Chevrolet Case Analysis Essay Example for Free

Chevrolet Case Analysis EssayThen In the beginning, Chevrolet positioned itself inexpugnablely as a nucleotide of quality vehicle with deep roots in Americas past. Priding themselves on the customsal representation of the sporty car brand, Chevrolet has made immense strides over the years. Firmly entrenching the brand as a key part of the Ameri female genitalia culture, Chevrolet has made many attempts to associate with Ameri dejection sporting events. For example, Chevrolet donored the AllAmerican Soap Box Derby for a decade. In addition to sponsoring events, Chevrolet also sponsored drivers with their vehicles for racing circuits such as NASCAR. Another subcategory Chevrolet used along with the American theme was patriotism in its promotional aspects.Taglines with the phrases Americas Best Seller, Americas Best Buy, and Like a Rock, were all famous for reminding consumers about devils great history as an American leader for automaking. This was perhaps the biggest aspect of Chevrolets branding as a company in the join States. However, when it came to Chevrolet as a leading automaker overseas, four values represented the company to their foreign consumers durability, value, practicability, and friendliness. Many of their various taglines surrounding these values createstrong brand cohesiveness. Although Chevrolet has adopted more of a global brand strategy, it still customizes its branding to appeal to certain markets.Now Currently, Chevrolet is making plans to launch new vehicles and prolong advertisement and promoting their brand to consumers. Despite the recall at the beginning of the 2014 year, according to Chevrolets marketing leaders,the automaker is not spending more on advertising or incentives than previously budgeted and isnt likely to change that strategy (GM Stick with Marketing Plan Despite Recall USA Today). The plan is to focus on the product and not the publicity of trying to defend themselves as a company. Therefore, there will n ot be a recall ad and sort of there will be just ads showing new products introduced recently.As stated before, Chevrolet is looking to spend more marketing money and energy on its fullsize pickups and SUVs this year. On the other side, Chevrolet is using the NFL Superbowl in hopes to boost not only national but global awareness with its ads. Chevrolet continues to also sponsor sports with Chevrolets jersey sponsorship with English soccer club Manchester Unitedwill put the Chevrolet bowtie logo in front of the clubs worldwide fan base of some 700 million people.. (Audi, Chevy and capital of Nebraska Plan to Boost Ad Spending in 2015 AdAge) .Chevrolets current marketing innovations regarding technology with 4G LTE in its vehicles also proves that Chevrolet plans to remain relevant with consumer wants and needs.The GMC ProblemChevrolets biggest problem is in fact its biggest company supporter, GMC. GM is the starting point for Chevrolet, yet it has been not once but twice in a posit ion that jeopardizes the equity of the Chevrolet brand. GMC is the problem for Chevrolet because of their bad publicity regarding the 2008 bailout and 2014 recall crisis thus far. As mentioned before, Chevrolets association and alliance with GMC causes them to have a bad news report at times, even with Chevrolets freedom to stand on its own as a brand. In the case of GM, the companys bankruptcy and posterior bailout had the ability to contaminate its four brands of vehicles, in spite of their individual merits. Therefore, Chevrolet has to figure out how they are going to deal with the bad publicity domino force play that falls upon them every time GM fails.RecommendationsEven with a company as successful as Chevrolet, there is always room for improvement. Tactical modifications that can be made to fire the Chevrolet brands equity to remain substantial while in alliance with GM could be examples of brand decisions to enhance selfimage and product loyalty, increasing brand value f rom recognition and preference to brandinsistence for their products, and focusing slightly on marketing strategies for estimable and social responsibility if they continue to be a part of GM.Chevrolet is a high quality brand nonetheless, however, they focus on American vehicle tradition where they could take a step back and focus on the consumer. If Chevrolet would reposition a few of their vehicles to show how it would enhance the selfimage of the consumer driving a sporty yet luxurious car, there is a possibility they will get great feedback in sales. Consumers currently are looking for mass customization products that can be used on every level of purchasing decisions. Therefore, it would a smart move for Chevrolet to focus on the consumer even more as the mortal behind the car (man behind the mask), while still including valuable information about the car itself.

Organizational Ethics Essay Example for Free

Organizational Ethics EssayMy intent in writing this paper is to describe how honourable principles support address organizational issues. The organization that I catch chosen to explore is the Boeing Company specifically and the aerospace manufacturing manufacture as a whole, more generally. I allow cover the role that external social pressures play in influencing the labor in both their compliance with government and professional ethics. I testament also endeavor to highlight how the pressures brought to bear on the constancy by the earthly concern and the government is relevant to their decisions both corporately and individually by their employees. Finally, I will shargon my thoughts on the descent between legal and ethical issues with regard to the industry. To begin then, lets explore what role external social pressures have in influencing the Boeing Company and by extension, the aerospace industrys organizational ethics.The level of trust that must be present by the public in the high society that builds the airplane they fly in is outstrip described in the words of the Boeing employee decree of conduct must not engage in conduct or activity that may raise questions as to the companys honesty, impartiality, or reputation or otherwise cause embarrassment to the company. (Boeing, 2014) Boeing and the entire aerospace industry are hyper aware of their stunt man and the perceptions of the flying public. When social pressure is brought to bear the entire industry takes notice and works to renew and enhance the publics trust. For example, last year Boeing go through a public relations nightmare when their new 787 Dreamliner aircraft experienced problems with Lithium Ion Batteries. An aircraft caught fire while waiting to be refueled and prepared for its next use. When news of the calamity became known it was received with widespread fear and seeded mistrust of the airframe in the public, in the airline customer and the Federal Aviation Adm inistration (FAA).The entire 787 world-wide fleet was grounded until resolution could bemade to ensure public and aircraft safety. The speed with which Boeing and the FAA dealt with the problem shows beyond any doubt that social pressure influences Boeing and the entire aerospace industry. Aerospace companies are constantly working to keep and enhance the trust of the public and to live in compliance with the strictest government standards. The Core Values of the Boeing Company are Integrity, Quality, Safety, form and Inclusion, Trust and Respect, Corporate Citizenship and finally Stakeholder Success. (Boeing, 2014) It is interesting to me that stakeholder success is the last item on the list. Boeing sees their public owners as being lowest on their corporate antecedence list with regard to ethics. In other words they see the need to be ethical as higher than being profitable.The need to be sensed in the public arena as ethical and trustworthy while also remaining in compliance with very lofty government standards demonstrates how Boeing and the aerospace industry strive to perform at a level which helps to mitigate the need for public or social pressure to influence their decisions. The issues the aerospace industry routinely deals with remain relevant and continually influence the decisions made and direct the way the companies involved expect their employees personal decisions to be made. Everything Boeing and its employees do have the potential to stupor the public trust. In a broader sense the organizational ethics of the aerospace industry are determined by multiple factors. As already mentioned the flying publics trust is a major factor but added to that are the airlines which operate the aircraft, the government agencies who retain oversight on the industry as a whole and the corporate citizens who build the aircraft.A great deal of effort goes into ensuring each of these levels of influence are balanced and mesh as seamlessly as accomplishable with the core values mentioned above. As I have discovered, the aerospace industry is heavily influenced by many government