Strategic Management Practice Assignment Example | Topics and Well Written Essays - 4750 words

Strategic Management Practice - Assignment Example The strategic management practice has been analyzed with respect to the operations of the Virgin Trains. This required an analysis of the external and internal environment of Virgin Trains. The external analysis has been carried out using the theoretical frameworks of PESTEL and Porter’s Five Forces. The internal analysis takes into consideration the availability of resources and the core competencies of the company. This analysis has helped in addressing the strategic issues faced by the organization. The strategic management practice has helped the company to design an appropriate course of action in order to attain the organizational goals. The strategies also include monitoring of the performance of the company and address the gaps on a continuous basis using a balanced scorecard to achieve the goal of the organisation. Introduction The report involves an application of the strategic management practice in case of Virgin Trains Company of UK. The background information on Virgin Trains has been presented below along with the theoretical framework of strategic management practice in organizations. Company Background: Virgin Trains Company Virgin Trains Company is jointly owned by the Virgin Group and the Stagecoach. Virgin Group holds the majority share with 51% stake in the company whereas Stagecoach holds a share of 49% in the company. The company has been providing train services in the Intercity West Coast region for the last 16 years since 1997. The company operates and provide long distance passenger train services in the routes of western part of UK. The trains run from the areas of Greater London towards the stations of North West England, West Midlands, Scotland and North Wales. The train services of the company cater to a cumulative population of 18 million people in various cities of UK. The various cities connected by the train services of the Virgin Train Company are London, Manchester, Birmingham, Edinburgh, Glasgow, etc (Virgin, 2013). The Virgin Group was awarded to own the operations of the Intercity West Coast in 1997 after beating Stagecoach and Sea Container. In 1998, the Virgin Group sold 49% of its stake to Stagecoach. After getting the contract to run passenger train services from London to the western parts of UK through the Intercity West Coast franchisee, Virgin Trains implemented its work of upgrading the rail tracks and networks in the western coast so that the train speed could be increased to 140 miles per hour. However, due to the suspension of the contracts by the management and subsequent cash outflows for the planned project, the up-gradation work was reduced to attain a speed of 125 miles per hour. In 2005, the first stage of up-gradation work was completed and the Virgin group published its train time table with the frequency matching speed of 125 miles per hour. The subsequent development work for the rail networks in the western coast was continued by the Virgin Rail Group and in 2009; the n ew high frequency timetable for

Smokers in Great Britain and USA Essay Example | Topics and Well Written Essays - 500 words

Smokers in Great Britain and USA - Essay Example -  Smokers from most provinces have been issued with rights that assist them in their consumption provided that they adhere to the set laws. -  Most of the rules prevent smoking in public places where there are secondary casualties and do not target the smokers directlyb)  Social perspective-  The country has friendly laws on smokers; hence, reducing the rate at which they are being referred to as social outcasts.-  Despite round 11% of the population agreeing to smoke daily, they were not referred to as social pariahs due to adherence to rules and lack of anti-smoking campaigns.C.  COMPARISON BETWEEN UK, US AND CANADA (Crystal, 2012; Bullard, 2013; Thestar.com, 2015)a)  Rights-  Canada has different civil rights as compared to the U.K and U.S that can be observed in the smoking sector; hence, smokers in Canada are less likely to be referred to as outcasts.-  There is the presence of friendly rules in Canada that do not contribute to the diminishment of smokers' rig hts unlike in the U.K and U.Sb)  Social perspective and media coverage-  Canada has positive media coverage on smoking unlike in the U.S and U.K whereby there is an increase in anti-smoking media campaigns.-  In the U.s and U.K, the media covers smoking in terms of health and negativity but in Canada promotes smoking.D.  CONTRAST BETWEEN THE UK, US, AND CANADA (Crystal, 2012; Bullard, 2013; Thestar.com, 2015)a)  Percentage of smokers -  The U.K has more than 24% of the population being involved in tobacco consumption while the U.S has an average of 20% compared.

