Charlie and the Chocolate Factory: Summary

The story is about a boy Charlie Bucket, who lives in extreme poverty. A poor but virtuous boy, Charlie lives in a tiny house with his parents, Mr. and Mrs. Bucket, and all four of his grandparents. His grandparents share the only bed in the house, located in the only bedroom, and Charlie and his parents sleep on mattresses on the floor. Charlie gets three sparse meals a day, which is hardly enough to nourish a growing boy, As a result, he is almost sickly thin. Once a year, on his birthday, Charlie gets one bar of Wonka chocolate, which he savors over many months. For the first time in a decade, Willy Wonka, the solitary and eccentric chocolate maker, is opening the doors of his unique chocolate factory for five members of the public. The lucky five who find a Golden Ticket in their Wonka chocolate bars will win a daylong tour of the factory and a lifetime’s supply of Wonka treats! For young Charlie Bucket, this a dream come true when one cold winter night, he retrieves a dollar from the ground and buys two Wonka's Whipple-Scrumptious Fudgemallow, by sheer luck or destiny. As Charlie unwraps the second chocolate bar, he sees the glimmer of gold just under the wrapper! Yes, he was one of the chosen lucky one! Happiness struck the poor Bucket family. Charlie’s oldest and most beloved grandparent, Grandpa Joe, sprang out of bed for the first time in decades and decided to accompany Charlie to the Wonka Chocolate factory. The very next day, Charlie, and the unworthy fellow winners Mike Teavee(a rude television addict), Veruca Salt(an insufferable brat,who demands every single thing from her rich father), Violet Beauregarde(an ardent gum chewer), and Augustus Gloop(a corpulent child whose only hobby is eating), step into the Great Chocolate Factory. In the factory, Charlie and Grandpa Joe marvel at the unbelievable sights, sounds, and especially smells of the factory. Whereas they are grateful toward and respectful of Mr. Wonka and his factory, the other four children succumb to their own character flaws. Augustus Gloop falls into the hot chocolate river—while attempting to drink it—and is sucked up by one of the many pipes. Veruca Salt is determined to be a â€Å"bad nut† by nut-judging squirrels who throw her out with the trash. Violet Beauregarde impetuously grabs an experimental piece of gum and chews herself into a giant blueberry. With the hope of being on his beloved television, Mike Teavee shrinks himself, and his father has to carry him out in his pocket. During each child’s fiasco, Mr. Wonka alienates the parents with his nonchalant reaction to the child’s seeming demise. He remains steadfast in his belief that everything will work out in the end. After each child’s trial, the Oompa-Loompas (Mr Wonkas’ workers from Loompaland) beat drums and sing a moralizing song about the downfalls of greedy, spoiled children. When only Charlie remains, Willy Wonka turns to him and congratulates him for winning the entire chocolate factory. Charlie, Grandpa Joe, and Mr. Wonka enter the great glass elevator, which explodes through the roof of the factory and crashes down through the roof of Charlie’s house, where they collect the rest of the Bucket family.

Anxiety Management and the Elite Athlete Essay

Exercise/Sport Science Introduction            IntroductionThe ability in managing anxiety and pressure is an integrated section in sport science, most importantly within the elite athletes. Over the ages sport science researchers have been on the move to bring out a clear line between performance and anxiety in the field of athletics. This article is concerned with relevance in the perceptive of cognitive perspective. Researchers in sport science have not been able to give a clear illustration between these terms: anxiety, stress, activation and arousal the terms have over the ages been used interchangeably. This has made the researchers to encounter some challenges in trying to explain the relationship between performance and anxiety. To get a good glimpse on this article is worth to first understand the profound definitions of the commonly used terms. Stress from a psychological point of view can be defined as the state that arises from the demands placed on the athletes requiring them to engage on coping be haviors (Chia & Chiang, 2010).            Arousal is that state that an individual enters in a stressful state which is characterized by some specific psychological symptoms. From the above definitions we can understand what anxiety is. Anxiety is considered to be more situational, it is associated with the art of deliberate arousal of autonomic nervous system, hence trait anxiety, is regarded as the view of the world that an individual use in dealing with the situation in their present environment. Performance has been realized to be influenced by trait anxiety that is individuals who are deemed to be associated with great trait anxiety tend to attend more to information similar to threats unlike their counterpart with low anxiety trait (Chia & Chiang, 2010). Effect of Arousal and Anxiety on performance            Sport scientists have been devoted to explain vividly the effects of arousal and anxiety in the elite athletic performance sport wise. For the case of armature arousal is very competitive especially in the athletes in the individual sports as compared to team sport athletes. Participants in individual the non-contact sports have been identified to report low levels of state anxiety unlike individual participants in the contact sports (Chia & Chiang, 2010).            Arousal and anxiety are found to highly to affect the individual athlete’s self-confidence levels regardless of their long earned experience and skills. Individual with high self-confidence responds to arousal and anxiety in different ways unlike their counter parts, they always view anxiety as a facilitator in their sporting endeavors. From this point of view, their field participation will actually have to be credible hence they will achieve improved and great performance. The strongest feature that the elite athletes possess is that of high self- confidence levels. Having this quality enhances the athletes to have a most crucial protective factor from the actions of cognitive anxiety (Petrie, 1998).            The athletes, who have realized their optimal limit of arousal for maximized performance, need to employ appropriate relaxation or energizing measures with the aim of increasing or decreasing arousal levels. The coaches need to insight some psyched motivation to their athletes to perform best. The level of motivation should be dependent on individual levels. High arousal can be detrimental for some athlete some may respond positively as the others respond negatively (Petrie, 1998). In conclusion, when the coaches or the respective captains give encouraging speech to their team mates, it is associated with some elements of arousal. Highly aroused athletes are bound to perform better than it is their usual performance levels hence the respective coaches should do an after event evaluation to see clearly that the athlete did improve in performance genuinely. References Chia, M., & Chiang, J. (2010). Sport, science, and studies in Asia issues, reflections, and emergent solutions. Singapore: World Scientific. Petrie, T. A. (1998). Anxiety Management and the Elite Athlete. The Psychotherapy Patient, 10(3-4), 161-173. Source document

Take a company of your choice... Describe how you would launch a new Essay

Take a company of your choice... Describe how you would launch a new product or service with that company using t - Essay Example ....................................................................... 4.0 The Sainsbury Style Service Model......................................................................... 5.0 Entry Strategy, Targeting Strategies and Critical Dimensions of Marketing Mix. 6.0 Marketing Objectives............................................................................................... 7.0 Conclusion References EXECUTIVE SUMMARY Sainsbury, a renowned UK grocery retailer, is currently seeking diversification strategies to sustain its revenue growth in a highly competitive environment where competitive rivalry often dictates business strategy direction. Sainsbury will be expanding into personal grooming services targeted primarily at young male adult consumers between the ages of 18 and 34. This service model will be positioning under premiumisation strategies justified by years of brand loyalty achieved by the business through consistent and socially responsible marketing efforts. To ach ieve objectives of improving revenue by 18 percent, the new service, Sainsbury Style, must align the most critical dimension of business strategy, the promotion function in the marketing mix, with key lifestyle and attitudinal factors for this target segment. Sainsbury Style 1.0 Introduction Sainsbury’s is one of the largest grocery retailers in the United Kingdom, maintaining approximately a 16 percent market share over such competitors as Morrison’s and Tesco. In recent years, in this oligopolistic market structure, major competition to Sainsbury has begun diversification strategies in order to gain a market share and improve its revenue position through new market engagement. An oligopoly is a market environment with very few large competitors and where competitive rivalry is important external threats (Boyes and Melvin, 2005). In order to compete successfully, Sainsbury must begin providing supplementary services unrelated to grocery procurement with a private labe l brand focus. Tesco, its largest competitor, witnessed a 100 percent growth in private label brands from 1982 to 2004 (Coriolis Research, 2004). To effectively diversify, Sainsbury will be launching the Sainsbury Style service, a hair styling, sculpting and consultation service targeted primarily at young male consumers, a private brand benchmarking existing promotional success for private label food promotions. 2.0 Methodology Examination of trade-related publications, corporate annual reports, and research literature on psychographic segmentation and targeting was conducted to gain a richer perspective on the opportunities of diversification for Sainsbury. In order to successfully launch this new service concept at the organisation, trends in consumer purchasing of personal beauty products and services were necessary to predict revenue growth and demand in the desired male target market group. 3.0 Situation and Market Analyses Sainsbury has had difficulty in gaining a market shar e over major competition such as Tesco as it is becoming commonplace for these major grocery competitors to select diversification strategies to maximise revenue growth in a rapidly maturing industry. Sainsbury has managed, through years of effective integrated marketing strategies, to establish a well-recognised and favoured brand in diverse market segments. The business must capitalise on its brand personality to realise an effective launch of Sainsbury Style. 3.1 PEST and SWOT Analyses Research did not uncover any imperative political factors

Right to Work State Assignment Example | Topics and Well Written Essays - 2500 words

