT Writing and Essay sections. For more focused studying, however, I recommend reviewing our complete list of grammar rules covered on the SAT and instructions on how to write an SAT essay step by step. Finally, you can start to take a look at some of the topics you might not have covered yet in school that are tested on SAT Math. Different topics are difficult for different students, and you may find that learn algebra and trig is a breeze, whereas SAT Reading is like pulling teeth. In general, though, mathematical topics are harder to teach yourself outside of a formal classroom or tutoring setting, even with good study materials. In general, although it's possible to take the SAT in 7th grade as a useful part of your preparation for college applications, it's more likely to be an unnecessary expense and stress than anything else. If you really want to start early, you can, but you shouldn't beat yourself up too much about not knowing content and doing as well as you hope to in high school. School is stressful enough already. Think hard about whether you really want to add more stress to your life by taking the SAT early. The Bottom Line: How to Study for the SAT in 7th Grade You’ll need to adapt your study plans depending on the reason you're studying for the SAT in 7th grade. If you're taking the SAT for a talent search or a summer program, you should focus on practicing with realistic tests and skipping the questions you don't understand or can't answer. If you're taking it to get ready for college applications, you should focus on learning content and getting familiar with the types of questions you'll be asked. Most importantly, don't let a low 7th grade SAT score (or percentile) discourage you. When you take the SAT as a 7th grader, you've got to keep in mind that the other students taking this test are high school juniors and seniors who need it for college. They're probably going to take it more seriously and spend more time prepping because it will have more of an effect on their future, and will probably know more of the content because of having covered it in school repeatedly. To get a better idea of how you stack up against others your age, take a look through our article on 7th grade SAT scores. Quinn Dombrowski/Flickr How does your 7th grade SAT score stack up? What’s Next? Looking for a more in-depth discussion of the pros and cons of taking the SAT so early? Then our article about whether or not to take the SAT in 7th grade is for you! Need to zero in on a target score, but don't know where to find that kind of information? Start with our articles on the SAT requirements for the Duke TIP and Johns Hopkins' CTY programs, which will give you a good idea of what SAT scores are needed for summer programs in general. Interested in finding out more about some of the summer programs for gifted youth mentioned in this article? Read our guides to the Duke TIP 7th grade Talent Search, CTY at Johns Hopkins, NUMATS, Stanford EPGY, and Summer Institute for the Gifted. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Writing precis Essay Example | Topics and Well Written Essays - 500 words

Writing precis - Essay Example 11). The incident changed the definition of National Security. For the generation that did not experience war, â€Å"National Security† meant protection and absence from nuclear attack. The primary motivation of the terrorist attack was to conceal a secret hidden in the offices that were designated targets. The offices were not aware of the secret they held but once exposed, vast truth would surface out eventually. The origins and impact of the secret were kept by the National Security. Proper understanding of the reason behind the gruesome incident on September 11th is better than just describing exactly what happened that day. At first the pattern of the incident last September 11th was not obvious other than the total destruction and casualties of the collapsed World Trade Center, a destroyed segment of the Pentagon, four sacrificial commercial airplanes with the loss of 2,993 lives. There should have been a hidden motive other than the perceived objective of the attack is chan ged from its usual ‘symbolic’ designation as ‘a terrorist attack’ and a person begins by looking at it as purely a crime with specific objectives instead of checking the logic of the patterned of destruction (Heider 2008, p. 1). Central Intelligence Agency conducted studies about the Pentagon and other hijacking accidents in the U.S.A. they checked for possible reasons how the highjackers were able to carry out their â€Å"mission†. They analyzed deeply to find out whether there were negligence in the offices and works of the Defense of the U.S.A. they also found out how other small groups and other terrorists worked together to lay-out their â€Å"perfect plan† (CIA 2005). The incident destroyed the World Trade Center which was a symbol of American pride and influence. The terrorists were able to demonstrate how a powerful nation can be caught unguarded by a group of infamous determined men. The incident was brought by the Muslim extremists.

