United States Involvement in South Vietnam - 1676 Words

United States Involvement in South Vietnam It is apparent from source A that America was involved in Vietnam to maintain capitalism and to suppress communism. The writer of the source, John F Kennedy, had a high position in the US government and he makes the point that the Americans did not like communism and wanted to stop it spreading. If the red tide of communism overflowed into Vietnam, then Burma, Thailandà ¢Ã¢â€š ¬Ã‚ ¦and Cambodia would be threatened. This shows the Americans definitely knew that if they did not step in and support the Vietnamese, the Domino theory would occur. This theory stated that if one country fell to communism, so would the surrounding countries, like dominoes set up in a†¦show more content†¦It does not give percentages of people for whom Vietnam was concern and it also does not state why it was a concern. It could have been because it was costing the American public too much money in taxes, or was it because of the amount of young American men getting injured? Maybe it was a sentimental concern for their sons and husbands and fathers? Or was it because they were genuinely concerned about the spr ead of communism? It appears, therefore, that both sources are useful, but have limitations. Study sources E, F, G and H use the evidence of these sources and your own knowledge to explain why public opinion changed between 1967 and 1970 Public opinion changed dramatically between 1967 and 1970 largely due to the media and television coverage of the events in Vietnam. Source G is from an article published in Time Magazine. Time is widely read by American citizens and is very pro-America. However, this article gave the truth about what was really happening in Vietnam. The writer was a first hand witness to the brutal and needless killing of innocent people and he does not cover up for the American soldiers. This would have had an impact on what civvie America would have thought because it would make them angry to see their husband, sons, fathers, brothers, uncles, behaving in that way whenShow MoreRelatedThe Nature And Consequences Of Vietnam1576 Words   |  7 PagesThe nature and consequences of US involvement in Vietnam until 1968 are categorically characterised by Economic, Social, political and military linkages with the nation on both flanks of the demilitarised zone on the 17th parallel. The consequences associated, in regards to the United States escalation of involvement in economic, social, political and military relations in both Sou th and North Vietnam, were substantial in the sense that the United States would ultimately shape a volatile politicalRead MoreSocial Differences Of The Korean War And Vietnam War826 Words   |  4 Pagesdifferences are the root cause of many wars. These two major wars, the Korean War and the Vietnam War, not only had serious impact within the country, but also give a prime example of how similar and different between the two. Both wars were commenced similarly from its conflict with expansion of a communist government and the involvement of the United States. Differences came from the involvement of the United Nation and the outcome of both wars. The similarity between theRead MoreThe War Of The Vietnam War1475 Words   |  6 Pageshad on one such event, the Vietnam War, came from entertainment-based programs and the play Miss Saigon. 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The Vietnam War may have beenRead MoreThe Vietnam War1183 Words   |  5 PagesThe Vietnam War also known as the Second Indochina war took place in December 1956 through April 30 1975 to th e fall of Saigon. It is one of the most debatable armed forces combats that the United States of America participated in. The United States involvement the civil war that took place in South Vietnam, North Vietnam, Cambodia and Laos, was characterized by numerous conflicting positions. South Vietnam was supported by United States and other anti-communist countries. The Viet Cong or† NFL†Read MoreThe American Role During The Vietnam War Still Sparks Much Debate Today1390 Words   |  6 PagesAmerican role in the Vietnam War still sparks much debate today. There is a sharp focus on the Americans role in the Vietnam War because of the tragic end for the South Vietnamese. The United States faced much criticism world wide through literature during the war that continued after the war ended in 1975. The American governments reasoning for getting involved was to prevent the spread of communism in South Vietnam and to essentially prevent the domino effect. South Vietnam had no hope of winningRead MoreDuring the Vietnam War Era1109 Words   |  5 PagesDuring the Vietnam War era, the United States and other democratic and free nations were fearful of communism spreading to more parts of the world. They fought two world wars to protect freedom, and to contain the communist movements. The foreign policy of the United States evolved to that of a pre-emptive type strike on the possibility of communism surfacing and threatening free countries. Harry S. Truman began to theorize that if a communist nation took over a non-communist state, then neighboringRead MoreThe Vietnam War Cost the U.S. More than Money Essay902 Words   |  4 PagesU.S.A Involvement in Vietnam War Direct U.S. military involvement in The Vietnam War, the nations longest, cost fifty-eight thousand American lives. Only the Civil War and the two world wars were deadlier for Americans. During the decade of Vietnam start in 1964, the U.S Treasury spent over $140 billion on the war, enough m oney to fund urban regeneration projects in every major American city. In spite of these enormous costs and their accompanying public and private disturbance for the AmericanRead MoreThe Vietnam War And The Cold War1494 Words   |  6 Pagesexamining the Vietnam War you must first understand the involvement of the events surrounding the Cold War. The ‘Vietnam War’ as it is known is a product of the cold war era, by this I mean that events in the Cold War led to the US’s involvement and creation of issues causing the conflict. â€Å"The Vietnam War was a long, costly armed conflict that pitted the communist regime of North Vietnam and its southern allies, known as the Viet Cong, against South Vietnam and its principal ally, the United States.† TheRead MoreThe U.S. Contained Communism in Vietnam1552 Words   |  7 PagesIn 1949, Mao Zedong led the Peoples Revolution, which established a Communist State in China. Communism has now been introduced to Asia. In this period, after World War II, Communism was a popular ideology being introduced throughout the world. Vietnam was one of the many countries under the threat of Communism. At this time, Vietnam was a French Colony. As time went on tension started to come between the French and the Vietnamese people. As tension increased so did the fighting between the French

