Thesis Enrolment Essay Example for Free

Thesis Enrolment Essay1.0. Project DescriptionAn inscription agreement is necessary for the take to keep jumper lead of their students demonstrates. This is a practiseful way for retrieving students entropy. On the other hand a students individualized knowledge account provide alter a student to watch over his or her status and other naturalize related requirements or elaborate. If these two will be implement automatically, consequently the school will operate more efficiently and effectively.The pattern of this online history system is for those individuals who privation to enrol in Cebu means for Dance but they atomic number 18 having the rocky time in finding for the exact location of the school and applying an entry system through online will define it easier and faster for the enrolees to apply to the said move school. The enrolee requires filling up a form online with his or her own(prenominal) information that includes his or her specific detai ls that the system requires. This permits the enrolee choose or enrol to a course offered by the school.Once the enrolee submits the form and formally settles the payment, that enrolee is considered an functionary student of the school. This marks the use of the students personal information account. So the student could direct record in into his account using his unique username and password that would let him view his class schedule and other school related details. An online enrolment system and students personal information account will military service school and its students communicate and keep spread over of their records successfully. And since the widespread use of the lucre has given bulk the chance to access to information and to the different websites, this gives us the idea of creating the system.1.1. desktop of the Project/ Overview of the Current State of TechnologyCompany BackgroundCebu Centre for Dance is the newest terpsichore school in Cebu City. It is l ocated at Tango Plaza building, Queens Road. It aims is to provide high quality dance didactics as well as fitness training in the Queen city of the south. It offers ballet dance training for all 3 years and up, bighearted ballet for fitness, contemporary dance training, classical jazz, and Latin ballroom. For fitness training, it offers Zumba by Emma Satchell, Yoga and Pilates.Companys Current State in terms of TechnologyThe Cebu Centre for Dance has its give existing website, the http//www.cebucentrefordance.webeden.net/. In their website, you behind view the details about the dance school, the different courses offered, the list of faculty members, and its dance resources, and on how to contact the said dance training school.The Cebu Centre for Dances website lacks some features that would help in making their operation more efficient and more effective towards their students and to those who really want to enrol in the said dance school. So the creation of an online enrolmen t system and students personal information account would make a difference and improvement in organizing and retrieving students information.Companys needs/ challenges that needs Technological InterventionThe schools website lacks some features that are needed for making their schools operation more effective and more efficient. It needs a system that could retrieve and track the records of their students and enrolees wherein the admin could view the necessary details about them. The school manages their enrolment manually in which its not very accessible and convenient for students/enrolees especially in this rapidly changing world. On the other hand, keeping track of the records is also done manually that makes it more complicated and unsecured. So the school is really in need of an automated system for the enrolment and an online account for their students/enrolees personal information.Brief Introduction of the Project as the SolutionAs what was defined in 1.0 Project Description , An enrolment system is necessary for the school to keep track of their students records. This is a useful way for retrieving students information. On the other hand a students personal information account will enable a student to view his or her status and other school related requirements or details. If these two will be implemented automatically, then the school will operate more efficiently and effectively. This project would really satisfy the needs of the school of having an automated system for their enrolment and an online account for their students.The admin could view and check the record and status of a specific student. He can also alter some information about that student. The enrolees can register by filling up a form online and submits this one to the site to be stored in the database. Once the payment and other confidential matters are being settled, that enrolee could now be considered as an official student of the said dance school. He could then log-in to his per sonal account to update and view the important details stored in it.1.2. Project Objectives/ Objectives of the ProjectThe main objective of this project is to develop and come up with an enrolment system that would satisfy the needs of the students and the school wherein the admin can be able to manage the students information account. This project aims to build a working and efficient enrolment system and be implemented online.1.2.1. General ObjectiveThe over-all goal for the creation of this online enrolment system and students personal information account is to transform the manual system of enrolment of the school to an automated one. The purpose for this is for the enrolees to enrol to the school anytime of the day because its done online. An online enrolment system will help the school officials to manage and utilize their time properly because the system will be the one working for the enrolment process to be stored in a database. On the other hand, having a students personal information account will help not only the school, but also the student in managing and viewing for their record and important school requirements in convenient way but just logging in to their account. Through this, students records will be put to the database for security purposes and docile access to information.1.2.2. Specific Objectives* To develop an automated or online system of enrolment* To create a students personal information account* To make the enrolment system more effective and more efficient for both the school and the enrolees* To let both the school and the students have an easy access to information* To let the admin protect and organize the students records* To let the admin view the records of their students* To let the admin alter the information stored in the database* To let the enrolees register to the school 24 hours online* To let the students log in to their own personal account* To let the students view and update their account in a more convenient ma nner* To let the admin stake a reminder or note to the students account easier and faster1.3. Scope and Limitations of the ProjectThe online enrolment system can only let the enrolee fill up the form and submit this one to be stored to the database. In an enrolment process, payment is really necessary before the enrolee to be considered as an official student of the school. It can be a down payment or a full payment depending on the agreement made by the school and the enrolee. But in our online enrolment system, no money transactions are done because the payment will only be done through personal meet ups. In the enrolment system, the school can trace what are the standings and schedules of the students.For the students personal information account, only the official students of the school are allowed to log in to their accounts using their unique usernames and passwords. The enrolees are not allowed to log in to an account because they need to achieve first the necessary requirem ents to be considered as an official student of the school. The student can only view and update his account. He cannot delete his account because only the admin can do that. The admin can budge and manage the information on the students account. The admin can view the records of the students fees collected or uncollected. The admin can send personal message to the student and bunk important announcements.1.4. Significance of the Project/ Importance of the ProjectThe system proposed should be done in a specific period of time so that the Cebu Centre for Dance can now have an automated enrolment system. The school wont use anymore the manual system theyre employ to. Its a great benefit for both the students and the school because aside from the fact that its hassle free and convenient, its also user friendly. The purpose for this is for the enrolees to enrol to the school anytime of the day because its done online. An online enrolment system will help the school officials to mana ge and utilize their time properly because the system will be the one working for the enrolment process to be stored in a database.In this rapidly changing world, technology is really a must for everyone especially in schools because the need for it provides us with easy and more effective solutions to everyday living. Without technology we could not communicate quickly from important people we like to talk to, find important information from the Internet, or even keep track school events and announcements. This project allows people to utilise tools that allows overcoming of mental and the applicatory application of knowledge to advance our everyday life.2.0. Review of Related Works and Studies/ Review of Related LiteratureWith the advent of calculating machines, the world entered a more technologically advanced era of computing using various technical tools. In the creation of the system, different resources were being used. It includes the Xampp, Dreamweaver, and Adobe Photosho p CS5, the Internet, university-owned computer, personal computers and laptops (Lenovo and Toshiba). The use of some browsers such as Mozilla and Google Chrome made this database project possible.Through these media, we could now successfully create and develop our own database. It is based on SQL or termed as the incorporated Query Language that is used for managing and querying databases. Creating the system can become extremely complex and inconsistent, because most of the information cant be tabulated into simple computer programs, thus the call for a maximum level database was needed and created.3.0. Project MethodologyThe creation of an online enrolment system and students personal information account requires specific steps that are needed to be achieved. These are the stepsDESIGNMAINTENANCE and SUPPORTIMPLEMENTATIONANALYSISPLANNING data CollectionThis project involves three major steps starting from planning down to the implementation of the system.PLANNINGSoftware Require mentsAnalyse the requirements.ANALYSISIdentify the completionImplements the systemIMPLEMENTATIONTests the systemAll of the activities stated above will be done by Anna Mae Talingting, and Marjorie Castillo. They are the resource persons to be contacted and are trusty for the task required. The making of the system will approximately take 3 months, which is from November to February. It will be done to a place that has computers and other enough resources that would help make and accomplish the system. The activity should be done so that the school can now have an automated enrolment system and students can use it as soon as possible that the system will be done and implemented.