Why does knowledge of different generic approaches to strategy matter Essay

Why does knowledge of different generic approaches to strategy matter - Essay Example For long term sustainable growth organizations need to follow a well charted out business plan which defines the strategy derived from organization’s vision and mission and transforms the strategy into business activities and actions in all departments including HR. Defining and designing strategy is a complex task. It is derived not only from the vision and mission of the company but various internal and external factors also need to be taken into account for developing an appropriate and well designed strategy. There are many different generic approaches to strategy. HR being considered a strategic partner, these approaches to strategy also has its implications on Strategic Human Resource Management (SHRM). This paper aims at studying the different approaches to strategy and their implications on SHRM. For the critical analysis of this issue it will make use of the recent literature as well as any empirical evidence available from the real world. Strategy and its Importance What is strategy? The above discussed definition of strategy is a very broad one. Defining the phenomenon of strategy is a difficult assignment. There are various ways in which the definition of strategy can be approached. Application of different approaches may yield conflicting results about how to act, yet each will be based on a reasoned and possible approach. Strategy itself can be based on four basic conceptions that is rational, fatalistic, pragmatic and relativist. Each concept will be suitable for a given set of internal and external environment (Goldman, 2006) . Only an effective strategy ensures sustained profitability and growth. Approaches of Strategy Today’s highly competitive world demands commitment to change and a clear and well defined direction charted out through strategy. There are four basic approaches to strategy namely Classical, evolutionary, processual and systematic (Whittington, 2001). These four approaches of strategy are mapped against some criti cal elements of strategy. These critical elements identified are leadership, decisions, planning, innovation, diversification, internationalization, organization and strategic change. Sloan influenced classical approach is driven by policy. It is authoritative and centralized in nature with major focus on economics only. It is rooted in the elitist mentality and hence an authoritative view of the world and the concerned issues. This approach does not encourage involvement by the workers and hence Human capital management is not emphasized. This classical approach sets long term targets and goals and it is believed that managers have the capability and the willingness to adopt and practice those profit maximizing strategies devised by them through rational long term planning. In short it is top down driven strategy with very minimal role or almost no role for SHRM. The concept behind evolutionary approach is that managers are free to adopt any method but in the long run only the top performers will survive. It is based on the theory of survival of the fittest hence named evolutionary approach. It is believed that achieving the best fit between internal and external factors can yield organizations profits in the short run whereas investing in the long range activities can be counterproductive. This theory is strictly against long term

A review of three models of communication and group behaviour and Essay

A review of three models of communication and group behaviour and their application to practice in a class room - Essay Example Usually, it is not only depended on the sender to depict the meaning of any communication, the receiver plays a major role in the out come of it. The message send by the sender may not be interpreted the same way it was intended. Hence communication or expression goes a great way towards determining how the expressions are interpreted. Flaw in communication or incomplete communication may affect the purpose of communication and can result in damaging the consequences. Karl Popper said about this issue, â€Å"it is impossible to speak in such a way that you cannot be misunderstood.† Thus, effective communication is important in every walk of life be it professional, personal or social. Not everyone is able to express themselves and in this manner and the significance of communication should not be ignored. The communication process includes the following components: sender, message, encoding, receiver, decoding and feedback. There are different models which describe the basic p rocess of communication. All such models of communication aid to elucidate the kind of interaction and serve as a valid means for illustrating the findings related to research (Narula, 2006). Such models are a tool by which researchers, practitioners, and students can demonstrate their ideas about what they believe to be the most essential features of communication. A brief appraisal of these communication models will help to get a better understanding of their applicability in the classroom setting. The Transmission Model of Communication is a highly acclaimed model of communication developed by Shannon and Weaver (1949). It is a model of communication which reduces message to a process that transmits information. The model includes five elements; a source of information, the transmitter, a channel, receiver and a destination where the message arrives (Flensburg, 2009). According to Daniel Chandler(2007) this model is not the best example for communication as it does not include a two way communication rather is based only on getting the message across to the receiver which can result in technical problem such as uncertainty of how accurately has the message been transmitted. Another problem which can be faced in this model of communication is the semantic error that means how precisely the meaning of the message is covered. Above all the problem, of effectiveness is really important; the sender would not be able to confirm that how effectively the message has affected the behavior of the receiver. This model is definitely one of the simplest models of communication but it carries around the major issue of â€Å"one way model†. It brings uncertainty to the sender of the purpose of the communication being served or destroyed. The whole concept of communication revolves around the feedback; which is a two-way communication model. If we analyze this model in a class room scenario, it is impossible for a teacher to give the lecture to students without know ing that whether her message has been understood by the students or not. She might even face the transmission error considering that the students are unable to understand her language. Chances of semantic error are very much possible in a classroom session as the teacher might be explaining to her level best

International trade ( Economic ) Essay Example | Topics and Well Written Essays - 500 words

