Inclusion in own area of responsibility Essay

1.1 – Explain models of practice that underpin equality, diversity and inclusion in own area of responsibility It is important to understand the positive values of equality and diversity in my role as all service users are vulnerable whether physically or mentally. Caring for others and engaging with them engaging in decisions in relation to their life, health and wellbeing exercises a certain amount of power over the vulnerable adult. This has the potential to be misused or abused. Staff members understanding of equality and diversity greatly influences their behaviour in their role. The staff members approach to both equality and diversity will have a direct impact on both increasing equality and removing discrimination or help reinforce inequality and discrimination. It is often argued that discrimination is often carried out unknowingly or due to ignorance, insensitivity or common held beliefs that are not challenged. No matter how justified, there is no place for discrimi nation in a care setting. It is the responsibility of the manager to promote ant-discrimination and raise staff awareness about equality, diversity ad inclusion. see more:barriers to equality and inclusion Equality means to treat others with respect and as individuals. It is important not to confuse the meaning if equality as it does not mean to treat everyone the same. Every person is unique and is individual so in order to promote equality it is important to treat everyone fairly. Each person has their own needs, wishes and preferences so it is imperative that these are respected. A popular model of promoting equality is through the equal opportunities approach. It is helpful to have a good understanding of equality on order to understand that all individuals should have the same opportunities to achieve a good outcome. The equal opportunities approach is based on the idea that the starting point for all individuals should all be the same. This means that barriers to these opportunities, were possible, are removed and positive interventions are implemented. An equal opportunities approach also means that all individuals are treated the same regardless of age, race, colour, sex, religion, disability and sexuality. For example, it would be discriminatory to produce a job advert for a female receptionist as gender of the applicant is irrelevant. If the person is suited to the job role and has the necessary qualifications, gender in the role is irrelevant. If a  person whether male or female is qualified and capable of doing the job role then whether they are male or female does not make any difference. This approach encourages in individuals to reflect on potential and actual barriers to opportunities and propose and implement ways of overcoming these. The equal opportunities approach proves very successful in improving equality and inclusion. There are several anti-discriminatory legislations in place: Sex Discrimination Act 1975 Equal Pay Act 1970 Race Relations Act 1976 Disability Discrimination Act 1995 Equality Act 2006 Some critics believe the equal opportunities approach suggest that social structures and behaviours are so deeply discriminatory that, even when opportunities are equalised, some individuals will still be unable to overcome barriers and realise their full potential. Equality involves fairness and diversity involves valuing difference. Walker identified that the difference and diversity model is based on four key principles: Individuals function best when they feel valued People feel more valued when they believe their individual and group differences are valued The ability to learn from those who are different is the key to becoming empowered When individuals are valued and respected they can work independently and as part of a team to build relationships There are two models that link with equality, diversity and inclusion, the first one is the social model of disability which views discrimination and prejudice as being embedded in today’s society, their attitude’s and their surrounding environment. The social model focuses on who the adult is as person not what their disability or diagnosis is, the focus is on how to improve and empower the individual’s life and lead a more independent life as possible. The second model is the medical model of disability which views adults has having an impairment or lacking in some way, this model focuses on impairments that the adult has and finding and acknowledging ways to correct them. The client group at my current place of work are adults with  mild learning disability and some of the residents have a dual diagnosis of mental health issues as well. Both the social and medical model has an impact on their daily life. The home’s ethos is to empower the residents and in able them to lead a normal life as possible. This is done by providing and engaging them in their own individualised care plans and asking their opinions on what they like how they like it etc. allowing them to make informed choices for them self and whether they have the capacity to make these decisions. 1.2 – Analyse the potential effects of barriers to equality and inclusion in own area of responsibility Inclusion, equality of opportunity and anti-discrimination are central principles in social care. All activity needs to be planned on the basis that some people may need additional support to overcome the barriers they face. Barriers are those things that prevent or make access to a service more difficult for certain groups and individuals. The barriers faced in your own workplace will be related to your own working environment and on the area of care you work in. These barriers could include one or more of the following:  · age  · gender or gender identity  · disability – physical or sensory impairment  · faith  · ethnic origin  · sexual orientation  · communication, literacy and language It is important that an organisation culture is developed which reflects and reinforces a commitment to valuing diversity. It is the responsibility of the manager to ensure that all team members are aware what the values of the organisation are and understands that they are all expected to adopt these values. Clear expectations should be made available through training when onboarding all new team member so they are aware of what is expected of them prior to beginning their new role. It is important to raise awareness of equality and diversity. Managers should be perceived to set an example and enact the organisations values. Barriers: Our own personal beliefs and values are often deeply ingrained from our own personal upbringing and culture. It is only when these values and beliefs and values are challenged by new experiences that demonstrate that those beliefs may be flawed, that many people’s values are reflected on and, where appropriate changed. Evaluating beliefs and values are a good way to break down prejudice. Prejudice is often not an individual belief but is a more wide spread issue makes this a difficult problem to eliminate. In an organisation individuals should be made aware from the beginning that prejudice will not be tolerated and that team members are encouraged, supported and protected to speak out against it. Managers who are able to create a culture of discussion, tolerance and an open minded community are often proven as the most successful leaders. Prejudice can lead to unacceptable behaviour such as bullying, harassment and abuse of power which can infringe on the rights of others. If this occurs in the workplace disciplinary action should be undertaken in order to comply with organisational values and beliefs. There are also structural barriers to equality and inclusion. For example, a workplace without accessible toilets for those in wheelchairs is discriminatory and against the law. Barriers of any kind can make an individual feel disrespected and not valued. All individuals have a right to be treated fairly regardless of their age, race, sex, culture, beliefs, religion or disability. For example, if a vacancy for a promotion became available and the manager wanted an English person to fill the position. This would be discrimination on the basis of an individual’s race. By being English does not necessarily mean they will be better at the role. It is important to give all individuals a fair chance at the position and clearly nominate the best person for the role by judging them on their qualifications and suitability for the role and not because of their race, culture, age, sex or disability. 1.3 – Analyse the impact of legislation and policy initiatives on the promotion of equality, diversity and inclusion in own area of responsibility Equality is a state of being equal in terms of value, quantity or quality. It is about uniformity. It is also about ensuring that people are treated fairly and given fair chances. Equality is not about treating everyone in exactly the same way, it is about recognising and valuing individual needs  and seeking to meet them in different ways. Diversity means differences, varieties, and unlikeness. It is understanding and coping with peoples’ differences so that they can be effective using them to one’s advantage. Inclusion is seen as a universal human right. The aim of inclusion is to embrace all people irrespective of race, gender, disability, medical or other need. It is about giving equal access and opportunities and getting rid of discrimination and intolerance (removal of barriers). It affects all aspects of public life.