agencies. Through regulation and legislation these agencies impact the aerospace industrys relationship with both the public and its stakeholders. The relationship which exists between these entities creates in many instances a legally mandated set of codes which govern the way the aerospace industry conducts business. In the United States the FAA has the ability and, arguably, the responsibility to mandate that certain rules and standards are met in the construction and operation of airplanes. Whether the airplanes are used to transport the flying publicor are designated experimental and only flown under strictly controlled circumstances makes no difference.The ability of a government agency to enforce rules or a code at a level as invasive as exists in the entire aerospace industry creates a question of whether the ethics embraced by the aerospace industry wo uld be at the level they currently enjoy if the amount of regulation was not the same. In a more direct fashion the question then begs itself given up the influences of the public, the airline operators, and the government agencies with oversight, is the aerospace industry as a whole independently ethically responsible or are they forced to be so? When I attempted to determine if there is a clear definition of what ethically responsible means I fell short. The definition is subjective at best and invariably indistinct. I can therefore only use my personal definition to gage what I can research and see for myself to make a determination much as you the reader must do.As I stated my intent in writing this paper was to describe how ethical principles can address organizational issues. Strictly speaking, I may have drifted afield of a clear presentation of that description. However, the role that external social pressures play in influencing the aerospace industry in both compliance wi th government and professional ethics was demonstrated throughout as well as how the pressures brought to bear on the industry by the public and government is relevant to their decisions both corporately and individually by their employees. Last but certainly not least, I sought to determine the relationship between legal and ethical issues in reference to the aerospace industry which left me with an unanswered and perhaps unanswerable question.Works CitedBoeing Company. (2014). Boeing.com. Retrieved Dec 1, 2014, from Boeing Ethic Home rapscallion http//www.boeing.com/boeing/companyoffices/aboutus/ethics/

Study On Shakespeare Richard II Drama Essay

Study On Shakespeargon Richard II Drama EssayThe opening expression of Richard II is illuminating on several counts. On the one hand, Richard II, as king, appears to be acting out in full, his role as supreme umpire of the land, by presiding over an appeal for treason. This medieval trial requires the presence of the king as both ruler and immediate dispenser of justice.On the other hand, as the diorama unfolds, we gradually learn that what is being to a lower placemined is not simply the respective reputations of the rival nobles, Bolingbroke and Mowbray, but the very claims of the king himself to his Divine Right to rule. We learn that what they are chip about is the murder of Thomas of Woodstock, Richard IIs uncle. Bolingbroke appears to know that Richard had secretly ordered Woodstocks death. Obviously, it is impossible for Bolingbroke to accuse Richard directly of his own crime.Nevertheless, his settlement, amounts to a thinly-veiled accusation he accuses Mowbray of murder ing Woodstock while under his custody knowing full well that Mowbray himself was carrying out Richards instructions. Meanwhile, for the same reason, Mowbray displacenot publicly name the guilty man and resorts to a perfectly traditional game of return Bolingbrokes insults and accusations. The otherwise perfectly conventional solution proposed by the king, a joust, is as more deployed in defense of his lofty power, as presented as an honor adequate to(p) solution for noblemen.At the very moment when the king appears to be at his most powerful, we can already discern how precarious this hold on power rattling is and on what it rests a conflation of political and divinely ordained authority.The implication of the concept of the Divine Rights of Kings is that any challenge to royal power is unthinkable because it is not further treason, as viewed in other cultures, but also tantamount to blasphemy. This becomes clear in scene 3 when Richard realizes that he may soon lose his crow n. Richard refuses to recognize that royal power relies on human, rather than divine interventionNot all the water in the rough rude seaCan subspecies the balm from an anointed king.The breath of worldly men cannot deposeThe deputy elected by the Lord. (3.2 50-53)The notion that the ceremonial anointment of the king is divinely ordained and cannot be outdone is acted out in its full pathos when Richard II literally uncrowns himself in Act 4 in a bizarre mirror-ceremony.On the face of it, atomic number 1 V as a character could not be more different from Richard II. Unlike Richard who merely ignores his subjects and provokes their rebellion through unwise policies, henry is much more charismatic and popular, while at the same time, politically much more astute. Through a combination of eloquence and bravery he is able to inspire and unite his kingdom against an external enemy in a way that Richard could only have dreamt of. hydrogens political skills are most in recite in 2.2 whe n he plays a rather Machiavellian trick on the plotters Cambridge, Grey and Scrope. henry asks their opinion on whether he should be lenient to traitors. Having received the expected, hypocritical responses, Henry pretends to hand them their written military commissions to be carried out as his faithful subjects. In fact, they are letters informing them that Henry knows of their plot. They are promptly arrested.This is far from being an isolated instance of Henrys cunning side. During a pause in the battle in 4.1, he disguises himself as a honey oil soldier and mixes with his infantry, engaging them in conversation. Their talk centers on the respective roles of king and subject. Henry maintains that despite the apparent gulf, the king is fundamentally the same as the greens manI think the King is but a man, as I am. The violet smells to him as it doth to methe element shows to him as it doth to meHis ceremonies laid by, in his devastation he appears but a man, and though his a ffections are higher mounted than ours, yet when they stoop, they stoop with the like wing. (4.1.99-104)Yet a few lines later, he contradicts himself by countering Williams and Bates (the common soldiers) argument that the king also has greater moral responsibility that comes with power. Henry repudiates his earlier assertion of shared humanity by asserting his special(a) position as kingTwin-born with greatness subject to the breathOf every fool, whose sense no more can feelBut his own wringing. What boundless heartseaseMust kings neglect that private men enjoy?(4.1, 216-219)The implication is that because of his divinely ordained kingship, Henrys actions cannot be held to account and scrutinized on the same level as commoners. Henry wants to maintain a problematic and dubious distinction between his own kingly violence and the violence of common men, which is merely criminal. It becomes clear that Henry not only likes power games, but wants to write the rules of the game too. Th is becomes apparent later, when he pardons Williamss (unintentional) challenge to himself as the king.This scene is then deployed to illustrate royal magnanimity. To these examples can be added Henrys wooing of Catherine in 5.2. Whether or not Catherine is won over is frankly irrelevant because in fact, the French King had already, in scene 3, offered Catherine to Henry before his invasion of France. The wooing scene is thus, strictly, superfluous.Back to Example EssaysConclusionWe have seen how in both plays, the notion of the Divine Rights of Kings is mobilized to defend and extend royal prerogatives. In Richard II, Bolingbrokes rebellion is portrayed as inherently unnatural because it is both treacherous and blasphemous. Yet it is plain how ineffective a monarch Richard is. In Henry V, royal power is likewise portrayed as god-given but as we have seen it deployed we are forced to confront the gulf between virtuous kingship and roaring statecraft based on the Machiavellian model. Both plays raise the question that what makes someone an effective king may be very far removed(p) from what makes a morally admirable one.BibliographyKing Henry V Arden Shakespeare, 1995Richard II Arden Shakespeare, 2002Hamilton, Donna, The State of Law in Richard II Shakespeare Quarterly 34 (1983) 5-17Greenblatt, Stephen, Invisible Bullets metempsychosis Authority and its Subversion, Henry IV and Henry V. Political Shakespeare New Essays in Cultural Materialism. Ed Jonathan Dollimore and Alan Sinfield. Manchester Manchester University Press, 1985.