International trade ( Economic ) - Essay Example In the perception of many in the developing world, the IMF has played major roles in helping countries overcome financial problems such as those that occurred in Mexico, Brazil, Argentina and Mexico, and Turkey. The problem with Turkey sticks out like a sore thumb: the country has had it eighteenth program with the IMF but its problem persists. In 1997, the IMF thrust itself into prominence when it intervened in the Asian Financial Crisis as countries such as Malaysia, Singapore, the Philippines – and more particularly, South Korea, Thailand, and Indonesia -- saw the value of their currencies plummet to unprecedented lows. The timely assistance provided by the world financial body helped these countries tide over the crisis but the process was fraught with painful adjustments and even triggered harsh criticism of IMF policy measures in these countries as to their appropriateness, given the peculiar domestic macroeconomic conditions. South Korea obtained a $55 billion credit from the IMF with certain attached conditions. South Korea was to open its economy and banking system to foreign investors and eliminate trade-related subsidies and import licensing, thereby making it vulnerable to foreign competition . The IMF also required the country to maintain a low inflation rate of 5 per cent. This was inconsistent with th e fact that the fall in the value of the Korean won and subsequent rise in import prices would create pressures on domestic prices. The unpleasant consequence of this was that the high interest rates made all the more difficult for South Korean companies to service their debts, thus the IMF was criticized for exacerbating the crisis these companies were facing instead of abating them. By applying cut-and-dried solutions to problems in countries with unique problems, the IMF opened itself to criticism of lack of

Journals Essay Example | Topics and Well Written Essays - 1500 words

Journals - Essay Example † (Mitchell 1). The writer assesses the technique in which the webpage might destroy Harry potter by comparing it to Star Wars. The article has a comical and self-deprecating tone. This is because much of the article is written in a blithe, funny manner. The author makes fun of himself, for instance, when he says, â€Å"opening thousands of pistachio nuts can cause severe thumb-bruising, I can tell you from bitter experience of my life on the brink† (Mitchell 1). The author, Mitchell, has used a simile at the opening of the news story, â€Å"Harry Potter is like football, I’m talking about the literary, cinematic and merchandising phenomenon, not its focal fictional wizard, he isn’t like football† (Mitchell 1). He employs this allegory to include comicalness to the story. According to Mitchell, Potter’s fans are more desperate for more just like football fans that do not get enough of the games, commentary and analysis. The author has also emp loyed imagery, â€Å"every generation must lose its innocence, and must see the brightly painted nursery wall smashed away by the wrecking ball of betrayal to reveal a blighted landscape† (Mitchell 1). ... The article explains more about the achievements of the deceased. Therefore, the author, Migdail-Smith, frames the purpose of the article as the loss of a business icon. The title or the topic of the news article is straight to the point and a reader can predict the contents of the article without reading it. However, the topic of the article is not particularly captivating. Connotations of the linguistic signs presented in a news article are imperative to the significance of the news item to the person who reads. The meanings of the news item are observed within a framework recognizable by the reader. The headlines of an article should purpose to attract the reader. This article is purely objective and does not express the writer’s opinions on the subject matter. Additionally, the writer uses short sentences and simple words making it easier for the reader to understand. For instance, the writer uses, â€Å"the elder Carlino, who died Friday at age 92, lived in Montgomery Co unty† and â€Å"Penn National, routinely named among the fastest-growing companies nationally, continues to operate from Wyomissing† (Migdail-Smith 1). The article has a somber tone, which is established at the beginning of the article when the author notes, â€Å"The man who laid the foundation for what is now Penn National Gaming Inc. has died†. Anyone reading this article is expected to show grief and express sympathy to the family for their loss Journal 3 Article â€Å"Sick internet 'troll' who posted vile messages and videos taunting the death of Teenagers is jailed for 18 WEEKS† In this article explains how a man was sentenced to 18 years in prison for posting spiteful and horrible comments in Facebook about teenagers who had committed

Analysis on musical scoring by Hans Zimmer Essay

Analysis on musical scoring by Hans Zimmer - Essay Example This "Analysis on musical scoring by Hans Zimmer" essay describes artistic heritage of Hans Zimmer. The main ideal which Zimmer uses in his music is the combination of electronic and orchestral music. The influences of partnering with Myers, as well as his background in playing the keyboards has led to the scoring alternatives for his music and has led into the combined focus. Zimmer believes that the use of acoustics is one which is irreplaceable because of the mood it creates. There is an understanding that the electronic sounds and arrangements are able to create a different mood and set of elements that are easily combined with the music. The main concept which Zimmer keeps in mind before scoring the music is when and where to use the specific instrumentation as well as how this will reflect the story line and mood that comes from the music. Keeping these in mind first then allows Zimmer to move into scoring with the right alternatives and arrangements while creating a specific a pproach to finding the right mood before beginning the process of scoring. The first step which is taken with the process of creating a score is based on collaboration with the film producers. Stills, shots and the plot line are sent for consideration to the work of the music artist, specifically so it creates an understanding of what the characters are about and the mood which needs to be created in specific sections. If it is a work where music is used for specific characters, then the shots are from the make-up and the specific plot line which follows the characters. However, if there are suggestions to add music at a certain point in the plot line, then this is broken down between the composer and those working on the set. The earlier collaboration between the two is able to create an understanding of what is needed for the music scoring while beginning the process of producing the right tone with the overall score (Zimmer, 2009: 1). After this original step, there is an approac h to creating a nature of the sounds that are being introduced. Zimmer uses the process of taking the sounds and adding them into a script, specifically by