Critical Study of the Organization behaviour at Southwest Airlines Free Essays

string(51) " and competency can only be developed through HRM\." Introduction: According to Peter Senge (1990: 3) learning organizations are organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. (Peter Senge 1990: 3).Due to the rapid change in the business environment, the learning organisations came into access as it has flexibility, adaptively and productivity which excels an organisation. We will write a custom essay sample on Critical Study of the Organization behaviour at Southwest Airlines or any similar topic only for you Order Now The people in the organisation have the capacity to learn but the structures in which they operate are often not conducive to engagement and reflection. Moreover, due to lack of tools and guiding ideas in the organisation it leads to unclear image of the situation in which the people works. There is a fundamental requirement in the organisations to shift mind amongst their members for continual expanding of their capacity to create their future. When you ask people about what it is like being part of a great team, what is most striking is the meaningfulness of the experience. People talk about being part of something larger than them, of being connected, of being generative. It becomes quite clear that, for many, their experiences as part of truly great teams stand out as singular periods of life lived to the fullest. Some spend the rest of their lives looking for ways to recapture that spirit. (Senge 1990: 13) .The various aspects that differentiate learning organisations from thos e traditional organisations lies in Peter Senge’s Five Discipline . They are: 1) Systems thinking 2) Personal mastery 3) Mental models 4) Building shared vision 5) Team learning Peter Senge (1990:14) says that people are agents to the structure in which they operate and they are a part of the structure. The disciplines are in this way that it ‘concerned with a shift of mind from seeing parts to seeing wholes, from seeing people as helpless reactors to seeing them as active participants in shaping their reality, from reacting to the present to creating the future’ (Senge 1990: 69). It is to the disciplines that we will now turn. (http:// www.infed.org/index.htm) 1) System Thinking- the cornerstone of the learning organization: System thinking is the Fifth Discipline amongst the Five Disciplines of Peter Senge. Systemic thinking is the conceptual cornerstone (‘The Fifth Discipline’) of his approach. It is the discipline that integrates the others, fusing them into a coherent body of theory and practice (ibid: 12). The basic tools of the system theory can build into sophisticated models as they are fairly straightforward. Peter Senge states that one of the major obstacles is that what is written and what is done in the name of the management. It means that a simplified framework is used in a complex business environment. Focusing on the business as a part rather than a whole body leads to the failure of the organization as a dynamic process.( http://www.infed.org/index.htm) The five disciplines can be approached at one of three levels: Practices: what you do. Principles: guiding ideas and insights. Essences: the state of being those with high levels of mastery in the discipline (Senge 1990: 373). Each discipline provides a vital dimension. Each is necessary to the others if organizations are to ‘learn’.( http://www.infed.org/index.htm) 2) Personal Mastery- Personal mastery is the discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively’ (ibid.: 7). It goes beyond competence and skills, although it involves them. It goes beyond spiritual opening, although it involves spiritual growth (ibid.: 141). Mastery is seen as a special kind of proficiency. It is not about dominance, but rather about calling. Vision is vocation rather than simply just a good idea. People with high level of personal mastery lives in high level of continual learning. Personal mastery is not something which an individual possess but it a process. People possessing personal mastery have high level of self confidence.( http://www.infed.org/index.htm) 3) Mental Models- Starts with turning the mirror inward; learning to unearth our internal pictures of the world, to bring them to the surface and hold them rigorously to scrutiny. It also includes the ability to carry on ‘meaningful’ conversations that balance inquiry and advocacy, where people expose their own thinking effectively and make that thinking open to the influence of others. (Senge 1990: 9). It is necessary for people to learn new skills and develop new orientations in an organization in order to develop the capacity to work with mental models. In other words it means fostering openness (Senge 1990: 273-286).( http://www.infed.org/index.htm) 4) Building Shared Vision – It is one of the ideas about leadership that has inspired organizations for thousands of years. Such visions enables experimentation and innovation. Clear vision makes the people learn on their interest rather than telling them what to do. Translation of this visions into shared vision will lead to the success in achieving the long-term and short-goals of an organization.( http://www.infed.org/index.htm) 5) Team Learning-Personal mastery and shared vision are not enough as it needs the people to work together in team. It will not only lead to good results for an organization but also help in rapid learning amongst the people. It also involves learning how to recognize the patterns of interaction in teams that undermine learning. (Senge 1990: 10). Joining of dialogues with system thinking possibly creates a language which suits more for dealing with complexity, focuses on deep-seated of structural issues and forces rather than being diverted by questions of personality and leadership style. ( http://www.infed.org/index.htm). There is a myth in the mind of the employers that the educational qualification is enough to make an employee efficient, effective and competence. Education provides the basic cognitive skills to prepare an employee for work. In order to survive in this competitive business world, every organization needs to have their employees to be of highly polished skills and competence powers. This is where HRM steps in. Skills, knowledge and competency can only be developed through HRM. You read "Critical Study of the Organization behaviour at Southwest Airlines" in category "Essay examples" It makes the people to be more competitive as they were used to be. Training is costly as it requires arrangement of resources, staffs and many other perspectives which requires investment. For instance, a training and development programme takes place in XYZ Company. As it requires investment, there can be resistance from the different departments. This happens because the departments other than HRM are o f the thought that if the training is given to achieve certain goals of the organization and the employees fail to achieve those goals, it would result in the loss of the business as the output is not equal or more than the output. On the other hand, if the employees achieve these goals it leads to the long-term benefits for the business. Improvement in the employee competency leads to increase in the corporate competitiveness which results in increasing profitability. In the view to increase the skills, efficiency, effectiveness and competence of the people in the organisation, it is necessary that the learning and development must be initiated by the HRM department. These sessions must be carefully planned and made sure that the resources are used at their best. The focus should not only be on the competence but also on the values and attitude. Learning is an initiative of change management which aims at developing employees potentials in order to add more value to the organizatio n and the community they belonging to. (http://www.hrmbusiness.com/2008/08/hrm-basics-hrms-role-on-training-and.html). On a global perspective for enhancing the culture of learning and development of an organisation, the HRM goes through certain critical challenging issues which play a vital role for the growth of an organisation. One of the challenges that an organisation has to deal with is the employee turnover ratio, which means to retain the resources which for certain reasons wants to leave an organisation. The HRM department finds this part being critical for small medium organisations where they have low budgets to train their current resources or hiring new resources. If an employee leaves an organisation at a certain period of time which can put that project into crucial circumstances for its survival, it’s very important either to document down everything so other resources can pick the right path of that project or to retain them so that the project survives in its best. Hiring new resources and training them again on that project includes cost and time which doesn’t goes in favor of organisation where critical deadlines have to be met. This can also leave a negative impact of job insecurity on employees that the running organisation might be going through financial problems or they don’t find any growth in their career. So another challenge for HRM is to secure their jobs by providing them chances to grow in their career. Once an employee polishes its skill more gives him more confidence to produce better output for that organisation. It’s a contribution towards promoting a learning culture in the organisation too. So HRM ensures that all the necessary ingredients should be provided for an employee to learn more by their own interest. Some organisations have a strategy of providing them a library or an environment where the interest automatically develops. It could be in sense of competition or rewards or benefits whatever motivates them to produce their better output by learning more. So training and development under low budgets can al so be a challenging task for HRM as noticed that in small medium organisations usually a resource main ambition is to learn more as much as they can. And those trainings can be conducted internally as well externally. But how much budget that organisation can afford for itAre they willing to invest on their employees in form of trainingsIs that a guarantee by training them, they won’t quitThese perspectives are being thought from an organisations end too. But Southwest airline has proved that putting trust in your employee and give them a free hand to think and logically come up with solutions to problems helped them a lot in building their culture where learning was mainly focused. Other issues like appraisal processes or motivational processes again have a vital role in the growth of an organisation which is directly linked to a psychological satisfaction. Maintaining and sustaining an equitable evaluation of performance system is a key to employee’s satisfaction for their job and its performance. The more they are satisfied towards their jobs, the more they will input their efforts. (http://humanresources.about.com/od/retention/Retention_of_Employees_Tips_and_Tools_for_Employee_Retention.htm,http://www.scribd.com/doc/10041934/HRM-Training-Development) Considering the brief introduction of Southwest Airlines, the HRM Models that has been implemented are strategic as well as descriptive. As we all are well known about the incident of 9/11, it shook the root of airline industry. This gave a space in the industry to bring about the necessary change required in order to survive in that period. As other airline companies were struggling to survive in the market, Southwest Airlines was the only airline to hold its boot in the industry. From the strategic point of view, it can be seen that the leadership style was tremendous. The mission of Southwest Airlines, low cost, low fare, no frills, and its dedication to the highest quality of customer service delivered with a sense of warmth, friendliness, individual pride and company spirit. The airline industry tried to cut down their expenses and marched towards the direction of continuous improvement and innovation. This brought the learning organisation into existence and soon it become very popular amongst the different industries including the airline industry. Learning organisation refers to continuous improvement and maximum utilisation of resources and this was one of the reasons that brought this concept into action. The employees in the organisation were treated in the same manner as the Southwest Airlines used to treat their customers. Creativity and innovation were given more importance than the other factors in the organization. There were lot of talks going around amongst the organisations regarding the team spirit but Southwest Airlines are the one that succeeded in achieving it. This is due to the thought amongst the strategic level that the employees come first than the customers as they are of great importance to the organisation. This shows the form of leadership style used at the strategic level which built trust, love and affection amongst its employees. As the change was took place in the organisation, the Southwest Airlines hold on with their employ ees rather than cutting jobs and saving cost. Infect the employees were trained in order to deliver the best customer service. The top level shared all the mission and vision of the organisation. Continuous improvement can be bought only if the information is clearly shared with the employees who help them to take punitive steps to achieve the goals of the organisation. A feeling of being a part of a big family made the employees to work for the most benefit of the organisation. The goal of profit maximization was achieved by keeping low cost and high quality of customer service. Competitors have learned from Southwest and its unique management strategies and they are using these tactics as well as unique ones to win over customer. It can also be said that the HRM model used by Southwest Airlines was SOFT HRM as it didn’t treat its employees like a resource but as human as well whereas HARD HRM treats human just like a resource. As we can clearly see the situation of Southwest Airlines, on the other hand the current situation of the British Airways stands nowhere as compared to Southwest Airlines. In spite of the airline industry being badly hit in that time, the Southwest Airlines anyhow managed to be the best airlines and to make maximum profit. On the other hand, British Airways struggles daily with staff problems, strikes, customer complaints, inadequate in achieving company’s goal. During the ash cloud period, British Airways used to bear a loss of ?20 million pounds on daily basis. Moreover, the ticket charges of British Airways are quite high as compared to Southwest Airlines. Employee’s conflict is one of the major reasons that due to which team spirit is neglected. The flow of organisation’s information and data is restricted as the strategic level feels that the company’s data should be confidential. This leads to a feeling of not being loyal and dishonest amongst the em ployees. Southwest did not employ the â€Å"hub-and-spoke† approach used by other major airlines, such as United, American, and Delta. Instead, its approach was short haul (average flight time was 55 minutes) and point-to-point (e.g., Dallas to Houston, Los Angeles to Phoenix). Southwest had no assigned seats, paid its crews by trip, and used less congested airports (e.g., Baltimore instead of Washington’s Dulles or Reagan; Manchester, N.H., instead of Boston, Mass.). (http://mba.tuck.dartmouth.edu/pdf/2002-2-0012.pdf) Bibliography: Retrieved 17 5, 2011, from (http:// www.infed.org/index.htm) Retrieved 17 5, 2011, from (http:// www.infed.org/index.htm) Retrieved 17 5, 2011, from (http:// www.infed.org/index.htm) Retrieved 17 5, 2011, from (http:// www.infed.org/index.htm) Retrieved 17 5, 2011, from (http:// www.infed.org/index.htm) Retrieved 17 5, 2011, from (http:// www.infed.org/index.htm) Retrieved 17 5, 2011, from (http:// www.infed.org/index.htm) Retrieved 18 5, 2011, from (http://www.hrmbusiness.com/2008/08/hrm-basics-hrms-role-on-training-and.html) Retrieved 18 5, 2011, from (http://humanresources.about.com/od/retention/Retention_of_Employees_Tips_and_Tools_for_Employee_Retention.htm ,http://www.scribd.com/doc/10041934/HRM-Training-Development) Retrieved 18 5, 2011, from (http://mba.tuck.dartmouth.edu/pdf/2002-2-0012.pdf) How to cite Critical Study of the Organization behaviour at Southwest Airlines, Essay examples

English as a Global Language

Question: Discuss about theEnglish as a Global Language. Answer: Introduction Rapid globalization has created the need for global communication and hence need for global language. The language needs to be such that it is understood and recognized by everyone in every place around the world. English has been selected as the language that is most recognized and accepted globally, making it the official language of the world. Main Idea English has been selected as the official global language as it has been dominating international business, culture and political history from a long time. Number of English speaker ranges from 300 to 450 million. English broadcast channels are found available in almost major parts of the world. In tourism English is the most preferred of all languages. Example English broadcast channels- CNN, BBC,MTV IMF and other world bodies offer translations but primarily conduct themselves in English. Conclusion English was the language of leading colonial nation Britain. English has also been merging with some 20 to 30 countries native languages. Hence English can be accepted as a global language.

