Tuesday, August 6, 2019
Training Program And HR Order Essay Example for Free
Training Program And HR Order Essay Introduction            We are in the epoch of organizational reform and innovation. Our time is marked with rapid changes in the demography of workforce, changing corporate culture, and changing institutions. In the light of the rapid shift in today’s organizations, the skills required of human resource managers, beginners in the profession and even aspiring students in the discipline, rest on the foundation of knowledge on the whole gamut of human resources and organizational development. Corporate America is not without its complications. When the company â€Å"succeeds,†there is with it (the success) a corresponding notion of responsibilities and liabilities. Organizations thrive today because of the policies and guidelines they have managed to fixed firmly in their set-up and translated into their day to day affairs. Big businesses have the competitive edge over others – i.e., over small entrepreneurs, because they have arrived at their positions in the market place by securing certain parameters in the many facets that comprise their organizations. This is especially true on government laws and regulations (McKenna, 2000).            Company policies reflect the company’s intentions of not only looking into employees’ benefits and/or plight, but its willingness to comply with authorities. Safety must be of prime importance in each organization and cooperation between employees and the imposed restrictions must be monitored and regulated. Any accident prevention program can only be effective and successful with the combined efforts of the management, supervisors, foremen and employees. This is where motivating the employees to participate is also critical and the constant and proper communication channels are employed in the organization. Government’s monitoring should also be unceasing because the tendency for institutions to make lapses and/or company support to be negligent with their duties can oftentimes occur (McKenna, 2000; Clement, 1981). Discussion ~ Training Programs: its purpose and efficacy            Training and training programs instituted by an organization requires that the management realizes the need for a systematic program for employee training and development through the formulation of company policy and its implementation by specifying who should be responsible. Management must therefore consider training as one of its major functions. It must realize this need because training is a continuous activity and requires management’s attention and support. Without management’s continued backing, financial, and moral, the program will fail (Clement, 1981).            Regardless of the sophistication and predictive validity of a selection program, it is almost always necessary to expose newly hired employees to some kind of training before they can be maximally effective on a new job, even if the employees are already experienced with the tools utilized in the workplace. The purpose of which is to increase the employee’s productive efficiency and to enhance organizational goals. Training requirements are made more complicated when the workers have had little actual job experience or are being hired for a type of work they have never performed (Baron, 1983). The organization’s selection procedures ideally ensure that new employees have sufficient intelligence, aptitude, and attitude to learn the job. The effects of a training program are in some cases tangible and in other cases, intangible. In the case of the former, empirical measurement of effectiveness is relatively easy; but in the case of the latter, it is not so. For example, the effectiveness of a training program, such as one for operator training, work study or inventory control, can easily be measured in terms of increased productivity or reduced cost, after the trainees have completed the program. But in the case of a program on human relations or leadership, the benefits cannot be measured in terms or units; they are seen and felt over a period of years. The effectiveness of such programs can also be measured from the point of view of objectives of the program by conducting in depth interviews of the participants, their superiors and subordinates (Baron, 1983). ~ The HR Manager’s role to make training effective            The HR manager should determine, in consultation with the different line departments, what training activities are needed, arranged according to priorities. He should evaluate the training programs and submit to management annual reports on the status of each program, their effectiveness, and the quality of the training activities. He should continually sell the training programs to all supervisors and managers and integrate the programs with other personnel actions, such as promotions or transfers. He should also extend technical aid to the supervisors and managers at all levels in determining training needs, selecting instructors or demonstrators and evaluating results (Landy, 1985; Baron, 1983; Clement, 1981).            