Journals Essay Example | Topics and Well Written Essays - 1500 words

Journals - Essay Example † (Mitchell 1). The writer assesses the technique in which the webpage might destroy Harry potter by comparing it to Star Wars. The article has a comical and self-deprecating tone. This is because much of the article is written in a blithe, funny manner. The author makes fun of himself, for instance, when he says, â€Å"opening thousands of pistachio nuts can cause severe thumb-bruising, I can tell you from bitter experience of my life on the brink† (Mitchell 1). The author, Mitchell, has used a simile at the opening of the news story, â€Å"Harry Potter is like football, I’m talking about the literary, cinematic and merchandising phenomenon, not its focal fictional wizard, he isn’t like football† (Mitchell 1). He employs this allegory to include comicalness to the story. According to Mitchell, Potter’s fans are more desperate for more just like football fans that do not get enough of the games, commentary and analysis. The author has also emp loyed imagery, â€Å"every generation must lose its innocence, and must see the brightly painted nursery wall smashed away by the wrecking ball of betrayal to reveal a blighted landscape† (Mitchell 1). ... The article explains more about the achievements of the deceased. Therefore, the author, Migdail-Smith, frames the purpose of the article as the loss of a business icon. The title or the topic of the news article is straight to the point and a reader can predict the contents of the article without reading it. However, the topic of the article is not particularly captivating. Connotations of the linguistic signs presented in a news article are imperative to the significance of the news item to the person who reads. The meanings of the news item are observed within a framework recognizable by the reader. The headlines of an article should purpose to attract the reader. This article is purely objective and does not express the writer’s opinions on the subject matter. Additionally, the writer uses short sentences and simple words making it easier for the reader to understand. For instance, the writer uses, â€Å"the elder Carlino, who died Friday at age 92, lived in Montgomery Co unty† and â€Å"Penn National, routinely named among the fastest-growing companies nationally, continues to operate from Wyomissing† (Migdail-Smith 1). The article has a somber tone, which is established at the beginning of the article when the author notes, â€Å"The man who laid the foundation for what is now Penn National Gaming Inc. has died†. Anyone reading this article is expected to show grief and express sympathy to the family for their loss Journal 3 Article â€Å"Sick internet 'troll' who posted vile messages and videos taunting the death of Teenagers is jailed for 18 WEEKS† In this article explains how a man was sentenced to 18 years in prison for posting spiteful and horrible comments in Facebook about teenagers who had committed

What does the nature of statebuilding in Bosnia tell about sovereignty Essay

What does the nature of statebuilding in Bosnia tell about sovereignty during its post war reconstruction - Essay Example Earlier in the process of state building, there was an understanding that non-western states were autonomous and independent entities, and did not require western interference. However, in the post-Cold war era, in cases of domestic conflict, the issues of development and security have broadened to such an extent that non-western states cannot prevent the interference of foreign bodies in their domestic processes (Chandler, 2006). Bosnia, after the end of the civil war, was a transition state, and hence fragile in nature. In such cases, while helping to rebuild a fragile nation, the response from the international communities is often based on the establishment of new political orders and a new constitutional mechanism. Not promoting notions of state fragmentation through secession, the global community looks to pacify all parties that were at strife during the civil war by advocating agreements that make sovereignty a shared right amongst the existing warring factions within the sta te. Those in the arena of international relations often term this form of state sovereignty as internal self-determination (Cassese, 1995). This comprises the rights of different nationalistic groups within the realms of a multi-ethnic state that aims at preserving all the existent socio-cultural, language and religious identities, equal participation of these groups in state politics, with even a certain extent of regional autonomy (Hannum, 1990). Thus, to bring in peace initiatives for helping states in transition, experts in the line of international relations bring forth the notions of ‘consociational democracy’ that advocate a moderate form of political attitude (Lijphardt, 1969, 207). In real practice, various instances have shown that post-conflict reconstruction cannot be based only on establishing a new constitutional mechanism. In a fragile state, when a new constitutional mechanism is place, there are chances that the newly formed social and cultural institut ions and political framework may fail to form a sustaining framework. According to a report by the World Bank, chances of a conflict breaking out again after the close of a civil war, in a fragile state, is nearly 40 % (Collier, 2000, 6). Even with extensive negotiations with various concerned parties, undertaken by any international peace mission to prevent a fragile state from regressing back into armed conflict, there are substantial barriers in establishing an effective sovereign state. In case of Bosnia, we find that even after 16 years of large-scale efforts from the global community to reconstruct Bosnia and bring in socio-political stability in the country, the state is yet to achieve an established form. In 2009, after 14 years since the Dayton treaty (1995) heralded the end of a near four yearlong violent ethnic civil war, Bosnians again faced a serious threat of another civil war (McMahon and Western, 2009). In this context, keeping Bosnia as a frame of reference, this pa per will explore concepts associated with modern notions of state building, whether international form of state building is actually a way of assuming control over state functioning, the differences between peace building and state building, and viable alternatives to the current form of international state building. Discussion Viewing state building as regards its effectiveness in case of post-war Bosnia The Dayton peace agreement signed in 1995 is often viewed as a treaty, which was â€Å"designed to end a war, not build a state† (Ashdown, 2004, 15). Various scholars contend that leaders of ethnic