Procter Gamble Global Business Services an Example of the Topic Business Essays by

Procter Gamble Global Business Services by Expert Marvellous | 02 Dec 2016 A Time to Make a Change at P&G Need essay sample on "Procter & Gamble Global Business Services" topic? We will write a custom essay sample specifically for you Proceed Some of the signs and signals experienced by an organization which indicates that it is time to make a change are: experiencing rapid growth or a decline in growth, a decline in productivity, a decline in resources, stakeholder pressures on management, environmental crises, sociopolitical influences on the organization, environmental turbulence and changes to customer expectations and behavior. The highly competitive global marketplace where Procter & Gamble operates is forcing the company to continuously do more with less. Advancements in technology, the pace of competition, globalization, the need to control cost and the increased efficiency coupled with the increasing customer expectations mean that the organization has to evolve and regenerate in order to survive. This is all the more important because if business has to know anything about the future, it is that it will be different from the present. Whatever is, will change. There's no way to avoid it. But it can be managed. The inevitable changes in the organization will take P&G to a higher level, and will bring them to new avenues opened up for growth, in the face of the increasingly boundless global market that the nature of the consumer goods business is mercilessly made to put up with. Communicating Change to Employees Within the popular management literature, John Kotter (1996) has put forward an eight-stage model on how to successfully manage change. This is very applicable to the situation in P (2) creating a vision; (3) communicating the vision; (4) forming a powerful coalition; (5) empowering others to act; (6) planning short-term wins; (7) consolidating change and (8) institutionalizing new approaches. He argues that change leaders should communicate their vision in many different forums over and over again if they wish to develop an effective implementation strategy. The question of what to communicate should be all information that interrelate employees in their work in order to inform, to convince and to determine action during a time when the employees are most confused and apprehensive of the circumstances within the firm. The matter of when to communicate should be at all times, when there are new developments in the change that seems to be in the scope of concern of the employees, as they would naturally ant to be informed of any progress that the transition is taking. Effective communication in times of change helps facilitate smoother change management. Recommendations One effective strategy to overcome expected resistance is to think beyond it. The Procter & Gamble management must attend to the more specific reasons for resistance, such as loss of control or loss of self-efficacy, to diagnose problems more accurately and to overcome them more efficiently and effectively (Dyer, Dalzell and Olegario, 2004). It must also be kept in mind the context of the change and focus on explanations other than inpidual resistance for why change may not be successfully implemented. Likewise, senior management must think beyond the wisdom that people resist change by challenging themselves to consider the role they, as change leaders may play in creating resistance. The unavoidable changes in corporate culture should be supported through revamping internal reward systems and introducing training programs in order to improve result orientation among employees. It sold its rigorous training to potential recruits during that time in much the same way that the US Army sells its educational opportunities to its own recruits. Two integration programs are seen as useful for these types of changes: training & development and reinforcement. Training and development, as any decision that would be reached would inevitably bring about change within the company. Reinforcement is necessary also, in which the staff will become so used to the changes that the tendency to resist it fades as they are bound to ultimately follow such policies if they are to stay in the organization and contribute to its continued growth. WORK CITED Dyer, D., Dalzell, F. & Olegario, R. (2004). Rising Tide: Lessons from 165 Years of Brand Building at Procter & Gamble. Massachusetts: Harvard Business School Publishing. Kotter, J. (1996) Leading Change. Harvard: Harvard Business School Press.

Night1 essays

Night1 essays Where is God now? (A man behind me asked)...He is hanging here on this gallows... This is where the Holocaust left young Elie. It left him with a feeling that there is no God, or if there is, he is not as wonderful as everyone has been proclaiming that he is. The story begins in the small town of Sighet near Transylvania were Elie lived with his parents and two little sisters. Elie studied the Talmud during the day and spent his evenings in Synagogue praying. His life revolved around his undying faith and love for God. He loved God and the Jewish faith so much that he often cried while he was praying. He and his family lived without fear and in happiness until some of the people of Sighet were deported. One of them, Moche the Beadle, returned with stories of Jews being slaughtered and babies being tortured and used as firing practice. The stories were dismissed as crazy and they told themselves that they were all safe. They believed they were in the peaceful hands of God. Unfortunately, in 1944 German troops moved into their town. They set up ghettos and controlled their lives with fear. The people of Sighet were forced to leave their homes. They were packed into cattle wagon trains and given buckets of water and bread to eat. They stayed in the train for many days and were not allowed to get out to go to the bathroom so they were condemned to live amidst filth. Some people started going crazy. One old woman screamed almost the entire time about flames and burning flesh. Little did everyone know that what she was yelling about was the fate of everyone in her company. When they finally arrived in Birkenau, they exited the train to the smell of burning flesh and the sight of smoke and flames. When they got into the camp Elie and his father were separated from his mother and two little sisters. They did not realize immediately that they would never see them again. After they were separated they were t...

A Reflection on Chapter Six of Second Language Learning Theories

A Reflection on Chapter Six of Second Language Learning Theories Chapter six focuses on the recent development of knowledge pertaining to the relationship between L2 development and native speakers. We are reminded of terms, such as: Input Hypothesis, recasts, prompts, and Output Hypothesis which help us formulate and identify aspects of L2 language development. The evaluation section of chapter six is split into several sections. The scope of interactionist research is often founded on Evelyn Hatch as early inspiration. Hatch said, â€Å"one learns how to do conversation, one learns how to interact verbally, and out of the interaction syntactic structures are developed,† (2013, p.184). I found the interaction approach with the nature of language and with the nature of learning most interesting in this chapter. The interaction approach with the nature of language is stemmed from the Input Hypothesis and the early version of the Interaction Hypothesis. This part of the approach views oral interaction as a necessary part of a sequence for second language development. Included in the oral interaction is opportunities for clarification and recasts. It is so important to remember the nature of language in this approach into our classrooms, so that we can see The interaction approach with the nature of learning is stemmed from similar roots as the nature of language with Krashen’s Input Hypothesis, but this one assumes the presence of a distinctive language acquisition device. This emphasizes learners’ attention and L2 processing capacity. Knowing a learner’s capacity will help us individualize our teaching strategies and help each learner feel like they can be successful in the classroom. The nature of learning also emphasizes the necessity of feedback on the learner. Feedback should be clear and concise for optimal effect (p.186). In conclusion, understanding the interactionist research will help us become better teachers and help us understand where our English language learners are from. We need to keep in mind each learner’s capacity to learn at a time, and we need to remember how oral interaction and feedback advances learning to help each of our student’s L2 development.

Armenian Genocide Annotated Bibliography Example | Topics and Well Written Essays - 1000 words

Armenian Genocide - Annotated Bibliography Example He tells how he was able to evade all the killing and the many times he meet with death. The film is entertaining and full of Turkish information on genocide which is ideal for watching to college students who are interested with information on Turkish political nature during the time. This is a well written and researched historical account of all whole series of persecutions and massacres that made up of the Armenian genocide. This is a non fiction book which is ideal for those people who like being informed and have the facts of the Turkish massacre. The author of the book is lecturer in twentieth-century history. He addresses the origins, developments and the aftermath of the Armenian genocide in a more wide range which is based on secondary and primary sources from the parties which were involved in the genocide. Particular interest is paid to the international context of ethnic polarization that was far culminated in the massive life and property destruction of 1912-1923 in Turkey, and obliteration of Armenian. Additionally, the book finds its interpretation of the Armenian genocide in the interaction with the Ottoman Empire in its period of terminal decline. Nevertheless, if finds out that the self-interested policies of the existing European imperial powers and the agenda of Armenian nationalists and beyond ottoman victory. The books is a good source of information of the twentieth century history in Europe and more specifically Armenia it can be used from high school studies all the way to college level The author of the book was a survivor of the Armenian genocide. According to him, Talaat who was a minister of interior and the main mastermind of the genocide fled fro turkey to seek refuge in Germany where he carried on and also laboured for pan-Turkism. Talaat was tried in absentia by Turkish authorities and was also