Another important role of the HR manager is to evaluate whether the training conducted met what was intended for and if further follow-up or reinforcements are needed, there are contingencies that are also in place. Management, furthermore, as a rule wants to know whether or not the expense involved in the training and development of its employees will be a profitable investment. In evaluating the effectiveness of training there is a need to define what one wants to get from that particular training to be able to evaluate its results. The usual approach of relating the effects of training to gross changes in the organization in terms solely of the attitudes and behavior of workers is not enough as these are not all the effect one gets out of training. There are intangible benefits that a trainee acquires which broaden his outlook in life through his contact with society at large, boost his morale and motivation towards his work, and develop his pride to belong to his organization. Quantification should be in terms of identifiable units as psychomotor skills, knowledge and information gained and specific behavior patterns instilled (Landy, 1985; Baron, 1983; Clement, 1981).            Effectiveness is measured in terms of the application of what the learners have acquired during the training course. This application in turn is affected by various factors, the most important of which is the organizational framework and climate within which to apply the ideas learned from the course. Training is not transferred until it is well-integrated and successfully applied in a given job for which it was intended. Not all knowledge or skill can be used immediately in all situations but the learner will have it ready for his use when the need arises (Landy, 1985; Baron, 1983; Clement, 1981). Conclusion            The rapid technological and environmental changes which have engulfed the world in increasing proportions have drastically transformed the placid face of the earth. Organizational as well as industrial behaviors have evolved towards dynamic materialism thereby elevating worker’s and customer’s demands and expectations. Trends show that: 1) there is a great and growing shortage of high talent managers; 2) there will be an increasing need for better managers; 3) the manager’s job will be more demanding; 4) there will be increasing competition for managers. This reality is sustained up to the next decades. Hence, the manager himself constantly must undergo training and advanced schooling for him to remain in the competitive edge. He can also pinpoint to the staff in the workplace the significance of training when he himself refreshes in the profession he is involved in (Clement, 1981).            When the HR manager thoroughly knows his stuff and had done his research, studies and analysis into the problems and challenges of his workplace, it is no wonder that the training provided for the organization is appropriate and fitting for the members of the organization. His job seems to be continuous and he updates himself constantly to pull the rest of the organization to a level of competence. Reference: Baron, R. 1983. Behavior in Organizations: Understanding and Managing the Human Side of Work, Boston: Allyn and Bacon. Clement, R.W. 1981. Evaluating the Effectiveness of Management Training. Human Resources Management. Vol. 20, pp.8-13. Landy, F.J. 1985. Psychology of Work behavior. 3rd Ed. Dorsey Press. McKenna, Eugene, 2000. Business Psychology and Organizational Behavior: A Student’s Handbook. 3rd Ed. Psychology press: Taylor and Francis Group.
Monday, August 5, 2019
Financial Ratio Analysis On Company Performance Commerce Essay
Financial Ratio Analysis On Company Performance Commerce Essay Critically evaluating the financial analysis position of the two major UK based Companies BP plc and Royal Dutch Shell plc by calculating the ratios which seems to be an appropriate to bring-out the performance and the strategic financial management of the companies. BP PLC AT Glance BP is one of the worlds largest energy companies, providing its customers with fuel for transportation, energy for heat and light, retail services and petrochemicals products for everyday items with Core BP Brands are: Castrol Arco Aral Am Pm Wild bean cafà © Starting in 1908 with oil found in a rugged part of Persia after a long and difficult search. Still commencing its development in this 21st century with the long-term projects in Russia, the Gulf of Mexico, North America, Azerbaijan, Indonesia were it has a lot of oil and gas in the proverbial pipelines. The BP group operates across six continents, were products and services are available in more than 100 countries with 80,300 employees (at 31st Dec 2009).the sales and other operating revenues comes to $239 billion (2009).the number of service stations expanding to 22,400 with an active exploration and production in 30countries. SHELL PLC at Glance The parent company of the Shell group is Royal Dutch Shell plc, which is incorporated in England and Wales. Shell is a global group of energy and petrochemical companies and headquarters are in The Hague, the Netherlands, were Chief Executive Officer is Peter Voser. Its aim is to meet the energy needs of society, in ways that are economically, socially and environmentally viable, now and in the future. The brand oils are: Shell Advance :-Shell Advance oils unique performance package is dedicated to bikes and bikers, backed by years of know-how and expertise in lubricants