George Wickes, Silversmith: Artist and Works Analysis

George Wickes, Silversmith: Artist and Works Analysis Introduction In this essay I have chosen to analyse an 18th century British work of decorative art. The object I shall be closely looking at is a two handled silver cup and cover. The piece was produced by George Wickes in 1735 and is currently to be found in Gallery 53 in the Victoria Albert Museum in London.[1] In my essay I shall describe the piece and the artist and their place in the art movement of the time. My conclusions shall be drawn from my research and personal opinions. George Wickes and 18th Century Silver Art George Wickes was born in Suffolk in 1698. He moved to London to become an apprentice to silversmith Samuel Wastell in 1712. A decade later Wickes registered his first mark in 1722 while working in Threadneedle Street. During this period it is most probable that the young silversmith found regular work in the city from rich clients employing his skills as a repairer of items rather than a designer and producer of silverware: â€Å"†¦even extremely wealthy families spent regular sums [of money] over long periods on the repair of basic household items (candlesticks, punchbowls, etc.).†[2] In 1730 he went into partnership with John Craig and moved to Norris Street in Haymarket which was: â€Å"rapidly succeeding Cheapside as the jewellers’ quarter of London.†[3] When Craig died five years later Wickes opened his own workshop in Panton Street, Haymarket (this is when he produced the two handled silver cup and cover I am analysing). In 1747 he went into partnersh ip with Edward Wakelin and jeweller Samuel Netherton to create Wickes Wakelin; the company that were later to become Garrard Company Limited: â€Å"Crown jewellers and goldsmiths during six reigns and in three centuries.†[4] George Wickes eventually died in 1761 at the age of 63. It has been rumoured that Wickes tutored a young apprentice during his London years. This apprentice was perhaps one of the greatest British artists of all time; Thomas Gainsborough: â€Å"Legend has it that Gainsborough’s first teacher in London was a silversmith. Various suggestions have been made to the identity of the artisan in question. Two contenders are George Wickes and George Coyte, both Suffolk men.†[5] It is also interesting to note that Wickes himself was always trying to improve his knowledge and artistic abilities and frequently sought to learn new techniques from his peers and contemporaries: â€Å"Wickes achieved distinction in the craft as a close follower of [Paul] Crespin and [Paul de] Lamerie.†[6] The silver cup and cover I am analysing is approximately 25cm in height and 35cm in width and was most probably designed as an object of display rather than an actual drinking vessel. By the 1730s, covered cups were no longer primarily intended as drinking vessels, even though they may still have been drunk from on ceremonial occasions, but were now more important as objects for display and as fine gifts passed between gentlemen. The overt grandeur of the cup heralds a period in British history that applauded opulence and demonstrations of wealth. The new cultural practice of social etiquette was centred around the dining table: â€Å"The table was the centre of social activity in the 17th and 18th centuries and, as earlier in polite society, the silver with which it was dressed reflected the wealth and social standing of the host.†[7] With this in mind it is quite easy to imagine the cup perched proudly as the table’s centrepiece as the guests sit in wonder of the host ’s grandeur. The cup is shaped as if it were a trophy, and for all intents and purposes that is what it is; draped with ornate, elaborate cast and chased representations of flourishing vine leaves and bunches of tempting grapes; both exaggerating the images of sumptuousness and overflowing prosperity. The piece falls neatly into the early Rococo phase with its Bacchic theme, proudly pointing back to the original function of the ceremonial vessel in the hands of Bacchus, the god of wine. The vase-shaped two-handled cup was a popular design in English silver throughout the 18th century and this piece is perhaps one of the best representations of the style. The thing that literally caps it all is the regal crown sat on the very top. With this motif Wickes has undoubtedly demonstrated that he believes this piece to be one that should adorn the table of nobility. Conclusion I believe that this decorative work of art by Wickes is a superb representation of 18th century British design. The sheer magnificence of the cup is a testimony to a period when attention to lavish detail was paramount to the object’s design rather than the object’s function. It is a world poles apart than the one in which I live, in fact I do not think that a similar object would be produced today; the absurdity of a cup that was not meant to be drunk from would be too much for some! It is my opinion that Wickes was an extremely important figure in the British art movement who has been largely overshadowed by his contemporaries, in particular William Hogarth. The fact that Wickes’ cup has found a home in the Victoria Albert Museum is testimony both to the artist and the work of art. Bibliography Asfour, Amal Williamson, Paul (2000) Gainsborough’s Vision Liverpool University Press Barr, Elaine (1997) Gainsborough and the Silversmith Burlington Magazine CXIX Cock, Matthew (1996) The Arrival of the Dinner Service in Glanville, Philippa [ed.] (1996) Silver Victoria Albert Museum Evans, Joan (1989) A History of Jewellery 1100 – 1870 Courier Dover Productions Newman, Harold (2000) An Illustrated Dictionary of Silverware Thames and Hudson Pointon, Marica R. (1997) Strategies for Showing Oxford University Press Walford, Edward [ed.] (1915) Antiquary E. Stock Publishing Wolf, Lucien (1934) The Origins of the Provincial Communities Essays in Jewish History Victoria Albert Museum Website Footnotes [1] George Wickes: Two handled cup and cover silver 1735 (M.280-1975) [2] Pointon, Marica R. (1997) Strategies for Showing Oxford University Press (p32) [3] Evans, Joan (1989) A History of Jewellery 1100 – 1870 Courier Dover Productions (p151) [4] Walford, Edward [ed.] (1915) Antiquary E. Stock Publishing (p157) [5] Asfour, Amal Williamson, Paul (2000) Gainsborough’s Vision Liverpool University Press (p71) [6] Barr, Elaine (1997) Gainsborough and the Silversmith Burlington Magazine CXIX (p113) [7] Cock, Matthew (1996) The Arrival of the Dinner Service in Glanville, Philippa [ed.] (1996) Silver Victoria Albert Museum (p40)