Maximizing the Benefits of Project Work in Foreign Language

Maximizing the Benefits of Project Work in Foreign Language Classrooms Bulent Alan and Fredricka L. Stoller The implentation of project work differs greatly from on instructional setting to another. In some settings, fairly non-elaborated tasks, confined to a single class session, are labeled as projects.In other settings, elaborate sets of tasks establish the process for completing the project and span an entire instructional unit; in settings like these, the benefits of project work are maximized because students are actively engaged in information gathering, processing, and reporting over a period of time, and the outcome is increased content knowledge and language mastery. In addition, students experience increased motivation, autonomy, engagement, and a more positive attitude toward English.Although project-based learning presents challenges for teachers and students (Beckett 2002; Eyring 1997), most project-work proponents assert that the advantages outweigh the disadvantages. In this article, we focus on how English language teachers can capitalize on the content and language learning benefits of project work. To explore the topic, we examine the characteristics of under-exploited project work, outline the features that maximize the potential benefits of project work, and present a case study of project-based learning.We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to integrate project-based learning into their own curricula. Under-exploited project work Numerous language educators incorporate what they call â€Å"project work† into their classrooms, even though the lessons do not maximize the full potential of project work. For example, in some settings, basic communicative activities used to help students get to know one another better and to promote conversation have been labeled as projects.What often occurs in such settings is that students, when given the chance, join groups wi th their friends. They complete their non-elaborated tasks in a superficial way without much collaboration. Studentssocialize, but rarely assist each other with the language and information-gathering demands of the task (if there are any demands). In some settings, project work is merely a source of entertainment and a break from routine classroom activities.Though projects often focus on challenging, real-world subject matter, students are often solely concerned with the visual attractiveness of their projects, paying little attention to content and language learning. In these settings, teachers often reinforce this misdirected attention by assessing student projects according to their visual appeal, ignoring students’ gains in language and content learning. In other settings, students are constrained in their ability to grow from their projects, either because of excessive teacher control or because of the absence of teacher feedback and guidance during the process.In setti ngs characterized by too much teacher control, we find instructors who dictate each step of the process without giving students any voice in defining the project. Generally, such excessive control inhibits students from taking responsibility for their own learning and developing a sense of ownership toward the project. In these settings, students are rarely asked to provide feedback on the project experience; thus, often the same project is incorporated into future instruction, with no modification, which usually results in the same lack of student engagement.Another problem occurs when repeating students influence new students with their negative attitudes toward the project, further undermining the potential of the project. Project work can be more effective when teachers relax their control, when students regard the teacher as a guide (Sheppard and Stoller 1995), and when students provide feedback on the experience so that projects can be improved each year. A total relaxation of teacher control, however, is not the solution to a teacher-centered project. In some cases, students are left alone and receive no guidance on the language, content, or process demands of the project.Here, it seems, teachers have ignored both the process-based nature of project work and students’ need for support at different stages in the project. Finding the proper balance between teacher guidance and student autonomy enhances the advantages of project work in the language classroom. Project work that maximizes benefits Projects that are structured to maximize language, content, and real-life skill learning require a combination of teacher guidance, teacher feedback, student engagement, and elaborated tasks with some degree of challenge. Generally, such projects are multidimensional.A review of numerous case-study reports (Allen 2004; Gardner 1995; Gu 2004; Ho 2003; Lee 2002; Levine 2004; Papandreou 1994; Tomei, Glick, and Holst 1999) reveals that successful project-based learning: †¢ focuses on real-world subject matter that can sustain the interest of students †¢ requires student collaboration and, at the same time, some degree of student autonomy and independence †¢ can accommodate a purposeful and explicit focus on form and other aspects of language †¢ is process and product oriented, with an emphasis on integrated skills and end-ofproject reflection.The end result is often authenticity of experience, improved language and content knowledge, increased metacognitive awareness, enhanced critical thinking and decision-making abilities, intensity of motivation and engagement, improved social skills, and a familiarity with target language resources. One way to maximize the potential benefits of project work is to follow the ten-step process advocated by Stoller (1997) and Sheppard and Stoller (1995). The ten steps are summarized below. Step 1: Students and instructor agree on a theme for the project The students and instructor come to an agreement on a project theme.Because projects range from structured, semi-structured, to unstructured in terms of the degree to which the teacher defines the project (Stoller 1997), instructors should identify ways (large or small) in which students can develop some sense of ownership toward the project. Step 2: Students and instructor determinethe final outcome of the project With the nature and objectives of the project in mind, the students and instructor determine the final outcome of the project (e. g. , bulletin board display, written report, debate, brochure, letter, handbook, oral presentation, video, multimedia presentation, theatrical performance).At this point, the students and instructor negotiate the most appropriate audience for their projects (e. g. , classmates, other students, parents, program director, city mayor, a local business). Step3: Students and instructor structure the project After the theme and final outcome of the project are determined, the stude nts and instructor work out project details that guide students from the opening activity to the completion of the project. In this step, students consider their roles, responsibilities, and collaborative work groups.After negotiating a deadline for project completion, students reach a consensus on the timing for gathering, sharing, and compiling information, and then presenting their final project. Step 4: Instructor prepares students for the demands of information gathering At this stage, the instructor prepares students for the language, skill, and strategy demands associated with information gathering. With student ability levels in mind, the instructor prepares instructional activities for each of the information-gathering tasks.For instance, if students will be conducting interviews to gather information, the instructor may plan activities in which students have to form questions, ask follow-up questions, request clarification, and take notes. If students are expected to write letters, the instructor might review the format and language of formal letters. If they intend to conduct an Internet search, the instructor may review search procedures and introduce useful note-taking strategies. Step 5: Students gather informationAfter practicing the skills, strategies, and language needed for gathering information, students are ready to collect information using methods such as interviewing, letter writing, and library searches. Whenever possible, the instructor brings in relevant content resources to get students started on their information quests. Step 6: Instructor prepares students to compile and analyze data At this stage, students need to master the language, skills, and strategies needed to compile, analyze, and synthesize the information that they have collected from different sources.The instructor prepares students to do much of this on their own through tasks that involve, for example, categorizing, making comparisons, and using graphic organizers s uch as charts and time lines. Numerous training sessions might need to be planned, depending on the types of information collected and the ways in which it was collected (e. g. , taped interviews, brochures received in response to solicitation letters, library research, and note-taking). Step 7: Students compile and analyze informationAfter engaging in teacher-guided preparatory activities, students are ready to tackle the demands of compiling and analyzing the gathered information. Working in groups, students organize information and then discuss the value of the data that they have collected, keeping some and discarding others. The goal is to identify information that is critical for the completion of their projects. Step 8: Instructor prepares students for the language demands of the final activity As in Steps 4 and 6, the instructor designs language-improvement activities to help students successfully present the final outcome of the project.Those activities may focus on skills for successful oral presentations, effective written revisions and editing, persuasive debates, and so forth. Some focus on form might be greatly appreciated by students at this point. Step 9: Students present the final product Students present the final outcome of their projects, as planned in Step 2. Step 10: Students evaluate the project In this last, often neglected stage of project work, students reflect on the language mastered and the subject matter acquired during the project.In addition, students are asked to make recommendations that can be used to enhance similar projects in the future. It is during this stage that teachers provide students with feedback on their language and content learning. Project work options The details of project work are largely dependent on contextual factors, language program objectives, and available resources. For instance, in Turkey, at higher education levels, students of agriculture can engage in project work about soil erosion, which is a serious contemporary issue, with the goal of generating possible solutions for deforestation in Turkey.Engineering students can prepare written reports after investigating the advantages and disadvantages of a third bridge over the Bosphorus in Istanbul; they might even send their reports to interested officials. Students enrolled in a vocational school on the southern coast of Turkey might design a website that introduces their town, with an eye toward attracting and building tourism in the area (Huseyin Yucel, personal communication, May 2004). Academic English-preparation students in their first year of university studies can explore a self-selected topic related o their majors (reported orally to classmates and in writing for their teacher) to prepare them for future studies (Semra Sadik, personal communication, June 2004). Students majoring in physical education may investigate reasons for the limited numbers of Turkish athletes in recent Olympic games. EFL students in the east ern part of Turkey might conduct a survey aimed at determining the causes for low female-student school enrollments, concluding with suggestions, submitted to local officials, for turning around the trend.Students studying EFL in other countries are known to focus their projects on issues specific to their own countries, regions, and studies. Italian vocational high schools, for example, have structured their curricula around topics of relevance to students in various vocational areas, resulting in brochures for tourists, travel itineraries submitted to travel agencies, school banquet manuals, and many other real-world items. EFL students in Tunisian high schools have explored topics as diverse as mining and traditional marriage practices as part of their project work, culminating in video presentations of their findings.EFL students in Japan are surveying visitors at major tourist destinations—with note pad, tape recorder, and camera in hand—about topics of contempora ry interest. In line with such practices, Brazilian, Costa Rican, or Malaysian students could conduct projects with an environmental slant that are aimed at convincing local or national governments to take necessary precautions to protect local rain forests. (See Lee 2002, for a description of a project involving the creation of a booklet that describes an environmentally sound home, with suggestions for environmentally sensitive lifestyles. These examples, like those in Appendices 1 and 2, represent just a sampling of possible projects and outcomes that can be integrated into EFL classrooms. Project work: A case study Here we showcase a real-world project designed for intermediate and high-intermediate EFL students enrolled in the English Preparatory Program, in the School of Foreign Languages at Anadolu University, Eskis? ehir, Turkey. As part of this semi-structured project, defined and organized by both the teacher and students, students evaluate the effectiveness of the local t ramcar system. As part of their data collection, they interview xperts from the university, authorities from the city government, and residents of Eskis? ehir. They also write formal letters to the city to request information and conduct library and Web research. At the conclusion of the project, students present results to students in the School of Foreign Languages as well as to guests from the university and city government by means of a public forum, reinforced by a bulletin board display with findings and recommendations. The principal goal