Right to Work State - Assignment Example Indiana has recently become the 23rd Right to Work state in the country. Right to Work is a theory aimed at benefiting employees. The concept essentially prevents employers from forcing employees to join a union and pay union fees. (Ottinger, 2012). Since there are currently 23 states that abide by Right to Work laws; there are also pros and cons to the concept. The research information contained in this essay will cover the history, pros and cons, for and against the concept of Right to Work and attempt to reach a conclusion by analyzing the collected information. The information will include examples of how the laws have been challenged in different states. Therefore, what do Right to Work states contribute to the working quality of employees, or do they, and how did the concept come into being? Lets go back to 1935, under the National Labor Relations Act of 1935 (Wager Act), labor unions and employers were in control under closed shop rules. Translated this means that if you wanted to work for a company and a union was present you were required to be a part of that union. According to Abby Rapoport in an article in 2012, â€Å"The dream of the New Deal was they were going to northern-ize the South.† (Rapoport, 2012). The concept between 1937 and 1946 was a huge failure. Prominent business power brokers fought to keep their labor and racial platforms. When the Right to Work laws were passed, it weakened the labor union presence in the southern and western states. The legislation prevented unions from gaining a strong foothold and power in these areas. (Rapoport, 2012). The Taft-Hartley Act of 1947 did not allow closed shop rules; however, union shop rules emerged and was considered the new game. (Singh, 2008). The rules changed but became more flexible. Bear in mind that these laws differ for each Right to Work state. The general policies stipulate that all workers are required to

Qatar Balance of Payments Analysis Assignment Example | Topics and Well Written Essays - 250 words

Qatar Balance of Payments Analysis - Assignment Example The fact that Qatar relied to very solely on investments in the oil sector lead to very low investment inflows which then kept the income balance of Qatar very low. The income from foreign direct investment was generally low in comparison with that of other countries. The deficit in the income balance of Qatar in 1997-2007 estimated to have averagely $ 2 billion which is responsible for the deficit in balance of payment during that period. According to CIA World Factbook (2013), statistics on the economy of Qatar shows that the country imports more service than what they export. Since 1997 to 2007 the general amount of exports from Qatar were estimated to be about $12 billion while their imports were estimated to be about $38 billion. However, their major exports were goods while the service industry contributed small portion of their exports. This therefore led to more imports on the service which then amounted to deficit balance on the services. This then shows that the general services balance of Qatar had been in a deficit before the country took a step to diversify their economy in 2008. The external borrowings of Qatar have also been increasing between the years 1997 and 2007 which was an estimate of about $ 1 billion increase. The increase in the borrowings of Qatar was from both the private and foreign sources. These needed to develop the natural gas in Qatar. This therefore led to the increase in the current transfers of the country of Qatar between 1997 and 2007. With increased current transfers and unfavourable balance of trade on services and income, the country of Qatar has persistently registered a deficit in its balance of payment in

How accurate is it to suggest that the Labour goverment promised much Essay

How accurate is it to suggest that the Labour goverment promised much but delivered little in terms of social policy during their period in office from 1964 - 1970 - Essay Example The lack of delivery and the inability to create the necessary changes to those who were interested in social policy was one which led to expected alterations; however, this changed to theoretical alterations instead of practical solutions for the country. The social policy which took place in the 1960s was based specifically on the alterations which were happening in society and the need to alter what was occurring with the economy and political status. The economic and political alterations led to welfare states that needed to be approached, specifically with the social beliefs that were from the lower class. The social constraints which followed the economic and political status were consistent with unequal rights which were taking place in the work region and which were based on the need to change the status of those in society. The movement from industrialization and into the modern era was the main force which caused the social rights to become a part of the economic and governmental association. The shocks which were occurring during this time led to a combination of economic and social changes, all which were meant to redefine the status of individual’s within society while promoting equal rights within the nation (Scha rpf, Schmidt, 2000: 19). The main association with social policies that were created during this time was a bridge to the modern belief systems that are currently a part of the governmental and economic order. From the 1960s to the 1980s there was a third order and second order change which occurred. The policies were based on taking basic human and social rights and moving them into the main institutions, specifically to protect the rights of workers in the region. The change was one which pushed to develop new tools that would enhance the human rights of those in the work space while adding in goals and alterations for the social movement that

German Essay Example | Topics and Well Written Essays - 1250 words - 1

German - Essay Example The wall’s real purpose was most likely to halt defection and emigration, which had marked The Eastern block of communism and Germany after the end of the Second World War. This paper aims to discuss the building, function, and fall of the Berlin wall. The Berlin wall separated the people of West Berlin and East Berlin for twenty-eight years. Following the end of World War two in the year 1945, the allies on victory divided Germany into four parts. These allies were Russia, the United States, France, and Britain. Each ally took control of one sector. The sectors taken over by the British, French, and the United States merged to form the federal Republic of Germany, or West Germany. The sector controlled by the Russians became a communist republic, East Germany or as it was then called the German Democratic Republic. This was ratified on October the 7th of 1949. This created an invisible barrier that separated the West from the East. Winston Churchill christened this barrier the Iron Curtain. Despite the fact that Berlin lay deep in Soviet territory, the allies had agreed to divide the city. This led to another quarterly subdivision. The French, British, and U. S. sectors merged to form the city of West Berlin, with the sector cont rolled by the Soviets becoming the capital of East Germany and being called East Berlin. These new countries were established, not by the general population, but by the occupying forces. While the communists ruled the eastern region, most of its residents were not happy with communism and were not communists themselves. However, not a part of the iron curtain, the Berlin Wall was erected, in 1961, and acted as a reminder of the existence of the iron curtain. The wall itself was constructed from cement, steel, and barbed wire fences reinforced with explosives and traps. The wall was adorned by guard towers regularly positioned with weaponry and machineguns

Using an event case study of your choice, discuss and analyse the role Essay

Using an event case study of your choice, discuss and analyse the role and evolution of events and their impact on society - Essay Example They were competing in 43 events. As from the year 1994, the Olympics of summer and winter have been done separately and have been alternated after every two years. The Olympic Games were closely related to the religious festivals of the cult of the Zeus. It was not the Integral part of the right. Indeed, they had a unique behavior and their aim was to show the physical qualities and the tremendous performance of the young generation. In addition, it was aimed at fostering good relations between the cities in Greece. According to the views of the specialists, the games had vital importance to the religion and owed them their purity. The Olympic Games are the sole and complex scheme, and its extent, range and complexity are like no other. Therefore, following this reason, for a town to host a fruitful Olympic games, many years of keen and precise planning is required, with all the relevant authorities, organizations and stakeholders working in unity together. Many games are played in the Olympics. These games include Rugby, athletics, Badminton, Judo, Olympic, Swimming, Boxing, Table tennis and many others. The beginning of the Olympic games is buried deep in the ancient times. Historical records show that a weird Olympic was played in Egypt 3,000 years ago and Ethiopia it was played 1000 BC. Several museums give evidence of this event played in Greeks and Romans. In South Africa, history states that Olympic was played in Aztec Indians before Columbus landed in the new universe. The current game of Olympic advanced in England in the early 18th century. It evolved mainly in the schools of England. The first competition done for Olympic for men was in 1908 games in London Olympics, in England. Ireland, Scotland and England were the main competitors. Olympic had many controversies since it was started. After appearing for the first time in 1908, it was subsequently dropped in the 1912 event. It then appeared in 1920, in

Differences in Men’s and Women’s Speech Essay Example for Free

Differences in Men’s and Women’s Speech Essay Many works have been devoted to the differences in communication between people. It has been proved that such factors as the interlocutors’ education or the status of the relationship influence people’s utterances. Furthermore, linguists claim that also biological sex influences the choice of language people use to communicate with each other. In discourse on different ways of communication of males and females, linguists have resigned with the term â€Å"sex† replacing it by the â€Å"gender† which refers to the socially constructed roles, behaviours, activities, and the attributes that a given society considers appropriate for men and women. For most academics gender communication focuses on the expressions used by one gender in the relationships and roles between people. First of all, men and women approach communication with a distinct set of rules and interpretations of talk. While men focus on status and independence, women in the same time focus on intimacy and connection and this difference might make communication between the sexes problematic. Deborah Tannen states that communication between men and women can be like cross cultural communication, prey to a clash of conversational styles (Tannen, 2001). In a similar manner to Tannen, John Gray (1992) presents theory that women use a lot of artistic words expressions like metaphors, comparisons or generalizations in their speech which men understand literally causing miscommunication between the sexes. He also states that men are more direct and straight in their speech. However he declares that in addition to a communication difference, there is a difference in thinking, feeling, perception, etc. Jennifer Coates (1986) wrote about her studies involving gender separated discussion groups. From her observations she noted that women reveal a lot about their private lives in their conversations, stick to one topic for a long time, let all speakers finish their sentences and try to have everyone participate. In contrast, men discussed things other than their personal relationships and feelings, change topics frequently, dominate conversations and establish a hierarchy in communication over time. The influence of gender differences begins very early in childhood and can shape the communication of style of the adult (Tannen, 2001). Studies on children show that there are language differences between boys and girls as early as nursery. Tannen highlights differences in the way young girls and boys use language in childhood, stating  that girls make requests, use language to create harmony and use more words while boys make demands, create conflict and use more actions. The differences in adults are thought to stem from influences in childhood such as parents and playtime tools. In the first few years of life girls are more used to physical touch by their mothers during childhood compared with boys. Women therefore use touch to express caring, empathy and emotions. In contrast, men regard touch as way to communicate sexual interest, orders, and as a symbol of control. Men are more competitive and verbally assertive due to childhood influences of toys such as guns and swords. Summing up, persons communication skills in addition to being partially genetic are therefore also shaped by factors such as society and culture.