Baldwins Father in Notes of a Native Son Essay -- James Baldwin

Playgrounds of Harlem Narrative is a form of writing used by writers to convey their experiences to an audience. James Baldwin is a renowned author for bringing his experience to literature. He grew up Harlem in the 1940’s and 1950’s, a crucial point in history for America due to the escalading conflict between people of different races marked by the race riots of Harlem and Detroit. This environment that Baldwin grew up in inspires and influences him to write the narrative â€Å"Notes of a Native Son,† which is based on his experience with racism and the Jim-Crow Laws. The narrative is about his father and his influence on Baldwin’s life, which he analyzes and compares to his own experiences. When Baldwin comes into contact with the harshness of America, he realizes the problems and conflicts he runs into are the same his father faced, and that they will have the same affect on him as they did his father. Baldwin’s father died a broken and ruined man on July 29th, 1943. This only paralleled the chaos occurring around him at the time, such as the race riots of Detroit and Harlem which Baldwin describes to be as â€Å"spoils of injustice, anarchy, discontent, and hatred.† (63) His father was born in New Orleans, the first generation of â€Å"free men† in a land where â€Å"opportunities, real and fancied, are thicker than anywhere else.† (63) Although free from slavery, African-Americans still faced the hardships of racism and were still oppressed from any opportunities, which is a factor that led Baldwin’s father to going mad and eventually being committed. Baldwin would also later learn how â€Å"†¦white people would do anything to keep a Negro down.† (68) For a preacher, there was little trust and faith his father ... ...his father had acted the way he did, which caused him to be committed. He was facing the same experiences and the same side-effects his father once felt. However, faced with this dilemma between acceptance and equal power, Baldwin looks to the only man he can trust to help him, his father. He trusts his father because he knows that his father went through the same dilemma he is going through, he has seen the same affects in his father’s rage and hate. However, his father already passed away, and what help that could have been gathered from his father is gone; Baldwin can only piece together his memories of his father’s character and life and compare it to his own to see how the two are really alike. Works Cited Baldwin, James. â€Å"Notes of a Native Son.† 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