Racial Ethnic And Religious Profiling in the U.S. Essay Example for Free

Racial Ethnic And Religious Profiling in the U.S. EssayIn the United States, The land of the Free, racial profile of minority groups seems all too common. Many Americans believe that fairness enforcement as well as legion(predicate) other people often discriminates on minority groups simply because of their color of their skin. Civil rights activist and many leaders of minority groups be pressuring Enforcement agencies to eliminate racial and ethnic compose during traffic stops and mantic random pedestrian stops. However, many law enforcement representatives claim that the complaints about these activities are over cited and are simply in the heads of the accusers. As a res publica with a history of racial slavery and racial segregation, particularly towards any group that is not Anglo-American or fair skinned, African-Americans have long complained of racial profiling. Although racial slavery has been over for over wiz hundred years, and segregation that ended over fift y years ago, there is still tension between many people over race. Hispanics and Muslims are two other ethnic groups that feel the racial profiling, often being suspected of being terrorists or being black-market immigrants. Racial profiling is not a new subject in America. Racial profiling dates back to the colonial days in America.The revolutionary date there was religious profiling of Quakers because they were seen as being unfaithful to the revolution. African Americans have been racially profiled since the days of Slavery. Mexicans and Latinos have been scrutinized and called out by law enforcement since close to the time Texas gained its independence. 19th century immigration laws created ethnic and racial profiling against Asians and southern and eastern Europeans. In August of 1777 the Continental Congress ordered the arrests of doubled Quakers that were supposedly disloyal to the Revolution.The Continental Congress had no evidence, and there were no trials. Many of the prisoners were exiled to a Virginia jail. The captives were released from the imprisonment because of pleas from their families and from a few political leaders. During the Pre-Civil War earned run average African-Americans make up about one sixth of the countrys population. The majority of those African-Americans were slaves, with the majority of them slaves in the South. The Fugitive Slave Act of 1793 had only(prenominal) a few things that protected actual free African-Americans.Slave hunters could legally capture the slaves that were able to escape. Free African-Americans had almost no immunity from being captured and treated as if they were runaway slaves. The new movie 12 Years a Slave that recently came out in theatres shows how a free black man could be captured and sold into slavery without being able to prove their freedom, because of profiling any African-American as a slave. The end of slavery did not end the profiling of African-Americans. The Jim Crow era made segrega tion legal and seemingly right because of laws.The Jim Crow laws reinforced the belief that African-Americans were inferior to snow-covereds. Any African-Americans accused of committing a villainy could be subject to unjust treatment by law enforcement and dismantle unfair trials in court. One of the most heinous acts of racial profiling was the threat of racist vigilantes. According to the Tuskegee Institute, more than three thousand four hundred African-Americans were lynched from 1880 to 1950. Mexicans and Mexican-Americans were also victim to racial profiling since the days of the annexation of Texas from Mexico.In 1845 the Texas Rangers were organize and served as the nations first statewide police organization. According to the University of Texas del Carmen, the Texas Rangers committed many brutal acts against Comanche tribes and thousands of Mexicans. Many Mexican-Americans throughout the southwest United States and throughout most of Texas suffered from the comparable kind of racial segregation as African-Americans. In the 1930s nearly 2 million Mexican-Americans were forced and aggressively pressured to leave the United States.In the deep 19th century Federal immigration laws portrayed racial profiling by the discipline government. In 1875 one of the first Federal Immigration laws outlaw the entry of the country to many undesired Asian immigrants brought to the United States for forced labor and prostitution. In 1882 the Chinese Exclusion Act banned all immigration of Chinese laborers. Decades later the United States government put in action literacy tests to gain citizenship that were swayed to only help Europeans and not Asians or Latinos. On February 19th 1942 one of the most well known acts of racial profiling was committed.Under an executive order of president Franklin D. Roosevelt, the president ordered the internment of over 110,000 people loosely of Japanese descent following the Japanese attack on Pearl Harbor. The federal governme nt believed that anyone of Japanese descent could be a threat to national security. Hundreds of thousands of innocent honest American citizens were forced into internment baffles me, considering that the government would never do that to White German-American citizens even though the main enemy of universe of discourse War 2 was Germany.In the late 20th century racial and ethnic profiling became an important issue in the public eye. The African-American elegant rights movement embodied the desire of African-Americans to be treated as socially and under the treatment of law. After the Civil Rights movements, African-Americans and other minorities were being treated more fairly but still falling victim to racial profiling. The FBI and DEA perfected the formal art of racial profiling in the 1970s. The DEA created a profile for supposed drug traffickers, which targeted African-Americans and people of Hispanic descent.The list of characteristics gave agents the right to randomly stop and search people matching the profile legal racial profiling. In 1989 the positive Court granted permission to use those characteristics as probable cause to stop and search someone. Throughout the 1990s racial profiling was an epidemic with law enforcement stops in the United States. Statistics show that African-Americans were the great majority of police drug stops. In Maryland during 1995, a man with the last name Wilkins filed a lawsuit against law enforcement to uncover hard evidence that African-Americans were being unfairly profiled.After a thorough investigation of the Maryland law enforcement, a state police Criminal Intelligence Report showed that there was a explicit profile for targeting African-Americans. The investigation actually uncovered that African-Americans were 72 percent of the stops made in the state. After the terrorist attacks of September 11th 2001 there was a new group in the United States being racially profiled, Middle Easterners and Muslims. The feder al government, as well as the many of the American public became suspicious of anyone of Middle Eastern descent or anyone who practiced the Muslim religion.Although the vast majority of Muslims are peaceful, many people as well as law enforcement began to racially profile them as terrorist. level off African-Americans and Latinos began to scrutinize innocent Middle Easterners. Although President George W. crotch hair promised to help end racial profiling because it was unconstitutional, following 9/11 the law enforcement began to profile even more than ever. The government focused on Arab Nationals and anyone who could mathematical have links to the terrorist group Al Qaeda. Immigration Authorities began rounding up hundreds of Middle Easterners for thorough questioning.Although they denied it, Airport screeners began giving special attention to anyone who appeared to be of Middle Eastern or Arabic descent. In 2003 the Bush administration issued a Racial Profiling guideline that stated racial profiling is pass as long as it is related to National Security. In 2008 the Barrack Obama administration and critics of racial profiling began to push for more legislation to prevent racial profiling. Being the first African-American President, it seemed as if times were changing as far as racial profiling stands in the United States. In 2009 the polish off of African-American teenager Trayvon Martin griped the nation.The murder was a pure case of racial profiling by a vigilante in a predominantly white neighborhood. Martins murder George Zimmerman, a former neighborhood watchman was suspicious of Martin walking around his neighbor hood one evening. Zimmerman armed with his handgun, began stalking Martin and eventually confronted Martin, even though police dispatchers told Zimmerman not to. On Zimmermans 911 call he used racial slurs and clearly profiled Martin as a criminal because he was African-American. Eventually Zimmerman confronted Martin, the two got into a scuffle, and Zimmerman shot and killed the unarmed teen.After years of trial, the jury eventually acquitted Zimmerman of the murder charge claiming it was self defense even though Law enforcement told Zimmerman to not follow Martin and Zimmerman did anyways. The Trayvon martin murder is still a current issue that has the nation divided. After doing extensive research on the egress of Racial Profiling in the United States I have learned a lot about how far back and diverse racial profiling is. I believe that there will always be racial profiling as long as there are multiple races livelihood in one country. Racial Profiling is simply human nature and cannot be undone by making laws or legislation.People subconsciously profile individuals based on their individual history and knowledge. People say I dont see color but the fact of the matter is, everyone sees color. Even the victims of racial profiling are guilty of racially profiling others whether or not they say it out loud peopl e still think it. The only thing people can do is try there best to not act upon their assumptions of others based on race, and try their best to treat everyone equally regardless of what you may think initially. Its like the old saying, Dont Judge a book by its cover.