Patient confidentiality Essay Example for Free

Patient confidentiality Essay As a member of the health care team, one has to be equipped with not only the skills and the knowledge regarding one’s area of specialty, but most importantly on how to deal with the patients and their family members. There have been several studies that showed how substantial the impact of health care staff interaction is with the patient and the family members on the patient’s recovery and in the overall outcome of the patient’s health. In dealing with situations wherein the family member of the patient is speaking quite loudly and demanding answers, one can address the situation by answering the questions of the family member, but first to tell her to calm down and after which you will be able to understand and answer the questions. In addition to that, you can also remind her that the safety and prompt administration of care to her daughter is the priority, so to be able to get there, the x-rays have to be taken as soon as possible. Also, tell her, in the most respectful way, that the other patients are bothered by her and this will cause anxiety, not only to the other patients but to her daughter as well, so if she can still take a hold of herself and compose herself so the x-ray can take place. As a technician, it is also one’s duty to explain the method and the rationale behind the x-ray procedure to alleviate the sixteen-year-old’s anxiety. Also, it would be helpful if you will tell her that routine x-ray is needed by some people with certain disorders and as a requirement by employers in some institutions and that it does not cause illnesses for those who have their x-rays taken routinely, at most twice a year. Tell her that this procedure has helped diagnose what is wrong with people who have their bones injured and that this will help visualize what has gone wrong in her body.

A Leadership Detailed Overview Leadership Essay

A Leadership Detailed Overview Leadership Essay Leadership had been started from many century. There are so many person who are known because of there leadership. I have read many articles on leadership and also had read the life history of many popular leaders so I came to know that leadership is the capability and skill of an individual to make other to do to achieve the common goal. Good leadership always ends with the good result and satisfaction. There are so many leader who didnt have any quality to be the leader in their childhood but slowly and gradually they grew the leadership skill in them so, we also can say that leadership quality are not inborn it comes through experience, training, hard work and above all strong desire and will power. A good leader not only led the team but also influence other to be like him. He must have the vision and the drive to see it through. Leadership is mainly consist of four factors they are briefly discussed below: Leader: There should be good, trustworthy, honest, understanding leader for leadership. He should have knowledge what they are doing, How that should be done, and for whom that is being done. He must have confidence on himself and thrust on the team. Followers: Leader without followers cannot be imagining. Followers follow as per the leaders orders. Communication: If there is no communication is not there than its impossible to tell what leader wants. Communication also helps to build the good relation between him and his follower. Situation: Each situation is different than another. He should be able to decide in which situation require which leadership. Leadership style varies from situation, follower and assigned task. For example, a new follower requires more supervision than the old one. He should also know his follower nature, their needs, emotion etc. All the leadership are based on following principle Be technically proficient   Seek responsibility and take responsibility for your actions   Make sound and timely decisions   Set the example   Know your people and look out for their well-being   Keep your workers informed   Develop a sense of responsibility in your workers   Ensure that tasks are understood, supervised, and accomplished   Train as a team   Use the full capabilities of your organization   The leadership instinct you are born with is the backbone. You develop the funny bone and the wishbone that go with it. Elaine Agather To be the good leader is not easy. Strong determination, hardworking and some of the following keys can help to be the good leader: Humble and positive : A leader must be humble and polite. There is certain way to get job done through the team member. A harsh and strict manner of leader can demotivate his follower and can decrease their interest level of working though they finish their assigned task but they may not want to work with him again. He should also have positive attitude towards everyone. He should think positive be positive and do positive. Effective communication: Leader should be able to communicate his ideas and knowledge among the follower. There should be no misunderstanding and dilemma among the follower regarding the work assigned to them so, he should be able to communicate effectively. Confident and trustworthy: leader should be confident enough to say what he wants and how he want. He should be able to confidently present himself among the team member because the entire employee wants the guidance from the confident leader. He should also be trustworthy. He should be able to win the trust of his follower. Motivation: He should be able to motivate other to their assigned work. Every one are motivated in different way so he should know that which way is best for whom. Some are motivated from negative motivation and some are with positive so he should understand every one and take the right decision. Self-Esteem: Underlying everything, is a high sense of ones own self-worth. Without that, individuals will never undertake tough challenges. If one does not have it, its important to  develop self-esteem. A leader must have self esteem. Goal Orientation: A leader must e goal oriented. Every work what he does should be goal focus. For many, leadership characteristics of being focus on a goal can be difficult but a good leader always focuses on what he wants and how he wants. His every step is towards his goal. Courage: Many professors talk about entrepreneurs as risks takers. But this leadership characteristic is like saying snow is cold-its accurate but missing something. Another way is to say the same thing is that one must have guts. It requires a great deal of courage to build a company from the ground up. Tolerance of uncertain risk: A leader should have tolerant ability of uncertain risk or misshapen. There can occur uncertain risk in the future the leader should not run rather handle the situation and tolerate it. Being the leader is not small task you should have brilliant tolerant ability also. Dont tell people how to do things, tell them what to do and let them surprise you with their results. George S. Patton Everyone is not leader it is the fact everyone should accept it. You must have some leadership skill also to: Lead by leader: One of the best ways to lead is by example pitching in where needed, lending a helping hand and assuring that everything is done. Passion: A leader without passion is not the leader. be organized: A good leader should be well organized. Delegate: A leader cannot do anything alone so he should also delegate his power among the well deserved person. Great Listener.  A huge part of being a great communicator is being a great listener. Know your people: You should be able to now the nature of people because different people have different in nature. Be follower: all the great leaders are follower too so you leader can follow other good leader. The above mention skill and character I found and I am on them highly inspired by the Rob Fyfe and Alan Bollard. I feel that they have all the quality to be the leader and they are inspiring leader of this generation though they face unsuccessful some time. At first I want to talk about Rob Fyfe. Rob Fyfe: He was born on 6 May 1961and now he is a current Chief Executive Officer of New Zealand national airline Air New Zealand. He was born in New Zealand and graduated with Bachelor of Engineering (Mechanical) honors from the University of Canterbury in 1982. He currently lives in Auckland, New Zealand. He was previously General Manager of the Bank of New Zealand, Chief Operating Officer of ITV Digital (which went into bankruptcy while he was at the helm) and group general manager of Air New Zealand. Fyfe has been with the company since 2003. The best executive is the one who has sense enough to pick good men to do what he wants done, and self-restraint to keep from meddling with them while they do it. Theodore Roosevelt I consider him a good leader because airline is going through the many difficulties like high fuel price, increased competition, global economy crash down etc. Fyfe, now into his fourth year at the top, he took stand in each difficult situation and each situation. He is the quick mover in charge. He was up front and available immediately after the crash of his one airplane, responding with an openness that is characteristic of his dealings with staff and passengers. He has given the high priority to the innovation in the company as a result Air New Zealand recently made the worlds first flight using a sustainable bio fuel. It also attempted sending a rocket into space. He listen to the every ideas of the employee and they has an interesting programme called Test Flight where employees share ideas to the executive team if the idea is chosen the person can work in the project and he also can have share in the profit. While mass layoffs have been a feature of other airlines response to the crises facing aviation, Air New Zealand has avoided this around 200 of 11,000 staff will go early next year. His positive nature an can do attitude was always seen in his leadership. He says We operate this airline in a New Zealand way were not trying to emulate a Singapore Airlines or emulate a McDonalds. Were trying to go out there day in and day out and trying to be authentic Kiwis and give people a real genuine New Zealand experience. He never stop working in his product and improvising it. Due to his leadership and his dedication made Air New Zealand Airline of the Year by the Air Transport World Magazine. My other inspirational leader is Alan Bollard. This year has been really difficult and challenging due to economic crisis but the man tasked with maintaining that structure in these difficult times is the Reserve Bank Governor Alan Bollard. Alan Bollard  born on 1951 in  Auckland is the current governor of the  Reserve Bank of New Zealand, having been appointed on 23 September 2002. He succeeded  Donald Brash  in this role. His earlier public service included four years as Secretary to the  Treasury, and time as head of the  Commerce Commission. He headed the  New Zealand Institute of Economic Research  (1987-1994) and has edited or written at least three books about economic reform in  New Zealand. He gained a PhD in Economics from the  University of Auckland  in 1977 and was awarded an honorary Doctor of Laws by the same university in 2007. Bollard has had to face with the steepest commodity price rise and then with the global financial crisis since the great depression. But he has not been afraid of recession. He had confident on himself and on what he was doing. He always says that bank are silence army always prepare themselves foe the uncertain future so he was always ready to face what comes on future. He says that we should be worry about what comes in next year though we can learn from the previous year and should never do such mistake again. He was future oriented. He follows the Integrity (being professional and exercising), Innovation (actively improving what we do) and inclusion (working together for a more effective bank. The very essence of leadership is its purpose. And the purpose of leadership is to accomplish a task. That is what leadership does-and what it does is more important than what it is or how it works. Colonel Dandridge M. Malone He always tries toinnovate new for the more effective being professional. His leadership was so good that he got credit from the Westpac chief Brendan ODonovan for not being afraid of engineering a recession when curbing inflation and other excesses requires. he was able to lead the bank successfully so that he won the Heralds 2008 New Zealand Business Man of the Year. Its easy to be the leader but hard to be the good leader. Both business leader have so many similar qualities which made them a good business leader. Both leader believes on their work. They were future oriented and goal oriented thought they are from different field of business, one is of airlines and other is bank. They faced many challenges (recession, commodities price high etc.)but they never back out from the situation. They always thought about the employees and their benefit also. They didnt became leader from less effort they give their heart to it so that they are her tasting the fruit of success. They mainly follow: Be good Know your role Take responsibilities Take risk Decision on right time Innovation of ideas Participation of employees Know your strength and weakness Accept the change Find your unique selling point Dont give up So they can be taken as the good example of leader and can learn many thing from their life. There are less leader who became the leader overnight but you need long hard work and determination to be the good leader. There are many leader in the history who agve their life being leader. Every country have the story of leader who gave their life saving the country. Leader are in every field other than business also. Leadership quality is not in born it shoul be acquire with strong willpower, determination and hard work. You should know that everyone cannot be the leader and leader are Leadership is understanding people and involving them to help you do a job. That takes all of the good characteristics, like integrity, dedication of purpose, selflessness, knowledge, skill, implacability, as well as determination not to accept failure. Admiral Arleigh A. Burke also once the follower of some other leader. Leadership can be inside of you also you just need to find that and work on it. Who knows you can be also the successful leader of the future. There can be success waitng you far away just know your character and skill.