Learning Styles In Classroom

Learning Styles In Classroom English language is really considered as a significant language since it has been used for communicating worldwide. Therefore, learning English is very common in many countries and language learning styles are used by students in globalization. Language learning styles are the main factors that help decide how the students learn a second or foreign language. A foreign language is a language studied in an environment where it is not the major vehicle for daily communication and where input in that language is classified (Rebecca, 2003). In an article by Mulalic et al. (2009), students learning styles have been unnoticed as an irrelevant module in the learning process. Apparently, once lecturers become aware that different students learn various styles, they try to accommodate those learning styles in the classroom. When looking into lecturers teaching practices, it is possible to understand that the majority of the lecturers are not sensitive with their students learning styles. The problems occur when lecturers are not aware of the significance to create and explore learning styles. According to Felder (1996), how much students learn in the class is determined partially by the students ability and prior preparation, and the capability of their learning styles and the lecturers teaching styles. More specifically, Godleski et al. (1984), the students tend to be bored and inattentive in class, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subject of the course and give up. In a research by Izzo (1980), confirmed that the size of class is an important physical factor which influences the choice of method, decreases the amount of individual attention that the teacher gives to each student. However, she argued that small classes are preferable for language learning and correlated significantly with language achievement. In a research study by Tan (2008), identified EFL learners main writing difficulties by analyzing the nature of their writing errors. The prominent causes of the errors were attributable to limitation of vocabulary size, low grammar understanding and obstruction from first language. In the finding of the study, six appropriate instructional strategies were suggested so that teachers can adopt a more effective approach to enhance students writing proficiency such as learning words, teaching of fundamental sentence structure, showing reading method, correcting error and class meeting, understanding of L1 interference, and writing incentive. Since English language has been introduced in Cambodia, EFL students learning styles have adapted to the language acquisition. In the past students were likely to get knowledge through listening to the teachers while teachers lacked specific training about teaching methodology. The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Consequently, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable and enjoyable with having things which are written on the whiteboard in order that they can write them down and study at home. Hopefully, they hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. 1.2 Problem statement Without recognizing proper learning styles, students seem not to achieve better results in their academic performance. Furthermore, students are less likely to improve their language acquisition very quickly, as they do not know the effective learning styles. In spite of the variety of academic courses which the university students take in English, and the tough efforts universities and lecturers apply to develop students language skills, the students language performance, unfortunately, has been tedious. This could be recognized to the different learning styles and habits used by students in studying English, including preferring having things written on the whiteboard to listening to the lecturers explanation, nervousness of speaking in classroom, preferring grammar translation form first language to second language while learning English language and preferring working individual and personally to working in groups. Pedagogically, most of the lecturers practice traditional teachin g method, grammar translation method form first language to second language while teaching English language. The final noticeable problem is that large classes pose some significant challenges in class room setting and reduced effectiveness of classroom management. 1.3 Objectives of the study This study aims specifically to identify the learning styles which are used by Cambodian private university students in their learning of English as a foreign language in the classroom. More interestingly, this study intends to explore the reasons why Cambodian university students use different styles in their learning English as a foreign language. 1.4 Research questions This research aims to investigate the effective factors in learning English as a foreign language. The following research questions can be formulated for the study below. 1. How do Cambodian university students describe their learning styles used in learning English as a Foreign Language? 2. Why do the students use different styles in their learning English? 1.5 Significance of the Study As a part of educational development, this study is significant for four reasons. First, exploring students learning styles in English in Cambodian higher education will help improve students language acquisition. Second, the study will shed light on the effective learning styles of EFL successful Cambodian university students, which can be used as a model of learning English. Third, this research will help to contribute to the usefulness of appropriate vocabulary teaching and learning techniques in order to promote vocabulary acquisition, particularly in EFL Cambodian context. In addition, from a methodological perception, it is also hoped that the findings from this study will be useful for providing meaningful suggestions for overcoming the problems that may arise regarding the learning styles of students and how to accommodate various learners in EFL classroom. 16 Definition of key terms In an attempt to better understand this study, some key terms are defined as follows. EFL students learning styles mean techniques, behaviors, actions, habits and steps employed by learners learning English as a Foreign Language to improve and develop their different language skills: speaking, listening, reading, and writing. Moreover, the term learning style refers to the general approach preferred by the student when learning a subject, acquiring a language, or dealing with a difficult problem (Oxford 2001; Reid 1998) 1.7 Proposed Chapter This paper will be chronologically composed of five main chapters. Chpater1is the introduction, consisting of background of the study, researcher problem, research objective, research question, significance of the study, and definition of key concepts. Chapter 2, literature review, which discusses on the problems and solutions of the study. Chpater3, methodology, which consists of research design, participants, method, instruments, tools data collection, data analysis, ethnical consideration, strengths and limitation of research. Chapter 4, discussion and findings of the study, analyzing the data collected from the interviews. Chapter 5, conclusion and recommendation, summarizing the problems and findings of the study and suggesting some strategies to help improve the weaknesses. Moreover, these five chapters are followed systematically by references and appendices. CHAPTER2 REVIEW OF LITERATURE 2.1. Defining learning styles In a study by Aqel Mahmoud (2006), determining the learning styles of An-Najah National University students used in their learning of English as a foreign language. Consequently, the result of the findings suggested a variety of teaching English styles, including asking students to change their seats in classes, introduction of creative activities and the use of audio-visual aids, which suit learning styles used by students in their learning of English. Moreover, the researchers recommended the introduction of computer as a necessary course in Department of English and Teaching Methods Department which give its successful task in making students rely on themselves to develop their language proficiency. Also, the researcher proposes that a study should be conducted at other universities to discover the learning styles which are used by students in the learning of English and the relationship between these styles and students personality. In the article by Marin (2003), the focus of the investigation was on the language learning styles appearing that students face language difficulties with great achievement but with little efforts. However, other students faced these difficulties with a little success and satisfaction. Also, this article proved that each learner had his/her good way of learning through his/her culture, educational background and personality. Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained differently base on motivation and outcome, level of language , years of learning language, teaching methods, difficult content, and students background and sex. He also added that successful language learners use various styles in learning language, and the teacher can help in increasing learning styles through teaching strategies that probably help weak students to choose the appropriate learning styles for dissimilar educational tasks. 