and biking experience. Shell Donax :-Shell Donax Heavy Duty Transmission fluids. Protecting the fleet and reducing the maintenance costs. Shell HelixHYPERLINK javascript:void(#):-Shell Helix motor oil contains active cleansing agents that continuously clean and protect the engine, allowing it to operate at its full potential. Shell Retinax :-The superior performance of Shell Retinax greases is recognised by many of the worlds leading truck manufacturers, many choosing Retinax as their factory-fill grease of first choice. Shell Rimula :-Shell Rimula is one of the worlds leading brands of heavy duty diesel engine oils with top quartile brand preference in many of the markets in which they operate. Shell Rotella :-Shell Rotella portfolio includes heavy duty diesel engine oils, coolants, multi grade oils, designed to provide excellent performance for vehicles, farm implements and construction equipment. Shell Spirax :-Shell Spirax is a leading brand of transmission and gear fluids. Shell Plc operates in above 90countries with 101,000 number of employees on sale of 145 billion litres of fuel. It produces 2% of worlds oil and 3% of worlds gas containing of 44,000 thousand shell service stations and above 35 refineries and chemical plants all over the world. What Is PIMS? Profit Impact of Marketing Strategy (PIMS) is a data base of the market profiles and business results of major American and European companies developed with intention of providing empirical evidence of which business strategies lead to success with in particular industries. Data from the study is used to craft strategies in strategic management and marketing strategy. The study identified several strategic variables that typically influence profitability. Some of the most important strategic variables studied were Market share Product quality Investment intensity Service quality The PIMS project was started by Sidney Schoeffler working at GE in the 1960s, then picked up by Harvards Management Science Institute in the early 1970s, and has been administered by the American Strategic Planning Institute since 1975. It was initiated by senior managers at GE who wanted to know why some of their business units were more profitable than others. With the help of Sidney Schoeffler they set up a research project in which each of their strategic business units reported their performance on dozens of variables. This was then expanded to outside companies in the early 1970s. The survey, between 1970 and 1983, involved 3,000 strategic business units (SBU), from 200 companies. Each SBU gave information on the market, within which they operated, the products they had brought to market and the efficiency of the strategies they had implemented. (http://www.economicexpert.com). The PIMS project analysed the data they had gathered to identify the options, problems, resources and opportunities faced by each SBU. According to Tellis and Golder (1996) claim that PIMS defined markets too narrowly. Respondents described their market very narrowly to give the appearance of high market share. This self reporting bias makes the conclusions suspect. They are also concerned that no defunct companies were included, leading to survival markets. (http://www.economicexpert.com). PIMS Between BP PLC and SHELL PLC BP operates at the frontiers of the energy industry wit world class assets, technology, and capability it knew how to meet the energy needs and deliver the long-term value. BP stays ahead of Shell in restructuring the efforts were the energy management have acknowledged more work is required and is to cut further 5,000 jobs globally in an effort of re-align the business to better meet the operational challenges into the global economic recovery. Shells third quarter 2009 earnings, on a current cost of supplies basis were $2.99 billon compared to $10.9 billion a year ago were the CCS earnings per share decreased by 72%in the same quarter and the cash flow operating activities also raised 42% from $12.6 billion (2009) to $7.35 billion (2008).When it comes to BP the profit fell to $4.98 billion compared to $10.03 billion an year earlier using the industry standard replacement cot profit calculation. The firm reduced the headcount by 3000 last year and is set to cut another 5,000 jobs by the end of 2009. Despite shells good operating performance in this difficult environment it is embarked on an ambitious programme of stringent measures to further improvement of performance .BP shares the remain favoured relative to shell for most buy and holds investors requiring the exposure to the firms relative progress in 2009 to maintain a trend. (http://seekingalpha.com). Performance P/L Sheet of BP PLC and SHELL PLC for the years 2009-08.  