Causes, Impact and Management of Tsunamis :: Papers

Causes, Impact and Management of Tsunamis Introduction On the 26th of December at 06:48 Sri Lankan time(11:48) whilst most of the population were just going to sleep after a long Christmas day, one of the worlds largest recorded earthquake struck generating a tsunami which left the Indian ocean countries with more than 162,000 people dead and $675 million(U.S)of damages. The earthquake hit countries that were already troubled with poverty and debt leaving them in need of urgent help. World wide, people responded to help overcome this horrific disaster donating $450million and the British government donated a pledge of $96million. The word ‘Tsunami’ is a Japanese word with the English translation, "harbor wave." Represented by two characters, the top character, "tsu," means harbor, while the bottom character, "nami," means "wave." In the past, tsunamis were sometimes referred to as "tidal waves" by the general public though they are not actually related to tides. Causes The devastating tsunami was caused by an earthquake with a magnitude of 9.0 on the Richter scale and was estimated to have released the energy of 23,000 Hiroshima atomic bombs. The epicentre of the earthquake was under the Indian Ocean near the west coast of the Indonesian island of Sumatra. The violent movement of sections of the Earth's crust, known as tectonic plates, displaced an enormous amount of water, sending powerful shock waves in every direction. The earthquake was caused by the sliding of the India plate under the section called the Burma plate which is called a destructive plate boundary. The movement has been going on for a thousand years, one plate pushing against the other until something has to give. The result of this build up of pressure happened on December 26 was a rupture in the earths crust which was estimated more than 600 miles (1,000 kilometres) long, displacing the seafloor above Diagram showing the processes involved in a tsunami approaching a coastlineby 10 meters horizontally and several meters vertically. This small dislodge caused trillions of tons of rock to move along hundreds of Causes, Impact and Management of Tsunamis :: Papers Causes, Impact and Management of Tsunamis Introduction On the 26th of December at 06:48 Sri Lankan time(11:48) whilst most of the population were just going to sleep after a long Christmas day, one of the worlds largest recorded earthquake struck generating a tsunami which left the Indian ocean countries with more than 162,000 people dead and $675 million(U.S)of damages. The earthquake hit countries that were already troubled with poverty and debt leaving them in need of urgent help. World wide, people responded to help overcome this horrific disaster donating $450million and the British government donated a pledge of $96million. The word ‘Tsunami’ is a Japanese word with the English translation, "harbor wave." Represented by two characters, the top character, "tsu," means harbor, while the bottom character, "nami," means "wave." In the past, tsunamis were sometimes referred to as "tidal waves" by the general public though they are not actually related to tides. Causes The devastating tsunami was caused by an earthquake with a magnitude of 9.0 on the Richter scale and was estimated to have released the energy of 23,000 Hiroshima atomic bombs. The epicentre of the earthquake was under the Indian Ocean near the west coast of the Indonesian island of Sumatra. The violent movement of sections of the Earth's crust, known as tectonic plates, displaced an enormous amount of water, sending powerful shock waves in every direction. The earthquake was caused by the sliding of the India plate under the section called the Burma plate which is called a destructive plate boundary. The movement has been going on for a thousand years, one plate pushing against the other until something has to give. The result of this build up of pressure happened on December 26 was a rupture in the earths crust which was estimated more than 600 miles (1,000 kilometres) long, displacing the seafloor above Diagram showing the processes involved in a tsunami approaching a coastlineby 10 meters horizontally and several meters vertically. This small dislodge caused trillions of tons of rock to move along hundreds of

Adelaide Local Government Area Essay -- CBD,diversity, heterogeneity

Introduction Adelaide Local Government Area which incorporates Adelaide CBD and North Adelaide is culturally, ethnically, socio-economically and demographically diverse. According to the ABS census data (2011), although the 20-29 years age bracket makes up over a third of its 19,639 residents, other age groups have significant representations and in addition to English, various languages are spoken at home as first languages. As such the ethno-cultural and socio-demographic diversity has the capacity to create a unique social ambience. The location of two world class universities in the Adelaide LGA plays a major role in the social ecology of the area. About 8,672 people (nearly half of all residents) attend some sort of an educational institution and of that, 4,850 are university and other tertiary institution students (ABS 2011). However, it is unclear how many of the students are locals as there is focus on promoting Adelaide to the world as â€Å"The Education City† to attract international students. In SA Government (2010) 30-Year Plan for Greater Adelaide, the city centre has been billed the financial, cultural, educational and entertainment hub of the state. As such it is no wonder the number of international students in Adelaide has increased over the years. By 2011, international students totalled 28,100 having increased nearly 2% between 2001 and 2012 (SA Government 2013). These figures may not be relevant in the context of Adelaide LGA as some may live outside of the area; nonetheless they could s hed light on the possibility of sheer concentration of students in the area. Therefore, the socio-demographic diversity of Adelaide LGA has several variances such as more dominant age groups and high student concentrations amon... ...an sociology reader, Routledge, New York Martin, WA 2004, The urban community, Pearson Prentice Hall, Upper Saddle River, New Jersey Vemuri, AW et al 2011, ‘The tale of two scales: evaluating relationship among life satisfaction, social capital, income and the natural environment at individual and neighbourhood levels in metropolitan Baltimore’, Environment and Behaviour, vol. 43, no. 1, pp. 3-25, viewed 29 March 2014, http://eab.sagepub.com.ezlibproxy.unisa.edu.au/content/43/1/3.full.pdf+html Worchel, S et al 1998, Social identity: international Perspective, SAGE Publications, London UK Ziersch, A & Arthurson, K 2007, ‘Social capital and housing tenure in an Adelaide neighbourhood’, Urban Policy and Research, vol. 25, no. 4, pp. 409-431, viewed 29 March 2014, http://www.tandfonline.com.ezlibproxy.unisa.edu.au/doi/full/10.1080/08111140701665831#.UzV52U2KArU

How Far Did the Position of Black Americans Improve in the Years 1945-1955?

The US military involvement in WW2 was to have a lasting effect on civil rights and racist attitudes. The conflict brought on many changes that would highlight African American civil rights, for example it created many jobs for black people, not only in the defence industry but also to meet growing labour demand. Although between 1945-1955 there was indefinitely progress made for the position of black Americans, there were also limitations to that progress. The population of cities in the north such as Detroit grew dramatically as black people migrated during the war. Although there was a lot more availability of employment for African American’s, they would often find they were discriminated against, for instance not receiving equal pay to white workers. Employers would usually use the principle ‘Last to be hired, first to be fired. ’ It was a rarity for African Americans to be promoted as when they it would follow with walk outs and riots from white workers. In order to prevent the march on Washington movement, President Roosevelt agreed to set up the Fair Employment Practices Commission in order to accommodate equal opportunities for black people in defence industry jobs. This also led to increase in labour jobs, there was a 25% increase in African Americans working in the iron and steel industry. The numbers employed in government service increased from 50,000 to 200,000. However it had its limitations, railroads usually refused to hire black people and in the Deep South prejudice remained on employment issues. The NAACP campaigned to challenge the ‘Plessy v. Ferguson’ doctrine. Inequality was easily spotted in education. For example research showed that the pupil-teacher ratio was 20% better in white schools than in back, in addition to this white teachers generally receiveda much larger salary in comparison to a black teacher. The NAACP proceeded to sue on behalf of black students, which eventually resulting in the ‘Brown v. Board of Education’ legal case. Following the Brown case, Earl Warren who was the current Chief Justice of the Supreme Court, agreed that not only was segregation in education demoralising for African Americans, but segregation in general too. However this stirred up protest in the south. The White Citizens council formed the ‘Southern Manifesto’ in order to fight the brown case. There was also slow progress to the integration of public schools as The Supreme Court had not set a time limit, instead it had stated progression to e done with ‘deliberate speed. ’ There was also no action enforced by President Eisenhower who was reluctant to avoid stirring further opposition. Altogether, there was progress in economic status for African Americans. Due to the creation of trade unions and activist groups, something was finally being done about inequality for Blacks. However this gentle action was often faced with forceful opposition, or simply not enough being done, therefore hindering progress.