How does your understanding of Postcolonial Theory inform your Essay

How does your understanding of Postcolonial Theory inform your interpretaion of Salman Rushdie's Midnight's Children and Tsitsi Dangarembga's Nervous Condition - Essay Example Post colonial theory was based on the two theoretical concepts of the time, related to identity, i.e. ‘otherness’ and ‘hybridity’. The colonized people were diverse in their nature and tradition .They are ‘other ‘to the colonizers but are different from one another also. Such a drastic situation was meticulous to India and Africa. Both the countries had shared the common pain of identity and tradition. A comprehensible understanding of the political and cultural aspects of the countries is needed to unravel the stories in its full meaning. ‘Midnights Children’ and ‘Nervous Condition’ are such great novels of the time dealt successfully with the postcolonial theory and there by the self search of the natives Salman Rushdie’s ‘Midnight’s children’ is a novel about Indian independence, the partition and their aftermath. The novel is Rushdie’s interpretation of a period of about seventy years in India’s modern history dealing with the events leading to the partition of India and beyond .The novel encapsulates the experiences of three generation of Sinai family living in Srinagar, Amritsar and Agra and then in Bombay and finally migrating to Karachi. Tsitsi Dambengara’s Nervous condition’ is set in the post colonial Rhodesia of 1960s. The narrator and the main character, Thambu, expresses her experience with colonization, as a child growing up from a poor African community, with tremendous correctness and detail. She is anything but typical. A great deal of the novel reveals the development of Thambu as she becomes a young lady and the relationship with her cousin Nyasha .As they mature we can identify the difference in their characters . Tsitsi also adopt the method of narration as Saleem in ‘Midnights children’ .Saleem works in a pickle factory by day and records his experiences in the night hoping that one day the world would taste the pickle of history. Alongside of

For rich and poor in Russia Essay Example for Free

For rich and poor in Russia Essay I leaned my back on my big black chair. The cushion, now deep and saggy, still feels comfortable. It has been ten long years of sitting on the same chair yet I can still feel its soft leather and now dilapidated covers. This high-back chair has been with me since day one. It surely has witnessed countless heated arguments with my staff, serious conversations with directors, even termination scenes with employees. Today, as I am about to make the biggest decision for the company, the chair will once more bear witness to my decision-making. So I reached for the topmost document from a pile of white papers on my desk. This was from yesterday’s presentation. It read, â€Å"Strategy for Expansion,† with bold letters that seemed to be screaming at me. Yes, after ten long years of doing business, we have finally decided to widen our horizons and look for other markets to tap into. I stretched my feet under the table, putting back the document I sighed and asked myself, â€Å"Are we ready to do this? † â€Å"Sir, everyone is waiting for you in the boardroom,† my secretary interrupted. This is just one of the vivid scenes recurring to me whenever I think about my future career. Indeed I aspire to sit on the manager’s chair of a successful company in my home country of Russia. Yet the road towards that aspiration is long and bumpy, not to mention competitive and challenging especially in today’s business world. As this is the case, I deem that I need top-notch and excellent education and rigid practical training from a prestigious educational institution. Hence, I have chosen the European School of Economics to major in International Business. Primarily, I regard that an international learning environment offered by ESE is crucial in today’s competitive business world so as to prepare and train me in building a career in business especially in this time of globalization. Since ESE is home to students of different nationalities and allows free movement between the centers in London, New York, Rome, Milan, and Florence, I am certain to experience a dynamic, interesting, and challenging academic environment necessary in today’s competitive atmosphere of business. ESE will further hone my skills and strengthen my knowledge in preparation for my entry into the global marketplace by providing practical training or real-life application of business theories and perspectives through exposure and involvement in creating strategic plans, managing international projects, and addressing various challenges in today’s global business environment. Evidence of ESE’s capacity to do this is the myriad of graduates who are the movers and shakers in the business field occupying positions in management, organizational operations, marketing, and customer care, among others. Another testament to ESE’s ability to educate me excellently are the recognitions it has received. In fact, ESE programs have been validated by the highest ranked university by British students and the only independent university in the United Kingdom, the University of Buckingham. It is also accredited by the British Accreditation Council. Furthermore, I have been drawn to ESE’s philosophy of not just assisting students in choosing a career that suits them but more so encouraging them to fulfill their goals by chasing their dreams and doing what they love. This kind of encouraging environment will definitely ease the stress and pressures attached with higher education, not to mention bring fun and active spirit amidst academic requirements. Moreover, another significant factor in choosing ESE is its revered internship program. Since the school has established relationships with successful global companies, I am guaranteed to gain the needed exposure and adequate training necessary before entering the real business world. Particularly in my chosen major where I will be exposed to three internship placements, I will have the opportunity to explore which field I may be good at, to assess my own skills for future practice, and to earn the trust and confidence of employers for future employment options. Above all, I have chosen ESE, particularly the Bachelor’s Degree in International Business because of the quality of education that I will receive should I be accepted in the said program. Included in this quality education are the analytical and critical thinking skills that I will acquire, which will aid me in future organizational decisions. Furthermore, the kind of learning I will gain in the said program will give me a deep comprehension of the global business environment and the different factors that influence investment, trade, and the economy, thereby allowing me to come up with strategic business plans in the future. In addition, an ESE education will further strengthen my communication skills crucial in local and international business transactions and dealings as well as develop my creativity and flexibility in responding to various challenges that face the business environment. Because of all these qualities, I aspire to be one of the students to be educated with an ESE education. However, this education will not just be for me but for my country as well. As a Russian native, I have seen the widening gap between the rich and the poor. Though everyone seems to be climbing up the ladder of economic progress, the rich people continue to become richer very quickly and as a result, the gap continues to expand (Arvedlund, 2005). Hence, as someone with business and economic knowledge, I dream of working in an area where I can help bridge this gap – the supermarket industry. In 2001, it was only forecasted that supermarkets will gain momentum in Russia as the demand for food caused by the increasing purchasing power of Russians skyrocketed. In the past though, supermarkets were known to be exclusively high-income shopping places while outside markets are pictures of low and middle class shopping (Kozlov, 2001). While supermarkets provide all the conveniences of shopping, the prices of goods are high; while local stores’ prices are low, the quality of products is poor. Moreover, it was reported in 2008 that foreign supermarkets are beginning to expand their markets by establishing outlets in Russia, particularly in Moscow. Majority of these supermarket giants have been household names in developed nations. Their goal is to target consumers with a growing dispensable income by combining high quality products and low prices (Bentley, 2008). However, what I am aiming for is an all original Russian supermarket merging the features of a supermarket and a local store. My long-term professional dream is to establish a chain of supermarkets characterized by high standard goods, convenient shopping, low prices, and authentically Russian ambiance, where everyone regardless of income can enjoy shopping. After some time when the company has been established and have enough profits to sustain the business and even to venture out in other endeavors, we will expand to include charity work in our goals. This social responsibility is one aspect that many Russian companies seem to neglect. Hence, this dream will somehow decrease the gap between the rich and the poor and in a way support the less-fortunate to climb up the economic ladder quickly. Moreover, it is this very dream that inspired me to pursue a career in business; majoring in International Business in ESE is the first step towards this. Indeed the primary role of businesses, whether small, medium, or large, and local or international, is to create products and services and sell these to communities to gain profit for wealth creation in society (International Organization of Employers, 2005). How to effectively and efficiently achieve this purpose is what aspiring businessmen like me wish to study and master. The principles of marketing, various business methods, economics, business law and ethical practice, management and organization, and finance – these are just few elements that businesses need to take into consideration on their way to making profit. Yet beyond money matters, businesses have ventured out to include social responsibility and accountability to community as part of their strategy. For instance, businesses have sought to advance the quality of life like McDonald’s advocating for animal welfare, education of youth, clean environment, and charitable efforts (McDonalds, 2010). Moreover, businesses have also used their resources to embed social responsibility in their goods and services as in Vodafone’s Mpesa program in Kenya that enables people to do mobile banking and the content-filtering system the company incorporated for parents and children’s protection (Demos, 2006). If these companies successfully accomplished these endeavors, then it will not be impossible for the others to follow suit. Hence, I aim to do just that in my future business. To do this, I will apply my experience in interacting with different types of culture that I gained from living in several countries. Likewise, I will use my skills in developing relationships and working in groups to expand my business, develop ethical approaches in doing business, and incorporate charitable programs that will foster a symbiotic relationship between my business and the community or society. Since there are problems ahead, the analytical knowledge that business education will equip will come in handy. Nonetheless, this analytical approach will not only be applicable within the bounds of business but outside the business world as well. For instance, the lessons learned from economics, finance, and marketing will enable me to become an intelligent consumer. Moreover, the values taught by management and organization will help me manage my time and organize my schedule. In addition, the values acquired from business law and ethics will support my personal judgment and decisions in life and at work. Needless to say, I am fit to achieve all these through an ESE education because I am a hard worker and a leader. Testament to this is my experience working in the marketing department of a shoe company. Though a greenhorn, I was immediately tasked to handle the marketing plan for the newest line of rubber shoes. Together with the team, I looked into previous plans from the department and examined the core values of the company. I then gathered them and brainstormed on what marketing strategy would be best for the new shoe line. I assigned each member a task that includes researching the marketing environment, reviewing past marketing activities, studying the company’s marketing system, and devising methods to analyze marketing plan’s effectiveness. With all our inputs, we were able to come up with a solid strategy, which the company used to introduce the new product to the market. From this work experience, I showcased my leadership and management abilities to produce good results. I was also able to display responsibility, meticulousness, organization, and ability to work well with others to ensure that the task assigned to me was smooth sailing from beginning to end. All these qualities will come in handy in the real global competitive business world. Nonetheless, my life is not all work and business. I also use my time doing fun activities such as swimming and yoga, both of which ease my mind from the pressures of school, work, and personal life. In my spare time, I read books and newspapers. I find current events, politics, history, and business the most interesting topics to read about as they give me awareness of past and present events that shape people and ultimately influence their decisions and actions. Furthermore, I also devote my time in volunteer work. In fact, I was recently in Tijuana, Mexico to help build houses for homeless families in the said area and also in the reservation in Taos, New Mexico to immerse myself in the Pueblo culture together with Pueblo school children. I have likewise participated in the Walk to Cure Diabetes in San Francisco, CA for a number of times. The said experiences deepened my understanding of different kinds of people and made me appreciate life more. They also inspired me to do more for the community and society as there are many people who need help, care, and attention. Therefore, in the future, I wish to extend my hand to the underprivileged and unnoticed sectors of society. Before doing this though, I wish to earn my master’s degree to strengthen the undergraduate education I will acquire. This way, my dream of establishing and managing a solely Russian-based company will be easier to achieve. Additionally, earning a master’s degree will make me a more effective leader and manager bringing a Western style of conducting business, which I believe is more efficient when applied in the Russian environment. The higher degree will also strengthen the knowledge and skills I gained from studying in various parts of the world and from interacting with different cultures in bringing a global and efficient approach to the company and in promoting charity and community work as an integral component in today’s business world. So I stared at my secretary for a couple of minutes and then she said, â€Å"Sir, is there something wrong? Everyone is waiting.. † I did not let her finish and instead I asked, â€Å"Do you think it is time for me to buy a new chair? † â€Å"I most certainly think so, Sir. † With that, I already know what decision to deliver in the boardroom. References Arvedlund, E. E. (2005). For rich and poor in Russia, gap widens. The New York Times. Retrieved from http://www. nytimes. com/2005/04/26/business/worldbusiness/26iht-ruble. html? _r=2 Bentley, E. (2008). Supermarket giants check out Russia. The Moscow News. Retrieved from http://www. mn. ru/business/20080904/55345070. html Demos, T. (2006). Beyond the bottom line: Our second annual ranking of Global 500 companies. CNN. Retrieved from http://money. cnn. com/magazines/fortune/fortune_archive/2006/10/30/8391850/index. htm International Organization of Employers. (2005). The role of business within society: Position paper. Geneva: International Organization of Employers. 1-10. Kozlov, V. (2001). Supermarkets gain momentum in Moscow. The Russia Journal. Retrieved from http://www. russiajournal. com/node/5018 McDonalds. (2010). Values in action. Retrieved from http://www. mcdonalds. com/us/en/our_story/values_in_action. html