Transactions BP Shell 2009 2008 2009 2008 Revenue 239272 361143 278188 458361 Purchases 163772 266982 203075 359587 Gross profit 75500 94161 75113 98774 Production and manufacturing expenses 26954 35709 25301 25565 Selling and administrative expenses 14038 273441 18555 18136 Depreciation and amortization 12106 10985 14458 13656 Exploration expenses 1116 882 2178 1995 Net Interest and other income 5140 262095 6941 12579 Finance costs 1302 956 542 1181 Profit/loss before tax 25124 34283 21020 50820 Taxation 8365 12617 8302 24344 Profit/loss after tax for financial year 16759 21666 12718 26476 Fair Calculations of ratios are as follows Calculation of Selected Ratios for Companies Performance: Using the financial information of the companies the few selected ratios are calculated and explained as follows 1) (ROCE) Return On Capital Employed =        Company        2009 YR      2008 YR BP 15 22.35 SHELL 10.48 29.67 BP 2009= 15 BP 2008 = 22.35 Shell 2009=0.48 Shell 2008=29.67 Gross profit margin ratio tells the profit a company makes on its cost of sales or cost of goods sold. Here, BP shows an approx 7% fall in 2009 when compared to 2008. Shell shows a fall of 18% in 2009 which more compared to 2008. 2) Gross Profit Margin =        Company        2009 YR      2008 YR BP 31.55 26.07 SHELL 27 21.55 BP 2009 = 31.55 Bp 2008= 26.07 Shell 2009 = 27 Shell 2008= 21.55 Gross profit margin ratio tells the profit a company makes on its cost of sales or cost of goods sold. Both the companies BP and Shell had show a result of 5.50% goods sold during 2009 which is quite better than the 2008. 3) Mark up =        Company        2009 YR      2008 YR BP 46.10 35.27 SHELL 36.99 27.47 BP 2009=46.10 BP 2008= 35.27 Shell 2009= 36.99 Shell 2008= 27.47 Mark-up is the amount, or percentage, a trader adds to the cost price of goods, in order to achieve a profit. The mark-up is the profit percentage based on the cost of goods sold. Both the companies have showed an increase of 10% mark up price in 2009 than the previous year 2008. 4) Current ration =        Company        2009 YR      2008 YR BP 1.14:1 0.95:1 SHELL 1.14:1 1.10:1 BP 2009= 1.14:1 Bp 2008= 0.95:1 Shell 2009=1.14:1 Shell 2008=1.10:1 Measuring the both companys efficiency and short-term liabilities gives out the current ratio of working capital. In the year 2009 BP and SHELL shows an equal ratio of efficiency than the year 2008. 5) ACID TEST RATIO =        Company        2009 YR      2008 YR BP 0.76:1 0.17:1 SHELL 0.81:1 0.92:1 BP 2009 = 0.76:1 BP 2008= 0.17:1 SHELL 2009 = 0.81:1 SHELL 2008 =0.92:1 Quick or liquidity ratio is also known to be Acid test ratio. Working out with the current assets minus stock divided by current liabilities gives the value of the companys liquidity. This tells whether company have short term assets to cover the immediate liabilities without selling inventory. BP had given a quick raise of 0.60:1 between 2008-09 than the SHELL. Analytical Methods Suitable Horizontal Analysis: The analyzing of financial information for two or more years for a single company it is known as horizontal analysis. When comparing the amount in dollars computing percentage changes from year to year for all financial statement balances, such as cash and inventory. Trend analysis involves calculating each years financial statement balances as percentages of the first year known as the base year. For example the below horizontal analysis table of the two companies are :- Horizontal Analysis 2009/2008 (%) BP Shell Revenue -33.75 -39.31 Purchases -38.66 -43.53 Gross profit -19.82 -23.95 Production and manufacturing expenses -24.52 -1.03 Selling, and administrative expenses -94.87 2.31 Depreciation and amortization 10.20 5.87 Exploration expenses 26.53 9.17 Net Interest and other income -98.04 -44.82 Finance costs 36.19 -54.11 Profit/loss before tax -26.72 -58.64 Taxation -33.70 -65.90 Profit/loss after tax for financial year -22.65 -51.96 Vertical Analysis: The term vertical analysis applies because each years figures are listed vertically on a financial statement. The total on the income statement is net sales revenue, while on the balance sheet it is total assets. This approach to financial statement analysis, also known as component percentages. Common-size balance sheets and income statements can be more easily compared, whether across the years for a single company or different companies. Vertical Analysis 2009/2008 (%) BP Shell 2009 2008 2009 2008 Revenue 100 100 100 100 Purchases 68.45 73.93 73.00 78.45 Gross profit 31.55 26.07 27.00 21.55 Production and manufacturing expenses 11.27 9.89 9.09 5.58 Selling and administrative expenses 5.87 75.72 6.67 3.96 Depreciation and amortization 5.06 3.04 5.20 2.98 Exploration expenses 0.47 0.24 0.78 0.44 Net Interest and other income 2.15 72.57 2.50 2.74 Finance costs 0.54 0.26 0.19 0.26 Profit/loss before tax 10.50 9.49 7.56 11.09 Taxation 3.50 3.49 2.98 5.31 Profit/loss after tax for financial year 7.00 6.00 4.57 5.78 http://www.economicexpert.com/a/Profit:impact:of:marketing:strategy.html http://seekingalpha.com/article/170391-bp-stays-one-step-ahead-of-shell-in-restructuring-efforts
The Language Learner Autonomy Education Essay