Mother-tongue Education in South Africa Essay

Introduction The question of mother-tongue education in South Africa remains a vexed one. On the one hand, it seems reasonable and desirable that learners should be able to receive education in their mother-tongue, if they so wish. On the other hand, there are some very real difficulties involved in the implementation of this ideal. The purpose of this paper is to clarify what these difficulties are, and then to suggest what needs to be done to overcome them. The intention is neither to argue for or against the notion of mother-tongue education in the South African context, nor to consider whether its implementation is practically possible, but simply to spell out what courses of action need to be undertaken if the idea is to be seriously pursued. Background The South African Constitution guarantees learners the right to receive education in the language of their choice1. Most current research suggests that learners entering school are able to learn best through their mother-tongue, and that a second language (such as English) is more easily acquired if the learner already has a firm grasp of his/her home language. Furthermore, the poor throughput rates in South African schools at the moment, where barely a quarter of African language learners who enter the schooling system are likely to reach Matric2, seems to indicate that the current practice of using English as the initial language of learning and teaching is at least one contributing factor to this problem. 1 This right is, however, qualified by the consideration of reasonable practicability, which is defined in the Language in Education Policy of 1997 as occuring when 40 learners in a particular grade in a primary school, or   35 learners in a particular grade in a secondary school, demand to be taught in their mother tongue. 2 As a number of newspapers reported, of the number of learners who entered Grade 1 in 1994 only 21.9% wrote the 2005 Matric examination. Even taking into account such factors as the repetition of grades or learners leaving to study at FET Colleges, the percentage cannot be much higher than 25%. 1.  For some years now, educationists have proposed that African language learners should be taught in their mother-tongue for at least the first three years of school before switching over to English. More recently, the Minister of Education, Naledi Pandor, speaking at a Language Policy conference at the end of 2006, intimated that this initial period of mother-tongue instruction would be extended to six years, that is, both the Foundation Phase (Grades 1 to 3) and the Intermediate Phase (Grades 4 to 6). If this proposal is to be taken seriously, there are a number of questions which need to be clarified and considered. The rest of this paper will be devoted to this task. These questions may be divided into four main headings, although, as will become evident, there is much overlap between them: language development, curriculum development, teacher education and school implementation. Language Development The nine official African languages are certainly able to function as media of communication at such levels as interpersonal conversation, narrative and cultural practice. As they currently exist, however, the standard written forms of the languages have not yet been developed to the point where they are able to carry academic discourse effectively and therefore function as full-fledged languages of learning and teaching, even at the Foundation Phase. For the most part, they are based on particular rural dialects in conservative contexts, having been standardised in the nineteenth century by missionaries for such specific purposes as proselytisation, and later by the apartheid era Language Boards at least partly as a mechanism of social  control. As such, these standard written forms remain in many ways archaic, limited and context-bound, and out of touch with the modern scientific world. In addition, these  standard forms are often quite different from the various dialects spoke n by the actual language communities, even to the point in some cases of mutual incomprehensibility (see Schuring 1993; Herbert and Bailey 2002:59f). Nevertheless, it is axiomatic, as the Canadian linguist, William F. Mackey (1992:52), has pointed out, that â€Å"the lack of standardisation jeopardises the potential status of a language† and that a language which lacks a well- established written form cannot become empowered. 2.  If they are to be implemented as academic languages of learning and teaching, therefore, the standard written forms need to be modernised, regularised, codified and elaborated. This entails a number of large-scale projects: the revision of the spelling and orthography rules of the languages; the elimination of dialectal variation in the writing of the languages; the enlargement of their vocabulary, especially though not only in the fields of science and technology, together with the creation of modern dictionaries; and the codification of their grammars, based on the actual current practices of their speech communities, rather than on otiose cultural norms. It is clear that this is a very large undertaking, which will require the provision of very large resources, both material and human. Of course, in theory it can be done, and the example of Afrikaans in this country is often cited as evidence for this. It must be remembered, however, that the development of Afrikaans was made relatively easy by the fact that it emerged out of Dutch, an already fully functional scientific language; that enormous resources were made available through the National Party government; that it was fuelled by an intensely nationalistic political will; and that it was whole-heartedly supported by a community seeking exclusivity and autonomy from English. None of these conditions obtains in the case of the African languages in the present context, which makes the  possibility of their development into academic languages far less certain. And it must be realised that all the investment put into the elaboration of Afrikaans would have to be increased at least ninefold if all of the official African languages are to be developed to the same degree. It must be noted, furthermore, that the development of the indigenous languages into academic media of communication cannot be achieved merely through the endeavours of a few scholars working in isolation, however industrious and well-intentioned they may be. This technicist and artificial view of language development is plainly insufficient. Instead, what needs to occur is that the entire intellectual speech community of each language becomes actively involved in the development of the language as academic discourse by strenuously attempting to use the language to write scholarly articles, give formal lectures, present conference paSouth Africa uses English and Afrikaans as the languages of teaching and learning.pers, produce textbooks and scientific manuals, and the numerous other activities which require a rigorous academic register. It is only when co-ordinated and 3. To give but two lexical examples, there is no equivalent in isiZulu for the word â€Å"hypothesis†, while in  systematic linguistic research is able to draw on, and feed back into, an actual, developing discourse of practice in a mutually enhancing relationship, that a language can begin to evolve into a functioning mode of academic and scientific expression. After a period of some inertia, a number of projects have recently been undertaken to develop the African languages by both the university sector and the Pan South African Language Board (PanSALB). These include the establishment of research centres at some universities, as well as the creation of new courses in translation and terminography. The nine African National Language Bodies (under the aegis of PanSALB) have initiated projects aimed at orthographic standardisation; lexicography and terminology  development; and the promotion of literature in the indigenous languages (see, for example, Webb, Deumert and Lepota, 2005). It remains true, however, that progress has not been rapid and that a very great deal more needs to be done if the ideal of the African languages functioning fully as academic and scientific media of instruction in South Africa is to be actualised. Curriculum Development If the African languages are to be used as languages of learning and teaching in the classroom, the first and most obvious step that must be taken is to translate the Revised National Curriculum Statement (the RNCS) into these languages. At the moment, the only subject curricula which appear in the indigenous languages are the African languages as subjects themselves. The rest are available in English and Afrikaans only. It is plainly unjustifiable to propose that subjects be taught in the African languages when the RNCS – the very basis of all subject content and methodology – is not available to teachers in the putative languages of learning and teaching. In the Outcomes Based Education system which South Africa has adopted, there are three Learning Areas in the Foundation Phase: Literacy, Numeracy and Life Skills. The subjects making up the Literacy Learning Area – the eleven official languages as subjects – are obviously written in the particular languages themselves. But the Numeracy and Life Skills Learning Areas have not yet been written in the nine African languages. Now, for this  Sotho one term is used for the quite distinct scientific notions of â€Å"force†, â€Å"power† and â€Å"energy†. 4. Translation to be conducted successfully, it is imperative to amplify and clarify the subject- specific terminology in the African languages, as well as to develop their capacity for generic academic discourse. Thus, it is necessary to develop the African languages as academic and scientific  languages, at least to a certain level, before the Foundation Phase curriculum can be translated, and, consequently, before one can expect teachers to begin teaching the curriculum in the learners’ mother tongues with any degree of consistency and precision. In the Intermediate Phase, matters are rather more complex. Here, there are eight Learning Areas: Languages, Mathematics, Natural Sciences, Social Sciences, Arts and Culture, Economic and Management Sciences, Life Orientation, and Technology. Moreover, within these Learning areas there may be one or more distinct subjects: for example, Natural Sciences comprises both Physical Science and Biology; Social Sciences includes both History and Geography. As is to be expected, the curriculum for these Learning Areas becomes increasingly detailed and specialised as the learner progresses through the various Grades. In consequence, the translation of the RNCS in this Phase can only proceed successfully if the African languages have been developed to a significantly higher degree as academic languages. And, at the risk of repetition, it is only once the RNCS has been translated that teachers will be able to begin teaching the various Learning Areas effectively in the African languages. Naturally, it is not only the RNCS which must be available in the indigenous languages. All textbooks, readers, support material, teaching aids, guides and literature must be made readily accessible in these languages and kept continuously up to date. This is particularly important in the fields of mathematics, science and technology where an extensive range of new terms and phrases will have to be developed, learnt by the teachers and then communicated to the learners. Apart from the translation of the RNCS and related learning and teaching materials, it is also essential that the curricula for the African languages themselves be revisited and revised. The content structure and methodology for the teaching of the languages remains, like the languages themselves in many ways, rooted in an outmoded and ineffective pedagogic model which hampers learning and diminishes interest. As a result, many learners emerge from the schooling system unable to write their own mother-tongue with  any acceptable level of competence. Moreover, since they have often not been taught English (or Afrikaans)  successfully, they find themselves unable to communicate effectively in their second language, in either oral or written mode. While they may have attained a certain level of basic interpersonal communicative competence, they lack what Jim Cummins (2000, for example) termed cognitive academic language proficiency, and thus they are unprepared for higher education or for training in a sophisticated work environment. At this point, it is necessary to make a distinction between employing the African languages as authentic media of instruction throughout the curriculum and using the languages in the classroom in an informal, ad hoc manner in some or other form of code-switching. Given the diverse linguistic profiles of many South African classrooms, together with learners’ limited grasp of English, it is inevitable that teachers will resort to a mixture of languages for purposes of clarification and explication. In such contexts, code-switching is frequently a vital and indispensable pedagogical tool. Nevertheless, if the goal is to develop the African languages into genuine academic languages, and have teachers use them as such, then code- switching cannot be viewed as anything more than a partial and transitional support mechanism. This becomes ever more apparent as learners move into the Intermediate Phase and beyond, where increasing emphasis is placed on independent reading and writing skills. Learners who remain reliant on mixed-language modes of communication will find it extremely difficult to read texts written in the standard form of a particular language, as well as to write essays and assignments and to answer tests and examinations. Furthermore, given the highly context-specific, personal and arbitrary nature of code-switching, it is impossible to construct generally comprehensible and enduring academic texts in a mixed-language format. Thus, while code-switching practices currently play an important role in many South African classroom environments, they can never be construed as constituting a target language of acquisition, or as representing a viable alternative to the development of formal academic  proficiency in the standard form of a language. It ought to be clear from the foregoing discussion just how much work needs to be done in order for teachers even to begin teaching the first six Grades of school in the indigenous languages. To suggest that such teaching could begin imminently, and to propose rapid policy changes to this effect, is both disingenuous and irresponsible. Teacher Education In addition to language and curriculum development, a crucial aspect of providing mother- tongue education in South Africa lies in the field of teacher education (or teacher training as it used rather inelegantly to be termed). In the early years of this decade the responsibility for teacher education was transferred from the former colleges of education to the universities. During the same period, the numbers of students enrolling for African language courses at universities dwindled, for various reasons, to almost nothing. Even in Teacher Education programmes where an African language is a compulsory credit, the number of students who proceed with the study of an African