2.2 Learning styles in classroom The classroom still remains a good and comfortable place for students in learning their language. Specifically, students learning styles have to be taken into account while teaching English. in a study by , (Haynes, 2001), the language learners use certain styles, especially in their mother tongue while learning their language, and these styles are transferred when they learn a foreign language. Similarly, several studies (Oxford 1993; OMalley and Chamot, 1990) showed that students of languages used various learning techniques such as memorization, repetition, and imitation, development of positive feeling to language and application of information. In a study by (Hayes, 1997; Strevens, 1978; Harmer, 1983), large English classes are often related to lack of control and concentration, disruption, classroom interaction, particularly lack in the ability to speak English fluently. Moreover, overcrowded class is one of the constraints on effective teaching and learning. Also, large classes reduce teachers attention, produces real physical discomfort and distraction that negatively affect learners attitudes towards their learning. Bloom (1976), creating opportunities for small class group work which helps each other and proves to be a useful way to motivate students and correct errors. He also believed that the size of the group is one of the main elements which influences in language learning. In dealing with the problems associated with large classes, Nnaji (1991) proposes tutorial classes as a solution to help reduce the menace of large classes. She believes that tutorial classes should be used to curtail the shortcomings of large classes. According to her, tutorials are discussion sessions where the teacher and his students talk to each other and express their views on topics they did not fully understand The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Therefore, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable with having things written on the whiteboard in order that they can copy them down and study at home. They hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) However, a number of personality characteristics have been associated with successful language learning. These include being willing to take risks (Ruben 1979 as cited in Willis 2001), having self-confident (Heyde as cited in Freeman and Long 1991), and being interested (Ellis and Sinclair as cited in Willis 2001) 2.3 Vocabulary learning In learning a foreign language, vocabulary plays an important role. It is one element which is associated with the four skills, namely speaking, listening, reading and writing. In a research article by Mohd et al. (2009), investigated the evaluation learning vocabulary strategies of undergraduate EFL learners and its relation to the learners vocabulary size. There are five various categories of vocabulary learning strategies such as determination, memory, social, cognitive, and metacognitive. Consequently, the findings of this study led to some suggestions to improve students vocabulary learning, developed their vocabulary size, and enhanced their English learning. As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. Maghsodi et al. (2010), reading should be encouraged either inside or outside class because it is the most important tool which helps provide learners with the vocabulary acquisition. It is believed that the more learners are exposed to new words, they more they are likely to remember them. In a study by Minji (2008), explored which vocabulary instruction is more helpful for learning English vocabulary. Consequently, each instructional approach is required to examine, review, and integrate to determine the usefulness as a whole. In the light of the major findings of this study is that vocabulary instruction is effective overall for EFL learners even though there are some instructional approaches which are not related to effective learning. According to National Reading Panel (2000), helped determine the effective implications of vocabulary instruction for first language learners, including teaching vocabulary both directly and indirectly, repetition and multiple exposures to vocabulary items are important, restructuring vocabulary tasks, and entailing active engagement in learning tasks for vocabulary tasks. 2.3 Grammar learning Grammar is viewed as an essential element for communication to take place because it shows how language is used. According to Larsen-Freeman (1997), the misunderstanding of the role of grammar is attributed to the fact that it is always viewed to be governed by fixed rules. As for the case of Mat et al. (2010), proving the various between the methodological expectations and the learners in contrast to the actual teaching methodology followed by their instructors. More significantly, this research article focuses on the five aspects medium of instruction, grammar instruction, instructors as model, and the usefulness of drilling, mimicry and memorization, and the use of educational tools, pertaining to the foreign language methodology. In the light of the finding of the study, a serious discrepancy between students expectations and their classroom reality in terms of how grammar is instructed. Also, grammar rules should be explained and that grammar should not be taught explicitly. 2.4 Reading styles Reading involves a variety of factors which may have an impact on learners reading ability. Weaver (1988) defines reading as the process of constructing meaning through the energetic interaction among the readers existing knowledge, the information recommended by the written language, and the situation in reading context. In a study by (Miller Yochum, 1991; Donnell Wood, 1999), maintained that the reading difficulties students face may be related to inaccurate knowledge of the reading process, lack interest and motivation, fluency, concept density, organization, and difficult vocabulary. Comprehension or reading strategies show how readers conceive of a task, how they make sense of what they read, and what they do when they do not understand. In short, such strategies are processes used by the learner to enhance reading comprehension and overcome comprehension failures (Singhal, 2001). In a second language study, Hosenfeld (1977) used a think-aloud procedure to identify relations between certain types of reading strategies and successful or unsuccessful second language reading. The successful reader, for instance, kept the meaning of the passage in mind while reading and skipped less important words but the unsuccessful reader lost the meaning of the sentences when decoded and seldom skipped unimportant words. 2.5 Speaking styles Speaking is a key to communication. It is the productive skill in language learning, which places a great demand on students logical and critical thinking. In the article by Widiati (2006), discussed problems in the teaching of EFL speaking, activities normally practiced, materials commonly used in EFL speaking classes, and assessment of oral English proficiency. Based on the finding, Indonesian learners frequently have not achieved a good level of ora1 English proficiency. For example, Mukminatien (1999) showed that students of English department have a lot of mistakes while speaking. The mistakes consist of pronunciation, grammatical accuracy, vocabulary, fluency, and interactive communication. Likewise, Ihsan (1999) found that students are likely to make errors, including the misuse of parts of speech, syntactical construction, lexical choice, and voice. Ihsan et al. (1999 as cited in Eyiyuliwati 1997), showed that students had difficulties in using grammar and in applying new vocabulary items in speaking class. When the ability to speak English is a very difficult task regarding to the nature of what is included in speaking. Not all of the students in an EFL speaking class have the bravery to speak. Many of the students feel nervous in a speaking class and some are likely to keep silent. In the research by Padmadewi (1998) proved that students attending a speaking class often felt anxious because of demands from the speaking tasks requiring them to do presentation individually and spontaneously within limitation of time. While Tutyandari (2005), stated that students keep quiet due to the lack of self-reliance, prior, knowledge about topics, and poor relationship between teacher and learner. In order to deal with students limited knowledge, she recommended speaking teachers make active the students prior knowledge by asking questions relating to topics under debate. Also, she suggested that students self-esteem can be improved and their nervousness reduced by asking them to work in small gro ups. To achieve a higher quality of the teaching of EFL speaking and to improve the speaking skill of Indonesian EFL learners, Mukminatien (1999), suggested teachers give their learners more adequate input for acquisition in the classroom and push them to use English either in or outside the classroom. More specifically, Citraniugtyas (2005) stated that a silent speaking class can be made more active by assigning tasks which develop students critical thinking skills. Purjayanti (2003) found presentation to be helpful to encourage students to communicate ideas in their fields of study. She added that through presentation and its preparation students were able not only to practice speaking, but also to search for materials and deliver them in a planned way. Small group discussion is an additional activity that can be conducted in EFL speaking classroom. Its aim is to facilitate learners to be participated actively in a discussion concerning with students limited number. In a study of Murdibjono (2001) demonstrated that discussing in small groups is an effective activity so that students have more time to practice speaking with their classmates. 