Differences between Organic and Non Organic Food

Differences between Organic and Non Organic FoodORGANIC AND NON ORGANIC FOOD.Many people today be often brought to this dubiety when entering a grocery store. Its virtuallything countless doctors atomic number 18 talking about and recommending to their patients. Are organic foods really any different than non-organic foods? My answer to you is yes, but you dont crap to take my word for it. I have plenty of information that leave alone not only show you the difference between the two but will also prove that organic foods are better for you.Organic foods are produced by the techniques that follow the standards of organic farming. Organizations that produce these foods are free of artificial additives, methods, materials, and conditions. Also, some organic food corporations restrict the use of certain pesticides and fertilizers in farming. In addition, animals that are used to create organic products like eggs, cheese, meats, etc., are raised eat organic feeds. That means that t heir food does not contain antibiotics, hormones, and growth-enhancing substances such as steroids.Many people have been saying that organic foods are really skillful for your health. Theyve even helped people when trying to diet and losing weight. The benefits dont stop there either. Studies have shown that they stern also have a lot of nutrients. The Los Angeles Times covered a study with a headline expressing Organic foods are more than nutritious, according to the review of 343 studies. Then an article stated Research is first to find big difference between organic and conventional fruits, vegetables, and cereals.Non-organic foods contain chemical fertilizer to encourage plant growth, farmers also spray insecticides to reduce pests and disease, use chemical herbicides to parcel out weeds, and give animals hormones, drugs, etc., to prevent disease. I personally would not consider this food to be healthy. Id rather stick with organic foods because I feel more homey and its m ore healthy. Not only that, but it is also more safe. Nowadays non-organic foods cant be trusted because you dont know what theyre really doing.People feel more drawn to buy non-organic foods because theyre reasonable prices. Buyers of non-organic foods have ate these products their whole lives so its what theyre used to. We like familiarity so of course its easier for us to chose groceries weve ate our whole lives versus groceries that were only learning about. Non-organic foods tend to be consistent in taste, texture, and quality.Fast food falls under the category of non-organic food. The thing about restaurant food is that restaurants are not required to reveal everything their food contains. So technically we dont really know what were eating. For example, the meat that most restaurant chains sell contains antibiotics. Although now you can buy a salad at a fast food place, there are still much more unhealthy things on the menu. Obesity, High Cholesterol, and so much more are le ading causes to deaths.1There have been typesetters cases where people have died from eating these foods. For example, a couple of years ago there was a case where a four year old male child passed out. He ate three burgers from Jack in The Box then suddenly wasnt feeling good. The boy started having a lot of diarrhea mixed with blood. His parents started getting concerned so they made a doctors visit and found out that their son had E Coli. xii days later the boy died.People may not realize it now, but all of those things that are in the food we eat effect us. My miss made a doctors visit about 8 months ago because she was having some health problems. The doctor advised her to stop eating non-organic foods. Of course that didnt cure her from what she had or anything but it did help massively. After looking more into it she is now slowly trying to eat mainly all organic products.E.coli was discovered in 1884 and is know to be very bad disease. I could tell you many things about it but Id rather just stick to the basics for now. Its an transmitting, poisoning, septicemia, neonatal meningitis and gastroenteritis. The way the infection starts for E. coli is, it releases toxins into your body that will harm you. This makes the bacterium to bind to the lining of the gut.Feeding the animals food youre not sup coiffured to feed them, not only affects them but it affects the environment. If our palm were pesticide free think about how much that would help the grass and plants. Since no synthetic chemicals are used while farming organic fruits and vegetables it does not pose any risk of soil and underground water contamination. Another fun fact is that organic food production helps preserve local wildlife. Keeping away the toxins helps the wildlife be in its natural habitat.In conclusion this is why we have to stay away from non-organic food. Want to live longer ? Start eating organic food. These pictures tell you a lot, the very first one on the top left about the strawberries is very true because the darker the strawberries are the more flavor they have. The get out ones arent too sweet. Bottom left picture of the apples is also very true. You can already tell because the price on the apple. Top one on the rightfulness about the chickens, just look closely, look at how healthy the chicken looks on the left side looks and look at the one on the right. Those chickens on the right dont look like theyre in a healthy environment. They are dying from all the steroids and antibiotics they put in their food. All those chickens on the right are just full of chemicals and thats what you want to eat? Thats why we cant eat non-organic food. Last but not least, look closely at the picture on the bottom right. Now this is a good example of organic and non-organic food. Thats what your body looks like when you eat healthy food versus when you eat non-healthy food.

Implementing Curriculum Changes in the Classroom

Implementing Curriculum Changes in the ClassroomIntroductionMuch research on platform evolution has been done in different fields of study. It has uncovered twain successes and failures. Research on educational innovations reveals m any(prenominal) problems which result in non- writ of execution of planned innovations. These include the problems of incapable knowledge of implementation, and lack of aw arness of the limitations of teachers and civilise administration, etc. (Pink 1989 Fullan 1992 Fullan and Hargreaves 1991). Recently, the literature in the field of ELT has describe innovations in the implementation of refreshed teacher percentages, sore practices, sweet materials, etc. Most principles for innovation are derived from incline-speaking countries and transferred byout the world. For instance, the learner-centred, communicative approach which originated in British ELT has been recommended almost everywhere. Although some reports mention the success of much (prenominal) innovations, others have think that more problematic implementation issues emerge from a direct transfer, after it has been put into example worldwide, such as in mainland China (Burnaby and Son 1989 Anderson 1993 Hui 1997), Indonesia (Tomlinson 1990), Greece (Karavas-Doukas 1995), Hong-Kong (Carless 1998), and Libya (Orafi 2008), etc.However, the knowledge and arrest of what is postulated in effecting innovation in some(prenominal) projects has been investigated mostly by their reposition agents. Many ELT innovation projects report in the professional literature are designed and examined by their authors as leading change agents, non by end physical exertionrs, i.e. teachers (e.g. Gray 1990 Jarvis 1992 Tomlinson 1990 Barmada 1994 Guariento 1997 Markee 1997, etc.). In those projects, the authors/reporters design, introduce, and monitoring device the process of implementation.To finding out how best to teach the four skills of listening, speaking, reading, and writing as well as grammar and mental lexicon. The tuition of so some(prenominal) methods has been a response, correspond to Richards and Rodgers (20017-9), to the changes in the kind of proficiency (e.g. oral vs. scripted) that learners are thought to need. In the 1970s, in particular, there was a major shift to learners need for communicating in a second oral communication away from a focus on grammar and translation. This shift was crucial, especially for irrelevant talking to learners who leave school unable to use their foreign language in actual communication. So, FL countries adopted this shift to communication to satisfy their students needs for fluency. As English became a lingua franca by the nineties it was seen as necessary to teach it for communication as it became the mostly taught foreign language worldwide (Gebhard, 2006 Carrick, 2007).The belief of English as a second (ESL) or as a foreign language (EFL) started to become essential after World War II. A gre at demand for English courses by immigrants, refugees, and foreign students took place in the United Kingdom, Canada, the United States, and Australia (Richards, 200123). When English was introduced in schools, it was first introduced at the secondary level in 1950s. But, since the application of the communicatory Approach/Communicative Language Teaching (CLT) in national curricula after the publication of Wilkinss admit Notional Syllabuses (1976) educationalists/researchers in legion(predicate) countries have observed that students chiffonier not pass by as well as expected after leaving secondary school, with eight years of English, as they start their university study (e.g. Al-Mutawa, 1994 Tang, 2002). According to Al-Mutawa and Kailani (1998I) English language has enjoyed a considerable voice in the fields of business, industry, technology, politics, education, medicine and galore(postnominal) other professional fields. According to Saleh, more charge is required from EFL teachers to students EFL teachers on education them how to communicate in the cigaret language effectively. This requires that the traditional methods, the classroom learning activities and the learning environment have to be changed to correspond with the latest developments and changes in views on ELT represented by the communicative approach (20021). Because of the above reasons, English language syllabus of Libyan secondary schools has been changed lately as a response to these developments.The virgin English programme in Libyan secondary education aims to enable students to i) achieve a reasonable proficiency in listening and speaking English at a sensible speed, reading simple texts with comprehension and writing near a simple subject or incident ii) develop their touch on in learning English so that they can learn effectively by themselves and iii) improve their knowledge and have access to foreign culture (UNESCO 2002 reported in Al-Buseifi 20034).It has been investiga ted that some classroom teachers who teach EFL at secondary schools in Libya are traditional and not in harmony with the principles and objectives of the communicative approach upon which the new-fangled computer program has been based. Teachers are faced with some difficulties in implementing the new curriculum. on that pointfore, some problems have been appeared, for example teachers