of the month-long project is to give students a voice in reshaping their town and its tramcar system.By the conclusion of the project, students are able to do the following: †¢ Gather pertinent information through various data-collection techniques, such as interviews, surveys, and library and Web research †¢ Engage in critical thinking activities, partially through synthesis activities †¢ See improvement in their language ski lls †¢ Use English with more self-confidence The project, structured following Stoller’s (1997) ten steps, is described below. Step 1: Students and instructor agree on a project The instructor conducts a lesson designed to raise students’ awareness of a local tramcar issue.This opening lesson, meant to encourage students to participate in shaping public opinion, elicits students’ attitudes toward public transportation, specifically tramcars, and provides them with the vocabulary and language needed to participate in the project. The instructor asks students where they live and how they travel to school. To facilitate this interaction, the instructor creates an overhead transparency with a grid that lists different forms of transportation, including tramcars. The instructor fills in the grid with students’ initials or tally marks to indicate who uses which forms of transportation.After filling in the grid, the instructor asks students to work in small groups, ideally with at least one student whose hometown has tramcar transportation. Students are asked to discuss the effectiveness of their hometown public transportation. A handout providing relevant vocabulary and a list of possible questions guides students in group discussions (see  Figure 1). Follow-up activities are useful to guide students in comparing the advantages and disadvantages of the Eskis? ehir tramcar system with the systems of other cities.At the conclusion of group discussions, each group reports its most important finding, most worrisome discovery, and any similarities discovered about tramcar systems in other cities. The instructor then asks students to take a few minutes to fill in a semantic feature analysis grid that juxtaposes different features of the local tramcar and bus systems (see  Figure 2). Then students are asked to brainstorm the advantages and disadvantages of the Eskis? ehir tramcar, considering factors such as the locations of their homes , routes, and tramcar stations (see  Figure 3).After students complete these activities, the instructor elicits suggestions for improving the quality of Eskis? ehir public transport. The instructor asks students to judge whether it is possible to implement the solutions that they have put forward. Next, the instructor tells students about a project that will help them improve their English and might also improve the local tramcar system. Finally, the instructor introduces the essentials of the project, giving students the opportunity to finetune the project so that they develop a sense of ownership.Step 2: Students and instructor determine the final outcome of the project The teacher proposes that students report the results of their investigation, with suggestions for improved public transportation: (1) in a letter to the local government, (2) at an open public forum with invited guests, and (3) on a bulletin board in Anadolu University’s School of Foreign Languages. Stude nts are encouraged to include the following in their bulletin board display: a copy of a letter sent to the Eskis? hir municipality requesting a modified tramcar system that caters to the needs of university students, written reports, photographs, and transcripts of interviews with students, community members, and university experts. Feedback on this preliminary plan is solicited from students. At this stage, students are also given the opportunity to define their varied audiences for the letter, public forum, and bulletin board display. For instance, besides the Foreign Languages School director, teachers, and students, they decide who else to invite from the university governing council and the Eskis? hir municipality. Step 3: Students and instructor structure the project At this stage, students help to structure the project. To do so, they consider questions such as: 1. What information is needed to conduct an examination of the local tramcar system? 2. Where and how might pertin ent information be found? a. Who will be interviewed to determine public opinion? To identify the views of experts on public transportation? To ascertain the views of the local government? b. What information might be found at the library? On the Web? At the City Hall? At public transportation stations? . How will information be gathered, compiled, and analyzed? During these deliberations, students decide on their primary roles and responsibilities. For instance, students determine who will conduct interviews; take photos; do library and Web searches; draw graphs, pictures, and charts; finalize the bulletin board display; and make opening remarks, present data, and entertain questions at the open forum. While determining roles, the students’ majors are taken into account so they can be assigned roles most closely aligned with their interests and abilities.For instance, students from the fine arts department might be responsible for the layout of the bulletin board display, jo urnalism students can conduct oral interviews, aspiring English majors can write letters soliciting information, and math majors can compile statistics. To balance the workload, students can pair up with others to offer assistance at different points in the project. With the deadline for the final outcome in mind, students reach a consensus about the sequencing of project tasks.Step 4: Instructor prepares students for information gathering At this stage, the instructor prepares students for the upcoming language and skill demands of the information-gathering stage of the project. These lessons train students to conduct interviews (e. g. , forming a question, posing follow-up questions, requesting clarification and/or elaboration) and introduce them to the standard parts of an interview: polite opening, body, and thank you (see Lee, Li, and Lee 1999, for more details on the various stages of an interview).The instructor might help students determine the level of language formality an d content of the questions to be asked of different interviewees. Mock interviews can be conducted with classmates, family members, teachers, or other language students on campus. Audiotaped mock interviews can be reviewed in class for appropriateness, politeness, pronunciation, stress, and grammar. For students who are responsible for writing formal letters, the instructor introduces writing conventions associated with formal letter writing by means of model letters.Students write several drafts of their letters, followed by editing and revision activities that examine levels of formality, formatting, and linguistic accuracy. Guided peer-feedback sessions represent effective ways to encourage student collaboration and writing practice. For students who are going to use the Web and library to gather relevant information, the instructor initiates brainstorming sessions in which students consider the best ways to search for information in these venues.As part of this preparation, the instructor may introduce students to relevant search engines or websites on mass transit. Step 5: Students gather information After practicing the skills, strategies, and language they need for gathering information, students are ready to conduct informal interviews with students and local residents of Eskis? ehir. Students who are to conduct formal interviews make appointments and conduct interviews with experts. (The instructor may need to help students find equipment neededfor interviews, such as tape recorders. Students gathering information by means of letters of inquiry draft their letters, solicit feedback from classmates and the instructor, and then send out their letters. Students who are to conduct library and Web searches move ahead. Throughout this stage, the instructor monitors students’ progress, making sure that they are on the right track, giving them feedback on their language use throughout. Step 6: Instructor prepares students for compiling and analyzing da ta After data have been gathered, students need to compile, evaluate, and synthesize the relevant information.The instructor prepares students for this vital stage of the project by using model transcripts, letters, lists, and gridsto illustrate different categorization, evaluation, and interpretation techniques. This is a good time to introduce students to conversational gambits that they can use with each other to negotiate the meaning and relevance of gathered data, such as â€Å"I see your point, but†¦Ã¢â‚¬  and â€Å"Don’t you think that†¦? † Step 7: Students compile and analyze information After students have been introduced to techniques for compiling and analyzing data, they are ready to organize and synthesize their own data. Groups of tudents discuss the value of their data, discarding that which seems inappropriate and organizing and then evaluating that which seems particularly valuable. Students discuss the best ways to present relevant data to their varied audiences. Step 8: Instructor prepares students for the final activity At this stage, the instructor prepares students for the language, skill, and content demands presented by the final written display and oral presentation. A simulation of the open forum provides opportunities to work on fluency, pronunciation, intonation, and conversational gambits that will contribute to the flow of the event. See Mach, Stoller, and Tardy 1997 for a related discussion. ) Students who are not actually involved in the public forum might be assigned different roles for the simulation, such as a representative from the municipality of Eskis? ehir, representatives of the university governing council, or the director and teachers of the School of Foreign Languages. These students could be directed to anticipate what kinds of questions the actual audience might ask about the bulletin board display.At the conclusion of the simulation, the class can brainstorm about challenges that might be encountered during the actual open forum, such as irrelevant questions, hard-tounderstand questions, and public resistance to findings and suggestions. In addition, possible solutions to these challenges can be discussed, including a list of possible questions and responses, back-up visual displays, and conversational gambits to ask for clarification. A discussion of open-forum logistics (e. g. , room set-up, invitations to audience members, videotaping) would be appropriate as well.Discussions of the bulletin board, with an emphasis on presentation of information, layout, visual appeal, clarity, and peer editing (that focuses on mechanics, grammar, level of formality, cohesion) are appropriate at this point. Step 9: Students present final product Students are now ready to mount the bulletin board display and participate in the open forum, representing the final outcomes of the class project. (Videotaping the open forum facilitates meaningful feedback in the final stage of the proj ect. ) Step 10: Students evaluate the project This last stage of the project serves multiple purposes.On the more traditional side, teachers provide students with feedback on their language, content, strategy, and skill use, using the videotape of the open forum as one means of interactive evaluation. Less traditional, but equally valuable, are the opportunities students will have to: (1) reflect on the language, skills, and strategies that they have mastered to conduct the project; (2) consider the content that they have learned to complete the project; (3) contemplate the impact of the project; and (4) offer suggestions for improved projectwork assignments for future classes.Conclusion We have showcased the details of one project designed for an EFL setting. Although the tramcar theme itself may not be transferable to other settings, because of its very local relevance, basic features of the project could easily be transferred to other EFL classrooms. These transferable features, in the form of recommendations for EFL teachers and materials writers who attempt to integrate project-based learning into their own curricula, appear below. Devise projects with students’ immediate and future language needs and content interests in mind, while at the same time remaining vigilant of institutional expectations and available resources. †¢ Specify language, content, task, skill, and strategy learning objectives in line with students’ needs and institutional expectations to maximize the benefits of the project. †¢ Strive to engage students in all stages of the project.Begin by giving students the chance to structure parts of the project, even if those contributions are small, with the aim of building a sense of student ownership and pride in project engagement. †¢ Design and sequence tasks with great care. Make sure that (1) skills are integrated to achieve real communicative purposes, (2) students are obliged to use various strategies for m eaningful aims, (3) critical thinking is required for successful task completion, and (4) students are held accountable for content learning. Integrate tasks that require both independent and collaborative work. Help students reach agreement about different team member responsibilities. Students should view each other as single links in a chain that unite, through exchanges of information and negotiation of meaning, to produce a successful project outcome. †¢ Be sure to plan an opening activity that promotes students’ interests, taps background knowledge, introduces important vocabulary, and builds up expectations for the final activity. Take advantage of Steps 4, 6, and 8 to provide explicit instruction so that students not only improve their language abilities but also excel in the information gathering, processing, and reporting stages of the project. †¢ Allow time for feedback at the conclusion of the project and at other critical junctures as well. We close by directing readers to Appendix 3 for a list of questions for teachers to consider as they assess the viability of projects for their classrooms and develop actual projects for and with their students.