Streamlining :: Norman Bel Geddes Theater Essays

Streamlining Ukrainian State Theater: Foyer - Norman Bel Geddes, Horizons Norman Bel Geddes was a Broadway stage designer turned industrial designer. During much of his life, his ideas stretched beyond the vision of most people. He encountered a lot of apprehension toward his innovative ideas, many of which never left the drawing board. Yet, Geddes' notions of "Streamlining" are important to understanding public life. Steven Heller and Louise Fili (1995) write, "[Streamlining] was at once the engine of progress and a metaphor for the fast tempo of daily life" (p. 80). To Geddes, streamlining illustrated courage: We are too much inclined to believe, because things have long been done a certain way, that that is the best way to do them. Following old grooves of thought is one method of playing safe. But it deprives one of initiative and takes too long. It sacrifices the value of the element of surprise. At times, the only thing to do is to cut loose and do the unexpected! It takes more even than imagination to be progressive. It takes vision and courage. Geddes deserves our attention because so many of his visions remain a part of our collective consciousness in the form of "semiotic phantoms" that endure the many changes that have taken place sense his age. Photo borrowed from Dannysoar's Geddes page. Norman Bel Geddes was born in Adrian, Michigan, in 1893 to a wealthy family. But, by the time he was seven, his father lost everything in the stock market and drank himself to death a few years later. Norman, his mom, and younger brother lived in poverty for the rest of his childhood. But his mother was a cultured woman and she shared her interest in the theatre and opera with her sons. Norman loved to draw and paint and his mother encouraged him (Russell, 1974, p. 8). During this time, they moved a lot. When Norman was in the ninth grade, he was expelled from school. A cartoonist who'd heard about him helped him get into the Cleveland Institute of Art. Norman also attended the Chicago Art Institute for a short time, but school really wasn't his thing. His strong interest in stage and opera grew and soon he found his niche (Russell, 1974, p.10). Geddes' most notable contribution to stage design was in lighting. Back then, the sole purpose of lighting was visibility.