2.6 Listening styles Listening is a critical element in the competent language performance of EFL university students. Therefore, listening comprehension is an important sill, as well as prerequisite for oral proficiency. In the study of Goh (1997), difficulties to listening compression can be divided into person knowledge and task knowledge. The obstacles of person knowledge are: the limitation of vocabulary, idiomatic expression, kinds of input with new structure, fast speech. While the task knowledge related to new vocabulary, various local accents, speech rate, the interest and purpose of listening, existing knowledge and experience, physical factors, and the length of sentence structure. However, he suggested two strategies for helping learners become better listener. The first is direct strategy; it aims at increasing perceptions. Learners L2 can improve the listening by practicing perceptions sound, content, pronunciation of new words, words, and intonation features. The second is the indirect str ategy; its aim is to improve knowledge about speakers, tasks, and strategy According Hann (2000), the use of ineffective learning strategies of learners may affect their listening comprehension and learners experience. Various kinds of listening comprehension may cause some problems due to the inadequacy of the message from factors relating to the speakers speech, and to the learner proficiency in listening comprehension. Furthermore, it was found that EFL learners are poorly equipped with effective listening strategies, skills, activities. To help better improve the listening comprehension, in a study by Wen-sheng (2007), conducted in China, listening is very crucial input, but many of the students in Chaozhou Normal College, Hanshan Normal University, and Chaozhou Guangdong were upset with listening. In the finding of the study, there were a lot of significant listening techniques which were neglected by teachers. However, a researcher suggests that more listening strategies should be taught in classes and teaching plan is given. 2.7 Writing styles In the article by Hafida (2010), conducted in Tlemsen, Algeria, analyze both the university requirements for the English academic degree in Algeria, and students needs so as to improve a pedagogical framework that would respond both exigencies. In the light of finding of the study, the researcher recommended the implementation of a strategy such as based writing curriculum for EFL university students that would develop their strategic competence and consolidate their linguistic knowledge. Since the Chinese students poor communicative ability in oral and written English, there is a concern in English teaching and learning in China. In the article by Yan (2006) explored a successful method so as to develop students speaking ability. As a result of the finding, Scenario-based Learning, two reflective models are introduced to improve the oral and writing in English. Scenario-Based Learning (SBL) is a structured method for figuring out some issues impacting the lives of specific individuals or groups of individuals. Also, It confronts students with an important context based on real life situation which requires them to take part in an imagined series of events. In the study by Osman (2010), investigates the difficulties faced by beginner academic writers and proposes recommendations to help these writers to be better collaborative writers. In the finding of the study, beginner writers have difficulties during their collaborative writing, including inability to work with their partners, poor language proficiency, poor research skills, having limited time to discuss, lacking ideas, facing stress during collaborative writing, ; therefore, it is suggested that the university and the lecturers should provide them with the opportunities of (1) providing intensive reading program ; (2)teaching interpersonal skills; (3) teaching time management; (4) providing pre-collaborative writing sessions; (5) providing pre-collaborative writing sessions ;(6) and providing teacher/ peer assistance According to Bereiter and Scardamalia (1987) as cited in Rouiller (2005), writing generally suffers from lack of interaction that stimulates oral production in conversation. However, to ensure successful learning, Lam Wong (2000) as cited in Lourdunathan Menon (2005), believe that learners should demonstrate appropriate cooperative behavior and peer support. It is necessary because some students have difficulties in organizing their ideas and are weak in English language as well. This can hinder them from participating in their collaborative work. CHAPTER 3 METHODOLOGY 3.1Research design Since the intent of this study significantly focuses on a private university in Cambodia, the researcher will employ a case study exploring the learning styles of EFL Cambodian university students. As a qualitative research approach is used, the case study will be employed in this study to explore the learning styles of EFL Cambodian university students. The case study method tends to systematically investigate an event or a set of related events with the specific aims of describing and explaining this phenomenon. (Berg, 2009) 3.2 Participants This is a case study which explores the learning styles of Cambodian university students. The participants of this study will be selected from one private university in Phnom Penh. The sample will consist of 6 students, who are studying English Literature in that university. Also, the researcher will choose both female and male students. Before conducting interviews, the researcher will make an appointment and notify the reasons of visit to the Rector of University. 3.3 Instrument With the purpose of getting trustworthy information, unstructured interview, informal conversation and participant observation will be used in order to obtain reliable data. Interviews will be tape-recorded and open-ended questions (see below appendix for details). In addition to the above interviews, class observation will be useful tool to obtain data. The observation checklist will basically focus on students learning styles both in classroom and outside classroom. 3.4 Data Collection Since the qualitative data collection procedure requires the research to immerse completely in the nature setting, the researcher will carry out unstructured interview after observation and taking notes. The interviews will consist of open-ended questions and tape-recording (see Appendix below) for the details. Prior to carrying out the interviews, the researcher will ask permission from university rector and students. The researcher expects each interview will take around 50 minutes and occur in the university or outside the university. The options for selecting site for interview will be provided for the participants because it helps reduce the participants difficulties. Moreover, the study objective will be verbally informed to participants before conducting interviews. With permission from participants, the researcher will use tape-recording to record the whole interviews. The researcher might ask different participants to answer the questions based on their preference. The resea rcher will personally observe English students using participant observation techniques. The observation will basically focus on students learning styles in classroom. The students will be asked to provide their responses about the learning styles of EFL Cambodian university students based on their ideas. The observational protocol will include the descriptive activities in the setting and reflective ideas from the researcher. Besides these observations, informal conversation will be made with participants in order to obtain deeply their perceptions about language learning styles. The researcher may take a few brief notes in the field setting but take notes of teaching techniques and behaviors after observation. 3.5 Data Analysis The researcher will organize and prepare the data for analysis as soon as the data has been collected from the participants. Then the researcher will spend lots of time reading all data and listening to tape recording in order to delete the irrelevant information. Next, the researcher will code the text to categorize the data. Moreover, relationship of data will be identified to interpret the meaning of data collected. Finally, in order to ensure the reliability and validity of data, the researcher will try to reread the data and ask researcher team to check the information. Moreover, matrixes and graphs will be specifically presented. Therefore, they will visualize the difficulties of Cambodian EFL students learning styles 3.6 Ethical Consideration To successfully conduct this study, the researcher will take into consideration about some safeguards. First, the consent form will be given to the participants to sign if they really agree to join in the study. Second, the purpose of this study will be clearly informed to participants in order to build mutual understanding and rapport. Third, the researcher will profoundly tell the participants that their participation will be voluntary and stopping from interviews will be the participants choice. Finally, the researcher will keep data collected in secret place which no one besides researcher will have access to get it. Furthermore, I will bring together the names of participants but keep them confidential. Personal identifiers will be released to the public in a way that protects the identification of participants. 3.7 Limitation of Research This study is guided with the following limitations, which affect the generality of the finding. First, the study only focuses on university English students in Department of English. Second, the study may be limited in its analysis or generality as it will be conducted in one Cambodian private university, in which 6students will be selected. Third, since this study will mainly explore only important learning styles, some points might be ignored. However, the purpose of this study is not to provide the broad generalization but to explore the learning styles of Cambodian university students in a private university in Phnom Penh. Therefore, the above-mentioned compounding circumstances might limit understanding and evaluation; however, these are generally overwhelmed and controlled by the research design.