language beyond the obligatory first level course is negligible. There is, as a result, a real crisis in African language teacher supply. As a first step in addressing this crisis, it is essential that the government offer service contract bursaries for student teachers specialising in African languages. In this scheme, students receive a full bursary (covering tuition, board and living expenses), but then have to pay the bursary back through a year of service for every year of study in which they received the bursary. Over the past few years, such bursaries have been offered for Maths and Science students only. In 2006, however, the Minister of Education announced that such bursaries would be extended to students specialising in Technology and Languages (both African languages and English). It is gratifying to note that this service-linked bursary scheme,  which teacher education institutions have been demanding for some time, has begun to be implemented in 2007, through the Fundza Lushaka project (see Metcalfe 2007). It remains to be seen, however, whether sufficient numbers of student teachers will enrol for and g raduate in African language courses, and then whether the Department of Education has the capacity to ensure that they do actually take up African language teaching posts in the schools. Even this is not enough, however. Incentives must be provided for graduating teachers to accept employment in the rural areas and township schools where the need for teachers qualified to teach in the African students’ mother tongues is most needed. Such incentives could take the form of higher salary packages, performance bonuses and better promotional opportunities. If this does not happen, the current trend of successful black education graduates taking posts in private schools or government schools in the affluent suburban areas will continue. Here it is necessary to remember that the issue is not merely that of teaching the African languages as subjects, but rather the ability to use the African languages as the media of instruction for the entire curriculum. For student teachers to be empowered to achieve this goal, a number of further steps need to be taken. Firstly, as with the African language school curriculum, the African language curriculum at tertiary level needs to be drastically revised and modernised, so that students are enabled to study and learn these languages as effective carriers of academic discourse. Secondly, the entire Teacher Education curriculum (or at the very least the undergraduate Bachelor of Education programme) needs to be translated into each of the African languages. This would include all the official school subjects, but most especially Mathematics and the Sciences. As was noted in the first section of this paper, however, for this to be made possible the languages themselves need to be si gnificantly developed. Thirdly, it will be necessary to provide a very large number of new Teacher Education lecturers who are able to teach the newly translated curriculum in the medium of the African languages. At the moment, a very small percentage of university teacher educators are able to provide quality tertiary tuition  through the African students’ mother tongues, and even fewer in the scientific subjects. Finally, for the requisite development and continuous upgrading of mother tongue tuition at tertiary level to be possible, it is necessary for high level research to be conducted. Thus, optimally, each university’s Faculty or School of Education would need to attract and support top quality education researchers working specifically in the field of African languages in education, whether through research units, centres of excellence or individual fellowships, grants or professorial chairs. In addition to the training of pre-service student teachers, it will also be necessary to upgrade the competence levels of teachers already in the system. Universities will have to provide a range of additional courses for in-service teachers so that they are able to acquire academic proficiency in the newly-developed African languages as well as enhanced methodological skills in utilising the languages as media of instruction in all the various Learning Areas. Such courses would, of necessity, need to be taught part-time (after hours, during the vacations, or as block-release programmes) which would place an enormous burden on both the schools and the universities, and would again require a heavy investment on the part of the State in terms of additional lecturing staff, tuition and transportation costs, and perhaps even temporary teacher-replacements. Such courses would also by their very nature have to be completed over an extended period of time and would thus require a strong co mmitment  on the part of both lecturers and teachers over and above the normal duties which they have to perform in an already highly pressurised work environment. As was the case with language and curriculum development, it is evident that for all of this to become possible, the State will have to make extremely heavy investments in human and material resources far beyond the provision of the limited number of student bursaries it currently offers. Whether the State budget for education can or will ever be enlarged to meet all of these multiple costs remains unclear. Implementation in the Schools The fourth aspect of mother tongue education involves its actual implementation in the schools. Even assuming that at some point in the future the African languages have been effectively developed, that the curriculum has been efficiently translated, and that a full quota of properly trained teachers is available, there is still the question of whether schools will adopt the policy and implement it thoroughly. For this to take place, a number of stakeholders will have to be convinced of the broad benefits of mother-tongue education, not merely in a cognitive sense, but in a much larger socio-economic context. Such stakeholders include government education officials, school governing bodies, principals, teachers, and, most importantly, parents and learners. If learners and their parents do not actively desire mother- tongue instruction, then all the effort in the world will not make the policy viable. And for this desire to be inculcated, parents and their children will have to see that mother-tongue education leads to palpable benefits in such spheres as economic empowerment, social mobility and influence, and pathways to further academic opportunities. All of this raises questions of the instrumental value of the African languages in South African society more generally which, though of interest and importance, lies beyond the scope of the present paper. A more specific question related to mother-tongue education in schools concerns the role of English. No matter how rapidly or to what degree the African languages are developed, it is safe to assume that English will continue to occupy a role of crucial importance in South Africa for the foreseeable future. Even if the African languages are utilised as languages of learning and teaching in the first years of school, at some point there will have to be a switch  to English as the medium of instruction, whether this takes place after three years, or, as is now proposed, after six years. Thus, English will have to receive systematic and sustained attention, and will have to be taught  extremely effectively as a subject during the initial years of schooling so that when the transition does take place (be it gradually or immediately) learners will be sufficiently competent in the language to be able to cope with learning through it. Indeed, even if mother-tongue education were one day to be employed right through to Matric level, learners would still need to be proficient in English for the purposes of higher education where, in a globalised academic environment, English is indispensable. At the moment, however, English is, in many cases, badly taught in South African schools. Just as important as the production of large numbers of competent mother-tongue teachers, therefore, is the development of high quality teachers of English who can be deployed in the rural and township schools. Again, a system of service-linked, contract bursaries and incentives to work in areas of greatest need must be implemented immediately for student teachers specialising in the teaching of English. The Minister of Education, as mentioned previously, has included English in the list of priority subjects for student teachers, and this is to be welcomed as a long overdue practical measure. But, as in the case of African language teaching, steps must be taken, over and above this, to ensure the upgrading of in-service teachers in terms of academic proficiency in the language, content knowledge and improved methodological practice. It is a simple truism that any educational system which prioritises the African languages at the expense of English is destined to fail at the levels both of practical reality and educational theory. As even so avid a proponent of heritage languages as Tove Skutnabb-Kangas has observed, in multilingual societies it is essential that all learners are enabled to â€Å"learn enough of the power language to be able to influence the society or, especially, to acquire a common language with other subordinated groups, a shared medium of communication and analysis† (1981:128). In the best of all possible worlds, learners, especially in areas where English is rarely used, would begin their schooling in their mother-tongue and then at some point switch over to English as the medium of instruction, having acquired enough English through subject study to be able to cope with it. At the same time, they would continue to study their home languages as subjects in a model of additive bilingualism. Conversely, in areas where  English is able to be used as the language of learning and teaching from the outset, it is just as important that learners acquire proficiency in at least one official African language. In schools where Afrikaans is the medium of instruction, it is not unreasonable to require that in 10 addition to their mother-tongue, Afrikaans-speaking learners acquire both English (as they invariably wish to do anyway) and an African language. From this it ought to be apparent that there can be no single language policy which would suit every school context in South Africa. The society simply remains too disparate and differentiated for any â€Å"one size fits all† system to be practicable or even desirable.4 What is not unfair to expect, however, is that by the time learners leave school they will all have full academic proficiency in at least one language (for the moment this would continue to be English or Afrikaans) as well as some degree of academic proficiency in one and perhaps two other official South African languages. However, even within this ideal linguistic scenario, there are some possibly unexpected and certainly ironic implications. For schools seriously to implement initial mother-tongue instruction (followed later by English) means that schools would have to be divided into particular language groupings, and learners would have to attend a school offering their particular language. While this does happen informally to a certain degree, a formalised policy would in effect return South Africa (at least in the primary schools) to a kind of linguistic apartheid reminiscent of a former era. Even in the unlikely event of township schools being able to offer parallel medium education in two or more African languages, there would still effectively exist a language apartheid between the various classes within the school. It is not clear whether the current proponents of mother-tongue education in this country have thought through these matters with sufficient care. Finally, there remains the question of individual choice, and this brings the present discussion full circle. In any democracy parental (and learner)  choice is paramount, especially when it comes to such issues as the language in which a child is to receive his or her education. It is no small matter that this right is enshrined in the Constitution. If, after all is said and done, parents continue to insist, as the majority currently does, that their children be educated in  Colin Baker (2006:215f) provides a typology of bilingual education in which ten main models, each with multitudinous sub-varieties, are discussed. Which of these models would be best for any particular South African school is a complex matter, and is clearly best left to each specific School Governing Body to decide.   This is borne out by the FutureFact 2006 survey, which reveals that, â€Å"apart from the Afrikaans community, between 60%-67% of all other language groups feel that English is the preferre d language for education†. Indeed, of the remaining 33%-40% of the sample, less than 20% preferred mother-tongue education (at whatever level); the remainder stating no preference. In addition to this, 82% of the sample claimed to be able to read and understand English, and, again apart from the  English rather than their mother-tongue, then the onus rests on the State to ensure that this is provided as effectively as possible for everyone who wants it. And if this does indeed continue to be the will of the majority, then the State must take far more active and extensive steps to improve the teaching and learning of English in South African schools than has hitherto been the case. No language in education policy which is forced on the majority against its will can ever succeed, and will serve only to perpetuate the unequal and inefficient conditions which currently exist in South African education. References Baker, Colin. 2006. Foundations of Bilingual Education and Bilingualism (4th edition). Clevedon: Multilingual Matters. Constitution of the Republic of South Africa, Act 108 of 1996. Cummins, Jim. 2000. Language, Power and Pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual matters. Department of Education. 1997. Norms and Standards Regarding Language Policy; Language in Education Policy. Government Gazette No.685, 9 May. FutureFact 2006 Survey. Languages. (Available at http:// www.futurefact.co.za/ 2006 survey.html.) Herbert, Robert K. and Bailey, Richard. 2002. The Bantu Languages: Sociohistorical perspectives. In Rajend Mesthrie (ed.) Language in South Africa, 449-475. Cambridge: University Press. Mackey, William F. 1992. Mother Tongues, Other Tongues and Vehicular Languages. Perspectives 81 22(1):45-57 (my translation from the French). Metcalfe, Mary. 2007. In Search of Quality Schooling for All. Mail & Guardian (Getting Ahead) January 26 to February 1:4-5. Pandor, Naledi. 2006. Language Issues and Challenges (opening address at the Language Policy Implementation in HEIs Conference, Pretoria, 5 October. Available at http://www.education.gov.za/dynamic/dynamic.aspx?pageid=306&id=2290. Schuring, Gerhard K. 1993. Language and Education in South Africa: a policy study. Pretoria: Human Sciences Research Council. Afrikaans community, between 72%-77% of all other language groups believe that English should be the main official language of South Africa. 12 Skutnabb-Kangas, Tove. 1981. Bilingualism or Not: the Education of Minorities. Clevedon: Multilingual matters. Webb, Vic, Deumert, Ana and Lepota, Biki (eds). 2005. The Standardisation of African