use their native language capaciously and use however very little English during the lesson. Teachers talk a lot whereas students talk very little. Teachers need to be well trained. Class-time and size are not suitable. eliminate materials and group- drop dead activities are needed.This study aims to investigate some EFL teachers in Libyan secondary schools to determine the extent of their effectiveness in achieving the desirable objectives of the new curriculum. It specifically investigates and describes the chaseHow far does the new curriculum filter down into EFL classrooms in Libyan seconda ry schools?What are the methods that Libyan secondary school teachers use in statement English as a foreign language?How do Libyan teachers implement the new curriculum (CLT) in article of belief EFL?What difficulties may face Libyan teachers in implementing the CLT approach?To what extent are Libyan teachers qualified in communicative language breeding?Since the language curriculum of Libyan secondary schools has been changed lately and has been based on the communicative approach. The EFL teachers who teach this new curriculum should be based on the principles and objectives of the communicative approach. In fact, most Libyan EFL teachers got employ to defy the Grammar Translation Method (GTM) with its traditional views and objectives, so they may encounter some difficulties when changing their method especially if they have not been previously trained. This topic is important to investigate because I have noted that it is still a controversial issue between researchers and t eachers. The main emphasis is to know whether teachers are using the new curriculum in arrange to enhance the students basic knowledge of English and competence to use English for communication. In other words, it is to investigate EFL teachers at Libyan secondary schools to find out whether they have changed their method in parallel with the change in the curriculum and how it is implemented. In order to achieve more understanding about these issues, this study attempts to wrangle the curriculum innovation in Libya with reference to communicative language teaching which is implemented in the new curriculum. More attention is given to teachers, they are regarded as having the main role in any innovation.This study is divided into five chapters. In the first chapter, there exit be the introduction, the research hypothesis, the research question, the aim and the significance of the research. Chapter two give be focused on the literature review which include definition of innovati on, its theory and its aim. flat coat of the context, EFL in Libya, CLT, its development, and its principles. Some factors cogitate to the adoption of the new curriculum (CLT), e g teachers role, teacher student interaction, student-student interaction, teacher training, methods of teaching, materials and testing criteria. Third chapter will be the methodology. The methods of collecting data will be discussed, there will be a review of how data will be collected, who are the participants, how many, where, how, when, all these questions will be answered in this chapter. Chapter four will be about the results. The results will be discussed in chapter five. Conclusion and recommendations will be discussed in chapter six.This study will provide an opportunity to enrich theory and practice of CLT in a non-native English speaking setting. It deals with an important issue in the field of teaching as a foreign language which is related to the teaching methods that is used by teachers. To achieve this purpose this research has been carried out.Literature ReviewCurriculum InnovationIt has been widely noted over many years that the low degree of success of educational innovations is mainly caused by the failure of the innovators who were unable to fox use of the extensive theoretical literature on innovation (Havelock and Huberman 1977 Barmada 1994). They also did not adopt the appropriate innovation strategies (ibid.). Both White (1987) and Barmada (1994) identify two areas of expertise in which all innovators should be equipped an understanding of innovation issues and expertise in the management of innovation.The Meaning Of Curricular InnovationIt has been defined by Markee as pursualCurricular innovation is a managed process of development whose principal products are teaching and/or testing materials, methodological skills, and pedagogical values that are perceive as new by potential adopters (1997 46). According to Hall and Hewings, teachers roles are seen as implementers, and sometimes regarded as adopters, students are clients, and materials designers are suppliers (2001 119).Curriculum Innovation Versus possibilityVrooms expectancy theory (1964 in Morrison 1998) from business explains the instant effectiveness of the use of rewards and sanctions. Expectancy theory is based on the assumption that people will involve themselves in change if they expect it to bring about personal benefits (Morrison 1998132). It is argued that the more benefits people perceive, the greater willingness they will have to be involved in the projects of change (ibid.). These perceived benefits, such as financial benefits, job security, and promotion opportunities, etc. are assumed to be an effective motivator to improve job performance. However, any change often requires additional time, energy, and finance, etc. If the adopters do not think the advantages of an innovation will outweigh its costs, it may not be easy to bend them to accept it. From managemen t theory point of view, and according to (Everard and Morris 1990), by addressing the interrelated sensing systems, we can understand how educational managers effect change. They are policy making, development, controlling, liaising and doing (Markee 199749-51). Teachers do not see themselves having part in curriculum innovation, although the definition given above indicates that teachers have a primary role in innovation. This phenomena has been indicated by many researchers that curricular innovation entails a mix of professional, schoolman, and administrative change (e. g Bowers 1983, 1987 Crocker 1984 Lee and VanPatten 1990 Straker-Cooke 1987 White 1988). Managers must(prenominal) therefore enhance an organizations capacity to innovate through organization development (Markee 1997 51). It seems that teachers have many tasks particularly that related to their classrooms. Thus, all participants in language teaching should given part in innovation to be managed (ibid.).The New C urriculum (Clt) In Efl CountriesAttempts to introduce communicative language teaching (CLT) into EFL contexts on EFL countries own initiatives and through international aid projects have encouraged many innovations in L2 education. In general, such innovations have had a low degree of success (Brindley Hood, 1990), and implementing CLT worldwide has often faced difficulty (Anderson, 1993 Chick, 1996 Ellis, 1994, 1996 Gonzalez, 1985 Kirkpatrick, 1984 Sano, Takahashi, Yoneyama, 1984 Shamin, 1996 Ting, 1987 Valdes Jhones, 1991). Difficult as many EFL countries are still striving to introduce CLT hoping that it will improve their English teaching. Some researchers have strongly advocated the adoption of CLT in EFL countries and recognized the difficulties these countries face in adopting CLT (Li, 1984 Prabhu, 1987).Burnaby and Sun (1989) report that teachers in China found it difficult to use CLT. These difficulties include the context of the wider curriculum, traditional methods, cl ass sizes and schedules, resources and equipment, the low status of teachers who teach communicative rather than analytical skills, and English teachers deficiencies in oral English and sociolinguistic and strategic competence. Andersons (1993) study of CLT in China reported such hurdles as a lack of properly trained teachers, a lack of appropriate texts and materials, students not being acclimatized to CLT, and difficulties in evaluating students taught by way of CLT.Sano et al. (1994) point out that the Japanese students they studied generally did not feel a pushing need to use English, so that the goal of communicative competence seemed too distant for them. entirely these difficulties seem to apply to Libyan context too.Karavas-Doukas (1995) gives a report in which the curriculum developers in Greece tried to implement the communicative approach to English teaching/learning using textbooks containing communicative components. However, Karavas-Doukas indicated that teachers lack of understanding of the methodological principles underlying the new materials was one of the impeding factors that finally let to the non-implementation of this innovation. The Greek teachers had changed to new materials, hardly they tended to implement the intended communicative activities as controlled grammar practice exercises and did not create the opportunities of real communication in their classroom. They did not realize the new role of teachers and students associated with the CLT approach, so they still acted as knowledge-transmitters, rather than facilitators (ibid.).Much research has been conducted discussing the communication problems encountered by Arab learners in most of the Arab countries particularly in Libya. This fact has been clearly explained by many researchers, e. g. Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988), Wahba (1998), Saleh (2002) and Orafi (2008). The students in Jordan, for example, learn English in their home country where the native language is Arabic. The only way to learn English in Jordan is through courtly instruction, i.e. in the classroom where language teachers are native speakers of Arabic. There are general screams about the extended degeneration of the standards of English proficiency of students among school teachers, university instructors and all who are involved with English language teaching.The results of the studies conducted in Jordan lead to the conclusion that the goals set by the Ministry of Education are desirous and have not yet been reached (Rababah, 2005181).In Yamen, the situation is almost the same as in the other Arab countries. Abbad (1988) acknowledges the weakness of Yameni learners of English, and adds that in spite of the low proficiency level in English of most applicants, they are accepted into the department. This is what happens in most of the Arab university. English language departments accept high school graduates without understanding their proficiency level and whether or not they will be able to administrate a program of English studies.Therefore, Arab learners of English find it difficult to communicate freely in the target language. This may be due to the learning environment which some umpire to be inappropriate for learning a foreign language. This is obvious in Jordan where the formal language of communication is Arabic (Rababah, 2005182). What happen with other countries can be applied on Libyan context, because the situation is almost the same. According to Saleh (2002) and Orafi (2008), although the new curriculum is introduced in Libya since 2000, the students in Libya still cannot communicate in English or express themselves. They cannot speak English freely inside and outside schools as