Learner Guide for a Level Economics

Learner Guide for Cambridge AS and A Level Economics Learner Guide for Cambridge AS and A Level Economics How to use this guide The guide describes what you need to know about your Economics examination. It will help you to plan your revision programme and will explain what Cambridge International Examinations is looking for. The guide contains the following sections: Section 1: How will you be tested? This section will give you information about the different examination papers you will take. Section 2: Examination tips This section gives you advice to help you do as well as you can.Some of the tips are general advice and some are based on the common mistakes that learners make in exams. Section 3: What will be tested? This section describes the five assessment objectives in Economics Section 4: What you need to know This shows the syllabus content so that you can check: †¢ which topics you need to know about †¢ details about each topic area in the syllabus †¢ how muc h of the syllabus you have covered Section 5: Useful Websites  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 1: How will you be tested?The table below gives you information about the examination papers you will take. Paper Type Duration Number of Questions Maximum Mark 1 Multiple Choice (Core) (a) Data Response (Core) (b) Structured Essay (Core) 1 hour 30 30 Weight (% of total marks for syllabus) 40 45 minutes (recommended) 1 20 30 45 minutes (recommended) 1 from a choice of 3 20 30 2 2  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 2: Examination tips General Advice †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ It is very important that you look very closely at the ‘command’ or ‘directive’ words used in a question.These tell you what we are looking for. If a question asks you to ‘identify’, ‘ state’ or ‘calculate’ something, you should not write a very long answer. If, however, the question asks you to ‘explain’ or ‘discuss’ something, this will require you to go into much more detail and your answer should be longer. Very often, with a ‘discuss’ question, you will be expected to look at something from two contrasting points of view and then come to a reasoned and well supported conclusion. It is also important that you look closely at the number of marks that are awarded for each part of a question.This will give you guidance as to how long you should spend on each particular part. Some parts of a question will only gain you two or four marks while other questions will have sections worth eight and twelve marks. Remember to look very closely at the precise wording of each part of a question. You need to make absolutely certain that your answer clearly relates to what is specifically required. For example, you ma y answer a question about inflation and write all you know about how it is measured, but the actual question asked required you to write about the difference between two causes of inflation, cost-push and demand-pull.Time management is crucial. Don’t spend too long on one question, or parts of one question, and then leave yourself towards the end of the examination with very little time to read through your answer and correct any mistakes and/or add anything that you feel is missing. W herever possible, use diagrams to aid your explanations, but make sure that they are accurately and clearly drawn and correctly labelled. You should also make sure that you refer to them in your answer. You should also try and bring in appropriate and relevant examples, wherever possible, of current economic issues and problems to support the points you are making.Look back at the question every so often, just to make sure that you are answering the question correctly and staying ‘on trac k’. You do not need to write out the question; this is a waste of your time. Just make sure that you write the number of the question, and the sub-part, so that we know which question you have answered and there is no possibility of confusion as to which question has been answered. Do not answer more questions than you have to. For example in Paper 2, you are required to answer question 1 in Section A and then only one of the three questions in Section B. Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics An Example Paper 2 Section A: Question 1 This is the data response question which has to be answered. There are 20 marks available for this question. †¢ †¢ You need to spend time carefully reading through the information provided in Section A. In the example above the data response was concerned with the market for onions in Bangladesh. You need to be confident in what you have read so that you are able to identify, inter pret and manipulate aspects of the data, depending on the particular questions asked.You need to look at the title of the case study; this may well give you some clues as to what you will be required to do in answering the questions.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ You need to look at the data provided and appreciate its context. In the example above, this was concerned with the prices of essential foodstuffs in Bangladesh and the implications of this for traders, consumers and the government.If the data is in the form of a table, a chart or a diagram, look for the important features and see if you can identify any patterns, relationships or trends as some of the questions are likely to be drawn from these. Look for the economic theories or concepts around which the case study has been written; think about how and where these theories and concepts are embedded in the data as questions are likely to be drawn from these. In the example above, this was in relation to prices, demand and supply and government intervention in markets). See if there is a stated source for the case study; as this may help you to understand its context.See if you can identify any limitations of the data; for example, there may be other information that you would have found useful, but which has been omitted. The instruction on the examination paper states: â€Å"Brief answers only are required. † You need to be able to quote selectively and answer concisely. You need to look closely at and follow the mark allocation in terms of the time to be taken to answer each part of a question. In the example above, all three parts of (a) were allocated two marks each, both parts of (b) were allocated four marks each, and part (c) was allocated six marks.Half of the time allocated to the whole paper, 1 hour 30 minutes, sh ould be spent on answering Question 1, i. e. 45 minutes. This means that between 13 and 14 minutes should be allocated to each of (a) and (c) and 18 minutes to (b). W here the ‘command’ or ‘directive’ word is calculate, you do not need to go into a great deal of detail. In Question 1 (a) (i), in the example above, you simply needed to calculate the approximate price per kilo of onions in September 2003. W here the ‘command’ or ‘directive’ word is identify, you again do not need to go into a great deal of detail.In Question 1 (a) (ii), in the example above, you simply needed to identify two reasons why prices might normally be expected to rise before the Holy Month of Ramadan; you were not required to explain, analyse or discuss these two reasons. A question will sometimes explicitly require you to include a diagram. This was the case in (b) (i) and (ii), in the example above, when candidates were required to include a demand and su pply diagram. In the case of (i), this was to help explain how traders may benefit from reducing the supply of essential products.In the case of (ii), this was to help analyse the effect on the market for onions of the introduction of an effective maximum price. Your diagrams would need to be neatly and accurately drawn and correctly labelled. You would also need to refer to the diagrams in your answers; that is why it says ‘with the aid of a demand and supply diagram’ in the question. The maximum mark that could have been awarded in each of these sections, if no diagram had been included, was three out of the available four. In some parts of questions, the ‘command’ or ‘directive’ word is explain or analyse.In part (b), (i), in the example above, you were required candidates to ‘explain how traders may benefit from reducing the supply of essential foodstuffs’, while in (ii) candidates were required to ‘analyse the effect on the market for onions of the introduction of an effective maximum price’. It is very important that you fully understand what is meant by these words. Explain means to make clear how or why; analyse means to examine in technical detail. In some parts of questions, the ‘command’ or ‘directive’ word used is discuss.In Question 1 (c), in the example above, the question required candidates to ‘discuss the  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics †¢ desirability of the Government’s intervention in the market for onions’. You would need to look at this from both points of view, i. e. firstly saying that it would be advantageous and then going on to consider some of the possible disadvantages. You would then be expected to reach a conclusion as to whether it would be particularly desirable for the government to intervene in such a market.The maximum mark for only one side of the argument was four; the maximum mark for both points of view, but without a clear conclusion, was five. You should always try to leave time at the end of answering the question to read through what you have written so that you can check and correct any mistakes and add anything important that you have omitted. Section B: Questions 2, 3 or 4 This is the essay question and you have to answer just one question from this section. There are 20 marks available for this question. †¢ †¢ Each question will be made up of two parts with eight marks for (a) and twelve marks for (b).Part (a) will always require you to explain something. This means that you are required to give clear reasons for something or to make something clear in terms of how and/or why something is happening. For example, in Question 2 (a) you were required to explain how production possibility curves might be used in assessing a country’s economic performance. You would need to demonstrate knowledge of what is meant by a production possibility curve and then go on to explain both the static position of the curve and a movement of it.In Question 3 (a) you were required to explain the difference between absolute and comparative advantage. You would need to define the two terms and then go on to explain the terms and the assumptions which underpin the two concepts. In Question 4 (a) you were required to explain the difference between costpush and demand-pull inflation. You would need to demonstrate knowledge of what is meant by inflation and then go on to explain the two terms and, most importantly, the difference between them.  © Cambridge International Examinations 2012Learner Guide for Cambridge AS and A Level Economics †¢ †¢ †¢ †¢ As has been said, there are eight marks available for part (a), 40% of the total for the question. You should, therefore, aim to spend about 40% of the time available for answering this part of the question. The time allocated to answering this question is 45 minutes, so you need to aim to spend about 40% of that time on part (a), i. e. about 18 minutes. Part (b) will always require you to discuss something. This means that you are required to give the important arguments, for and against, in relation to whatever is being asked.For example, in Question 2 (b) you were required to discuss whether a mixed economy is the best way for a country to deal with the basic economic problem. You would need to demonstrate an understanding of both a mixed economy and the basic economic problem and then go on to discuss both the benefits and the drawbacks of a mixed economy. In Question 3 (b) you were required to discuss whether the principle of comparative advantage is a satisfactory explanation of the trade pattern of an economy with which you are familiar.You would need to apply the principle of comparative advantage to a pattern of trade and discuss the limitations of comparative advantage theory. You would then need t o go on to discuss other explanations of trade. This is a particularly interesting question because instead of requiring you to discuss a particular trade pattern between two economies, you are asked to discuss the trade pattern of an economy with which you are familiar, i. e. you are given the choice of deciding which economy to write about. In Question 4 (b) you were required to discuss whether a country experiencing inflation will always have a balance of payments problem.You would need to explain the link between inflation and the balance of payments and then go on to discuss the conditions when inflation would be likely to bring about a balance of payments problem and the conditions when inflation would not be likely to cause such a problem. As has been said, there are twelve marks available for part (b), 60% of the total for the question. You should, therefore, aim to spend about 60% of the time available for answering this part of the question. The time allocated to answering this question is 45 minutes, so you need to aim to spend about 60% of that time on part (b), i. . about 27 minutes. You should always try to leave time at the end of answering the question to read through what you have written so that you can check and correct any mistakes and add anything important that you have omitted.