One Team One Dream

One Team One Dream! Lights shinning all around you, like you're on stage at a concert. With the light gleaming on your face and announcers recognizing everybody as if they were at a boxing match. Even before we start the game fans and parents are screaming their lungs out already. Seeing the determination on our opponents faces while shaking their hands going down the line got our team pumped up for the start of the game. Every team member giving everything they have to come out on top and win that trophy. Nervously waiting on the court for the referee to blow his whistle.Jump ball! Who has it? Game on. Our high school team was ranked number one in the district. All of us girls on the team have been playing together since kindergarten. We were so close and knew each other like the back of our hands. knowing every play by heart and where every person would be on the court, we had confidence in each other and throwing a no-look pass was easy. We were like a huge family which made us ve ry successful on the court. Our team had won four district games and twenty league games. Leaving one district game left to take us to the District championship.Our last game was played against our biggest opponents in high school going back and fourth with us taking either victory or tears. Both teams were competing for the front page of that daily newspaper. To the people of the community, we were famous. Down by ten or more at the half we realized we needed to kick it into gear. Fourth quarter came around and we pulled ahead in the last final minutes and won a great victory! We were heading to state. Tears of joy ran down our faces. Everyone frantically ran across the basketball court like a stampede of Merkle 2 lephants escaping a lion's grasp. State was one of the biggest tournaments for basketball. Every team from the district, about 30 teams, were in the state championship. The last time our school made it to state for any sport was back in 2002. Our school was so proud of us , and even the staff. Our principal got our team a shuttle to take to the games and the school provided us with ten dollars each day for food. State was only three days but free money is always good! Our amazing family and friends were so supportive of our team. They made us tons of signs and provided us with lots of candy.One of our teammate's mom's made us all key chains that had our names on them along with our team motto: â€Å"One Team One Dream†. Our coach was so proud of our success this season. He also surprised us with one of the best gifts of all. Coach Rob went out of his way to get us new warm-up jerseys with our last names and our numbers on them. It was so exciting we all ran and jumped on him as he fell to the ground laughing hysterically. For the last couple practices we had before the state games we all wore our warm-ups to practice. We all loved them that much!Getting ready in the locker room we were all getting in the zone, and listening to gangster music t o get us pumped up. Game day was finally here, we were all waiting for this day for so long. Walking out of the locker room one by one the teams were looking at us while fans of the other teams glared at us. As we were warming up on the court we blocked them out of our heads. The first game we played was a breeze and we beat them by a great number of points. They were good sports and all wished us good luck in our next games. The second game was not quite a breeze, we ended up winning by a whopping 5 points.That amazing win got us to the final game in the state championship. Jumping up with parallelism, tearing up with joy, and taking pictures for the newspaper we all felt famous. Although we could not get ahead of ourselves because we still had one more game to go! All sitting in the locker room listening to coach talk our hands sweaty and locked, and our legs bouncing from anxiety. Walking on that court we saw fans packed from topped to bottom of the Merkle 3 bleachers all squishe d together. Jump ball? We lost the tip, now on defense, they scored the first two points.Another 2 points then 3. Our whole team was freaking out. We had to call a timeout. Our coach stood up and said one thing to us, â€Å"One team One dream†. We all knew exactly what that meant and couldn’t help but smile. Game on after screaming WHOO! . We got back on that court and took over that whole first half, baskets one right after another. I started dribbling down the court taking the opposing girl one on one across half court. I passed it to my teammate Ashlee, she dribbled it into the key where she was facing the basket and then dishes it off to Jamie our post.Who then skips the ball to the opposite side where I was standing behind the three point line. I got the ball and took my shot. As it sank through the net, I felt great because that shot got us ahead by three points right at half time! Second half comes around and we lose our heads, we all just let go. None of us wer e in it to win it. None of our shots were dropping and the other team was just dominating the game. Final buzzer rang we ended up losing 56-48. We did not drop our heads we all just got together in a circle and cried a bit, raised our heads and hands to the fans.While also bowing our heads to God and thanking him for giving us this amazing journey to state basketball. Everyone stood and clapped, even the winning team came and gave us hugs. We may have lost that state championship game but we gave it our all. Even though we were sad, we were happy at the same time. We had made it so far and accomplished so much. We had a huge section in the paper on us. It talked about our accomplishments and how we grew as a family. Even the paper recognized us as â€Å"One Team One Dream†

Projectile Motion Lab Report Example | Topics and Well Written Essays - 500 words

Projectile Motion - Lab Report Example The results indicate higher time of flight for high setting and vice versa. Besides that we expect to see the time of flight to be the same for any value of the initial velocity. In the second part, the experiment investigates ratio of the average velocity versus muzzle velocity that is, if the horizontal velocity is constant during the flight, then it should be equal to or very close to the muzzle velocity and this is achieved by setting the gun at an angle of elevation of 35 degrees. In the third part the experiment investigates that the range is the same for complimentary angles. The results indicate a relatively close value for the range and time of flight. This shows that the range and time of flight are the same for complimentary angles. The fourth part investigates that a curve formed by a trajectory takes the form of a parabola. This is achieved by setting the target at the same level as the muzzle for any chosen angle. The observed shape is a parabola. In this experiment, there were errors, hence accurate results were not achieved as can be seen from the data sheet. One possible cause of the uncertainties is the inaccurate timing from the time projection and the exact time of landing an error that can be attributed to the inaccuracy of the observer causing random error. Another possible cause of inaccurate results is the variation of the initial velocity as a result effect of the difference in the launching of the gun affecting the muzzle velocity. If this experiment was performed on the moon where the force of gravity is 1/6 of the earth, we expect the initial velocity to be greater than when it would have been in the lab because the moon offers less resistance in terms of force to the motion of the projectile. Similarly, If the experiment was performed on the moon, the target distance will be longer because the acceleration due to gravity acceleration is low hence the projectile will have an overall increased range. Finally,

Howard Goodall's 20th Century Greats -- Bernstein Assignment

Howard Goodall's 20th Century Greats -- Bernstein - Assignment Example These fashions include classical, folk and electronic which finally birthed more tastes and advancement in music varieties afterwards. As I watched this movie, I felt that that it was also contrasting modern music with the diatribe past condemned music versions. This is evident in the continuous and venturous tone employed throughout the movie. To add into this, Howard even digs deeply on the personal profiles of the artists such as Bernard Hermann by elaborating how this artist disrupted the former film heritage. For instance, he quotes that Hermann came up with far reaching transitions by employing complete skills and prowess such as employing reduced violin vibrato, contesting string reverberations and cutting melodies to finally retain few key chords. By comparing the four artists, I think Howard Goodall wanted to exemplify to the viewers how a real change from the normal ordinary rhythmic phrases (in the former music and films) to the symphonic orchestra can be like. I think he also aimed at pointing out the fundamental musical elements. These elements include musical rhythm, melody and harmony I also firmly believe that he thought it’s wise for literature audiences to comprehend how these musical elements are intertwined. I think this exposure to various music components helps the individuals who need to venture into music have a firsthand knowledge of what they need to know to perfect in music art and why. This movie for most the part, I think it looks at the integral musical instrumentation and analysis. I think it also checks the significance of incorporating musical harmony and tone with chord variances blended with two or more distinct but related subjects, commonly referred to as Dorian modes. This movie ignited my passion for film literature. It was specifically very captivating, emotional and mind blowing.

Sharing Your World Coursework Example | Topics and Well Written Essays - 250 words

Sharing Your World - Coursework Example On the other hand, discrimination is an act that denies participation to groups or categories of people due to prejudice. It also includes the act of treating a member of a given group based on the fact that they’re from a given category of people in the society. My elder brother wanted to become a pastor when he was in college. My parents have used the same preconceived idea to judge me, thinking that I might also come up with the same thought of becoming a pastor when I reach college. I’ve felt so bad that my parents can use what happened to my brother to judge me. The prejudices in myself are such like, the fact that my elder brother passed so well in college and became the top in their class, I feel that I would also follow its footsteps and be the best in my class. I need to overcome this prejudice by believing in my own work and discovering that my brother and are two different

Genetically Modified Crops are harmful to the enviorment Essay

Genetically Modified Crops are harmful to the enviorment - Essay Example In reality, GMO crops are an invasive species and harmful to the natural environment. Numerous anti-GMO technology activists have come up to condemn the use of GMO within the ecological environment. The Institute for Responsible Technology (IRT Para. 1-10) has provided a biased analysis to the use of GMO crop in the natural environment discouraging the public in the agricultural sector to maintain a firm ground against the use of such crops. One of the reasons why the IRT discourages the proliferation of this technology is the fact that the growth of genetically engineered crops has negative permanent impacts on the environment. For instance, when cross pollination takes place, this species of crop will be spread into the environment and will exist there forever. Resultantly, this species will be propagated within the environment, reducing the number of natural crops existing in the natural ecosystem. The fact that GMO crops are superior in terms of production and the rapid growth ra te, it is not in order for this science to eliminate the natural species within the environment. In this light, GMO crops will hurt the environment by reducing the number of natural plants in existence. The IRT (Para. 3) provides statistical evidence to support its argument against the growth of GMO crops. Surveys conducted in the agriculture industry between 1996 and 2009 show that farmers who grow GMO foods have an increased usage of herbicides every year. The reason underlying this fact is that when weed resistant crops are developed, weeds undergo a genetic mutation forming new inexistent weed species. These â€Å"super weeds† are resistant to ordinary herbicides and demand more concentrated forms of chemicals. In the US, GMO crop growers experienced an increase in the cost of chemicals by about $300 million within a period of 12 years. This implies that the natural soils are concentrated with more chemicals increasing its toxicity levels. This is contrary to the proponen ts of this technology who argue that the use of genetically modified crops reduces the use of herbicides. The strength of IRT on the negative environmental impacts of these crops to the environment can be attributed to the statistical evidence that accompanies it. A third argument against the use of the adoption of the genetic modification technology in the agricultural sector is that this technology is a killer of bio-diversity. According to IRT (Para. 4), the proliferation of the GMO technology will hurt the entire bio species and may lead to extinction of even the most endangered species. The genetic modification technology uses lethal chemicals that have long term outstanding impacts on the environment. As these chemicals flow to the water bodies during rainy seasons, they will cause a great risk to the fish, amphibians and all water creatures in the water sources. Equally, all living species that consume GMO crops or water species will be at high risk of infection with untreata ble diseases. For instance, chemicals such as roundup that are used to develop weed resistant crops are cancerous and pose the risk of death to human beings. In essence, adoption of GMO technology will put the entire ecological system in danger including the creator of this technology. Carrington (Para. 1) is among the scholars who have evaluated the other side of the coin as regards the impact of GMO crops