well. Therefore, they cannot use English in real life situation.ELT In LibyaIn the 1980s the focus of English language teaching in Libya was on grammar and reading comprehension. Lessons were characterized by oral drills, memorization of voc abulary, and reading aloud. Arabic was widely used in English lessons by teachers and students. During the late 1980s, as a result of political tensions between Libya and the West, the teaching of English was banned from schools and universities across the country. In the 1990s, this status changed to the positive and new curriculum was introduced in 2000 (Orafi, 2008 244). The new curriculum recommends that English be used as much as possible by the teacher and students in the classroom, as the aim is for the students to communicate effectively and fluently with each other and to make talking in English a regular activity (ibid245). It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning. New classroom techniques and activities were needed, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required.The purpose of education is seen as based on careers, examination passing and recall. Understanding, applying conceptions, creativity, questioning is all devalued. The idea of school education as a way to unlock potential seems missing and the students appear to appreciate that (Orafi 2008). The teachers role is bouffantly that of transmitting training in an efficient and effective manner to their students. The teachers have little insight in the role of their subjects in the development of students. They are ruled by the demands of society, with its dependence on examination success for gaining access to over crowed and want more time for students to be able to think. However, they have little clear idea of the nature and role of understanding and the idea of seeing their subject in terms of wider life is largely a bsent (Al-Buseifi, 2003). Although improving the educational system is a priority for the education authorities in Libya, the educational programmes still suffer from shortages in facilities such as computers, laboratories, and information networks, a lack of qualified teachers, and the use of traditional methods of teaching (Khalifa, 2002). This could be due to the fact that the central focus is on increasing the quantity of schools and institutes rather than improving the quality of teaching and learning outcomes.The Situation In Libyan Secondary SchoolsAccording to Orafi (2008), the main problem at present of education in Libya is the quality of education. The need to build so much in order to educate so many in a short time creates the classical dilemma of quality of education versus quantity education. In fact, this problem is not the problem of Libyan education only but is a problem common to many ontogeny countries. Classrooms in Libyan secondary schools are regarded crowed. Most of classes are consisted of at least thirty students. Every student has his own seat from the beginning of the year to the end of it. It is difficult for teachers to go freely through the class. Also it is not easy to work in groups, and to deal with all the students. This problem has been discussed by Richards (1996146) who states thatthe majority of large class teachers created, within their large class, a smaller class of students in the front only. They seemed happy to teach this smaller class of students in the front and ignored the students at the backThere is frequently not enough equipment and facilities at some schools (e.g. computers and laboratories). Classes are often large with an inadequate supply of teachers. The examination system emphasises the rote recall of information and holds great power over the learners at key times of the year (Orafi 2008243).English Textbooks In Libyan Secondary Schools (3rd Year)The textbook comprises of subject book, skills book and work book. The materials are organized into two semesters 12 units per semester, with 22 lessons in each unit. The lessons are divided between the three student books as follows subject book 10 lessons per unit, skills book 9 lessons per unit, and work book 3 lessons per unit. open(a) Book the main purpose of this book is presenting information and related vocabulary. The main purpose of the reading and listening texts in the Subject Book is to impart knowledge about the subject concerned and present associated vocabulary. The final two lessons in the Subject Book present one or more pieces of writing.Skills Book the main purpose of the Skills Book is presentation and practice in the four skills.Workbook its purpose is written consolidation of grammar points from the Skills Book. Students are often referred back to the Skills Book to find examples or to check their answers. Occasionally, vocabulary items are also practiced in the Workbook, and there are sometimes pair work and role -play activities (Phillips et al 2002).Implementing innovation as organizational developmentThe concept of innovation as organizational development is well describe in Markees two-in-one innovation primary innovation and secondary innovation (1997). Markee relates the dimension of organizational development to secondary innovations in contrast to primary innovations, i.e. changes in teaching (and/or testing materials), methodological skills, and pedagogical vales (ibid 53). In the dimension of primary innovations, innovation intending to introduce new materials, new teaching procedure, new teaching roles or technology, etc. will also involve changes in skills and values. Markee argues that primary innovations cannot be achieved without the implementation of secondary innovations. Markee exemplifies the notion of two-in-one innovations in a project conducted in an American university. This project not only introduced the task-based syllabus into classroom, but also implemented admi nistrative and academic innovations for organizational development. For instance, by means of the development of communication convey (e.g. staff meetings, seminars, and orientations, etc.), participants at all levels obtained a complete understanding of the innovation. By means of the development of the teaching programs, teachers were well trained and became better informed. The outcomes showed that the administrative and academic development not only facilitated the implementation of the new syllabus, but also brought about organizational development. Development of the institutional change capacity is largely omit due to lack of awareness of the limitations of teacher and school administration or knowledge about how to implement the project (Pink 1989 in Fullan 1992). Through the process of organizational development, the implementers, including the management and teachers, focus on the processes and contents of change, learning to develop the capacity to implement change as o rganizational development. Only when the management and teachers are aid to build up their change capacity, is there an opportunity for change as organizational development (Morrison 1998).5. The curriculum innovation and the role of the teacherRodgers in Richards (2001104-105) discussing implementation of a communicative syllabus in Malaysia points out thatWhile the curriculum innovation has been failed in some places, it has been succeeded in others (i.e. Malaysia). In Malaysia the situation is different and the new curriculum has been managed to achieve its goal, because in Malaysia all the concern parts are shared in innovation (Richards 2001 104-105). It is clear that these parts should be included in any decision for innovation. In Libya no one of these has gainn part in the innovation, except the decision makers (Orafi 2008 245). In England according to Woods and Jeffrey (200225) teachers have seen their role reduced to a list of competencies and performativities. This has produced teacher uncertainly as their role as professional has been reduced to that of a technician. In Libya, the teacher is often seen in similar terms, teachers in Libya do not usually influence curriculum change it is the responsibility of the government to do so. Teachers must merely understand the necessary of students, know the syllabus, and be able to use appropriate teaching methods. Another important responsibility of the teacher is to help students to process new material in meaningful ways in order to encourage its storage in long-term memory in such a way that it is understood and is related to previous knowledge. However, the aim is that the learner makes sense of life and can use and apply knowledge in meaningful ways (Hussein, 2006).Orafi (2008) investigated teachers practices and beliefs in relation to curriculum innovations in English language teaching in Libya. The study was conducted with five Libyan secondary school teachers using classroom observation and inte rviews. He concluded that there was a mismatch between the teachers practice in the classroom and the principles of the curriculum because of the influence of their beliefs.6. Methods of teaching EFL in Libyan secondary schoolsEnglish is taught with the touch on aim of passing exams and moving to the next stage. The learning process is largely viewed as mechanical habit formation. That is, the teaching process is dominated by teacher questions, the selection of students to respond, and the demonstration of examples on the board for students to imitate and repeat chorally. Some Libyan teachers still doubt the value of communicative activities because they believe that vocabulary and grammar rules must be the starting point in learning any foreign language, unlike when acquiring a first language. They think that students should be provided with large amounts of vocabulary and grammar rules to be memorized, and then they can start thinking of introducing various activities to practice the language (Al-Buseifi, 2003). These beliefs reflect their practice in class, where traditional methods of teaching such as the grammar translation method and the audio-lingual method are dominant (Orafi, 2008). Because the new curriculum is based on the CLT, I should turn to give sight on the CLT approach7. Communicative Language TeachingCommunicative Language Teaching has had a major influence on language curriculum development. First, curriculum development has become much more complex. Whereas twenty or thirty years ago, the point of departure for curriculum development tended to be restricted to the identification of the learners real level of proficiency, with the development of communicative language teaching and the insight that curricula should reflect learners communicative needs and learning preferences. (Nunan 199620) Communication between student and student influences many ways. It can enhance or hinder learning. Students learn from communication through discussion or by talking about tasks. Communication can take place between a teacher and students. Therefore, appropriate communication skills are required, by keeping in mind the sensitivity to students, their level of understanding and sagaciousness (Dillon and Maguire in Sussan 2005105).What Is Communicative Language Teaching?CLT has been defined by Canale and Swain (198033) who point thatWith respect to teaching methodology, it is crucial that classroom activities