Design Factors in a Modern Living or Working Space

Design Factors in a Modern Living or Working propertyExecutive summaryThe aim of this composing is to outline the factors which should be taken into account in the chassis of a modern living or operative space. The report discusses three factors related to mark of an beau ideal office, Specifically Environmental, Affective and Practical factors. The report gives a number of recommendations, the main ones beingAllow inwrought airflow by utilise a scotch spreading system to create a fresh atmosphere.Decorate the office with Blue and colour color in to create a pleasant and arable atmosphere.Use fluorescent lights to create natural, warm or daylight colours of light to reduce eye fatigue duty and headache problems.IntroductionThe purpose of this report is to outline the factors which should be taken into account in the design of a modern living or functionals space, and to give recommendations regarding the ideal design of an office. It is written for Mr James Scott as pa rt of the Academic English course requirements. The information was acquired through internet research and assemblage discussion. Firstly, the report outlines the general factors related to design of a modern living or working space. Next, these factors are applied to the ideal design of an office. Subsequent to this, a conclusion is given followed by clear recommendations.2.0 Design factorsThere are three factors to take into account when designing a modern living or work space, Specifically Environmental, Affective and Practical considerations.2.0.1 Environmental factorsEnvironmental factors relate to use of natural resource and the reduction of cost through the use of renewable competency sources. The ways to do this involve, Firstly, by using a cross ventilation design to keep living area cool, fresh and healthy. Secondly, by lay windows and doors on the east and west side, maximum natural light can be utilised. Third, by installing solar panel and photo-voltaic system, elect ricity can be generated for different purposes and its carbon free energy (Seminara, 2014). Hence, the use of natural resource in modern living or working space reduces pollution and energy consumption.2.0.2 Affective factorsAffective factors are to do with inside(prenominal) design and decoration of living or working space that affect peoples humour and attitudes. According to Sanders (2014), arrangement of accessories and furniture affect the human moods. For instance, by keeping a small table with cheerful and colourful flowers and decorative container next to potable coaster can uplift mood and create pleasant and friendly environment. Moreover, decorating space with bright colours and LED rope light gives energy and relaxation (Taylor, 2013). To conclude, interior design and decoration of living and working can create a more comfortable space.2.0.3 Practical factorsPractical factors in design are have-to doe with with the health of humans. It includes aspects such(prenomina l) as organic materials and comfortable chairs and desks. In order to reduce toxic gases in living or working space, organic materials should be used such as wood, wool, slate, cotton and gorgeous textiles (Gibson, 2013). Moreover, ergonomic chairs and desks should be used which gives relaxation and comfortable feeling. According to Aulen buns (2013), proper adjustment of chair, desk dimensions and height of oversee can reduce back injuries and health risk of employees. In short, use ergonomic equipment and organic materials in modern design of living or working space is an important.2.1 Designing an ideal officeHaving outlined the above factors relating to general design, it is now necessary to apply them to the design of an office.2.1.1 Environmental factors in an office designEnvironmental factors in an office include energy reduction and natural ventilation. Regarding energy reduction, energy consumption can be reduced by using sunlight in the office environment, this affecting positive productivity and the moral of employees (Rayfield, 1997). As far as natural ventilation is concerned, a cross ventilation system would allow natural airflow throughout the office and corridors creating a fresh atmosphere in the office (Goodell, 2010). In short, low energy routine and natural ventilation would result in an eco-friendly office leading to increase productivity.2.1.2 Affective factors in an office designAffective factors in an office design would involve the use of appropriate colours and an interior furniture design that positively affects the mood, stress levels and behaviour of workers. Regarding colours, the office could include blue and green, the Blue and Green colour stimulate the minds of employees (Akkan Design, 2014). Concerning interior furniture design, work can be performed in an efficient and creative manner when round shaped furniture is used. This is confirm by a 2013 study showing that when employees were seated at a curved shape desk they we re more likely to engage in meeting. (Australian government Comcare, 2002). In conclusion, appropriate colours and interior furniture design of an office creates a pleasant and productive atmosphere.2.1.3 Practical factors in an office designPractical factors in an office design would include lighting and equipment, such as chairs and desks which affect the health of workers. Concerning lighting, use of fluorescent tubes in the office would provide different qualities of light, such as natural, warm or daylight colour. By using these, eyes tiredness and headache problems can be reduced (Hawary, 2011). Regarding desk design, a desk should have a smooth and flat surface, rounded corners and good access for the drug users legs. In addition, chairs should have different functions such as adjustment of height, rolling wheels and back tilt to reduce back pain problem (National Occupational Commission, 2011). Hence, proper lighting and comfortable chairs and desks are required to reduce h ealth problems.ConclusionThis report has outlined the factors relating to the design of a working or living space, Specifically Environmental, Affective and Practical aspects. It has also discussed the application of these factors in the ideal design of an office.4.0 passHaving discussed the factors involved in designing a living or working space, Specifically Environmental, Affective and Practical factors. The following recommendations are given for the design of an ideal office.Environmental factorsInstall windows on the west and east side to allow sunlight into the office.Allow natural airflow by using a cross ventilation system to create a fresh atmosphere.Affective factorsDecorate the office with Blue and Green colour to create a pleasant and productive atmosphere.Create a pleasant and friendly environment by keeping decorative container on desk.Practical factorsUse fluorescent lights to create natural, warm or daylight colours of light to reduce eye tiredness and headache pro blems.Fit comfortable desks which have smooth and flat surfaces and good access for users legs.Provide chairs with different functions, such as back tilt, rolling wheels and adjustment of height to reduce back pain problem.Reference ListAkkan Design. (2014). How colouring Affects Mood in Office and Interior Design. Retrieved from http//www.akkan.com.au/index.php/Blogs/How-Colour-Affects-Mood-in-Office-and-Interior-DesignAulenback, S. (2013). 6 Ways to fight fatigue while using your standing desk. Retrieved from http//deskhacks.com/reduce-standing-desk-fatigue/Australian Government Comcare. (2002). Officewise. ISBN 1 921160 17 9 Retrieved from http//www.comcare.gov.au/__data/assets/pdf_file/0006/39570/Officewise_OHS1_Apr_10.pdfGibson, R. (2013). 10 Contemporary Elements that Every Home needs. Retrieved from http//freshome.com/2013/09/30/10-contemporary-elements-that-every-home-interior-needs/Goodell, l. (2010). How to Create a Productive Office Environment. Retrieved from http//www. inc.com/guides/2010/05/create-productive-office-environment.htmlHawary, S. (2011). Lighting principles in interior design of counsel spaces. Retrieved from http//www.academia.edu/1746322/lighting_principles_in_interior_design_of_managment_spacesNational Occupational Health and Safety Commission. (2011). Ergonomic Principles and Checklists for the Selection of Office Furniture and Equipment. ISBN 0 644 24516 6Rayfield, J. K. (1997). The office Interior Design Guide. Retrieved from http//www.books.google.com.auSanders, A. (2014). How Does Room thenar Affect Mood? Retrieved from http//www.ehow.com/how-does_4744309_room-decoration-affect-mood.htmlSeminara, D. (2014). Eco Housing Design. Retrieved from http//www.dsarchitecture.com.au/eco-housing-principles.htmlTaylor, J. (n.d). 8 Ways to Get Ambient Lighting. Retrieved from http//www.houzz.com/ideabooks/6794787/list/8-ways-to-get-ambient-lighting-just-right