Fredrick Douglass Essay -- essays research papers fc

The purpose behind Fredrick Douglass’s Narrative was to appeal to the other abolitionists who he wanted to convince that slave owners were wrong for their treatment of other human beings. His goal was to appeal to the middle-class people of that time and persuade them to get on board with the abolitionist movement. Douglass had a great writing style that was descriptive as well as convincing. He stayed away from the horrific details of the time, which helped him grasp the attention of the women who in turn would convince their husbands to help by donating money and eventually ending slavery. He used his words effectively in convincing the readers that the slave owners were inhuman and showed how they had no feelings for other human beings. Although Douglass appealed to the middle-class people, he upset other Northerners at the same time, mainly the slave traders, because he was destroying their business. Through personal anecdotes, Douglass draws an accurate picture of slave l ife. Simultaneously, he chooses these events for how they will affect the Northern audience’s opinion of southern slaveholders (Quarles ii). Douglass uses family relationships, starting with his own birth, to gain the compassion of his target audience. He never knew the identity of his father, but it was â€Å"whispered† (Douglass 2) that it was his master. Douglass mentions this to demonstrate how the â€Å"master in [many] cases, sustains to his slaves the double relation of master and father† (2). This was so...

National Service Essay

Chinese Cheats Rort NZ Universities With Fakes | Stuff.co.nz www.stuff.co.nz/national/†¦/Chinese ­cheats ­rort ­NZ ­universities ­with ­fak†¦Ã¢â‚¬â€¹ May 12, 2013  ­ ESSAYS TO ORDER: Pengju Chen initially denied being in charge. †¦ An investigation has uncovered a well ­organised commercial cheating service for Chinese ­speaking students in New Zealand. †¦. National Homepage †¦ Eight ­legged essay  ­ Wikipedia, the free encyclopedia en.wikipedia.org/wiki/Eight ­legged_essay​ The eight ­legged essay (Chinese: å… «Ã¨â€š ¡Ã¦â€"‡; pinyin: bÄ gÇ”wà ©n) was a style of essay .. . exactly when the form became the standard for the civil service examinations. †¦ of the people, but in this very usage lies the sufficiency of national expenditure. Imperial examination  ­ Wikipedia, the free encyclopedia en.wikipedia.org/wiki/Imperial_examination​ The modern examination system for selecting civil service staff also indirectly evolved from the †¦ 3.1 Curriculum; 3.2 Degree types; 3.3 Decree examinations; 3.4 Military †¦. Theoretically, any male adult in China, regardless of his wealth or social †¦ Reformers charged that set format of the â€Å"Eight ­legged essay† stifled original †¦ Write My Essay, Please!  ­ Richard Gunderman  ­ The Atlantic www.theatlantic.com/national/archive/2012/10/write ­my ­essay†¦/264036†¦Ã¢â‚¬â€¹ Oct 24, 2012  ­ The student had submitted an essay written by someone else as his own. He had not †¦ Another customer pledges, â€Å"I will use your essay writing service again, and leave the essay writing to the professionals.† †¦. A Visual Display of China’s Maritime Disputes 4:43 PM ET †¦ More from National Journal †¦ Battle for China: Essays on the Military History  ­ H ­Net Reviews www.h ­net.org/reviews/showrev.php?id=35560​ The Battle for China: Essays on the Military History of the Sino ­Japanese War †¦. no Nationalist army unit was able to mobilize our own people in our service† (p. 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Mississippi’s school Essay

The SAGE program in partnership with John Hopkins University of Baltimore Maryland, invites, states or districts to become members in improving the student achievement in the potential members’ schools. Through the National Network of Partnership Schools, SAGE and others in the network will work states, districts and other educational organization members to form an Action Team for Partnership plan. Members follow the Six Types of Involvement format (NNPS online). Five years of NNPS surveys and result focused studies on member schools’ progress has been reported (2005). NNPS uses research results to develop practical tools, materials, and guidelines for schools and school districts. Presently, over 1000 schools, 100 districts, and 17 state departments of education are working with NNPS to use research-based approaches to establish and strengthen their programs of school, family, and community partnerships (2005). It is suggested that incorporating the following elements create better programs and outreaching to parents of the students and increased parental involvement (2005). 1. Leadership 2. Teamwork 3. Action plans 4. Implementation of plans 5. Funding 6. Collegial support 7. Evaluation 8. Networking Results from longitudinal studies showed that â€Å" a review of literature on family involvement with students on reading, indicated that, across the grades, subject specific interventions to involve families in reading and related language arts, positively affected students’ reading skills and scores (Sheldon & Epstein, 2005b). The original SAGE pilot program research involved participants of which fifty percent were below the poverty level (Vinson, 2002). Participating classes were reduced from average size to fifteen students per teacher. An evaluation by Molinar, Smith and Zahorik (1999) revealed that the first grade SAGE students demonstrated higher achievement when compared to nonparticipating schools in both language arts and math. Second and third graders were reported to follow the same pattern. The third study to be reviewed is the Prime Time (1984) project in Indiana. This was originally planned to be a two year project started in 1984 but it had such promising results that by 1988 all k-3 classes were reduced in Indiana. The average FTE was eighteen. In 1989, McGivern, Gilman and Tillitski compared samples of achievement levels of second graders from six districts with reduced class sizes and three districts that were not reduced and found significantly larger gains in reading and math among students of smaller classes. As with project STAR, SAGE has suffered criticism. Limitations mentioned were that â€Å"students were not assigned to experimental control groups on a random basis†, and that school policies were changed and implemented during the course of the study (Vinson, 2002). A widely criticized factor was the use of teacher incentives to motivate small classroom achievement. As mentioned previously, opinions on class size vary. Over the years several researchers have analyzed studies and evaluated the effectiveness of each. Glass and Smith (1979) found after analyzing seventy-seven empirical studies on class size versus student achievement, that small classes were associated with higher achievement at all grade levels. For greatest results in student achievement, students should attend small classes for over one-hundred hours (1979), with under twenty students. Small classes are beneficial because of 1) better student reaction 2) teacher morale and 3) quality of the teaching environment (Vinson, 2002). In a review of one-hundred relevant studies, small classes had been the most beneficial, during kindergarten and third grade, but only if teachers change their methods and procedures (Robinson and Wittebols, 1986). Slavin’s (1990) research of empirical studies, were chosen for analysis based on a three part criteria; 1) class size had been reduced for at least one year 2) twenty students were compared to substantially larger class sizes and 3) students in both class sizes were comparable (1990). Contrary to previously mentioned researchers, Slavin believed that smaller class size had minimal positive effects on students and those effects did not continue once students were returned to normal, larger classes (1990). A highly published researcher, Eric Hanushek has voiced his opposition to small classes benefiting student achievement since the mid-1980s. In all his reviews of class size studies, he’s always concluded that; â€Å"The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing (Vinson, 2002)†. Johnson (2000), citing a study at the Heritage Foundation examining National Assessment of Educational Progress (NAEP) reading data, asserted that the difference in reading assessment scores between students in small classes and students in large classes was insignificant. He criticized class size reduction programs citing California as example of how such programs exacerbate the problem of lack of qualified teachers to fill classrooms. His claim of the lack of association between class size and performance was consistent with Hanushek’s conclusions (1999). Studies of the effects of class size in secondary schools are much more rare and largely equivocal (Deutsch 2003; Grissmer 1999). Many of those who advocate for smaller class sizes at the secondary level argue that small classes positively impact the school environment, thus, improving performance indirectly. In her review of the literature of class size and secondary schools, Deutsch (2003) highlights studies that conclude small classes stimulate student engagement, allow more innovative instructional strategies, increase teacher-student interactions, reduce the amount of time teachers devote to discipline, improve teacher morale, and minimize feelings of isolation and alienation in adolescence that can come from anonymity. Another important process variable the researcher will investigate is the effects of school policy on student achievement. An influential policy becoming common in schools is that of parental support and teacher incentives. As with the other factors in this model, conclusions about the effects of both on student performance has been mixed, but recent studies seem to point to more positive correlations, particularly teacher experience (Hedges, Lane, and Greenwald 1994). Mississippi’s Department of Education’s Schools and Parents Partnering for Student Success is a brochure given to the parents of Mississippi public school students to educate them on what level of proficiency their child should be on in an attempt to form a relationship between school and home. Strategies for improving student achievement according to Mississippi’s School.