reflect, in the most optimally direct manner, those communication activities that the learner is most likely to engage in Furthermore, communication activities must be as meaningful as possible and be characterized (at increasing levels of difficulty) by aspects of genuine communication such as its basis in social interaction, the relative creativity and unpredictability of utterances, its purposefulness and goal-orientation, and its authenticity.Communicative language teaching (CLT) is typically seen as an approach to language teaching (Richards and Rodgers2001). It is based on the theory that the main purpose of language use is communication. With the aim of developing learners communicative competence (Hymes 1971). In other words, its goal is to make use of real-life situations that requires communication.What Is Communicative Competence?Communicative competence is defined as the faculty to discuss and command apposite social behaviours, and it needs the active commitment of the learner in the construction of the target language (Canale and Swain 1980 Celce-Murcia et al 1995 Hymes 1972). Four dimensions of communicative competence are recognized the knowledge of grammar and vocabulary (Linguistic competence) the capability to say the apposite thing in a confident social situation (sociolinguistic competence) the capability to begin, insert, add to, and extent a conversation, and the capability to do this in a regular and logical manner (discourse competence) the capability to communicate effectively a nd recover difficulties caused by communication collapse (strategic competence) (Richards and Rodgers 2001160). Terms usually used to point to aspects of CLT contain process oriented, task-based, group work and discussion and learner-centred teaching. Communicative Language Teaching points to both processes and goals in classroom learning (Savignon, 2002162). Berns (1990104) states that in CLTLanguage teaching is based on a view of language as communication, that is, language is seen as a social tool which speakers use to make meaning speakers communicate about something to someone for some purpose, either orally or in writing.Obviously we can notice that CLT can be seen as a way of teaching in which the application of communicative activities and the foreign language attempts to advance students competence of cognise and sharing different knowledge. It centres on the aspect that learning is assisted in a purposeful, real situation where activities are achieved with the teachers di rections. The definitions also hint that in order to carry out CLT successfully particularly in the EFL context we are as EFL teachers need to improve our communicative competence, and need to have knowledge about the culture of the foreign language in order to teach the students. Our English proficiency, beliefs, attitudes will affect the implementation of CLT.Background Of CLTCommunicative language teaching came into populace in the 1970s as a result of Hymes (1972), the work of the Council of Europe (Halliday 1975, the writings of Wilkins 1972, 1976, and Van EK Alexander (1980). Wilkinss document (1975) where he defined notions i.e. concepts such as time and place, and communicative functions such as requesting or apologizing, which was developed into the book National Syllabuses (Wilkins, 1976), influenced the development of CLT (see Mitchell, 1994 Richards and Rodgers, 2001 Howatt and Widdowson, 2004). CLTs roots can ultimately be traced back to Chomskys check of structural linguistic theory (1966). Chomskys ideas about linguistic competence, the innate knowledge of the linguistic system of the language, called Audio Lingual Method (ALM) into question based on the idea that lea

Porters Five Forces Analysis Aids Marketing Essay

Porters fin Forces Analysis Aids grocery storeing EssayIntroductionPorters Five Forces Analysis aids a course in cross checking a competitive environment. It has similarities with other tools for environmental analysis, much(prenominal) as PEST analysis, but is much likely to focus on the single or a stand alone, business enterprise rather than a single product or range of products, earlier Michael E Porter devised the five forces example on that point was a way of think which implied that due to competition the rate of return in an intentness would be constant across all firms and industries, this way of thinking contrasted a subject of studies which has identified that different industries were in fact able to maintain different levels of arrive at which was due to the way a industry was structured. different industries squeeze out vex different levels of profitability (Porter, M (23/04/10). Competitive Strategy Techniques for Analyzing Industries and Competitors)Mich ael E Porter presented a structure that replicates an industry as world influenced by five forces. These five forcers ar barriers to entry, supplier causation, threats of substitutes, buyer power and degree of arguing with in the industry. base on this analysis, a familiarity flock develop a competitive strategy for gaining and sustaining competitive advantages over rival firms and thereby generating above-average return on investments. (Niederhut-Bollmann, C, Theuvsen, L,. (23/04/2010). strategic management in turbulent marketplaces) Porters Five Forces provide a simple framework to analysis an industry structure and view its potential for profitability. It works by looking at the force-out of five important forces that affect competition.RivalryWith reference to economics, competition among companies go away forces over all profits to zero (Iupindia, D. (24/4/10). ledger of Applied Economics), but because there is no- much(prenominal) thing as perfect competition firms in any industry provide continue to attempt to fulfil a competitive advantage over rival companies, to help oneself a company achieve an advantage over its competitors it can use a number of competitive moves such as Changing the prices of its serving or product, Improving product differentiation, using the most appropriate channels of distribution or growing relationships with suppliers. (Porter, Michael E.. (24/4/10). THE FIVE COMPETITIVE FORCES THAT SHAPE STRATEGY )When classifying the intensity of a companys competition there a number of different unique points which help to spot how competitive that industry is. If there argon a number of large firms in an industry these firms argon competing for the similar customers and resources (Porter, Michael E. (25/4/10). How competitive forces skeletal system strategy). This rivalry incr comforters if the companies in the industry all fall in equal market share.Slow market harvest-festival will also cause an increase in riv alry as firms are forced to compete for limited market share in contrast an industry which is growing rapidly will gather in high revenue and a bigger market share due to the fact that there are so many emerging consumers.Added to the slow market increment and the number of firms in an industry, low product differentiation can also affect the amount of rivalry in an industry a perfect utilization is the Smartphone industry, all the phone are the same and offering the same benefits to the consumer. But by offering or creating a brand identity a company can restrict the amount of rivalry in the industry again a precedent is in the Smartphone industry Apple has been able to create a successful brand which differentiates them from there competitors.When an industry is producing higher profits it entices mod fledgelings into the market this in turn increase the amount of rivalry. At a trustworthy point in the product life cycle an industry will have too many competitors and the i ndustry can become crowed, with all these business producing the same product the market becomes saturated creating a position of too many products and not enough buyersThreat of SubstitutesThe Threat of Substitutes means other products which are in other industries affecting the product which is being produced. If a substitute product is limiting the ability of the industry to raise prices it falls in to the kin of a substitute. For example BHP Billiton is a mining company which extracts minerals from the ground such as iron ore another mining company which extracts oil from the ocean would be a substitute. While the threat of substitute normaly affects an industry via a completive price strategy it can also pose a threat in areas such as technology and resources.Buyer PowerWhen an industry has a strong buyer power it suggests that the consumers have an impact on the companies. These buyers are able to effect prices and dictate to the industries what they want this is prevalent i n industries where there are many suppliers and only one buyer for example in the car manufacturing industry there are many makers of cars and they all need tires but there are only a few companies that make tiers.Supplier PowerIf an industry requires huffy materials such as metal, labor or commodities it creates a relationship with a company that supplies the specific need and want that the industry is looking for. If the supplier are powerful and have a large market share they are able to influence the producing industry a perfect example of this is BHP Billiton. BHP Billiton is able to fail its raw materials such as iron ore to countries such as china at higher price which conquers the company to capture some of the profits which are had by the metal industry.Barriers to Entry new(a) firms entering an industry affect competition Barriers to entry benefit existing companies already operating in an industry becausetheyprotectan established companysrevenues and profits from being whittled away bynew competitors.