The Acquisition Vs Learning Education Essay

The encyclopaedism Vs Learning sound outment EssayThe innateness of actors line structure is most relevant to the make for by which a nipper learns its runner speech. The first speech is learnt informally, naturally and spontaneously without the child being awargon of the fact that it is learning something. But on that point comes a stage when the child learns a new delivery which may be the reciprocal ohm or third words. As assist or third verbiage learning happens done a formal process, exposure to an altogether different kind is craved where the learning situation is artificial.It is generally said that lot bewilder the first dustup and learn the randomness language but experts in the ambit often exercise it interchangeably. People learn or acquire these languages in different circumstances with different results. The difference between first language and second language acquisition atomic number 18 presumably due to different conditions that both facilita tes or constraint language acquisition/learning. In First Language Acquisition (FLA) abundant exposure is available but it is not so with the second language where natural circumstances ar available. It is done instruction that second language is mostly learnt. Second Language acquisition appears to be a process which exhibits certain regularities, is constrained by a number of factors determining its course, rate of progress, and final outcome, is subject, within certain limits, to external influences such(prenominal) as (methods of ) instruction(Klein, 1988.1).Krashen attempts to distinguish between the first language acquisition and second language learning by saying, there argon two independent ways to farming ability in second languages. Acquisition is a subconscious process identical in all key ways to the process children utilize in acquiring their first language, while learning is a conscious process that results in knowing about language (1985.1). Hence, Acquiring a la nguage is picking it up i.e. developing ability in a language for use in natural, communicative situations. Language learning is knowing the rules, having a conscious noesis of the grammar (Chaudhary, cc2, 96).A second language give the gate be acquired rather than learnt in situations where children move over exposure to a wide range of languages i.e. a multilingual situation is conducive to language acquisition. However, it is necessary to keep in mind that there is a wide range of learners from different environments and settings which affect the degree to which learners dumbfound the opportunity to acquire the second language. Moreover, cognitive processes of learning by rule formation helps learners to acquire language faster than by the natural processes of unconscious acquisition.Teacher Education in IndiaThe phylogeny of both, Pre-service and In-service instructor study in India is explained, in order to gain a good knowledge of the objectives of the programmes, the trainings that have taken adjust in various trailer program line programmes and the current state of affairs in the field of instructor reading in India.Pre-service teacher commandmentTeacher breeding programmes have existed in the country for over a century. In the 1850s, teacher training existed as an undifferentiated course of study meant for school teachers. Later, on the recommendations of the Indian Education explosive charge (1884), the teacher training programmes were mode much differentiated and for graduates the course was designed to be of shorter duration.During the twentieth century, greater differentiation was sought and practised with respect to the stages at which teachers were expected to teach. Alongside this, different training modes were introduced, such as regular campus-cum-practicing school experience, correspondence-cum-contact programmes and the more recent distance learning programmes of teacher knowledge. Despite such diversification, the basic features of these programmes as wellspring as the theoretical premises have not altered significantly. Although newer concerns surface from time to time have been taken cognition of, for e.g. learner-centeredness and the break-with-methods. These concerns have not influenced in any major way the main stream outline of teacher education (Stern, 1983).The victor preparation of teachers has been recognized to be crucial for the qualitative improvement of education since the 1960s (Kothari Commission, 1964-66). The Commission, in particular notes the need for teacher education to bebrought into the mainstream of the academic life of the Universities on the matchless hand and of school life and educational cultivation on the other.Recognizing quality as the essence of a programme of teacher education, the Commission recommended the interdiction of coordinated courses of general and professional education in Universities and a comprehensive programme of internship.Subsequently (198 3-85), The Chattopadhyaya Committee Report of the National Commission on Teachers envisioned the in the buff Teacher as one who communicates to pupilsthe importance of and the feeling for national integrity and unity the need for a scientific attitude a commitment to goodness in standards of work and action and a concern for society.The Commission observed thatwhat obtains in the majority of our Teaching Colleges and Training Institutes is woefully inadequateIf teacher education is to be made relevant to the authoritys and responsibilities of the New Teacher, the minimum length of training for a Secondary teacher should be five course of instructions following the apogee of class 12.Reiterating the need to enable general and professional education to be pursued concurrently, the Commission recommends thatto begin with we may have an integrated four year programme which should be developed carefully it may too be possible for some of the existing colleges of Science and Arts to introduce an Education subdivision along with their other programmes allowing for a section of their students to opt for teacher education.The Chattopadhyaya Commission recommends a four-year integrated course for the secondary as well as the easy teacher. (NCERT, 2005)The National insurance policy of Education (NPE 1986-92) recognized thatteachers should have the freedom to innovate, to art divert methods of communion and activities relevant to the necessarily of and capabilities of and the concerns of the community.The policy further states thatteacher education is a continuous process, and its pre-service and in-service components are inseparable.As a first step, the brass of teacher education was to be overhauled. The Acharya Ramamurti Committee (1990) in its re take in of the NPE 1986 observed that an internship example for teacher training should be adopted because the internship model is firmly base on the primary value of actual field experience in a realistic si tuation, on the development of doctrine method skills by practice over a period of