Models of God, Humanity, and Nature My Experiences, Thoughts, and Criti

Models of God, Humanity, and Nature My Experiences, Thoughts, and Critical Analyses I ask a lot of questions; I’m a curious person. I once asked my mom why people die, why there are bad things in the world if God is so good and all-powerful. Her response was that we just couldn’t really understand why God does anything because we can’t comprehend God’s â€Å"master plan.† I’m sure that she was right, but that response is not very satisfying to a curious little boy. I saw an inconsistency in my understanding of reality, and I wanted to get things straight. I guess this little anecdote begins to illustrate a couple of my basic life principles. A concise explanation of how I look at the world is just this: We humans, as finite beings, use models to understand complex things – God, Nature, Humanity – and in doing so must simplify things. There’s nothing wrong with this simplification, as long as we know we are doing so and why. Our models of these complex things can be based on a number of things – usually logic, evidence, and our experiences (I’m probably exluding a powerful one, namely tradition). These varying models of reality, however, must be internally and externally consistent – that is, with themselves and with other models used by a single person. When the models used by a person are internally or externally inconsistent with themselves or with logic, evidence, or experiences, the first reaction is probably confusion (or maybe anxiety), but in the continued search for consistency, one can arrive at further insight and a desired level of comfort in oneself and the way one views reality. I guess this is sometimes called the search for the meaning of life, although that’s a rather grand phrase for ... ... Humanity, and Nature are inter-connected internally and externally, I must work to understand these relationships, and in doing so, I must work to maximize the enjoyment and well-being of all things related to me, directly and indirectly, consciously and unconsciously. Additionally, I must treat all manner of things (entities perhaps) as subjects, rather than objects, recognizing that each has a level of being and enjoyment that it can attain, with the help of me and the rest of the world. I must work to avoid and eliminate violence of all forms by using memory, empathy, imagination, and true forgiveness to short-circuit the cycle. If I live my life in a continual state of change, using creative, responsive, and responsible love persuasively to acheive a higher level of good, then I will be living in a way that’s consistent with process theology’s Christianity.