An Overview of Non-Governmental Organizations (NGOs)

An Overview of Non-Governmental Organizations (NGOs) NGO stands for non-governmental organization and its function can vary widely from service organizations to human-rights advocacy and relief groups. Defined as an international organization that is not founded by an international treaty by the United Nations, NGOs work to benefit communities from the local to international levels.   NGOs not only serve as checks-and-balances for government  and governmental watchdogs but are crucial cogs in wider governmental initiatives such as relief response to a natural disaster. Without NGOs long history of rallying communities and creating initiatives around the world, famine, poverty, and disease would be a much bigger issue for the world than it already is. The First NGO In 1945, the United Nations was first created to act as an intergovernmental agency - that is an agency that mediates between multiple governments. To allow certain international interests groups and non-state agencies to attend the meetings of these powers and ensure an appropriate checks-and-balances system was in place, the U.N. established the term to define them as characteristically non-government.   However, the first international non-government organizations, by this definition, dated back well into the 18th century. By 1904, there were over 1000 established NGOs in the world fighting internationally for everything from the liberation of women and slaves to disarmament.   Rapid globalization led to the quick expansion of the need for these non-government organizations as shared interests between nationalities often overlooked human and environmental rights in favor of profits and power. Recently, even oversight with U.N. initiatives has given rise to an increased need for founding more humanitarian NGOs in order to compensate for missed opportunities.   Types of NGOs Non-governmental organizations can be broken down into eight different types within two quantifiers: orientation and level of operation - which have further been delineated into quite an extensive list of acronyms. In a charitable orientation of an NGO, investors acting as parents - with little input from those benefitting - help initiate activities which meet the basic needs of the poor. Similarly, service orientation involves activities which send in a charitable person to provide family planning, health, and education services to those in need but require their participation in order to be effective.   Conversely, participatory orientation focuses on community involvement in solving their own problems by means of facilitating the planning and implementation of restoring and meeting the needs of that community. Going one step further, the final orientation, empowering orientation, directs activities that provide tools for communities to understand the socio-economic and political factors affecting them and how to utilize their resources to control their own lives.   Non-government organizations can also be broken down by their level of operation - from hyper-localized groups to international advocacy campaigns. In Community-Based Organizations (CBOs), the initiatives focus on smaller, local communities while in City-Wide Organizations (CWOs), organizations like chambers of commerce and coalitions for businesses band together to solve problems that affect entire cities. National NGOs (NGOs) like the YMCA and NRA focus on activism that benefits people across the country while International NGOs (INGOs) like Save the Children and the Rockefeller Foundation act on behalf of the entire world. These designations, along with several more-specific quantifiers, help international government organizations and local citizens alike determine the intent of these organizations. After all, not all NGOs are supporting good causes - fortunately, however, most are.