The Language Learner Autonomy Education Essay Introduction: The more language learners there are, the more questions on how to learn effectively are raised. A lot of studies and researches have been being carried out to get the answers. There are many arguments but almost of researchers focus on autonomy, especially learner autonomy as a key of this point. In my essay, I will summarize the article of David Little, and then I give some opinions on Littles article and compare his point of view with others. Finally, I would like to give my suggestion, which originates from what I have read in this article. They are some issues that I want to know when I study autonomy. Introduction The concept of autonomy began in the early 1980s, associating with adult education and self-access learning systems, and gradually became the main discussion of language teaching under the impact of learner-centered theories of education. In this article, David Little purposes to restate an understanding of language learner autonomy in which the development of learner autonomy and the growth of target language proficiency are fully integrated with each other. It is the theory of language learner autonomy that implicates what is necessary to do so as to develop autonomous language learners and provides us with criteria by which to evaluate our efforts. The ability to take charge of ones own learning Little uses Holecs quote to make clear his view and define the essence of learner autonomy as the ability to take charge of ones own learning, which is acquired by natural means or formal learning, i.e. in a systematic, deliberate way (Holec, 1981). So, adult language learning should have an instrumental purpose and adult language programmes should be capable of meeting the specific communicative needs of individual learners. For Holec, the concept of learner autonomy has consequences for both the way in which learning is organized and the kind of knowledge that is acquired. Autonomy, competence, relatedness and intersubjectivity To review social-psychological and cognitive evidence in favor of promoting learner autonomy, Little mentions passive role at school or not being ready for social responsibility as some examples that make learners reluctant to take charge of their own learning. Besides, he distinguishes some notions such as independence and autonomy, the need for relatedness and autonomy and also defined competence and intersubjectivity in the relationship with learner autonomy. Constructivist learning theories According to constructivist epistemologies, knowledge is not a set of universal truths but a set of working hypotheses (Airasian Walsh, 1997:445) that are always subject to refinement, change, rejection and replacement. It means that we construct our knowledge by bringing what we already know into interaction with the new information, ideas and experiences we encounter. Besides, adopting pedagogical procedures that are exploratory, interpretative and participatory gives learners a capacity for reflective intervention to become an autonomous member of the culture-creating community. Theories of language learning There are some theories of language learning such as constructivist and innatist theories, which all emphasize the need for input, interaction and output and assign language as a key role in language learning. The way children learn and use language is compared with the process of language acquisition of learners. In addition, Vygotskys notion of a zone of proximal development (ZPD) and his view of the relationship between language and thought, speaking and thinking are used to analyze the characteristic of language learner autonomy. Pedagogical Implications Little proposes some interacting principles such as learner involvement, learner reflection and target language use that govern the success in second and foreign language teaching. The learner involvement requires constant attention from the beginning to the end of the course of learning, which means that the learners have to take part in the learning process, share responsibility with the teacher for setting the learning agenda, select learning activities and materialsà ¢Ã¢â€š ¬Ã‚ ¦ The learner reflection requires the teacher to embrace reflective intervention as a key feature of the teaching-learning process, which depends on leaner s skill and classrooms communication. The target language use is the medium through which all classroom activities are conducted, organizational and reflective as well as communicative. Little also mentions the important role of group work and the appropriate use of writing making learner easier to acquire a second or foreign language. WHAT I AM INTERESTED IN: As Little mentions in this article, the concept of learner autonomy began in the early 1980s. Since that year, there have been many studies on this issue. Benson and Voller (1997) raise questions, What is the theoretical basis for prevailing concepts of autonomy and independence? Is autonomy a culturally-specific, Western concept? What is the role of self-access and self-instruction in promoting autonomy? What is the role of the teacher in autonomous language learning? (p.270) Thats what I will present in part III and IV of this essay. I am really interested in this article of Little due to his analysis of autonomy and learner autonomy, which is not just a theory, but very practical. What is learner autonomy? Like Littles understanding of autonomy, Benson (2006) defines peoples autonomy as taking more control over their lives individually and collectively and autonomy can also be described as a capacity to take charge of, or take responsibility for, or control. Especially, he compares autonomy and autonomous learning with self-instruction, self-access, self-study, self-education, out-of-class learning or distance learning, which are basically described different ways and degrees of learning by the learners themselves, meanwhile autonomy refers to abilities and attitudes. This point is also agreed