My Philosophy of Nursing Term Paper Example | Topics and Well Written Essays - 250 words

My Philosophy of Nursing - Term Paper Example It is this dependence that brings in the essential human touch to the relation between the patient and the nurse. Even as a nurse discharges professional duties, he or she is not immune to the physical and mental condition of the patient, his craving for care/regaining normal health/fears about death/worldly concerns etc., or personal issues that concern the nurse himself / herself. Therefore, nursing profession is impacted by the customer conditions and subjectivity. Philosophically speaking, a phenomenological approach of Husserl helps us to come to correct view on any given situation by identifying the surrounding facts and avoiding predetermined notions, in other words, objectivity as opposed to subjectivity (caring-matters, 2009). A care-giver has to provide service objectively eliminating subjective issues and keeping at arms length any issue that may give rise to moral or ethical conflicts. According to Crigger, â€Å"The discovery of conflict of interest relationships also negatively impact patient and public trust. Many disciplines are addressing this professional issue, but little work has been done towards understanding and applying this moral category within a nursing context† (Crigger, 2009). Conflict of interest arises when the care-giver is in a position of willfully causing harm to a patient’s life, either due to force of circumstances and/or for personal gain. To conclude, ethical and moral considerations of nursing profession demand that a nurse does nothing that would even remotely attach a stigma of negligence or of personal gain in the process of caring for a patient. Crigger, N.J., â€Å"Towards understanding the nature of conflict of interest and its application to the discipline of nursing†, Nursing Philosophy, Issue 10, Volume 4, (pp. 253-262), Available at:

Desiree's Baby by Kate Chopin Research Paper Example | Topics and Well Written Essays - 750 words

Desiree's Baby by Kate Chopin - Research Paper Example This story was written at a time when interracial relationships were not accepted by the society. When Armand noticed that the baby has African-American blood, he instantly came to his own conclusion of Desiree’s family heritage. The story ends with a deserving lesson for Armand. Desiree who was abandoned at birth was adopted by the Valmondes. She later on gets married to Armand Aubigny. Initially they have a happy married life. They seemed to be a devoted couple and then eventually Desiree gives birth to a son. When Madame Valmonde came to see the child, she found something unusual about him but was soon relieved when Desiree exclaimed how proud Armand was of his son. When the baby was three months old, Desiree and Armand realise that the skin colour of the baby is similar to that of a quadroon boy which means he has the blood of African-American. Since the family background of Desiree was not known, Armand immediately came to the conclusion that she has mixed blood. An instant change crept within Armand as he began to mistreat his slaves and also distanced himself from his wife and son and â€Å"when he spoke to her, it was with averted eyes, from which the old love-light seemed to have gone out†. When Armand refused to listen to the denials of Desi ree, she was requested by Madame Valmonde to return to the Valmonde estate. Even Armand insisted Desiree to take herself and her son away from him. Then Desiree leaves with her child and walks off into a bayou. She was never seen again. Armand then burns all belongings of Desiree and the baby including all her letters to him. Among the letters there was one letter which was written by his mother to his father and this letter revealed the fact that Armand himself was of mixed blood. (Chopin, n.d) In this story the final fate of Desiree remained ambiguous. It was not clear whether she along with her son embraced death or whether she chose to live to bring up the baby away from Armand. One author James Trotman in his book mentions about the irony in Armand’s character. His own racial heritage was not clear to him, but still he rejected his wife and son after concluding that they are not worthy of him. When his mother’s letter revealed his own black ancestry, his own views on racism becomes pathetic. Before he noticed the skin colour of the baby, he was devoted to his wife and the baby. After he realised the mixed blood status of the baby he began to believe that â€Å"Almighty God had dealt cruelly and unjustly with him†. He now considered Desiree unfit to be his wife. Trotman also analyses Armand’s views on black and white women. Armand most probably had relationship with a black woman called La Blanche with whom he had a son because of the baby’s likeness to La Blanche’s son. For Armand, La Blanche was valuable only as servant and sexual partner because she was black. For him, Desiree had the right to give birth to his heir because of her white skin. When Desiree failed to meet his expectations, he discarded her with no second thoughts. All his love for her evaporated because of his own notions on racism. In a male dominated society Desiree’s life gets ruined after being abandoned by her husband. As a woman she b ecomes legally powerless because she has no right to accuse Armand. (Trotman, 2002, pp.131,132). In the end Desiree leaves with her baby and her whereabouts remain a mystery. It will be prudent to speculate that she might have settled in some other place where racial prejudice is not so much a curse. As a mother she might have thought of her son who is totally innocent and so deserves to lead a long and happy life. There is a book by Christopher Benfey which tells about the fate of Desiree. Armand becomes extremely angry on learning that his wife has borne him a mulatto child. The author without any doubt, concludes

The Effects of Robotics in Industry Essay Example | Topics and Well Written Essays - 1000 words - 1

The Effects of Robotics in Industry - Essay Example Industrial robotic use has had an effect on the level of production and has affected the moral components of workers within the firms. Robotics has influences firms policy on human elements. The division of labor has been based on safety, complexity and the risk factors. Firms have chosen to design models that effectively increase their production and at the same time ensure safety within the working environments. Safety is a major concern to many firms. Industries have been subject to court dispute over compensation and other damages inflicted to employees. Firms have spent huge amount of resources in compensating employees. The utilization of robotics in the production line has had a positive impact on the running of different firms. Firms have reduced the risk factors involved while manufacturing. The limited use of human labor in high-risk units along the production line has positively improved production and reduces the number of accidents. The firm has been able to perform high-risk functions and maintain quality (Mathia, 2010). The human element is an important factor in production hence their safety needs to guarantee. The combined use of robotics and humans in industries has enhanced production. Safety being a major concern, firms Firms have been able to design models that improve quality and comply with the safety. The employee welfare is a major issue and safety is an essential com ponent while addressing welfare issues. A safe working environment would mean that employees produce at full capacity. The output of a given firm would depend upon the internal environment. The environmental factors in this case implies reduced accidents In this case, the use of robotics in the production line could positively influence production and ensure steady flow of work (Nof, 1999). The manufacturing industry requires a system that ensures productivity and complies with the existing