Theories of First and Second Language Acquisition

There are various theories that have been put forward to describe first and second language acquisition. This paper outlines similarities and difference between first and second language acquisition. Additionally key theoretical points on second language acquisition have been identified. Finally, an explanation of how I intend to use my understanding of language acquisition theory to inform my teaching practice will also be included. Similarities of First and Second Language Acquisition Rod Elis (1984) examined the concept of developmental sequences.Studies have revealed that both first and second language learners follow a pattern of development, which is mainly followed despite exceptions. Elis outlined three developmental stages: the silent period, formulaic speech, and structural and semantic simplification. Both L1 and L2 learners go through the silent stage. In this stage, children acquiring a first language will go through a period of listening to the language that they are be ing exposed to. This period is used to discover what language is. Second language learners usually opt to remain silent for a period when immediate production is not required of them.The usefulness of the silent stage in second language acquisition is not agreed upon by researchers. Gibbons (1985 , as cited by Ellis, 1994)argues that this is a stage of incomprehension while Krashen (1982) argues that it builds competence in learners via listening. The second stage identified is formulaic speech. It is defined as expressions which are learnt as â€Å"unanalyzable wholes and employed on particular occasions (Lyons, 1968, cited in Ellis, 1994).According Krashen (1982), these expression can have the form of whole utterances learned as memorized chunks (e. g.  I don’t know) and partially unanalyzed utterances with one or more slots (e. g. Where are the______? ). The expressions can also consist of entire scripts such as greetings (Ellis, 1994). In the third stage, the first and second language learners apply structural and semantic simplifications to their language. For instance, they may omit articles and other grammatical forms as is the case with structural simplifications. Semantic simplifications take the form of omitting content words (e. g. nouns). These simplifications occur because learners may not have yet acquired the necessary linguistic forms.Another reason is that they are unable to access linguistic forms during production. In both first and second language acquisition there are particular structures that are acquired in a set order. Research shows that a learner’s first language has an effect on acquistional sequences which either slows their development or modifies it (McLaughlin, 1987). Individual variation in how individuals acquire language (such as communication strategies) may mask acquisitional sequences for certain constructions (Mclaughlin, 1987).Based on the morpheme studies in L2 acquisition, Krashen (1982) put forward th e Natural Order Hypothesis which claims that the rules of language are acquired in a predictable order. This acquisition order is not determined by simplicity or the order of rules taught in the class. It seems that there exists an order of acquisition in both first and second language acquisition. In both first and second language acquisition, learners may over generalize vocabulary or rules, using them in contexts broader than those in which they should be used.For instance, a child may say ‘eated’ instead of saying ‘ate’ for past tense of ‘eat’, and same thing may happen in second language acquisition an adult may say ‘holded’ instead of ‘held’ for the past tense of ‘hold’. Differences between First and Second Language Acquisition Nearly everyone acquires a first language but this is not the case with second languages. Acquiring a first language happens naturally, while acquiring a second language often requires conscious effort on the part of the learner.Another difference between first and second language learning relates to input, specifically the quality and quantity of input. According to the connectionist model the language learning process depends on the input frequency and regularity. Second language learners may have limited exposure to the target language that may be restricted to a couple hours a day where as first language learners are immersed in the language consistently. In first language acquisition, the basis for learning is universal grammar alone (Chomsky, 1968 as cited by Murray & Christison, 2006).In second language acquisition, knowledge of the first language serves as the basis for learning a second language. As a result of this, there may be both positive and negative transfer between the first and second language in second language learning. Key theoretical points that inform second language acquisition Various theories have been used to study the acquisit ion of a second language. These theories have strengths and shortcomings in their explanations of how second languages are acquired. I will attempt to highlight a few key points made by some of these theories.The behaviourism theory assumes that a person learns a second language by transferring habits formed in first language acquisition. These habits may sometimes interfere with the new ones needed to acquire a second language or the habits can be transferred to aid second language acquisition. However, further research has found that the influence of the learner’s first language may be more than a transferral of habits but involves a process of identifying points of similarity, assessing the evidence in support of a particular feature and reflecting on the feature’s relevance to the target language (Lightbown & Spada,2006).This theory is believed not to provide adequate explanations about how second language are acquired. However, there is value in the notion that an individual’s first language has an effect on second language acquisition efforts. The innatist’s perspective put forth the concept of Universal Grammar (UG). According to White (2000) Universal Grammar offers the best perspective to understand the acquisition of a second language. The concept of UG supports the belief that individuals have an innate language competence that is not taught to them formally.This competence is altered by the acquisition of a first language. This results in the need for second language learners to get direct information about what is not grammatically acceptable in the second language (Lightbown &Spada, 2006). Otherwise learners may assume that some first language structures are also present in the second language when they are not. This perspective encourages investigation into learners’ language competence and gaining an understanding of what learners know about the language rather than how they use it.The monitor model offers a c ouple valid points about second language acquisition. This model proposes that second language acquisition follows a predictable sequence. It also suggests that second language acquisition will occur when learners are exposed to language that is comprehensible and that contains the level of language already known along with language that is just a step beyond that level. There also different psychological theories that offer explanations for second language acquisition.Researchers who subscribe to the information processing model see second language acquisition as the construction of knowledge that can be called on automatically for speaking and understanding (Lightbown &Spada, 2006). Learners will have to use cognitive resources to process any aspect of the language that they are attempting to understand or produce. The connectionism perspective claims that learners gradually build up their knowledge of language through exposure to countless instances of linguistic features that th ey eventually hear (Lightbown & Spada,2006).When learners hear language features in specific situational or linguistic context constantly, they develop a network of connections between these elements. There are many other theories that are used to explain second language acquisition. After considering these theories, it is apparent that there is no one theory that adequately explains how individuals acquire second language. Using language acquisition theory in ESL practiceIt is apparent that there is no one theory that fully explains how language is acquired, so as an instructor, I have to consider the aspects of language acquisition that different theories have in common. I would then use these to inform my practice. For instance, it has been established that a learner’s first language affects their second language learning efforts. So as an instructor, it is my responsibility to identify the features of the first language that are interfering with the student’s secon d language learning as well as provide the student with the necessary material overcome that obstacle.I also understand that adult language learners do not acquire second languages as quickly as children. The Critical Period Hypothesis supports this claim. With this knowledge, I know that I will have to be patient with my adult students. I also know that there are stages of acquisition that they have to go through even if it is at a slow rate. So my intention is to use the information that has been established in my practice. I also have to be open minded as well be willing to make adjustments for individuals who are operating outside of the norm.