( J Cramer. (01/05/2010). Barriers To Entry. Available) Barriers can be exploited and use to improve the competitive advantage of the company. These barriers can be caused by the Government who regulate some industries by allowing monopolies for example Telstra who have a monopoly over the telecommunication business, legal patents which are used by companies who have a entrepreneurial idea, having specific assets such as technology which is required to produce a particular product and having cost trenchant economies of scale which is the point where the cost of producing a unit is at a minimum.Porter five forcers can also be used to determine the attractive feature of an industry or market as measured by the long-term return on investment of a average firm which depends largely on the five factors Michael E Porter developed, these factors influence Profitability, The intensity of competition among existing competitors, the existence of potential com petitors who will enter if profits are high, substitute products that will attract customers if prices become high, the bargaining power of the customer and the bargaining power of suppliers (Aaker, D (23/04/10). Strategic Market Management)As BHP Billiton has a lot of financial strength which has been created though advantageously planed cash flow and balance sheets, a variety of products and customers, as well as access to global assets and an always expanding stage of prospects, they are able to determine how a buyers must act an example of this is when BHP Billiton dictated iron-ore prices to steelmakers (Sarah-Jane Tasker. (23/04/2010). Giant iron ore producers are dictating price, says Beijing)In 2009 BHP Billiton and Rio Tinto Signed a Joint gamble which allowed the two companies to control and encompasses all current and future Western Australian iron ore assets and liabilities, this has decreased the amount of competition in the mining industry, as well as eliminating the threat of potential entrants, the joint venture has also allowed the two companies to increased there barging power in terms of exporting the iron-ore, at the same time cutting the bargaining power of those customers, as there is not substitutes for minerals BHP Billiton and Rio Tinto will be able to continue to create a profit in the industry.There are some arguments which view the Porters five force model as out of date and touch with the twenty-first century way of conducting business. Dagmar Recklies who has huge experience in the strategic analysis of markets, companies and business models also a wide knowledge in the development and implementation of concepts for strategic planning writes that Porters ideas have become more and more subject of critique under the impression of the developing Internet economy during the last decade. Critics point out that economic conditions have changed fundamentally since that time. The rise of the Internet and of various e-business applicat ions has strongly influenced nearly all industries. (Recklies, D. (2/5/10). Beyond Porter A Critique of the Critique of Porter)As Michael E Porter is viewed as one of the most influential people in the strategic management way of thinking his models have grown and are being used by managers and business all around the world, even though his models are based on the economic situations in the eighties his theories are stable relent even in a time where a majority of business is done on line. I believe internet competition in any industry has increased. The internet allows business to trade and stay competitive not only locally but global. Many products and even some service operate solely online for example using the porters five force model and applying it to the internet and companies which use only internet it is possible to explain how a business can remain completive.Buyer powerCustomers are able to have a better buyer power when there are more choices in an industry, as with b usiness operating via the internet offering a wider choice of goods and services at lower cost play to how a customer wants to purchase, an example of this is eBay there are millions of different products at lower then retail cost meaning that consumers have a wide choice of products.Supplier powerSupplier power is the opposite to buyer power where by buyers have less choices in an industry in relation to the internet and purchasing products on the internet companies such as Google dominate the internet, other companies use this website as a vehicle to recommend there product to the consumer while paying Google for the opportunity to advertise via there site.Threat of substitutesAs stated early the threat of substitute is high when there are many product options. The internet allows a consumer to shop around and purchase there product form other countries or business where the cost of manufacturing is cheaper.Barriers to entryThe threat of a new entrant into the market which you ar e competing in is high, it is very easy for a local business to setup an internet website and start marketing there product. Even though there is high competition on the internet there is always an opportunity for a business to sell or offer a new product or service.RivalryIn relation to business operating via the internet there is extensive amount of rivalry which will effect how a modern day internet business is able to gain a competitive advantage but by viewing the above factors it will allow the particular business to view the correct direction and strength to successful attain a profitPorters Five Forces object lesson can help tell the attractiveness of starting an on-line business. A business person should use the model to identify competition, make a plan, and implement the process. (Bennett, J. (2/5/2010). Porters Five Forces Model And Internet Competition) As stated in the article by J, Bennett porters five force model is still applicable to the way companies do busines s on the internet you still need to assess you Buyer Power, Supplier power, what threats you product or service has and what the barriers to entry areEven through Dagmar Recklies states that these models cannot explain or analyze todays dynamic changes and have the power to transform whole industries (Recklies, D. (2/5/10). Beyond Porter A Critique of the Critique of Porter) what needs to be mum is that the business running on the internet are still business and they are still subjected to industry competition and that porters five force model will still help a company to analysis how competitive there industry is.There are a number of other models which would help a company determine how competitive the industry is that they are competing in. The Ansoff Matrix proposes that a company will mature whether it markets new or existing products in a new or existing market. If done correctly the Ansoff Matrix will be able to guide a company by suggesting a growth strategy such as Market penetration, product development, market development and diversification.Market PenetrationThis strategy consists of developing companies products to an existing market. This strategy will help a company achieve objectives such as maintaining or increasing the market share on current products, become a market leader, it can help remove competitors from a market and increase the amount existing customers useProduct developmentThe Product development strategy can be used to introduce a new product into existing markets for example developing needs and wants so it can appeal to the particular existing market.Market developmentThis strategy is used to help a company trade an old product in a new market for example selling a product over seas, lowering prices which will attract new customers or distributing a product via a different channel.DiversificationDiversification is a growth strategy where by a business markets new products in new market this strategy is very riskey due to the f act the business is pathetic into a market that it has little or no experience in For a business to adopt a diversification strategy, therefore, it must have a clear idea about what it expects to gain from the strategy and an honest assessment of the risks. . (Chapman, A. (2/5/2010). business plans and marketing strategy)Compared to the Porters five force model the Ansoff matrix can be a useful extension to encompass the degree of risk a company will experience by venturing into a new/expanding market (Bennett, R. Vignali, C. (1996). Dancall Telecom A/S in the UK mobile telephone market) it also deals with the possibility that an industry could be attractive because certain companies are in it, such as the Smartphone industry looks like a positive industry to be in but this is only due to Apple being so dominant. The Ansoff result matrix is used as a tool that helps businesses decide their product and market growth strategy where as Porters Five Forces is designed as a tool to hel p managers view a industries opportunities and threats allowing for a completive advantage to be formed.ConclusionIn conclusion Porters Five Forces Analysis is a significant model for reviewing the possible for profitability in an industry. It works by looking at the strength of five important forces that affect competition, Supplier Power which is the power of suppliers to demand up the prices of inputs, Buyer Power which is the power customers to drive down prices, Competitive Rivalry which is able to evaluate the strengths of business in a industry, The Threat of successor helps reference the amount of different products and services that can be used in place of your own and finally The Threat of New Entry which refers to the ease with which new competitors can enter the market.If a company applies this model it will assist the business in viewing and identifying the strengths and directions in which they need to head to sustain profit in there given industryLiterature and Refe rencesPorter, M (10/1980). Competitive Strategy Techniques for Analyzing Industries and Competitors . NY, USA Free Press. 34-56.Aaker, D (2008). Strategic Market Management. 9th ed. New Caledonia Jonh Wiley Sons, Inc. 67-68Sarah-Jane Tasker. (2010). Giant iron ore producers are dictating price, says Beijing. Available http//www.theaustralian.com.au/business/giant-iron-ore-producers-are-dictating-price-says-beijing/story-e6frg8zx-1225854289070. Last accessed 23/04/2010.Niederhut-Bollmann, C, Theuvsen, L,. (2008). Strategic management in turbulent markets. The case of the German and Croatian brew industries. 1 (2), 64.Porter, Michael E.. (Jan2008). THE FIVE COMPETITIVE FORCES THAT SHAPE STRATEGY.. Harvard Business Review. Vol. 86 (16), 78-93.J Cramer. (2010). Barriers To Entry. Available http//www.investopedia.com/terms/b/barrierstoentry.asp. Last accessed 1/05/2010.Recklies, D. (2008). Beyond Porter A Critique of the Critique of Porter. Available http//www.themanager.org/strategy/B eyondPorter.htm. Last accessed 01/05/2010.Recklies, D. Recklies, O. (2000). Who We Are. Available http//www.themanager.org/rmpenglish/self.htm. Last accessed 2/05/2010.Bennett, J. (2010). Porters Five Forces Model And Internet Competition . Available http//ezinearticles.com/?Porters-Five-Forces-Model-And-Internet-Competitionid=446461. Last accessed 2/05/2010.Chapman, A. (2008). business plans and marketing strategy. Available http//www.businessballs.com/freebusinessplansandmarketingtemplates.htmansoff%20product%20market%20matrix. Last accessed 2/05/2010.Bennett, R. Vignali, C. (1996). Dancall Telecom A/S in the UK mobile telephone market.(European Marketing Management Issues A causal agency Study Selection).. Management Decision . 24 (8), 6-11.Wierenga B., Knowledge Based Systems in Marketing, Purpose, Performance, Perceptions and Perspectives,Management Report Series, no. 112, Erasmus University Rotterdam, Dept. of Business Management,1992.Iupindia, D. (2010). Journal of Applied E conomics. IUP. 9 (2), 1-24.Porter, Michael E. (1980). How competitive forces shape strategy.. Harvard Business Journal. 2 (17), 34-50.Coyne, K.P. and Sujit Balakrishnan (1996),Bringing discipline to strategy, The McKinsey Quarterly, No.4.Porter, M.E. (1980) Competitive Strategy, Free Press, New York, 1980.SEC Form 20-F, BHP Billiton Limited and BHP Billiton plc, for FY 2007 (PDF). BHP Billiton. 2007-09-26. p.274. http//www.bhpbilliton.com/bbContentRepository/20fstatement2007.pdf. Retrieved 2008-04-09.BHP wont be drawn on a Rio sweetener. FT.com (Financial Times). 2007-11-28. http//www.ft.com/cms/s/0/fe0b3904-9d88-11dc-9f68-0000779fd2ac.html. Retrieved 2007-11-28.Pump Industry Analyst. (2010). BHP Billiton plans iron ore mining expansion in Western Australia.. Iron Ore Mining. 1 (2), 3-4.Richardson, M. Evans, C. (2007). Strategy in Action Applying Ansoffs Matrix.. British Journal of Administrative Management . 59 (3), 1-3.