time.The Yashpal Committee Report (1993) on Learning without burden famedinadequate programmes of teacher preparation lead to unsatisfactory quality of learning in schools The content of the programme should be restructured to ensure its relevance to the changing ineluctably of school education. The emphasis in these programmes should be on enabling the trainees to acquire the ability for self-learning and independent thinking. (NCERT, 2005)In-service Teacher EducationSimilar developments have taken place in respect of in-service programmes of teacher education. However, it may be noted that the in-service programmes have drawn their substance from the emerging needs and concerns of education appeared from time to time. As a result these programmes have, at at best, been awareness programmes in respect of specific concerns and not teacher development programmes, as visualized.As an outcome of the National Policy on Education (1986), orientation of school teachers gained momentum on a mass scale. Efforts have been initiated over the past few years to gradually develop a network of institutions like DIETS, IASEs, CTEs with the mandate of providing in-service education to primary and secondary school teachers respectively. During the last decade the use of satellite interactive television establish activities have been provided for teacher up-gradation as part of the SOPT and DPEP projects. The majority of them however continue to perform their legacy functions (NCERT), 2005).The major indicator of quality of training is its relevance to the needs of teachers. The transactional approach and other concepts like activity based educational activity, joyful learning, classroom management for large size classes and multi grade situations, team teaching, co-operative and collaborative learning which require demonstration and participatory training are besides planned to included i n in-service education programmes. The potential for radical shifts in school practices and programmes via hard-hitting in-service education programmes has been acknowledged by most Education Committees and Commissions.The Report of the National Commission on Teachers (1983-85) highlighted the absence of of clear-cut policies and priorities for in-service education and privation of systematic identification of needs. It recommended be after ahead of time and closure scrutiny of methodologies adopted for in-service education of teachers. It also recommended that strategies utilize for in-service education must be imaginative, bold and varied. It further states that the most effective among them are the services organized through the school complex put forward by the Kothari Commission intends to link primary and secondary schools with a view to pulling resources and including the educational processes.The commission mooted the idea of Teachers Centres that could function asa mee ting place for teachers located in a school that has resources that it would like to cover with others it is a forum where workshops practical in nature are organized for teachers of all faculties and at all trains it pools in the talents of all teachers of various schools who act as resource personnel for centres workshops and it arranges book fairs. What teachers need most is a change in the climate of schools, an atmosphere conducive to educational research and enquiry (select) teachers could be given study leave and sent to advanced centres of learning for furthering their professional competence through visiting fellowships.The landmark National Policy on Education (1986) linked in-service teacher education as a continuum with pre-service education. A Centrally Sponsored Scheme of restructuring and strengthening of teacher education was evolved and implemented. The scheme visualized the establishment of DIETs in each district, up-gradation of 250 Colleges of Education as Coll eges of Teacher Education, establishment of 50 institutes of Advanced Studies in Education (IASEs) and strengthening of State Councils of Educational Research and Training (NCERT, 2005).In all these reports, common ideas expressed are the need to restructure the teacher education programmes to the changing needs of education, and to make these programmes more as awareness- raising programmes. Also, these programmes require to be demonstrative and participatory in nature, with varied strategies to explore methodologies.With all these developments in teacher education, it is interesting and important to see the outcome of these changes from the perspectives of teachers, teacher educators and researchers.REFERENCESStern, H. H. (1983). cardinal Concepts of Language Teaching. Oxford Oxford University Press.NCERT (National Council of Educational Research and Training) (2005). Fifth Survey of Educational Research (1988-1992). Vol. I and II. New Delhi NCERT.NCERT (National Council of Educ ational Research and Training) (2005). National Curriculum Framework. New Delhi NCERT.II CHAPTERIn order to organize and interpret the descriptive data, the following three related areas in the literature were reviewed. These are (a) Theories of language teaching and learning, (b) The methods of language teaching and language skills and (c) In-service teacher education. This chapter puts together the summary of the review findings from these three major areas.Researchers acknowledge the complexity involved in teaching and in learning to teach effectively (Ballentyne, Bain and Packer, 1999 Calderhead, 1996 Clark and Peterson, 1986). At the primary and secondary levels, the difficult and complicated process of learning to teach has been well studied (Ethell, 1997 Wideen, Mayer-Smith, and Moon, 1998). Emerging from these researches is the understanding of the central role that teachers views and theories play in teaching practice (Pajares, 1992 Richardson, 1996 and Trumbull, 1990).The field of language teaching is subject to rapid changes. This is because the profession responds to new educational paradigms and trends, changes in curriculum, and students needs. Educational institutions also face new challenges resulting from changes in language teaching. As a result, teachers need regular opportunities to update their professional knowledge and skills. This update is necessary for teachers to take appropriate decisions in the classroom. Decision taking depends on teachers understanding and assumptions about language teaching.The dominant conception of teacher learning and development as development of skills of transaction which is largely unreflective has led to a formal procedure of following instructions from authority. The result is that teachers are growing more alienated for a lack of personalised significance in the teaching and learning processes. So, the search for an ersatz model of development is motivated by dissatisfaction with the existing one an d possibility of an alternative view as holding more potential to address issues of concern to this study. This could be in form of providing opportunities to teachers voice their views about teaching/learning face as a second language. It could also be reflecting on their practices, thus finding out their own insights in more concrete terms and, through INSET programmes, rethinking of their teaching practices for better understanding of teaching and learning processes.In the reconstituted view of teacher change, teachers are seen as playing an active, developmental and constructivist role that is based on both understanding and skills. This alternative view of teachers receives support in the literature where, for instance, teachers have been seen as authors of reform (Krishner, 2002.47), as researchers and curriculum developers (Stenhouse, 1975), and as progressing towards self-authorship (Baxtor Magolda, 2001, 2002, 2003, 200 and King, 2004). The responsibility this entails in m aking informed choices as a teacher is a moral and intellectual meaning making process involving the teacher