Coffee shop Essay

Java Culture coffee bar is determined to become a daily necessity for local coffee addicts, a place to dream of as you try to escape the daily stresses of life and just a comfortable place to meet your friends or to read a book, all in one. With the growing demand for high-quality gourmet coffee and great service, Java Culture will capitalize on its proximity to the University of Oregon campus to build a core group of repeat customers. Java Culture will offer its customers the best prepared coffee in the area that will be complimented with pastries, as well as free books that its patrons can read to enjoy their visit. The company will operate a 2,300 square foot coffee bar within a walking distance from the University of Oregon campus. The owners have secured this location through a three-year lease with an option for extending. The have also provided $140,000 of the required $170,000 start-up funds. The remaining capital will be obtained through Bank of America commercial loans. The company is expected to grow sales revenue from $584,000 in FY2001 to $706,000 in year three. As Java Culture will strive to maintain a 65% gross profit margin and reasonable operating expenses, it will see net profits grow from $100,000 to $125,000 during the same period. 1.1 Objectives. Java Culture’s objectives for the first year of operations are: Become selected as the â€Å"Best New Coffee Bar in the area† by the local restaurant guide. Turn in profits from the first month of operations. Maintain a 65% gross margin. 1.2 Keys to Success The keys to success will be: Store design that will be both visually attractive to customers, and designed for fast and efficient operations. Employee training to insure the best coffee preparation techniques. Marketing strategies aimed to build a solid base of loyal customers, as well as maximizing the sales of high margin products, such as espresso drinks. 1.3 Mission. Java Culture will make its best effort to create a unique place where customers can socialize with each other in a comfortable and relaxing environment while enjoying the best brewed coffee or espresso and pastries in town. We will be in the business of helping our customers to relieve their daily stresses by providing piece of mind through great ambience, convenient location, friendly customer service, and products of consistently high quality. Java Culture will invest its profits to increase the employee satisfaction while providing stable return to its shareholders. Company Summary. Java Culture, an Oregon limited liability company, sells coffee, other beverages and snacks in its 2,300 square feet premium coffee bar located near the University of Oregon campus. Java Culture’s major investors are Arthur Garfield and James Polk who cumulatively own over 70% of the company. The start-up loss of the company is assumed in the amount of $27,680. 2.1 Company Ownership. Java Culture is registered as a Limited Liability Corporation in the state of Oregon. Arthur Garfield owns 51% of the company. His cousin, James Polk, as well as Megan Flanigan and Todd Barkley hold minority stakes in Java Culture, LLC. 2.2 Company Locations and Facilities Java Culture coffee bar will be located on the ground floor of the commercial building at the corner of West 13th Avenue and Patterson Street in Eugene, OR. The company has secured a one-year lease of the vacant 2,500 square feet premises previously occupied by a hair salon. The lease contract has an option of renewal for three years at a fixed rate that Java Culture will execute depending on the financial strength of its business. The floor plan will include a 200 square feet back office and a 2,300 square feet coffee bar, which will include a seating area with 15 tables, a kitchen, storage area and two bathrooms. The space in the coffee bar will be approximately distributed the following way–1,260 square feet (i.e., 55% of the total) for the seating area, 600 square feet (26%) for the production area, and the remaining 440 square feet (19%) for the customer service area. This property is located in a commercial area within a walking distance from the University of Oregon campus on the corner of a major thoroughfare connecting affluent South Eugene neighborhood with the busy downtown commercial area. The commercially zoned premises have the necessary water and electricity hookups and will require only minor remodeling to accommodate the espresso bar, kitchen and storage area. The coffee bar’s open and clean interior design with modern wooden decor will convey the quality of the served beverages and snacks, and will be in-line with the establishment’s positioning as an eclectic place where people can relax and enjoy their cup of coffee. The clear window displays, through which passerby will be able to see customers enjoying their beverages, and outside electric signs will be aimed to grab the attention of the customer traffic. Products Java Culture will offer its customers the best tasting coffee beverages in the area. This will be achieved by using high-quality ingredients and strictly following preparation guidelines. The store layout, menu listings and marketing activities will be focused on maximizing the sales of higher margin espresso drinks. Along with the espresso drinks, brewed coffee and teas, as well as some refreshment beverages, will be sold in the coffee bar. Java Culture will also offer its clients pastries, small salads and sandwiches. For the gourmet clientele that prefers to prepare its coffee at home, Java Culture will also be selling coffee beans. The menu offerings will be supplemented by free books and magazines that customers can read inside the coffee bar. 3.1 Product Description. The menu of the Java Culture coffee bar will be built around espresso-based coffee drinks such as lattes, mochas, cappuccinos, etc. Each of the espresso-based drinks will be offered with whole, skimmed, or soy milk. Each of these coffee beverages is based on a ‘shot’ of espresso, which is prepared in the espresso machine by forcing heated water through ground coffee at high pressure. Such espresso shots are combined with steamed milk and/or other additives like cocoa, caramel, etc., to prepare the espresso-based beverages. Proper preparation techniques are of paramount importance for such drinks. A minor deviation from the amount of coffee in the shot, the size of the coffee particles, the temperature of milk, etc., can negatively affect the quality of the prepared drink. 3.2 Sales Literature.

Body ownership

Body ownership Body Ownership The sense of one’s own body has been a subject of debate among researchers for many years. It is argued to be a very specific type of knowledge, illustrated as being a non-conceptual and somatic (e.g., Kant, 1781/2003; Bermu ´ dezas cited in Lango, et al., 2007). It has been argued that this type of knowledge, often referred to as ‘‘embodiment† (Arzy, Overney, Landis, Legrand, 2006), or ‘‘corporeal awareness† (Berlucchi Critchley, 1979) is compulsory, to experience various types of sensory information (Kant, 1781/2003; Johnson, 1987; Lakoff, 1987; Merleau-Ponty, 1945/1962; Piaget, 1937/1954 as cited in Lango, et al., 2007). In other words, one has to have some sort of knowledge of one’s own body in order to experience emotions and sensations. It has been argued that gaining this type of knowledge is crucial for formation of personal psychological identity (Cassam,1997; Edelman, 2004). Rubber hand illusion allows for the manipulating the brain into perceiving an external object- the rubber hand, as being a representation of the body (Tsakiris &Haggard, 2005). Self awareness has been argued to be mostly represented by the sense of the body ownership. Moseley( et al., 2008) provoked the rubber hand illusion and demonstrated one of rubber hand illusion’s effects- taking ownership of an artificial counterpart- which leads to decrease in the temperature in the real hand. They found that this phenomenon was limb-specific, in other words similar effect have not been found to occur in the not stimulated hand. They argued that this is phenomenon is demonstrating that physical self and the physiological regulation of self are closely linked in the top down manner to an individual’s body awareness. It also seems likely that if body awareness is disrupted by cognitive processes, that might lead to changes in the body temperature regulations, in the rubber hand illusion case, making it de crease. This therefore leads to conclusion that if an individual’s starts perceiving and artificial body part it will have an effect on the rest of the body (Moseley, 2008). Body ownership has been argued to be a sort of knowledge that that your body belongs to you, and is constantly there, is a basis for the aspect of self-awareness. Individuals suffering from for example schizophrenia, autism, epilepsy, neuropathic pain, anorexia nervosa, and bulimia have been found to have a disturbance in their body ownership. These disorders have also been found to have a connection to the disruption of the body temperature regulations (Moseley, 2008). Moseley (et al., 2008) has demonstrated that such disruption in the body ownership can be a consequence of a Rubber Hand Illusion. RHI consequences in participant’s perception that the touch they are experiencing is actually an effect of the stimulation given to the rubber hand. That consequence in participant’s taking an o wnership of the rubber hand. Additionally, Moseley (et al., 2008) found that there was a positive correlation between the vividness of the rubber hand illusion experience and the decrease in the skin temperature in the adequate hand. This suggests that the more an individual experiences the RHI the more will the temperature in their hand decrease.