Organizational performance Essay Example for Free

Organizational performance Essay Todays society is diverse and rapidly changing and it is the organisations ability to adapt or be in fit with the external environment that will determine its overall performance. Ethical issues arise throughout all organisations daily activities but it is the continual debate about what is right or wrong that will shape ethical decision making now and for generations to come. This essay aims to investigate culture within the internal environment and how culture plays a role in an organisations ability to fit in with the environment. According to (Samson and Daft, 2003:80) the internal environment is composed of present employees, management and business culture. This essay will investigate how culture plays a role in the organisations overall success. In addressing the issue it will be shown how the external environment has changed in terms of how organisations are evaluated. How changing an organisations culture can help the organisation be in fit with the external environment and how the success of changing culture may depend on the level of employee moral development. It is argued that the organisations performance depends on a fit between the organisation and its external environment. Body Key point 1: How the external environment has changed in terms of how organisations are evaluated. The external environment has changed with respect to how organisations are evaluated today. According to ( Samson and Daft, 2003:79) the external environment is all elements existing outside the organisations limitations that have the possibility to affect the organisation. Companies around the world have started to realise that investors are not concerned exclusively with financial performance (Tschopp, 2003). The days of companies being  evaluated on their financial performance are gone and companies are now finding that they are being evaluated on a more overall perspective. Increasing the ethical obligations can help an organisation when adapting to the external environment. According to ( Samson and Daft, 2003:147) ethics is the code of honourable principles and standards that governs the behaviours of an individual or group with respect to what is correct or incorrect. If ethics is incorporated as part of the organisation this can lead to improvements in the workplace and towards society. The triple bottom line approach has been introduced as a way of achieving overall success both internally and externally throughout the organisation. Triple bottom line entails reporting on economic, social, and environmental issues. Corporate success should be considered not just by the traditional financial bottom line, but also by its social/ethical and environmental performance ( Samson and Daft, 2003). Triple bottom line has not only put the emphasis on managers to not only make a profit but to also consider the surrounding external environment that they could be affecting. Businesses now report annually on social and environmental performance as well as their financial performance because they know it provides a more complete measure of long-term value creation and strategic opportunity (Tuchman. J, 2004). Key Point 2: Organisations need to change to fit. They can do this by changing an organisations culture to fit in with the external environment. The external environment has altered and its the organisations ability to change to keep in touch with the external environment that determines its performance. One way an organisation can change to keep in contact with the environment is by altering its culture. According to (Samson and Daft. 2003: 94) culture is the knowledge, beliefs, values, behaviours and ways of viewing shared among members of a society. Organisational culture has been defined, in very simple but intuitive words, as the way we do things around here (Domenec, 2003). The notion that we can make others do what we want them to do by persuading them to want to do  it is one that has a long pedigree. This notion became formalised as an integrative view of organisation culture and became more ingrained after the publishing of the book In Search of Excellence in 1982 (Thomas J. Peters and Robert H. Waterman, Jr., 1982) Moving towards greater corporate responsibility may require culture change or at least cultural re-enforcement. The fundamental values that exemplify cultures at these and other organisations can be understood through the noticeable manifestations of symbols, stories, heroes, slogans and ceremonies. Any organisations culture can be interpreted by observing these factors (Samson and Daft, 2003:95). By incorporating symbols, stories, heroes, slogans and ceremonies into an organisations culture they will be able to adapt to the changing external environment. According to (Samson and Daft, 2003:97) slogan is a phrase or sentence that succinctly expresses a key corporate value. Hungry Jacks for example has the slogan The burgers are better at Hungry Jacks. They have incorporated this slogan as part of their culture to try and separate them from the other competitors. By incorporating the different types of culture into and organisation, may change the way managers and employees think to incorporate social and natural environmental responsibilities into the workforce. Key Point 3: The success of changing culture may depend on the level of employee ethical development. The success of changing culture can depend on numerous factors but the level of employee ethical development plays a role. The three levels of personal moral development could pose a problem for employee ethical development. The theory developed by Kohlberg goes through the different stages of employee development from pre-conventional to post conventional. Starting at the pre-conventional level which focuses on right vs. wrong and the behaviour is on ones self to the conventional level which focuses on the  group rather then ones self. Then lastly Kohlbergs post-conventional level of individual development which focuses on abstract and self-chosen principles (Arnold and Lampe, 1999). Kohlbergs theory brings attention to the fact that if employees are going in different directions it can hinder the success of an organisation. If there are employees who are focusing on what is right vs. wrong and other employees who are following self chosen principles even though they know people hold different views. In this sense, the greatest danger to modern organisations is the betrayal of ambitious, selfish, untrustworthy people who care more for their own progression than the mission of the organisation (Domenec, 2003). Since each person is unique, each one can focus on personal accomplishment in very different ways (Domenec, 2003). Conclusion This essay investigated culture within the internal environment and how culture plays a role in an organisations ability to fit in with the environment. In support of this argument there has been evidence supported to show how organisations incorporate culture to be in fit with the changes of external environment. Organisations are finding that they are being evaluated not only on their financial status but also their social and environmental performance. This has meant that organisations have had to change their culture to compensate in the change in evaluation. An organisation culture can be observed through such factors as slogans and symbols which now have to coincide with the external environment. The success of the changing culture can depend on the level of employee ethical development and at what stage everyone is at. If an organisation is united and following the same path or views they may find greater overall success. Views that link an organisations culture with its performance seek to shape managers and employees understandings in a common and coherent direction (Kolter and Keskett, 1992). Bibliography: 1. Samson, D., Daft, R.L. (2003) Management: Pacific rim edition. Victoria: Thomson. 2. Thomas J. Peters and Robert H. Waterman, Jr., In Search of Excellence: Lessons from Americas Best-Run Companies (New York: Warner Books, 1982), 3. Tuchman, J. 2004, Big Owners Balance Triple Bottom Line [online], Available from URL: http://www.enr.com/news/bizlabor/archives/040809-1.asp 4.

Hindrance to Effective Communication Essay Example for Free

Hindrance to Effective Communication Essay New technology such as smart phones should be a great asset and a powerful aid to helping us work more efficiently. We can respond to urgent emails on the go, refer to useful websites and look up quick facts. However, these gadgets, as well helping us, can also prove to be a hindrance providing information overload and constant interruptions. We receive so many emails and are exposed to so much information that it can be hard to distil what is actually important and what isn’t. We fill our brains with clutter and lose the ability to focus on our priorities and spend our time responding to trivial emails. We think we are multi-tasking but actually we are becoming less productive. We read each email but don’t always process the information we need. As a result, we risk irritating the sender by asking them to remind us what they said or to send the email again. More worryingly, we allow ourselves to be distracted from more important tasks by the seeming urgency of each email that comes in. This information overload doesn’t only impact the way we process information ourselves but can also have a negative impact on the way others perceive us. It is all too easy to give the impression that you are not listening to the other person. It can be quite obvious even on the telephone that you are distracted by your inbox rather than giving the speaker your full attention. In a face-to-face meeting, of course, it is only too apparent when the person you are talking to is distracted by their smart phone rather than focusing on the content of the meeting. In the past several years, texting and instant messaging have become phenomena that few of us have been able to escape. Though most popular with the younger generations, it is becoming increasingly common to see people of all ages absorbed in silent conversations on their cell phones. The availability of constant, instant communication makes many people feel connected to their friends in ways they never were before. But do these printed messages and instant responses help or hinder us socially? The instant messaging fad brought abbreviations such as LOL (Laugh Out Loud) and BRB (Be Right Back) into our language as commonly accepted words. The younger generations chatted happily in this new language while everyone else struggled to understand what BTW (By the Way) and IDK (I Dont Know) meant. This phenomenon spread over into texting as children as young as five received the latest models of cell phones to communicate with their friends and family. Though everyone with a cell phone is clearly well-connected to other people, the question remains whether engaging in such constant, abbreviated communication is a help or a hindrance in personal relationship skills. Over the past decade there has been a dramatic difference in the attitudes and communication styles of the younger generations, but how much of this change has been compounded by the lack of face to face communication advocated by the texting craze? There is no way to tell for certain whether texting and instant messaging have actually caused the breakdown of one-on-one, face-to-face communication with people, but I believe it has not helped. Instead of using cell phones as a mere communication tool, many young people view them as a necessity they could not possibly live without. We have all seen people glued to their phones, their fingers flying over the keys as they stand in line at the store, or are walk down the mall, and even frighteningly enough, while they are driving. In one case, a pair of girls walking together in the mall admitted that they were texting each other! I have even been engaged in a conversation with someone when they whipped out their phone to send a text message to someone else! Is this the kind of society we are encouraging by allowing young people to be so dependent on their phones? A society where face to face communication all but ceases to exist in place of disembodied text messages, even when the person you are talking to is standing beside you? It may be true that the people sending and receiving those text messages are communicating with each other, but what does it say to the people who are actually physically around them? What happened to the days when you could walk through the store and complete strangers would smile and greet you as you passed? Have the basic societal manners of years gone by disappeared for good? Using cell phones to talk or text is not a bad thing in itself. However, it is my opinion that certain rules of etiquette should be applied when using them in order to maintain a respectful relationship with everyone you are in contact with. Being glued to your cell phone puts off a very distinct signal that you are unavailable and unapproachable to everyone around you. If you text a friend while talking to someone else you are telling the person in front of you that the friend is more important than they are. Bad grammar and spelling are also compounded by electronic communication. Constantly using abbreviations and fragments in instant communication ingrains these bad habits into a person. English teachers have always struggled to encourage correct spelling and grammar in their students. Now, with texting and instant messaging becoming so prevalent, their jobs are that much harder. And it is not just in the classroom where spelling and grammar have fallen by the wayside. Businesses who are interested in maintaining a high level of professionalism are often hard-pressed to find applicants who can spell, speak, and write properly. So, what can we do to help those people who are addicted to their phones remember that there is more to life than texting and instant messaging? I believe that parents should try to encourage their teenagers to talk on the phone for long conversations, rather than texting back and forth 500 times. Doing so will help teens develop real conversation skills which are not possible in the lingo of texting. Also, everyone should be encouraged to give their full attention to the person they are talking to. If you are engaged in a conversation with someone who starts texting some0one else, kindly ask them to finish talking with you first. If they refuse, simply walk away. I have used this method myself very effectively. Usually, if the person cares about you at all, they will realize how rude their behavior is. So, is texting and instant messaging a help or a hindrance? I believe it is both. Texting and instant messaging can be wonderful forms of communication when implemented correctly, but they can also be abused and have adverse effects. People of all ages need to realize that moderation is the key when using alternate forms of communication. By understanding when these forms are appropriate and when they are not, people can gain valuable communication skills, be more likely to absorb correct spelling and grammar principles, be more productive in the business world and appear far more approachable to the world in general. Since society as a whole is becoming increasingly dependent on the instant communication provided by cell phones, I believe that we must all do what we can to engage in respectful behavior ourselves and encourage it in others. Excellent communication, proper grammar and spelling do not have to be things of ages past. With a little effort and encouragement we can all help ensure that these important values of yesteryears are around for future generations. Texting is the preferred method of communication for young people. According to an article by Mike Flacy, DigitalTrends, One in ten young adults between the ages of 18 to 24 report that they send or receive at least 200 text messages per day (approximately 6,000 messages per month). The next age group, 25-34 year olds, typically average about 42 texts per day and this trend continues to decrease down to about 5 texts a day for the 65 and older group. 200 text messages per day? Do they have time to do anything else in life? Will these young adults get carpal tunnel syndrome of the thumbs? Do you prefer to text rather than talk? According to the survey, Most people are too occupied and busy in todays world that they hardly get enough time to have an elaborated conversation on phone, and hence prefer to communicate via text. I can see the attraction to texting, however I do like to hear a persons voice. The emotions and flavor of the conversation can be misunderstood more easily through texting. After all, you cant hear the sighs and laughter while texting. Yes, you can text little acronyms like LOL and put little smiley faces in your text, but sarcasm and irony are lost in texting. I do like to get little morning text messages from my friends far away, and it is how I communicate with my son most of the time. But I would have to say, my preferred method of communication is voice or Skype. With texting taking over, hands-free devices are even more important. Many of the Smartphones have the capability of translating voice into text to send text messages without typing. A good quality Bluetooth headset with noise canceling makes this process much better. Do you have a Bluetooth mobile headset? I have a Droid X, which is a bit cumbersome to hold up to your ear to talk. I love having my Bluetooth headset to use, especially for multitasking around the house while talking on the phone. And of course with more and more states requiring hands-free devices while driving, a good headset is essential. Do you have one? Whats your favorite? Meanwhile, dont get into any thumb wrestling contest with anyone under 30 years of age. You KNOW their thumbs are agile and strong from texting a bazillion words per minute.