in self-reflection. Beyond acquiring behaviour, it centres more fundamentally on the views of teachers about the nature of knowledge, nature of teaching and learning, and, their role in making explicit their implicit theories of teaching/learning, among other things. In this chapter, the theories of teaching and learning, methods of teaching language skills will be discussed in detail. It will also discuss the INSET programmes offered in India and, look at some studies in these areas in order to arrive at a methodological modelling of the present study.Theories of TeachingTeachers teach within the context of framework of assumptions that shape their planning and interactive decisions. Theories of teaching are central to how one understands the nature and importance of classroom practices. As Posner (1985) observes, different theories of teaching lead to a different understan ding of classroom life.A didactic view of teaching is based on the belief that teaching is primarily concerned with transmitting knowledge through providing clear explanations, or discussions.A discovery view of teaching by contrast, is based on the idea that students can develop knowledge themselves through active investigation and discovery, with a minimum of teacher explanation and with a provision of opportunities to learn inductively from observation.An fundamental interactionist view, on the other hand, holds that students come with well-formed ideas, so that there is a necessary interaction between the students own ideas and the learning materials.While general teaching theories such as these have informed approaches to mainstream teaching, such as behaviourist, cognitive-developmental, social-psychological, theories specific to second language teaching and learning have been developed and formed the basis for specific methodologies for language teaching such as the communi cative go on and Natural Approach. However, teaching is an several(prenominal) activity. As such, teacher development involves teachers in creating an approach that draws on their experiences and understanding as well as their personal principles about food teaching. These are known as the teachers implicit theories of teaching.the explanations given by teachers for what they do are typically not derived from what they were taught in teacher education programmesRather, the classroom actions of teachers are guided by internal frames of reference which are deeply rooted in personal experiences, especially in school ones, and are based on interpretations of these experiences.(Marland, 1995. 131)Theories of LearningThere are numerous approaches and theories which have a huge impact on learning. Generally, approaches provide information about how people acquire their knowledge of the language and about the conditions which will promote successful language learning. Five major approache s to language teaching/learning will be discussed below.The Naturalistic ApproachThis approach is based on the assumption that language acquisition is innately determined and that one is born with a certain system of language that one can call on later. Numerous linguists and methodologists support this innateness hypothesis. Chomsky, who is the leading proponent, claims that each human being possesses a set of innate properties of language which is responsible for the childs mastery of a native language in a short span of time (Brown, 2002. 24). correspond to Chomsky, the mechanism, which he calls language acquisition device (LAD), governs all human languages, and determines what possible form human language may take (Dulay, Burt, Krashen, 1982. 6).Some linguists, in particular Stephen Krashen, distinguish between acquisition and learning. Acquisition is supposed to be a subconscious process which leads to fluency. Learning, on the other hand, is a conscious process which shows it self in terms of learning rules and structures. Furthermore, Krashen claims that there are three internal processors that operate when students learn or acquire a second language the subconscious filter and the organizer as well as the conscious monitor (Dulay, Burt, Krashen 1982. 11-45). The organizer determines the organization of the learners language system, the usage of incorrect grammatical constructions as provisional precursors of grammatical structures, the systamatical occurrence of errors in the learners utterances as well as a common order in which structures are learnt. The filter is responsible for the extent to which the learners acquisition is influenced by social circumstances such as motivation and affective factors such as anger or anxiety. The monitor is responsible for conscious learning. The learners correct mistakes in their speech according to their age and malaise (Dulay, Burt, Krashen 1982.45).Cognitive ApproachCognitive psychologists claim that one of the main factors of second language acquisition is the building up of a knowledge system that can eventually be called on automatically for speaking and understanding. At first, learners have to build up a general knowledge of the language they want to understand and produce. After a lot of practice and experience they will be able to use certain parts of their knowledge very quickly and without realizing that they did so. Gradually, this use becomes unconscious and the learners may focus on other parts of the language.The cognitive theory is relative newcomer to second language acquisition and there have been only a few empirical studies about this approach so far. Although it is known that the processes of automatizing and restructuring are central to the approach, it is still not clear what kinds of structures will be automatized through practice and what will be restructured. Also it cannot predict which first language structures will be transferred and which will not. As far as th e phenomenon of restructuring is concerned, psychologists state that things that one knows and uses automatically may not necessarily learned through a gradual build-up of automaticity but they may be based on the interaction on knowledge one already has. They may also be based on the acquisition of new language which somehow fits into an existing system and may, in fact, restructure this system (Lightbown and Spada, 1995. 25). Two important models in this approach are Attention processing model and Implicit and Explicit models.The Constructive ApproachIn the constructive paradigm, learning emphasizes the process ans the product. Learning is process of constructing meaningful representations, of making sense of ones experiential world. In this process, students errors are seen in a positive light and as means of gaining insight into how they are organizing their experiential world. The notion of doing something right or correctly is to do something that fits with an order one has c ompleted oneself (Von Glasersfield, 1987. 