by Nicolaides (2007), as he mentions autonomy is a wider concept which can be developed through different paths according to learners needs, styles and context in which they are inserted in and which involves a reflection over ones own beliefs and responsibility over learning. So, we can understand autonomy in language learning as willingness to take more control over the purposes why we learn l anguages and the ways in which they learn them. However, I suppose that learner autonomy implies the freedom of learning. It is the freedom from learners themselves, to study and overcome any limitations to reach their expected target. Being some kind of freedom, learner autonomy can take place everywhere inside or outside the classroom and has both individual and social dimensions. In other words, it is a process that exists along with learners. Therefore, learners are more responsible for their own learning when they have some idea of what, why, and how they are trying to learn. They must take at least some of the initiatives that give shape and direction to the learning process, and must share in monitoring progress and evaluating the extent to which learning targets are achieved. (Little and Dam, 1998) The role of learner autonomy Why is learner autonomy important? Because it takes part in solving the problem of learner motivation. When a learner has motivation to study, he will be responsibility for his own learning and he can easily develop the skills of reflective self-management in learning and success in learning will strengthen his intrinsic motivation (Smith 2004). Little (2005) highlights that self-management and the generally proactive approach can make autonomous learners become motivated learners. To Dafei (2007), there is a consensus that the practice of learner autonomy requires insight, a positive attitude, a capacity for reflection, and a readiness to be proactive in self-management and in interaction with others. I am really interested in Littles idea in this article, it is unreasonable to expect teachers to foster the growth of autonomy in their learners if they themselves do not know what it is to be an autonomous learner. Frankly, a learner has to be autonomous, in other words, he needs to define his aims, understand his role in acquisition new knowledge, detect his difficulties and find out solutions, self-practice and try to apply his theoretical lesson into real life (Nicolaides 2003). In this case, the teacher may play a role as a helper, a supporter or an adviser to help him find his own way to success. But, if the students can appraise their own performance accurately enough, they will not have to depend entirely on the opinions of teachers and at the same time they will be able to make teachers aware of their individual learning needs. (Little, 2005) Little (2005) added that the development of the capacity for independent language learning is a tool to promote learner autonomy. We can see that when we are self-directed in doing anything, it automatically involves taking responsibility for the objectives of learning, self-monitoring, self-assessing, and taking an active role in learning. However, sometimes, we make a mistake when misunderstanding learner autonomy with learner isolation. It is believed that the independence that we exercise through our developed capacity for autonomous behavior is always conditioned and constrained by our inescapable interdependence. It means that, we necessarily depend on others even when we exercise our independence. (Little, 2005) Finch (2002) considers another view on the classroom, which allows us to include emotions, intuitions and attitudes as valid factors in the learning environment. He assumes that every learner is different, and everything that has an influence on the learner can create unpredictable effects. In this situation, the learning environment can be seen as a collection of learning opportunities which will be used in different ways by different students. It is proved that, there are many objective conditions that can distract or affect autonomy learners, not only the teachers or learners themselves. So that, we cannot teach students to become more autonomous (but) we can create the atmosphere and conditions in which they will feel encouraged to develop the autonomy they already have (Benson, 2003, p. 305). A question is raised by Dafei (2007) but there has not been pleased answers, it is whether the development of autonomy implies better language learning. In recent years, however, the contribution of practices associated with autonomy to language proficiency has become a critical issue for two reasons. One reason is that researchers are increasingly beginning to understand that there is an intimate relationship between autonomy and effective learning. However, this relationship has largely been explored at the level of theory, and lacks substantial empirical support. Another reason is that world-wide concern with accountability in education is increasingly obliging teachers to demonstrate the effectiveness of their practices in terms of proficiency gains. If researchers can show that practices aiming at greater autonomy also lead to greater proficiency, in whatever terms this is measured, their arguments will be strengthened. (Dafei, 2007, p.8) Although