The Criteria For Evaluating Strategic Alternative Marketing Essay

The Criteria For Evaluating Strategic Alternative Marketing Essay This strategic plan is prepared by IM Smart Management Consulting Firm and will start off examining Googles external environmental influences. Next, in-depth assessment on the industrys competitive five forces which affect Googles profitability will be done. Lastly, Googles internal strength and weaknesses will be analyzed to generate its competitive implication. From these analyses, we discovered that Google will face legal and performance issues due to its offensive strategy in the long run. We have developed three strategic alternatives (Strategic Alliances, Defensive Strategies and Broadening Diversification Base) which Google can adopt to enhance its competitive position. The plan will be concluded with a recommended strategic alternative and its pitfalls. EXTERNAL ANALYSIS PEST Analysis After conducting PEST and Porter Analysis for Google, we have derived at the following: Political: The expansion of Google was obstructed by the government such as US and Chinese authority. They viewed Google as a monopoly and request authority to monitor its activities (Google, 2009). However, this barrier does not affect Googles operations as Google responded immediately to the customers by addressing its policies in regard to political/legal aspects. Example: Google China announced that it is still providing filtered search results on its website to fulfill the censor search results policy (China Daily, 2010). Economic: Google focuses on highly targeted, measurable advertising, thus making it more successful than other competitors. The crucial need to stay up to date and continuously connected keeps its core services vibrant despite the parched surroundings due to economic recession (Google, 2010). Social-Cultural: Individuals are getting more educated and competent. Therefore lifestyle and demand of individuals are changing rapidly. Google has to take note of such changes in order to compete with its competitors by providing addition services such as email. Individual are also increasingly becoming more connected due to the increased means of communication available through the internet such as MSN, face book and mobile phone with internet capability. Google has responded by building their mobile devices and released its own Android Mobile Phone Platform and Operating System. By tapping on these, Google shall have great advantage with increased number of search queries and better competitive standing. Technological: The widespread diffusion of information and communication technology allows board geographic dispersion and integration of business activists. Innovative web applications set trends in search, internet direct advertising and portable applications thus causing a more rapid and disruptive change in technology. Google has to take detailed measures to stay ahead by keeping pace with technology advancement and maintains low cost (Refer to Exhibit A for Overview of PEST analysis). Porter 5 Forces Analysis Buyers: The bargaining power is high. The lifestyle of users on using the search tool is becoming more sophisticated and demanding. Substitutes are easily available at lower cost or even free. Example: Google online photo storage priced at $5 per year for 20GB, but face book provided it for free. Google are required to satisfy both client groups equally. Example: organizations customers would prefer their advertisement broadcasting in big banner on the webpage; however, individual customers will feel very disturbing as they just want the search results. Substitute: The bargaining power is high as buyers switching cost is low. There are plenty of replacements such as advertisement on television, radio, magazine, poster and search hotline. Suppliers: The bargaining power is low. Google is regionally not globally dominant and hardware purchases are one-time off. Google search is heavily depending on its competitors Microsoft and Apple software. If there are any new software releases from them, Google search may not perform well if no timely update is done. Potential entrants: The bargaining power is low. Yahoo and Microsoft have improved their search engines and can on pass their search tool through their products. There is no specific requirement for search engine, thus a better search engine invented by another will critically affect Google. Also, the monitoring of authority from its political environment could affect Googles current technology and philosophy. Competitors: The bargaining power is high. There is no patent on search engine so the environment can be easily exploited or manipulated. The switching cost is low. Example: Microsoft and Apple have embedded their search tool into their Explorer browser. Also, rival search tools have their own unique strength (Such as Yahoo attracts audience by its nice appearance). (Refer to Exhibit B for Overview of Porter 5 forces analysis) INTERNAL ANALYSIS (VIRO Analysis) We have observed that Googles net revenue keeps growing from 2001- 2008. Since the 2004 IPO, the stock price has soars from less than $100 to above $700. The number of Internet users keeps increasing around the world, especially Asia. As the number one Internet search giant, Google attract majority of the new Internet users to be its customers. Google understands customer demand and monitor how individual lifestyle is changing rapidly each day. This understanding allows Googles business strategy to outshine among its competitors. Overall, we think that Googles business strategy works excellent at present but better strategic alternatives need to be in place. After conducting Google internal analysis, we have concluded the following: Value: Google owns the Page-Rank technology, which allows them to provide the most accurate search results. The dominant market share and huge loyalty from customers gives Google competitive advantages. Rarity: The services provided by Google are not rare. Many other companies also offer alternative services such as search, email, blog, video sharing, online office application and cloud computing. Imitability: All Googles services can be imitated. For example: the Microsoft Bing Search engine has incorporated several elements of the Google search: The Simple UI, sponsor link, and page ranking. Organization: Google has strong financial power, research and development capabilities. The company is ready to delivery new products to stay competitive, or acquire potential competitors to eliminate threats. PROBLEM STATEMENT We have observed that the main problem with Google is that the offensive strategies to improve its market shares/performance will lead to severe problems in the future. Google faces increasingly intensive competition from experienced incumbents like Microsoft, Social networks and Baidu which had been gaining popularity within the Asia region. They will always be active in making fresh moves to increase or solidify their market position. With Google trying to dominate the cloud computing and search engine markets, this long-term strategy is backfiring with incumbents developing similar, if not, improved strategies to retain their market standing. In the long run, Googles plan to become the dominant provider of cloud computing might also lead legal suits and privacy concerns. With increasing use of virtual server hosting, more enterprise networks, servers and data storages run virtually. Even when good security protection methods were employed, important data will still be vulnerable and can be monitored for unauthorized uses. This will lead to data security issues like information used for unintended purpose and data disruption/loss in the event of natural disasters. CRITERIA FOR EVALUATING STRATEGIC ALTERNATIVE Strategic alternatives must be able to create growth opportunities with high return of investment. Hambrick Fredrickson (2001) have mentioned that strategies are an integrated; overarching concept of how business will achieve its objectives. Therefore we recommend that Google evaluate its strategic alternatives by looking at its vehicles (how Google wants to gets there, including alliances); staging (Google speed and sequence of actions); and economic logic (how profits and returns will be generated). STRATEGIC ALTERNATIVES AND EVALUATION Strategic Alliances with other enterprises It is futile for Google to fight head with head against equally skilled competitors as its offensive strategic approaches will causes disruption its dominance in innovation in the long run. Hence, we recommend that Google alter their strategy and join forces with its competitors to add-value to its resources and capabilities (Refer to Exhibit C). With strategic alliance, Google can engage in a mutual formal relationship with two or more organizations and join forces strategically to achieve collaborative valuable strategic outcomes. It allows joint contribution of resources, capabilities, shared risk, shared control and mutual dependence. Aim of strategic alliance is for Google to achieve synergy where benefits from the alliance will be greater than those from individual efforts. Google will be able to improve market access via global marketing alliance to have more breakthroughs in international markets such as China. The new partnerships will also bring about faster and better development of new technologies/products to improve competitive position. With alliance, Google can overcome deficits in expertise and creates new competitive capabilities by bringing together unique personnel of each partner. Lastly, it will help Google to achieve economies of scale and achieve better efficiency (Gamble Thompson, 2011). Defensive Strategies to Protect Company Market Position Another alternative that we recommend will be for Google to adopt defensive strategy (Refer to Exhibit D) to enrich its competitive position. The purpose of defensive strategies is to lower the risk of being attacked, weaken the impact of any attack that occurs and influence challengers to aim their efforts at other rivals. There are two forms Google can take if defensive strategies are used. The two forms are blocking the avenues open to challenges and signaling to potential challengers that retaliation is likely. For example: if Google were to choose to block the avenues open to challenges it has to be more innovative and be more receptive in learning culture differences while embarking on businesses with the Chinese in China. China is a country that contains massive human resources with creative minds. Hence to block any new invention or products being produced, Google need to act fast by thinking differently and enhanced its research and development by being more unique and allowing creativity to flourish. If Google were to choose in practicing the latter, its leaders need to be more vocal by publicly announcing managements commitment to maintain the firms market share, publicly committing the firm to a policy of matching competitors terms or prices or maintaining a war chest of cash and marketable securities. However, Google must not be too vocal in a foreign land, especially China is highly unadvisable as Chinese do not enjoy firms that are too vocal and do not know the meaning of modesty. As a result, Google can end up losing its market share totally (Gamble and Thompson, 2011). Broadening the Diversification Base We think that it is important for Google to diversify into a new business with its existing products as it offers the potential to strengthen and build a