15). This perspective is consistent with the constructivist tendency to support multiple truths, representations, perspectives and realities.Multiplicity is an overriding concept for constructivism. It defines not only the epistemological and theoretical perspective but also the many ways in which the theory itself can be articulated. Researchers and theorists have developed variants of constructivism or have evolved the theory in different directions. Nonetheless, there are many common themes in the literature on constructivism which permit the derivation of principles, instructional models and general characteristics.Social Interaction ApproachAccording to Vygotsky, social interaction plays a vital role in the learning process. He emphasizes the role of shared language in the development of thought and language which stands for social interaction. According to Vygotsky (1962) children develop higher order cognitive functions such as lingui stic skills, through interactions with adults or more knowledgeable peers. Eventually these skills are internalized independently. The most important interactions take place within a childs Zone of Proximal Development (ZPD). It is the teachers duty to try to take each child to the next level (X+1). The teacher does this by giving maximum help to the children. Perhaps he/she can give learners just the prompt they need. This prompt provides for the learners a breakthrough he/she needs. sometimes the teacher can take the whole class through a series of steps, which help them solve the problem. Learning depends on the differences in their areas of zones of proximal development. Children are to be exposed to the social interaction first and it will eventually enable them build their inner resources.Vygotskys contention is that language is the key to all development and words play a central role on the development of thought but in the growth of cognition as a whole. Therefore, child lan guage acquisition is the result of social interaction. Teaching is social responsibility and a cognitive activity.The Communicative ApproachProponents of this approach state that the goal of language teaching is communicative competence. Another aim is the development of procedures for the teaching of the four language skills (listening, speaking, reading and writing). Moreover, the four skills build the basis of the independence of language and talk (Richards and Rodgers, 1986. 64-66).According to Littlewood, one of the most important aspects of Communicative Language Teaching is that it plays systematic attention to functional as well as structural aspects of language (Littlewood, 1981.1). Another important aspect is pair and group work. Learners should work in pairs or groups and try to solve problematic tasks with their available language knowledge.Generally, communicative language teaching focuses on communicative and contextual factors in language use and it is learner-centre d and experience-based.A central aspect of Communicative Language Teaching is communicative competence. (See also )Also there is little discussion of learning theory, there are still some elements that, according to Richards and Rodgers (1986), can be defined as communication principles and meaningfulness principles. The first one includes activities that involve real communication which are supposed to promote learning. The second element describes activities in which language is used for carrying out meaningful tasks which are also supposed to promote learning. The last one states that language that is meaningful to the learner supports the learning process. Of great importance is meaningful and authentic language use (Richards and Rodgers, 1986. 72).In-service Teacher Education (INSET)Teachers can continue to be learners and develop their pedagogical understandings using their beliefs, by engaging themselves in ongoing professional development opportunities. One of these opportun ities is the In-service teacher education programmes where teachers can learn to reflect on other teachers teaching and, think meta cognitively about teaching and learning which is a key factor in being able to resolve problems and dilemmas that arise in their daily teaching practices.There are fundamental assumptions underlying teacher education (Fullen, 1991)Teacher education must be thought of as a career long proposition.Teacher development and the academic development of the school in terms of curriculum, materials, and methods of teaching must go hand in hand. We cannot have one without the other.The role of teacher education programmes in preparing teachers for the difficult initiative of teaching a second language (English) in India, and particularly the role of in-service teacher education programmes and their impact of teachers classroom teaching would be examined, keeping the above said assumptions in the forefront.In-service Teacher Education (INSET) in IndiaThe need f or ongoing teacher education has been a recurring theme in language teaching circles in recent years and has been given renewed focus as a result of the emergence of teacher-led initiatives such as action research, team teaching and reflective teaching. Opportunities for an in-service education are crucial for long term development of teachers.The well established tradition of teaching and learning in India has retained its integral strength even under adverse circumstances. The post-independence period was characterized by major efforts being made to nurture and transform teacher education. The system of teacher education has come under considerable pressure as a result of expansion and growth of school education. Having inherited the foreign model of teacher education at the time of independence from Britain in 1946, major efforts have been made to adapt and upgrade teacher education curriculum to local needs, to make it more context-based. The current system of teacher education is supported by a net work of national state and district level resource institutions operative together to increase the quality and effectiveness of teacher education programmes for serving teachers throughout the country.The changing role of teachers in the changing definitions of teacher effectiveness have been frequently studied and analysed. The current focus on teacher education is to develop professional competencies, and achieve higher levels of commitment and motivation for higher level performance in teaching. Emerging information and communication technologies is an added dimension to the teacher education programmes. As a result of all these developments, teacher education in India is on the verge of major transformation.Bolam 1986) define teacher education asEducation and training activities engaged in by teachers following their initial professional certification, and intended primarily or exclusively to improve their professional knowledge, skills and attitudes in o rder that they can educate childrenmore effectively.In-service training for teachers in India is provided byThe State plane section of Education.Colleges of Education.Educational associations.Voluntary Agencies.In-service programmes are often conducted via short term instructional courses and workshops. Many teachers take part in these programmes which contain a mix of many-courses and informative lectures.Each state has a State Council of Education Research and Training (SCERT) and whenever a new curriculum is implemented, massive training programmes are arranged across the state. At the district level, District Institutes of Education and Training (DIETS) undertake education programmes to train the teachers at district level. In the absence of DIETS, the Colleges of Teacher Education (CTEs or IASEs) are entrusted with the responsibilities of training the teachers.The INSET programmes currently in practice can all be put under five different categories based on the aims of the p rogrammes. The following table familiarizes with some types of INSET programmes currently offered in India.Types of INSET programmes in IndiaINSERT PROGRAMMEAIMSOrganized by educational Institutions such as CIEFL or RIEEnriching teachers subject knowledge and pedagogyCentrally designed programmes such as KV schoolsTeaching approaches such as orienting all teachers towards CLT approachestopically determined programmes. For e.g. ALC School coursesAttending to the felt needs of schoolsOne-off short programmesSpecific aims such as teaching vocabulary, or developing materialsProgrammes determined by individual needsPursuing higher education or self-developmentTable 21 Types of INSET programmes in India(Source Mathew, R.2005)These programmes differ mainly in their aims of the programmes and thereby differ in their training methodologies also. The takers of the programme also vary in each of these INSET programmes. As a result, the impact of these courses also differ. For example, many tea chers who are volition to attend the three month INSET courses offered by the Regional Institute of South India (RIESI) are serious about updating themselves with the latest developments in the field of ELT and re-equipping themselves to meet the changing demands made by the students, parents and the society.Another example of an INSET course was the 5-Day intensive training programme for teachers working in rural areas which used to be offered by the RIE (i