Symbols, Symbolism, Images, and Imagery in Macbeth Essay -- Free Macbet

Imagery and Symbols in Macbeth       Shakespeare uses many forms of imaginativeness in his plays.  Imagery, the art of making images, the products of imagination.  In the play Macbeth Shakespeare applies the mental imagery of fit out, darkness and blood.  from each one detail in his imagery contains an important symbol of the play.  These symbols need to be understood in order to interpret the entire play.                     Within the play Macbeth the imagery of clothing portrays that Macbeth is seeking to hide his disgraceful self from his eyes and others. .  Shakespeare wants to keep alive the contrast between the pitiful creature that Macbeth really is and the disguises he assumes to entomb the fact.  Macbeth is constantly represented symbolically as the wearer of robes non belonging to him.  He is wearing an undeserved dignity, which is a point well made by the uses of clothing imagery.  The description of the purpose of clothing in Macbeth is the fact that these garments are not his.  Therefore, Macbeth is uncomfortable in them because he is continually conscious of the fact that they do not belong to him.  In the following passage, the idea constantly reappears, Macbeths new honors sit ill upon him, like loose and badly fitting garments, belonging to someone else                   stark naked honors come upon him                 Like strange garments,         ... ...nto thinking that there is no turning back and he must continue to murder and deceit.                       Imagery plays a life-or-death role in developing of the plot.  This is seen through the ima ges of clothing, darkness and blood.  Clothing in Macbeth is often compared to positions or ranks.  Macbeths ambition caused him to strive to improve his social standing.  Darkness establishes the malevolent parts of the play.  Blood the most dominant image in the play brings a sense of guilt and violence to the tragedy.  It leads Macbeth to continue his deceitful life.  Shakespeare makes his use of imagery well known.  Without imagery Macbeth may have lacked because imagery gives an effect on the play as a whole.    

Critical Thinking in Kansas Schools Essay -- Critical Thinking Essays

hypercritical idea in Kansas Schools Tracy and hindquarters were casu either toldy chatting shortly after(prenominal) their annual meeting about the high school curriculum had drawn to a close. Both were intrigued by some of the proposed changes they had discussed with their fellow school administrators. They were especially kindle in a nonion that was sweeping the university scene deprecative thinking. While both(prenominal) agreed that orienting the class structure to include a great focus on thinking skills would enhance education as a whole, John questioned the reality of the situation. Could a critical thinking curriculum be a viable option for their small Kansas school regularise?Tracy Regardless of the school districts size, the students will undoubtedly benefit from having to think critically about almost everything they do. Currently the classrooms rely almost entirely on textbooks to provide all of the necessary answers that are written into the test. This blatant reliance on rote memorization, in my opinion, has crippled our curriculum and testing system and has deprived students of the intellectual ontogenesis they need to succeed in life after high school. Should we not educate students of the skills they will surely require in their college courses? If these students choose not to dominate a post-secondary education but instead decide to enter the unaffiliated world of work and family, do they not need these skills in thought and conclude? I have yet to discover a manual containing answers to all of lifes questions in the back of the text. The National Assessment of Educational hop on shows consistently that high school students fall short in the areas of critical thinking and problem solving (Jasparro 86). We as educators should work to help t... ...ded counterpoints to Tracys arguments by stating that Kansas already has elements of critical thinking woven into high school education, much(prenominal) a reform could prove c ostly to the district and the state, and that the amount of information taught in schools could suffer as a direct result of Tracys idea. This may be a future issue not only discussed by educators in Kansas, but also on a national scale. Works Cited full of life Thinking Skills Key to Raising SAT Scores. Business Wire. Lexis-Nexis Online. 30 August 1991. Keywords Critical Thinking.Eichhorn, Roy. Developing Thinking Skills Critical Thinking at the Army management Staff College. Critical Thinking. 13 June 2001. Army Management Staff College .Jasparro, Ralph. Applying Systems Thinking to broadcast Evaluation. NASSP Bulletin 82.598 (1998) 86. Critical Thinking in Kansas Schools Essay -- Critical Thinking EssaysCritical Thinking in Kansas Schools Tracy and John were casually chatting shortly after their annual meeting about the high school curriculum had drawn to a close. Both were intrigued by some of the proposed changes they had discussed with their fellow school administrators. They were especially interested in a notion that was sweeping the university scene critical thinking. While both agreed that orienting the class structure to include a greater focus on thinking skills would enhance education as a whole, John questioned the reality of the situation. Could a critical thinking curriculum be a viable option for their small Kansas school district?Tracy Regardless of the school districts size, the students will undoubtedly benefit from having to think critically about almost everything they do. Currently the classrooms rely almost entirely on textbooks to provide all of the necessary answers that are written into the test. This blatant reliance on rote memorization, in my opinion, has crippled our curriculum and testing system and has deprived students of the intellectual growth they need to succeed in life after high school. Should we not educate students of the skills they will surely require in their college courses? If these students choose not to obtain a post-secondary education but instead decide to enter the independent world of work and family, do they not need these skills in thought and reason? I have yet to discover a manual containing answers to all of lifes questions in the back of the text. The National Assessment of Educational Progress shows consistently that high school students fall short in the areas of critical thinking and problem solving (Jasparro 86). We as educators should work to help t... ...ded counterpoints to Tracys arguments by stating that Kansas already has elements of critical thinking woven into high school education, such a reform could prove costly to the district and the state, and that the amount of information taught in schools could suffer as a direct result of Tracys idea. This may be a future issue not only discussed by educators in Kansas, but also on a national scale. Works CitedCritical Thinking Skills Key to Raising SAT Scores. Business Wire. Lexis-Nexis Online. 30 Aug ust 1991. Keywords Critical Thinking.Eichhorn, Roy. Developing Thinking Skills Critical Thinking at the Army Management Staff College. Critical Thinking. 13 June 2001. Army Management Staff College .Jasparro, Ralph. Applying Systems Thinking to Curriculum Evaluation. NASSP Bulletin 82.598 (1998) 86.