Word Families to Support Decoding Skills in Children with Disabilities

Word Families to Support Decoding Skills in Children with Disabilities Spelling with word families and rhyming words helps young children connections in both reading and writing. Seeing the relationships between these words helps students with disabilities predict new words by using known word patterns.   It supports their future success in literacy. Word families help support word recognition and generalizing decoding skills.   The following word families include word cards that you can reproduce and use in:    Word Sorts Print the pdfs for a couple of the word families:   start with the same rather than different vowel sounds, so the children will recognize them.   You can either create a two column page with the family at the top and then have the children do the sort individually, or you can print them and have students sort them in small groups on a piece of chart paper.   Learning centers: Print the word family cards on card stock, and put them in resealable sandwich or quart bags with a sorting template.   Have students at the learning center sort them.    Additive activities:   Continue to add word families: Have students take turns pulling cards in the sort and placing them on the chart paper.   Or add magnetic strips on the back of the cards and have groups of students sort the words on to a magnetic white board. Sort Games:    Sort War:   Print two word families on card stock.   Assign each child a word family.   When they snap the cards the one who puts on on the top gets to keep the pair.    Sort hearts.   Run several word families and shuffle them together.   Deal the cards to groups of three or four, 5 or 6 to each.   Leave the remainder in a stack.   Students can create sets to lay down when they have three words in a word family.   Play till all the cards are laid down.   All word families. ack back, black, crack, pack, quack, rack, sack, snack, stack, tack, track, whack. ad ad, dad, fad, glad, grad, had, lad, mad, pad, rad, sad, tad. ail fail, hail, jail, mail, nail, pail, rail, sail, snail, tail. ain brain, chain, drain, gain, grain, main, pain, plain rain, stain, strain, train. ake bake, cake, flake, make, rake, take. ale bale, male, pale, scale, tale, whale. all ball, call, fall, hall, mall, small, tall, wall. am am, ham, jam, slam, spam, yam. ame blame, came, flame, frame, game, lame, name, same, tame. an an, ban, can, fan, man, pan, plan, ran, tan, van. ank bank, blank, crank, drank, plan, sank, spank, tank, thank, yank. ap cap, clap, flap, gap, lap, map, nap, rap, sap, slap, scrap, tap. ar are, bar, char, car, far, jar, par, scar, cigar, guitar. ash ash, bash, cash, crash, dash, flash, gash, hash, mash, rash, sash, slash, smash, splash, trash. at at, bat, brat, cat, fat, hat, mat, pat, rat, sat, spat, tat, that, vat. aw claw, draw, flaw, jaw, law, paw, straw, thaw. ay away, bay, clay, day, gay, gray, hay, lay, may, okay, pay, play, way, spray, stay, tray, way. o generalize decoding skills.