clear channel :: essays research papers

evanesce ChannelEver figure out on the radio and go out the equal five songs over and over again? You can thank clear channel for that. According to a ruminate conducted last summer the give songs are played more than 85 times between 6 a.m. and 6 p.m. and whole add around 15 songs a week freehanded the most air time to the largest sum accepted in the promotional payment contract. In blunt terms it is the penal practice of payola which allows goods and/or capital to be exchanged for air time. But Clear channel has managed to cut corners by indies who are hired by a record denominate to start aims to play certain songs. Included in their promotional payment contract the musical artist must accommodate to perform at a Clear Channel concert with in a certain time frame such as Jingle dinner gown held in Philadelphia. This practice leaves runty room for an independent artist to be heard on air because of their lack of a middle man an indie, as well as, the money ask upf ront to form a promotional payment contract that ranges around six figures. The abandonment of independent artists is an simulation of prohibit synergy.In regards to the contract, the record labels client not only agrees to perform but in like manner to advertise clear channel stations through voice tracking. Wit the sustain of a computer assisted voice segments the listener is fooled into believeing the program is locally produced when it is not because the same basic phrase is broadcasted to 70 five other stations. For example you will hear your favorite musician say a phrase like Hello Allentown on one station and in California the same musician is broadcasted to be saying Hello L.A. Voice tracking is not only evident through celebrities but also from radio personalities and their programs. For example provoke Limbaugh is not only broadcasted in Pennsylvania but also Texas. This however violates the communication Act of 1934 where the FCC encourages a diversity of voices s o as to promote a vibrant democracy. The multi broadcasted programs such as Limbaugh and Dr. Laura leave their audience with a one sided republican view. Born from the same state Enron and Clear Channel both confront the Department of Justice investigation, lawsuits for inappropriate business practices, and they both currently have a bill in Congress to frame in their impact on their industry. The only difference is that Clear Channel is getting away with their monopolistic corporation and scandals.clear channel essays research papers Clear ChannelEver turn on the radio and hear the same five songs over and over again? You can thank clear channel for that. According to a study conducted last summer the top songs are played more than 85 times between 6 a.m. and 6 p.m. and only add around 15 songs a week giving the most air time to the largest sum accepted in the promotional payment contract. In blunt terms it is the illegal practice of payola which allows goods and/or money to be exchanged for air time. But Clear channel has managed to cut corners through indies who are hired by a record label to get stations to play certain songs. Included in their promotional payment contract the musical artist must agree to perform at a Clear Channel concert with in a certain time frame such as Jingle ball held in Philadelphia. This practice leaves little room for an independent artist to be heard on air because of their lack of a middle man an indie, as well as, the money needed upfront to form a promotional payment contract that ranges around six figures. The abandonment of independent artists is an example of negative synergy.In regards to the contract, the record labels client not only agrees to perform but also to advertise clear channel stations through voice tracking. Wit the help of a computer assisted voice segments the listener is fooled into believeing the program is locally produced when it is not because the same basic phrase is broadcasted to seventy five o ther stations. For example you will hear your favorite musician say a phrase like Hello Allentown on one station and in California the same musician is broadcasted to be saying Hello L.A. Voice tracking is not only evident through celebrities but also from radio personalities and their programs. For example Rush Limbaugh is not only broadcasted in Pennsylvania but also Texas. This however violates the communication Act of 1934 where the FCC encourages a diversity of voices so as to promote a vibrant democracy. The multi broadcasted programs such as Limbaugh and Dr. Laura leave their audience with a one sided republican view. Born from the same state Enron and Clear Channel both faced the Department of Justice investigation, lawsuits for inappropriate business practices, and they both currently have a bill in Congress to border their impact on their industry. The only difference is that Clear Channel is getting away with their monopolistic corporation and scandals.

The Id, Ego and Superego Shown in Frankenstein and Dr. Jekyll and Mr. H

Frankenstein the advanced(a) Prometheus by Mary Shelley and The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson both return Freuds ideas of Id, Ego and Superego as well as of innate desire. Frankenstein the Modern Prometheus shows Freuds stages of psychosexual development. Collectively both novels should be considered Freudian through these ideas. Jekyll and Hyde works as a symbolic portrayal of the goodness and evil that resides in equal measure within the soul of a man. It pre-empted Freudian psychoanalysis by 25 years and yet is similar to some of his theories. In Frankenstein both the monster and Victor exemplify Freuds developmental stages.According to Sigmund Freuds psychoanalytic theory of temperament, personality is composed of three elements. The three elements are the Id, Ego, and Superego and they work together to create complex human behaviors. Freud believed that human beings are powerfully influenced by impulses of which they are non aware of . Dr. Jekyll a law-abiding doctor, who was raised and who lived like a nature and religion lover in its true perspective was the good character. Mr. Hyde was evil unleashed, and in that he goes to slums and does criminal acts and even commits murder without fear of any apprehension Hyde represented Dr. Jekylls subconscious desire to be freed from his societys restrictions. These desires come from within man and they represent the Id in Freuds theory. Mr. Hyde is the outlet for Dr. Jekyll to express his primal desires. Dr. Jekyll learns to give into his inner desires when he is transformed into Hyde. The rational, controlled, civilized part of Jekyll attempts to repress the Id, and substantiate Hyde controllable. Jekyll even states I swear to G... ...ies and have the same defects. This being you must create. (Shelley 129). Here he begs Victor to make him a female companion. Victor later realizing some of the possibilities of creating another monster stops his work. The c hild meets the conflict between the parents demands and the childs desires and physical capabilities in one of two ways Either he puts up a fight or he simply refuses to go. In this case the monster allow put up a fight and Victor will suffer. Frankenstein the Modern Prometheus by Mary Shelley and The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson both show Freuds ideas of Id, Ego and Superego as well as of innate desire. Frankenstein the Modern Prometheus also shows Freuds stages of psychosexual development. Both stories exemplify and support many of Freuds ideas and therefore should be considered Freudian.