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 3: What will be tested? The syllabus sets out the five assessment objectives in Economics. Number of Assessment Objective 1 Skill Demonstration of Skill Demonstrate Knowledge and Understanding 2 Interpret 3 Explain and Analyse 4 Evaluate 5 Organise, Present and CommunicateYou should be able to demonstrate knowledge and understanding of the specified content. You should be able to interpret economic information presented in: †¢ verbal †¢ numerical or †¢ graphical forms. You should be able to explain and analyse economic issues and arguments, us ing relevant economic: †¢ concepts †¢ theories and †¢ information. You should be able to evaluate economic: †¢ information †¢ arguments †¢ proposals and †¢ policies. You should be able to take into consideration relevant information and theory. You should be able to distinguish facts from: †¢ hypothetical statements and †¢ value judgements.You should be able to organise, present and communicate economic ideas and informed judgements in a: †¢ clear †¢ logical and †¢ appropriate form. The Multiple Choice component (Paper 1) will seek to test particularly Assessment Objectives 1, 2 and 3. The Data Response part of Paper 2 will seek to test particularly Assessment Objectives 2 and 3 and, to a lesser extent, Assessment objectives 1, 4 and 5. The Structured Essay part of Paper 2 will seek to test particularly Assessment Objectives 1, 3, 4 and 5 and, to a lesser extent, Assessment Objective 2.  © Cambridge International Examinat ions 2012Learner Guide for Cambridge AS and A Level Economics Section 4: What you need to know A table is provided below which describes the topics which will be tested in your examination papers. You can use the table throughout the course to check the topics you have covered. You can also use it as a revision aid. The column headed ‘comments’ can be used: †¢ to add further information about the details of each bullet point, or to give appropriate examples †¢ to highlight areas of difficulty which you might need to ask your teacher about.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level EconomicsTheme 1 Basic Economic Ideas Topic Scarcity, choice and resource allocation Different allocative mechanisms Production possibility curve The margin Positive and normative statements Ceteris paribus Factors of production Division of Labour Money  © Cambridge International Examinations 2012 You should be able to: †¢ Define the meaning of scarcity †¢ Explain the inevitability of choices at all levels: o individual o firm o government †¢ Define and explain the concept of opportunity cost †¢ Consider basic questions of: o what will be produced o how it will be produced o for whom it will be produced Distinguish between: market economies †¢ planned economies †¢ mixed economies †¢ and problems of transition Explain: †¢ the shape of the production possibility curve †¢ shifts of the production possibility curve Explain decision making at the margin Distinguish between: †¢ positive and †¢ normative statements Explain the meaning of ceteris paribus Define the four factors of production: †¢ Land †¢ Labour †¢ Capital †¢ Enterprise Explain the meaning of division of labour Describe and explain: †¢ the functions of money †¢ the characteristics of money Comments Learner Guide for Cambridge AS and A Level Economics Theme 2 The Price Sys temTopic Individual Demand curves You should be able to: Explain the construction of individual demand curves Aggregation of individual demand curves to give market demand Factors influencing demand Explain how individual demand curves are aggregated to give market demand Movements along and shifts of a demand curve Price, income and cross elasticities of demand Firms’ supply curves Factors influencing market supply Movements along and shifts of a supply curve Price elasticity of supply  © Cambridge International Examinations 2012 Identify and explain the various factors that can influence market demandExplain and distinguish between: †¢ movements along a demand curve †¢ shifts of a demand curve †¢ Explain the meaning of †¢ Calculate †¢ Analyse the factors affecting †¢ Assess the implications for revenue and business decisions of o price elasticity of o demand o income elasticity of o demand o cross elasticity of o demand Explain how individual firms’ supply curves are aggregated to give market supply Identify and explain the various factors that can influence market supply, including: †¢ indirect taxes and †¢ subsidies Explain and distinguish between: †¢ movements along a supply curve †¢ shifts of a supply curveExplain: †¢ the determinants of the price elasticity of supply †¢ the implications of price elasticity of supply for speed/ease with which businesses react to changed market conditions Comments Learner Guide for Cambridge AS and A Level Economics Theme Topic Interaction of demand and supply Equilibrium price and quantity Consumer and producer surplus Prices as rationing and allocative mechanisms 3 Government Intervention in the Price System Externalities Social costs and social benefits Decision-making using costbenefit analysis Private goods and public goods Merit goods and demerit goodsGovernment intervention  © Cambridge International Examinations 2012 You should be able t o: Explain: †¢ the meaning of equilibrium and disequilibrium †¢ the effects of changes in supply and demand on equilibrium price and quantity †¢ the applications of demand and supply analysis Explain the meaning of consumer and producer surplus Analyse how prices can be used as: †¢ rationing and †¢ allocative mechanisms Explain and distinguish between: †¢ positive and †¢ negative externalities Explain social costs as the sum of: †¢ private costs and †¢ external costs Explain social benefits as the sum of: †¢ private benefits and external benefits Explain decision-making using cost-benefit analysis Explain and distinguish between: †¢ private goods and †¢ public goods Explain and distinguish between: †¢ merit goods and †¢ demerit goods Explain government intervention through: †¢ maximum price controls †¢ price stabilisation †¢ taxes †¢ subsidies †¢ direct provision of goods and services Comm ents Learner Guide for Cambridge AS and A Level Economics Theme 4 International Trade Topic Principles of absolute and comparative advantage Other explanations and determinants of trade flows Arguments for free trade and motives for protectionTypes of protection and their effects Economic integration 5 Measurement in the Macroeconomy Terms of Trade Balance of Payments Different forms of measurement in the macroeconomy General price level Price indices  © Cambridge International Examinations 2012 You should be able to: Explain the principles of: †¢ absolute advantage †¢ comparative advantage and †¢ their real-world limitations Explain the opportunity cost concept allied to trade Account for other explanations and determinants of trade flows Explain: †¢ arguments for free trade and †¢ motives for protection Explain: †¢ types of protection and †¢ their effectsExplain the features of, and the differences between, a: †¢ free trade area †¢ cu stoms union †¢ economic union †¢ monetary union Explain the meaning of the terms of trade Explain the components of the balance of payments Explain different types of measurement: †¢ Employment statistics †¢ Size and components of labour force †¢ Labour productivity †¢ Definition of unemployment †¢ Unemployment rate; patterns and trends in employment and unemployment †¢ Difficulties involved in measuring unemployment Explain: †¢ the general price level †¢ price indices, such as the consumer price index and the retail price index money and real data Comments Learner Guide for Cambridge AS and A Level Economics Theme Topic Shape and determinants of AD and AS You should be able to: Interaction of AD and AS: determination of level of output, prices and employment 6 Macroeconomic Problems Inflation Define inflation Explain the: †¢ degrees of inflation †¢ types of inflation †¢ causes of inflation †¢ consequences of infl ation Explain the: †¢ meaning of balance of payments equilibrium and disequilibrium †¢ causes of balance of payments disequilibrium †¢ consequences of balance of payments disequilibrium on the domestic and external economyDefine exchange rates and explain: †¢ the measurement of exchange rates – nominal, real, tradeweighted exchange rates †¢ the determination of exchange rates – fixed, floating, managed and ‘dirty’ float †¢ the factors underlying fluctuations in exchange rates †¢ the effects of changing exchange rates on the economy Analyse policies designed to: †¢ correct balance of payments disequilibrium or †¢ influence the exchange rate Comment on the possible conflicts between these three policy objectives Balance of Payments Problems Fluctuations in Foreign Exchange Rates 7 Macroeconomic PoliciesMacroeconomic policies Conflicts between policy objectives on inflation, balance of payments exchange rate  © C ambridge International Examinations 2012 Comments Learner Guide for Cambridge AS and A Level Economics Section 5: Useful Websites General Economics sites http://www. tutor2u. net This is probably one of the best of the various internet sites that are currently available for students of Economics. It provides a great deal of information on a wide range of topics and one section that is particularly useful is a range of revision notes on different areas of the syllabus.There are also a number of essay plans on different topics and there is an active forum and advice section, as well as regular news updates. There are interactive quizzes and a VLE (virtual learning environment) site. There are also PowerPoint presentations on many topics and a very useful Economics blog. http://brynsaseconomicsblog. blogspot. com This site is updated regularly and shows the list of topics covered down the left hand side with the number of entries for each topic in brackets. There are useful links to a wide range of resources including not only articles but also video clips. ttp://www. bized. co. uk/ This is a particularly useful site if you are looking for up-to-date facts about various companies, prepared by the companies themselves but with learners in mind. It also includes a range of learning materials that will be useful across all areas of the syllabus. It has a number of virtual reality exercises in the Virtual Worlds section of the site, including Virtual Economy, Virtual Factory and Virtual Developing Country. http://www. s-cool. co. uk This is one of the better websites, providing a lot of useful information for Economics students.It covers eighteen topic areas and in each of these there is a checklist of the main principles, a QuickLearn section that explains the main elements of that part of the syllabus, with some very helpful diagrams, and revision summaries that go over the main terms and concepts in that particular topic area. http://www. jusbiz. org This site is somewhat distinctive in that it aims to focus on the global and ethical dimensions in Economics. There is a lot of useful material and a very good glossary of key terms and concepts. There are also useful links to other sites. http://www. revisionguru. co. uk/economicsThis site provides an Economics textbook which has definitions and explanations of the key terms and concepts across all parts of the syllabus. It also contains some very useful diagrams.  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics http://economix. blogs. nytimes. com This site, linked to the New York Times, uses Economics as a framework for thinking about many events taking place all over the world. http://en. wikipedia. org This internet encyclopaedia has some very good entries on many economic concepts and is helped by the links in blue to many other sections.Television, Newspaper and Magazine sites http://www. bbc. co. uk This is the website of the BBC and is updated regularly. You need to go to the bottom of the home page and click on ‘Business & Money’. There is then a menu on the left hand side of the home page; you just need to go to ‘Business’ and click on ‘Economics’. It provides convenient links to a wide range of related sites including video and audio links as well as articles. There are useful ‘Country Profiles’ providing economic information about countries all over the world and a number of ‘Special Reports’, many of which are of interest to the Economics learner. ttp://www. cnn. com This website has a range of articles and video clips on many aspects of economics. You can click on your geographical area of the world or on world business. http://www. economist. com There are many magazines and newspapers with websites which will be particularly helpful in gaining up-to-date information about Economics. This is one of the better sites and contains some very good articles, covering all parts of the world, which will help you to consider the application of economic theories to particular events and issues.Some access is limited to subscribers only. http://businesscasestudies. co. uk/ This site provides a wide range of case studies featuring a number of internationally known companies. The information is wide ranging and applies many economic theories to particular business situations. http://www. businessweek. com http://www. ft. com http://www. guardian. co. uk/ http://independent. co. uk  © Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics http://www. telegraph. co. uk http://www. the-times. co. uk http://www. thesundaytimes. co. uk/sto/All of these newspapers and magazines will have a great deal of economic information that is regularly updated. You should also get into the habit of looking at the websites of the most important newspapers and magazines in your own country and geographical regi on. Some access is limited to subscribers only. UK focussed sites http://www. statistics. gov. uk This site is particularly useful if up-to-date economic information is required on such topics as taxation, balance of payments, employment, productivity and inflation. It is primarily concerned with statistics that relate to the UK economy. http://www. bankofengland. o. uk This site is very useful for information concerning monetary policy and how it works, such as decisions about interest rates. It is also useful in relation to the role and function of a central bank. The Bank of England will focus on UK matters, but each central bank in the world is likely to have its own site. You will need to find out what is the website for the central bank of your country. http://www. ifs. org. uk/ This is the website of the Institute for Fiscal Studies. It covers a range of issues related to fiscal policy, but tends to be focused mainly on the UK.  © Cambridge International Examinations 2012