Analysis of the Regional Integrated Multi-Hazard Early Warning

An intergovernmental and national institution named as The Regional Integrated Multi-Hazard Early Warning System for Africa and Asia (RIMES) has managed and owned by member of states for the purpose of application and generation for the early warning information. The RIMES has been evolved from the combined efforts of Asia and Africa, after 2004 Indian Ocean Tsunami. RIMES have established to generate the early warning information for identification of hazards and are responsive with trans-boundary hazards. On 30 th April 2009 RIMES has come to existence and 1 st July 2009 its gets registered with UN United Nation. In Thailand Pathumthani the Asian Institute of technology, the RIMES activities are operated as regional early warning center (warning, 2011). To building capacity and providing actionable information related to waning to forewarned, resilient and forearmed communities They are working with the concept of provides maximum benefits at the minimum cost, RIMES works to address both low frequency hazards and high-impact like tsunamis and high frequency hazards and low-impact like extreme weather event . They are utilizing their technological facilities in an optimum way and providing the state of members to support decision information at wider basis. The all the members of the states are urge to provide lower cost for the establishment of the individual early warning system for low frequency hazards and high-impact (Warning, 2011). They are working to meet the information that is need by the different users; they are integrating risk information at different time scale so that the diverse user’s early information warning need meet. They are working to generate the tangible benefits that will be demonstrated by identifying new promising technologies and research products to do pilot testing for powerful operations. The key services that have delivered by RIMES are discussed as follows: To the National Tsunami Warning Centers of States Members RIMES are delivering following services: To the National Hydrological Research and Development and Weather Climate RIMES are delivering following services: Localized and customized generation means that the short-term weather information and server weather generate for the contingency plan and for logistic plan medium-term on formation generated and for long-term planning and   management resources, seasonal climate outlook generated (Anny, 2016). The climate variability and change analysis of risk could be generated by them and identification of   management related risk would be made for the adaption of various options The decision support tool would be developed on timely basis and development for the new risk information product would be generated The Following services are provided by the RIMES to the local and national level institute For providing the regional benefits the observations are being maintained and established and stations are being monitored (Robin, 2016). They are providing proper training to scientist The tool that they are used includes risk assessment and interpretation and translation of early warning. In decision making process the application of risk information being tailored The early warning system is also done by RIMES on need basis The SWOT analysis of RIMES will be discussed under this heading so that the organizational behavior framework could conduct The strength of RIMES includes that it is a collaborative efforts of Africa and Asia to generate early warning to save from any sort of hazards. The members from all the states are ready to serve at any cost. The best scientists are working with in the premises of RIMES to deliver their best services to generate the warning that could be save people from high and low impact of hazards (Kurittal, 2000) The RIMES weaknesses are that the scientists are on some basis are not be able to generate the results that are useful because the provision of generating warning might be not corrected although they are working with high quality techs products (Pinder, 2013). The main opportunities of RIMES are that they members of state from the nations are working to provide more tech full resources and they are working to bring advancement in the risk assessment products so that the provision of delivering results will became more authentic and valuable and are useful for them to keep them save from any sort of difficulties (Kuyngus, 2000) As they are working on the global scale they are facing many of the threats from their competitive firms that they might steal their technologies that will be biggest threats to them as they are aiming to work to provide best quality provision The function that is made to achieve the organizational set goals are composed of two or more than two people is defined as the social system that forms an organization. The organization is a place where two or more persons works to gather for the accomplishment of organizational set goals. The way in which an organization structured and organization plays its fundamental role for accomplishment and achievement of organization and individual both. The play a role that is based on the efficacy and efficiency for organization success and satisfaction that is intended to both of an individual and organization (Miner, 2015). The Concept of OB is developed in to identify the behavior of each and every individual and how its affect the organization and individual behavior. The organizational behavior is concept that needs to focus on all perspective to find out its impact on the performance of employees and organization. The concept of OB is developed with purpose to study the human behavior that what basically human mind perceived in order to understand that how effective his thinking for the organization performance (Wagner, 2014). The theories of organizational behavior try to elucidate on the specific behavior of people and to identify environment of organization to find out the factors that affects the individual performance, to identify the level of commitment towards the achievement of goals, to identify the influences of managerial style and leadership style for formulating the overall performance of organization and most importantly to identify the interaction between employers and employees. Thus it has found that the impact of organizational theories found significant to the performance of the organization and these all factors are important to consider for the performance evaluation of organization. The organizations are focusing to use these theories so that the productive of the firm will increase in effective and efficient manner (Durbin, 2013). In the selected organization RIMES are looking significantly into the matters of having a good organization performance those results in better productivity within effective and efficient manner.   The two main theories that are used by RIMES in order to make their performance effective and productive and these two main concepts are planning and organizing. The first main concept that is needed to focus is planning is a very major step organization should have a very enrich concern regarding the planning because a careful planning would lead it to its destination. This planning provides a baseline to achieve the goal it is required to have a careful planning for every start to move towards achieving the goals. The goals are being divided into different task and each task need to be monitor time to time and for this organization should survey and communicate to each other for the better understanding (Greenberg, 2013) It is very important to monitor each task with an open eye; supervisor and upper   management should have to monitor each task for better performance than it is very important to evaluate the results and this result will help an organization to make decision where the need improvements and for this they need to communicate the result within the organization. The organizations performance not only depends on productivity, effectiveness of market, profitability, and customer satisfaction but also depends on employee morals so the performance   management is very necessary step in the organization which is highly influential for employee’s satisfaction then to the organization performance thus the RIMES are focusing on the core of their heart to carefully design their planning activities so that the stated long term goals could be achieved by formulating short term and midterm goals. The planning is the most important factor to look up because of the base is wrong than the results will not effective (Bolnio, 2013). The second perspective defines about the organizing the activities in an easiest way to accomplish the goals in more effective manner. The organizing task according to the set plan is fundamental to obtain effective and efficient result. Further the organizational structure is very important to focus. The design structure should be impairment in the sense that organizing will be beneficial for the firms (Wegite, 2013). The organization structure of RIMES is based on the leadership style design. The organization structure is designed in a way to be convenient for interaction between different firms in countries and headquarters.   The proper linked is required to maintain among countries and headquarters so that the overall objectives could be achieved in effective and efficient manner. RIMES are focusing to maintain the coordinating activities more profound so that the problem could be resolve and miscommunication gap could be minimized. RIMES has faced difficulties while maintain the coordinating activities between different countries and headquarters, they are developing strategies on early basis to get rid of this miscommunication issue so that the effective result generate which is the sign of efficient and effective productivity (Papio, 2016). RIMES are working with full efforts to organize its organizational structure in way that follows leadership style that is beneficial to them in order to eradicate the communication gap so that the communication between firms will become easier to interact with several issues so that the generated problems could overcome. RIMES have developed different strategies that are playing their effective role in order to remove the miscommunication gap (Benner, 2013). In this context the applied leadership theory and style that is focused by the RIMES is discussed. The author of the study stated that the leadership styles are fundamental to the organization performance that needs to be focused very sharply. The leadership is generic skills that are implemented in by leader to work as a team that is beneficial and supportive to organizational culture to maintain the performance. The leadership style is supportive to the performance of organization that working in a team would generate the effective performance. The author of the study stated that the leaders are the one who leads people and don’t emphasize on ordering them to do work, the leader work cohesiveness and guide each and every individual of organization in order to have better performance and they encourage to work as a team rather than to be alone (piner, 2013). The leadership style is defines by two main function of phases that are transitional phase of leadership and transformational phase of leadership. The phase of leadership that are based on the composition of team that defines mission and establish expectations with stated goals, plan and structure, develop the team and train them and provide feedback these all activities done under the active phase. These functions are evolve in monitoring of the team and set boundaries and solves problem with in the limited provide resources and second style of leadership style phase is transformational phase, this is the phase in which leadership style is based on the activities to enhance coordination between groups and its members in order to generate the effective and efficient result and they are working under the leadership style to resolve the conflict that arises due to the misconception and mismanagement. And another type of leadership style is also existing that is known as the laissez-fai re leadership style that emphasize in the learning of members of groups in order to have the efficient and effective results (Marion 2014). The RIMES leadership style is based on the all of the above leadership phases they have transformational leader in their organization that are emphasizing on the composition of team that defines mission and establish expectations with stated goals, plan and structure, develop the team and train them and provide feedback and the evolve the monitoring process in order to have an effective results. The RIMES also follows the transformational leadership style in which the leaders are emphasizing on activities to enhance coordination between groups and its members in order to generate the effective and efficient result and they are working under the leadership style to resolve the conflict that arises due to the misconception and mismanagement so that the better result could be generated and on some extent the RIMES are also focusing on the emphasizing of   laissez-faire leadership style that emphasize in the learning of members of groups in order to have the efficient and effective res ults for RIMES (walker, 2015). The management approaches that has been implemented by RIMES are stated as follows They are following this approach because the intend to make decision on the basis of team work they provide complete freedom to all of their groups members to participate in decision making process so that the effective result could be generated (Hock, 2016). They are following this approach that has been applied to the countries offices representatives. This type of leadership style is based on the process to follow rules and process and top structure of the organization usually make decision in premises of RIMES. They are following this approach and is usually applied on personal securities and accountant of RIMES that they have complete right to make their own decision to complete each task. It may on some extent make frustration for employees as well (Famdaze, 2014). The RIMES are focusing on this approach and providing their employees a learning sharing environment and they have right to make their own decision and prefer to work in a team (Corea, 2015). It has been analyzed in the end that the RIMES have proper planning system and well maintained organization structure in which all are playing their role in effective and efficient manner to generate the better performance in the firm they are focusing on the emphasizing of leadership style to have a complete command over employees so that the best possible result could made that is useful for the organization, RIMES is working to maintain their coordination will all the countries to have direct linked with the organization so that all types of problems that has been faced due to the communication gap could be resolve at early basis. Their leadership style is quite impressive and maintainable It has been concluded at the end that the report is based on the introduction of RIMES and their services and activities are present and SWOT analysis of RIMES is mention that is revealing about the performance of RIMES. The framework of organizational behavior in which the theories of organizational behavior has been discussed and two main concept of planning and organizing is discussed which is based on the premises of RIMES perspective that what are their planning style and concept and according to the them the planning is most important step that is the base of the organization performance and then the organization structure of RIMES has been discussed that is designed in way to cover the communication gap. Then the leadership style and phases are discussed in the other section of report that is defining that the RIMES emphasizes on all three forms of leadership style that is transactional leadership, transformational leadership, and laissez-faire leadership style that are playin g vital role for generating effective performance. Warning, R. I. M. H. E. (2011). 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