Follower Readiness as It Relates to Situational Leadership Model

The Concept of Follower Readiness As It Relates To Situational Leadership Model Developed by Paul Hersey and Kenneth H. Blanchard, situational leadership is a contingency model that focuses on the followers. The model suggests that successful leadership is accomplished by selecting the right leadership style, based on the level of followers readiness. Emphasis on the followers in leadership effectiveness reflects the reality that it is the followers who accept or reject the leader. Regardless of what the leader does, effectiveness depends on the actions of his or her followers. Fred Fiedler, developed the Leadership Contingency Model; and, I think that situational leadership uses the same two leadership dimensions that Fiedler identified: task and relationship behaviors. However, Hersey and Blanchard delved a step further by considering each as either high or low; and also, combining them into four specific leader behaviors: telling (high task-low relationship). The leader defines roles and tells people what, how, when, and where to do various tasks. It emphasizes directive behavior; selling (high task-high relationship). The leader provides both directive behavior and supportive behavior; participating (high relationship-low task). The leader and follower share in decision making, with the main role of the leader being facilitating and communicating; and also, delegating (low relationship-low task). The leader provides little direction or support. An example of task behavior, for instance, is when I asked my neighbor to show me how to prepare a dish referred to as â€Å"arroz con pollo† in her culture. It is a chicken and rice meal that is full of flavor and is truly delicious. She was very precise and descriptive in telling me what and how much ingredients to use. Also, she clearly explained the steps required to properly prepare the meat and rice. Four Levels of Follower Readiness The four levels of follower readiness applied to what I’ve read as follows: †¢ Level 1: the follower is unable, unwilling, or insecure; lacks confidence, commitment, and motivation. †¢ Level 2: the follower is unable but willing, motivated, or confident; lacks ability but confident with leader’s guidance. †¢ Level 3: the follower is able but unwilling or insecure about performing task alone. Level 4: the follower is able and willing or confident. A high school student, in example of a level 2 follower, is hired for his very first job as a crew member at a local fast food restaurant. Although he does not have any prior experience, he is motivated and confident that he is able to learn the task with on-the-job training provided to him by his supervisor . Four Leadership Styles Style 1, Telling: is characterized by demonstrating, guiding, explaining, and giving feedback on performance. An example, â€Å"Just stand by and observe me perform this task. I’ll give you an opportunity to try it as well, so don’t worry. Should you have any questions, please do not hesitate to ask me. I’m here to help you in any way you may need. † Style 2, Selling: is characterized by coaching, persuading, instructing, and clarifying. It is very similar [in terms of structure] to Style 1. The difference is found in the higher amount of supportive behavior provided by the leader, whom engages in more listening and advising. If necessary, the leader will help the follower gain necessary skills through coaching methods. Style 3, Participating: is characterized by supporting, collaborating, facilitating, and reinforcing. The leader shares responsibility for decision-making; the leader does not tell or direct the follower. Style 4, Delegating: is characterized by a hands-off approach that gives the follower room to make and implement decisions. Matching Leadership Style to Follower Readiness: Situational Leadership Model R1/S1-Directing low readiness, telling: The follower has low ability, low willingness; lacks motivation and/or insecure. The leader has high task focus, low relationship focus. It may be a situation where a follower cannot perform a task or lacks confidence (motivation). In this case, the leader will take a guiding role by telling the follower what to do, how to do, and when to do without any concern for the relationship. R2/S2-Guiding low-to-moderate readiness: The follower has some ability and is willing; motivated and confident. The leader provides high direction combined with high support. Coaching is still needed because of followers limited experience. Also, two-way communication is highly used to build followers motivation and confidence to learn new things. R3/S3- Supporting moderate-to-high readiness: The follower has high competence, is able but unwilling or insecure. The leader has high relationship focus and low task focus. In this case, the follower is capable of performing a task but is refusing to do so. The leader needs to be available and become a good listener, in essence, find out why the follower is refusing; hence, persuading them to cooperate by encouraging the follower to take the lead. R4/S4-Delegating to high readiness: The follower has high ability and high willingness; secure and motivated. The leader has low relationship and low task focus. At this level, followers have less need for support or praise. They have sufficient knowledge, skill, and confidence to perform the task. Although feedback and recognition is not a strong desire, it is welcomed by the follower. Followers need the leader to provide them enough space to [independently] get the job done. The leader gains more freedom at this level and may keep watch from a distant to ensure all is well according to the organizational goals. Leadership Style Applied by Lewis Based on the information I have learned from this case study, Lewis varied in utilizing different leadership styles based on the type of situation she was faced with during here tenure at Staples, Inc. In my initial reading of her case study, she explained that company merger distractions were going on and some issues were taking place without resolve. In this particular situation, Lewis pointed out that as a new person on board she wanted to clarify what her goals were for the organization. She wanted things to happen quickly; and, in fact she incorporated the Style 1 leadership due to follower readiness being at an R1 level. Lewis further explained that when things appeared as a new problem or when a sense of timing is obvious; she intervenes and demonstrates an effective way to complete the task to make change happen quickly. When Lewis became director of operations in 1994 for New England, she concluded that the stores were not performing highly due to a lack of effective leadership. She used the Style 1 type leadership which resulted in her replacing several store associates over a course of one year. Lewis’ leadership style was described by one of her followers as hardworking, inspiring, with disarming charm. It seems that Lewis achieved referent power based on the leadership skills she possessed and demonstrated. Based on the various opinions mentioned throughout this case study about Lewis’ leadership style, her followers gained trust, acceptance, affection, willingness to follow, and emotional involvement for her as their leader. One example is when Krasnow asked her to lead the marketing and advertising merger team. She found her followers readiness level at R3: able but unwilling or too apprehensive to do what she needed as a leader to accomplish her goals. Lewis found her followers exceedingly disconnected from the strategic objectives of merchandising and operations. She adapted the leadership style 2 behavior because she believed if they knew more about each other (in terms of each other’s job responsibilities) and the marketing results, inclusive of knowing more about company’s overall objectives, they would do a better job. One of Lewis’ followers described her leadership style as a style 3 explaining that, â€Å"She asks the kind of questions that provoke real interaction, so it really is a joint discussion. . . In another example of follower readiness is when Lewis was asked to move into merchandising as vice president and divisional manager for furniture and decorative supplies. She entered the department as an â€Å"outsider† and the people who reported to her followers had a strong experience base. Lewis couldn’t afford to waste time having her followers teach her because she needed matters to repair quickly. As a result, Lewis used the participating leadership style #3, which she shared the responsibility for decision making with her followers, however, facilitating and communicating with them as well. One follower maintained that he initially worried that Lewis were a micro-manager, but he soon realized that she inspires dialogue and debate to ensure that her team dug deeply in their decision making. The readiness level of her followers on this team was at a R4: both able and willing to do what was asked of them. Lewis and her team developed a successful strategy for turning the department around by â€Å"replacing over 75% of product assortment. † Although Lewis started off by using leadership Style 1 as director of operations, she shifted her leadership style according to the maturity of her followers in each situation. As the maturity of her followers improved to her organizational goals, she shifted her leadership style ranging from a â€Å"telling† style 1 to a â€Å"selling† style 2, to a â€Å"participating† style 3; and, finally, to a â€Å"delegating† style 4. Suesse, J. M. (2000). Jeanne Lewis at Staples, Inc. (A) (Abridged). Boston: Harvard Business School Publishing. Pp. 1-14 (78-91). Hersey, P. , Blanchard, K. H. , and Johnson, D. E. (2008). Management of organizational behavior-leading human resources (9th edition). New Jersey: Prentice-Hall, Inc.