better competitive advantage. Google is facing risk due to the increasing power of incumbent like social networks, which inevitably affect the search industry (For example: Facebook has search function in their website). Thus through diversification, Google can tap into the mobile world and reposition itself in the market by improving features offered by Android. We also recommend utilizing and incorporating Googles existing services such as Google Images and Google Maps to broaden the companys diversification base with new technologies in the market. In our daily course of work as consultants, we came across a new technology known as the Bokodes. This latest technology provides users with a more interactive approach to information at anywhere and anytime. It opens up a new range of applications in the areas of tagging, user interaction and near field communication. Google can also create an application using Bokode technology that reference to its current services such as Google Images or Google Maps (Refer to Exhibit E.) These can typically result in extensive co-marketing by giving Google many opportunities to widen its share of banner/video ads which in return builds more revenues as well as to be the pioneer in offering an innovative approach to consumers (Gamble Thompson, 2011). RECOMMENDED ALTERNATIVES/ EVALUATION AND LIMITATION Among the three suggested alternatives, we recommend that Google implements the defensive strategy. It is futile for Google to fight head with head against its competitors so defensive strategy will minimize the impact of rivals attack moves. This alternative will not cause much disruption and trade-off to Googles operation. As Google has already a large market base for its existing innovative products, it should focus its existing product categories in a specific market segment/geographic area. In addition, Google has innovative people and they have dynamic capabilities and core competencies to strive for continuous improvement and develop breakthrough defensive strategies. We will undertake a SWOT analysis (Refer to Exhibit F) to evaluate strength, opportunities and limitation (Weaknesses and Threats) for this alternative. CONCLUSION In conclude, Google is a firm that has great potential to expand its market position. However, expansion is not an easy task and it takes great strategy and meticulous planning for Google to achieve its objectives. Hence Google need to adopt an open mind in conducting its businesses and practice a strategy that will benefit them in the long run. Exhibit A (Overview of PEST Analysis) Political / Legal Regulation by US and China government Sensitive data to be leak to terrorism, such as bomb making / map Legal suit against Google for 3rd parties content and privacy such as Google map Pest Analysis Google strategy Technology Maintains competitive prices with advance technology Suit the social lifestyle such as photo sharing, search trend Allow more business from all over the world to using internet Ensure technology do not overstep to unnecessary legal issues Hardware getting cheaper Economic Survival during 2009 financial crisis High focus on advertisement Seen threat as opportunity, such as crisis. Individual are more keen on job search and financial new. Google will be their priority search Social No age limit Life style changing Individual are more educated Demand increasing such as addition service, photo sharing, email, storage More individual to own computer / mobile phone. Entrant: Low Technology easy to replicate. No specific standard for search engine Large customer base, Low switching cost Capital requirement is minimum No geographic restriction Authority is monitoring Google activities Supplier: Low Supplier is limited Supplier is also competitor, such as Microsoft, Apple Google is heavily dependable on Microsoft and Apple OS Supplier has more control than Google Competitor: High Easy to replicate Switching cost is low or free Supplier is also their competitor which are well informed of their product Competitor has their own unique strength Buyer/Customer: High Customer lifestyle is changing rapidly Switching cost is low or free Customer with all different demands Customer are well inform of the price Many competitors to choose. Substitutes: High Advertisement on traditional method Newspapers, media, radio, search hotline Switching cost is low Exhibit B (Overview of Porter 5 Forces Analysis) Exhibit C (Suggested Plans for Strategic Alliances and Benefits) Alliance between Google and Microsoft: Microsoft has improvise their Live search, Semantic Search capability and own approach to cloud computing to compete with Googles offensive strategy in substitute products. Semantic search engines will be the biggest threat to Google as it outshines its search engine by attaining more relevant search results thus threatening its core business by building a new search engine empire. Microsoft acquired a firm in the semantic field but the present technology has many limitations. Therefore, we recommend that Google reach a development alliance to fully develop this search engine. Google has highly capable people who are innovative, the joint effort will bury the hatch and make Semantic search a more powerful tool. With the alliance, both can incorporate this fully developed technology into their products, creating a win-win situation. The two companies can also collaborate together in cloud clouting whereby Google can use web based Microsoft Office (instead of Google web based software applications). Apart from having a great search engine and endless innovations, Google is still relatively new to applications that require high amount of user interactions. Tapping onto Microsofts cosmic experiences in technologies which drive the famous Windows and Office suites, Google will undoubtedly benefit from Microsofts vast resources and branding. As Cloud clouting will also lead to higher risk of privacy lawsuits, the collaboration will allow development of a better security program with encryption keys which provides reliable capacity in the cloud can be injected to prevent intrusions, resulting in reduced risks for both in authenticity issues. Alliance between Google and China Companies: China has tight internet regulatory controls which put Chinese companies like Baidu at advantage. In addition, Chinese companies will understand local culture better and can create products which will appeal to the Chinese more. Hence, it will be beneficial for Google to enter into alliance with Chinese partners to have exploit knowledge on product market in order to tap on more china market shares and enhance competitive standing. To start the process, we recommend that they collaborate with partners (example: search engine and social media) on marketing as it will entail finding out what the china market wants and also build on knowledge with its resource market. From there, Google can customize and through their sales partners, market to whole of China in a cost effective manner. For example: free download videos from the Internet are very popular in China. Perhaps, Google together with partners can make available free western Hollywood movies to China. This will help bolster its video offering/advertising revenues for ads display during the video. Other than that, they can sell Google phones or other smart phones bundled with Google/Android operating system. This will help them improve their mobile search market shares, banner ads and video ads within the China market. Exhibit D (Illustration of Putting Defensive Strategies in Its Place for Google) Google could revisit its strategy plan on an ongoing basis so as to improve its return on investment and position in the technology industry. Projected is the recommended strategy plan in adopting defensive strategy. Strategic Analysis Industry analysis Trends in the users preference, especially in search engine usage, advertising and China market Environment forecast (internal/external) Analyzing competitors development esp. from Baidu Assessment of Google SWOT diagram Mission Google purpose Google values Objectives Specific targets (for example to be more innovative and creative in the search engine specialty internationally). Supporting Organizational Arrangements Structure Process Policies and profiles Googles creative/innovative personnel Rewards/benefits Activities Strategy (Defensive) Concept on how Google will execute the defensive strategy to improve market position Exhibit E Bokode: Imperceptible Visual Tags for Camera Based Interaction from a Distance (Data adopted from MIT Media Lab, 2009) It is a camera-based interaction technology which an ordinary camera can detect small optical tags from a comparatively far distance. Consisting of a low-cost optical design whereby the tags reduces up to 3mm visible diameter, unmodified ordinary camera several meters away can be set up to decode the identity plus relative distance and angle. Bokode use intelligent binary coding to estimate the relative distance and angle to the camera and show potential for application in augmented reality and motion capture. A user who is standing right in front of a shop wants to find out information about the shop and its surroundings. Hence, he did a search by using his camera phone to tag onto an image of the shop that has a visual Bokode tag embedded on its signboard. His mobile phone that has a built-in Bokode reader enables the user to gather information in a form of indifferent directions such as providing information about restaurants nearby, hotels information, transportation guide or it says the other brand of cereal are selling at a dollar cheap at the other supermarket store This technology can works in a wide variety of ways including classrooms, public places, print advertisement, outdoor billboards, product packaging and labels. Exhibit F SWOT Analysis of Googles adopting Defensive Strategy Strength Innovative and creative workforce. Workforce has strong passion in what they do and monetary value is not really an issue. Hence Google will be able to defend fast. Strong brand reputation so trusted by consumers. So it better for Google to build defense using existing products/services. Google leaders are young entrepreneurs hence acting fast/defensive may not be an issue to them. Weaknesses Competitor (Baidu) has superior access to distribution channels. Innovations are relatively easy to be imitated so good defensive tools might be duplicated. Google has a history of having offensive strategies which can cause the company to lose large amount of revenues. Google has too many services in order to dominate search marketing and be ahead of others to gain competitive advantage but some of these services are not widely used. Hence, being defensive they have to be more focus in developing the correct defensive tool. Opportunities Massive human resource in China to fully develop good defensive strategy (ability to tap on Chinese creative minds to enhance Google research base). Strategic alliances to join forces (Defensive) instead of fighting against competitors. New product incorporation (example: Bokodes) thus creating good alternative to develop its defensive strategy. Threats Imitation is a norm in China so competitors will still be fast enough to match any defensive strategy. Uncertainty in the external environment that is beyond control therefore comprehensive defensive strategy will still backfire. Chinese users are more loyal to local company resulting in smaller market share for Google (Defensive strategy in China backfires).