Rooms division assignment

The unit examines the role of the rooms ivision within the management of a hospitality operation, the operational elements that comprise the rooms division and how these are deployed by management to maximise both occupancy and rooms revenue. Learners will gain understanding of the role of the front office as the ‘nerve centre' of customer activity with network communication links within and to other departments. They will also gain understanding of the management of housekeeping services.Learners will be able to identify trends and technologies which impact on rooms division operations and effectively utilise a computerised operating system within the rooms division. Main Assignment Tasks Learning outcome 1 You are a trainee manager who has been asked by his manager to prepare a short induction presentation to ensure that newly recruited staff understands services provided by the rooms division in diverse contexts. TASK 1 (ACI. I ) services for at least two organisations. Exam ples of front office services) Housekeeping and maintenance Decoration and furnishings Refurbishment Accommodation environment and occupancy Guest services and supplies Linen services and laundry Cleaning services Environmental issues You will need supporting notes describing accommodation and front office services. Provide real industry examples where possible and make sure you reference your sources of information. Please submit a hard copy of your presentation and notes by the xx/xx/2013.Please also include these with your final report. TASK 2 (ACI . 2) Produce a table outlining the roles and responsibilities of Accommodation and Reception Services staff using as an example of a specific company. Accommodation Staff Responsibilities Roles Reception Service Staff Company 1 – Roles Notes should support your tables Give clear references to sources of information. Please submit a hard copy of the table and notes by xx/xW2013. Please also include the table with your final repor t.TASK 3 (ACI . 3) Discuss the legal and statutory requirements in relation to the room's division operations. (Examples of legal and statutory requirements) Health and Safety Hazardous substances Protective clothing Consumer law Price tariff and display Data protection TASK 4 (AC 1. 4) Evaluate services provided by the rooms division in a range of hospitality businesses (Examples of different businesses) Hospitality businesses Hotel Restaurant University campus Learning outcome 2 TASK 2. Assess the importance of the front of house area to effective management. The areas that are important to effective management include: Business/Department plans Operations POS management Night audit Use of technology Controlling and updating front-of-house-services Consumer and data protection Pricing. TASK 2. 2 given hospitality operation. Company 1 – Key Aspects Some of these should include: Visual impacts First impressions Design and layout Zoning Ambience Colour Flowers/Plants Heating L ighting Security TASK 2. Importance to planning and management Critically discuss the key operational issues affecting the effective management and business performance of the front office area for a given operation Examples of front office area operations: Services – Rooms related Concierge Information Sales Administration Financial Marketing Human resources, quality, customer Learning outcome 3 1 . Assess the importance of property interiors and design to effective management using a specific company (AC3. 1).Business departmental plans, operations and procedures Interior design in terms of visual impact, ambience, ratings, cost Access to mobility within interior, fabrics/furnishings/fittings Space, lighting, heating, effect of colour, flows plants 2. Discuss the critical aspects of planning and management of the accommodation ervice function for a given hospitality operation (AC3. 2) To include the bedrooms, function rooms, meeting, staff, public) Linen and laundry, cleani ng, leisure areas, waste management, use of technology, health and safety, consumer and building regulations, evaluating and controlling rooms services. .Analyse the key operational issues affecting the effective management and business performance of the accommodation service function for a given operation. (AC3. 3) Human resources Quality and Customer Learning outcome 4 4. Performance revenue/yield management activities to maximise occupancy and erishability cycle Distribution channels, price discrimination different rates and tariff structures to maximise occupancy Inventory management including the use of booking horizons to maximise yield, advantages and disadvantages of yield management.Hotel internet marketing including viral marketing 5. Discuss the sales techniques that room division staff can use to promote and maximise revenue. (AC4. 2) Tariff structures, market based pricing, negotiated sales, (delegate, seasonal and corporate packages) Use of overbooking policy, sales l eads, referrals, selling other services, Up-selling, repeat business, customer loyalty scheme, ource of bookings, central reservations, agents. 6. Discuss the purpose and use of forecasting and statistical data within the rooms division. (AC4. ) Comparison of actual data to projected, formulation of marketing and pricing policy, Operational and financial reports. 7. Calculate room division performance indicators to measure the success of accommodation and sales. (AC4. 4) Front office performance indicators (room occupancy %, sleeper %, double/twin occupancy %, average room rate, and average sleeper %. Achievement of Pass, Merit and Distinction Grade Achievement of a Pass grade: A pass grade is achieved by meeting all the requirements defined in the assessment criteria for pass for each unit.Achievement of a merit grade To achieve a merit grade you must achieve a pass grade and also your essay/ assignment/coursework demonstrates your abilities and skills in the following areas: MI id entify and apply strategies to find appropriate solutions M2 select/design and apply appropriate methods/ techniques M3 present and communicate appropriate findings On successful completion of these assignments learners will achieve the following learning outcomes: Achievement of Pass, Merit and Distinction Grades 1 .Achievement of Pass Grade A Pass grade is achieved by learner on meeting all the minimum requirements defined in the assessment criteria for each unit. 2. Achievement of Merit Grade To achieve a Merit grade learner must achieve a pass grade and also his/her essay/ assignment/coursework demonstrate his/her abilities and skills in the following areas: MI: Identify and apply strategies to find appropriate solutions. Effective Judgements have been made Complex problems with more than one variable have been explored An effective approach to study and research has been applied M2: Select/design and apply appropriate methods/techniques.Relevant theories have been applied A ran ge of methods and techniques have been applied A range of sources of information have been used The selection of methods and techniques/sources have been Justified The design of methods/techniques have been Justified Complex information/data have been synthesised and processed Appropriate learning methods/techniques have been applied M3: Present and communicate appropriate findings. The appropriate structure and approach has been used Coherent, logical development of principles/concepts for the intended audience A range of methods of presentation have been usedTechnical language has been accurately used Communication has been taken place in familiar and unfamiliar contexts The communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used 3. Achievement of Distinction Grade To achieve a Distinction grade learner must achieve a merit grade and also his/her essay/assignment/coursework demonstrate his/her abilities and skills in the following Dl : Use critical reflection to evaluate own work and Justify valid conclusions. Conclusions have been arrived at through synthesis of ideas and have been JustifiedThe validity of results has been evaluated using defined criteria Self-criticism of approach has taken place sucess D2: Take responsibility for managing and organising activities. Autonomy/ independence has been demonstrated Substantial activities, projects or investigations have been planned, managed and organised Activities have been managed The unforeseen has been accommodated The importance of interdependence has been recognised and achieved D3: Demonstrate convergent/lateral/creative thinking. Ideas have been generated and decisions taken Self-evaluation has taken place Convergent and lateral thinking have been appliedProblems have been solved Innovation and creative thought have been applied Receptiveness to new ideas is evident Effective thinking has taken place in unfamiliar contexts Plagiarism and Collusion Any act of plagiarism and collusion will be seriously dealt with according to the regulations. In this context the definition and scope of plagiarism are presented below: ‘Plagiarism occurs when a student misrepresents, as his/her own work, the work, written or otherwise, of any other person (including another student) or of any institution.Examples of forms of plagiarism include: the verbatim (word for word) opying of another's work without appropriate and correctly presented acknowledgement; the close paraphrasing of another's work by simply changing a few words or altering the order of presentation, without appropriate and correctly presented acknowledgement; unacknowledged quotation of phrases from another's work; The deliberate and detailed presentation of another's concept as one's own. All types of work submitted by students are covered by this definition, including, written work, diagrams, designs, engineering drawings and pictures. ‘Collusion occurs when, unless with of ficial approval (e. g. in the case of group rojects), two or more students consciously collaborate in the preparation and production of work which is ultimately submitted by each in an identical, or substantially similar, form and/or is represented by each to be the product of his or her individual efforts.Collusion also occurs where there is unauthorised co-operation between a student and another person in the preparation and production of work which is presented as the student's own. (ibid)' If an extension is necessary for a valid reason, requests can me made using a course work extension request form available from the college. Please note that the lecturers o not have the authority to extend the coursework deadlines and therefore do not ask them to award a coursework extension.

Whale Rider Chapter Questions Essay Example

Whale Rider Chapter Questions Essay Example Whale Rider Chapter Questions Paper Whale Rider Chapter Questions Paper Chapter 1 begins in myth, and myths explain what was once unexplainable to a people. What does the myth of the whale rider explain to the Maori people? 2. Chapter 2 gives us the point of view of the whales. The bull whale remembers his master, the golden man.    Do you think that the whale is as old as the myth, or do you think that the whale draws on the collective memory of his culture? Or, do you have another idea? Give your answer with reasons. 3. Chapter 3 is about the birth of Kahu. Why is Koro upset that Kahu is a girl? 4. What is the controversy about Kahus name? . What could be the significance of the whale sounding when Nanny, Rawiri and the boys bury Kahus birth cord? 6. How is Kahu different from typical babies in Chapter 4? 7. The first part of the novel is titled Spring: The Force of Destiny.    Explain why this appropriate in terms of archetypes. 8. Chapter 5 starts a new section of the novel, Summer: Halycons Flight. What does this foreshadow? 9. What does it mean when Kahu bites Koros toe? 10. What are the tests for Maori leadership? Chapters 7-12 1. Why does Koro not like to be called  Paka? 2. Discuss the idea of  interlock. 3. Which character fits the archetype of the  Earth Mother  and why? 4. Which character seems to Kahus mentor? 5. Explain the wisdom of the traditional Maori fishing style. 6. How does Kahus relationship with the whales show itself? 7. What could have caused the flash of bright light and radioactive seas that caused the Whales to flee their traditional waters in chapter 9? The approximate time period in human terms was WWII, 1946youll probably have to do a little research for this one. 8. Why does Rawiri go to Australia? 9. What does Rawiri learn of the perception of Maori by the plantation owners in Papua New Guinea? 0. Discuss Kahus trials and how she becomes stronger throughout the novel. Chapters 13-18 1. Why does Koro toss the stone into the ocean? What is it supposed to synbolize? 2. Why does Nanny Flowers not want Rawiri to tell Koro about Kahu finding the stone? 3. Why does the herd follow the delusional bull whale in chapter 14? How is this a parallel to what we see happeni ng in the novel (think of Koros stubborn leadership). 4. Why do you think that the whales have beached themselves? 5. What does the Human butchery show about the general regard of the whales? What do the actions of the ones who try to save the whales show about themselves? 6. How does the beaching of the whales in Whangara differ from the beaching of the whales Wainui Beach? Why is the second beaching much more of a spiritual battle than a physical one, or is it? 7. Why is it Rawiri that plunges into the ocean to try to save Kahu and not Pourouangi? How does this fit the archetype of the mentor? 8. Why does Kahu go to the whale in the first place? 9. Why is  Kahu not afraid to die? 10. When does Koro realize that he has  made a grave error in judgement? His reaction shows what about him?