autonomy may ultimately lead to greater proficiency in language use, we cannot really know whether autonomous learners learning more than non-autonomous learner is more successful. In my class, after a year teaching a collegiate class, I am completely surprised because there are at least 10 hard-working students whom I highly appreciate (due to their activeness and attention in class) have marks under 5 in their final test. In my opinion, they are autonomous learners but they have not found an effective way of learning or they do not have a good aptitude for English. It seems to be ridiculous, but for many Vietnamese learners, they can study any subjects but English although they are not lazy. MY SUGGESTION As we can see, there are many relevant things that involve in learner autonomy, in this essay, I will mention two more things: The social cultural background (or sociopsychology) and the role of teacher autonomy. The Sociocultural background Smith (2004) thinks that many students show little interest in either language learning or in foreign cultures. They seem not to be eager to study other cultures as we all know learning a language is learning a new culture, new people and new society. Especially, in this era, with the globalization, people become nearer and cross-culture can be seen everywhere. And, if we learn more about a culture, we will understand its language more clearly and acquire it easily. Smith (2004) sees school as a preparation for life, not life itself, so that many teachers tend to emphasize facts about the major English-speaking cultures, in particular the UK and the USAà ¢Ã¢â€š ¬Ã‚ ¦. a preparation for later, life-long learning in the sociocultural domain. (p240). Thats why we need a pedagogy for autonomy to develop intercultural skills. If we do this effectively, we can develop the language abilities of learners. But, how can we engage learners in subjective cross-cultural experience, when in school contexts, they seem to have no or limited opportunities interact with other cultures, and when some students may appear unwilling to adopt an intercultural identity? According to Smith (2004), it is difficult to encourage learners to move beyond their existing cultural boundaries while they remain fixed within national or local identities because of being in a monocultural environment rather than immersed in another culture. So that, the role of a teacher is to give his learners an eager attitude to new experiences and ideas and in relation to other societies. It is a success when teachers can give a hand to show learners interest in getting to know other cultures and take steps to learn about them. Along with topics, materials like books, media, internet sourcesà ¢Ã¢â€š ¬Ã‚ ¦ related to learners interest and in the classroom environment, learners will gradually get acquainted with social-psychological and cultural issues as pointed by Smith (2004). However, we need to notice some cultural points that are not suitable with Asian people, help students realize and use them in right situation, as we usually say, integrate but not dissolve. The role of teacher autonomy Smith (2000) supposes teacher autonomy is the type of autonomy mainly taking place when they attempt to understand and advise students and, ultimately when they engage in investigative activities, meanwhile Vieira (2007) highlights the important role of teacher autonomy that unless we put teachers centre-stage, we cannot win any effects. Teachers, a key link of a chain of teaching-learning process, need to reflect on how to provide their students with appropriate activities, material and principles to face up to the emotional and sociocultural demands of language learning. Due to Smith (2003), in order to promote learner autonomy, teachers may need to have some different dimensions of teacher autonomy, which have been emphasized by different authors such as a capacity for self-directed teaching, freedom from control over their teaching and a capacity for self-directed teacher-learning. Little (2005) give some pieces of advice to teachers: they should use the target language as the preferred medium of classroom communication and require the same of their learners; help their learners to set their own learning targets and choose their own learning activities, subject them to discussion, require their learners to identify individual goals but pursue them through collaborative work in small groups and try to keep a written record of their learning plans of lessons and projects, lists of useful vocabulary, whatever texts they themselves produce. Nicolaides (2007) states that teacher autonomy is different from the learners because being a teacher implies more exploration of choices and alternatives and face more external pressures. Besides, teacher autonomy involves not only linguistic competence, but also a didactic and pedagogical one. However, it has also been stressed by Smith (2000) that learner autonomy and teacher autonomy are interdependent, and that teachers wishing to promote greater learner autonomy need to start with themselves, reflecting on their own beliefs, practices, experiences and expectations of the teaching/learning situation. It is proved that teachers should stand at the place of learners to view just one aspect of their lives more clearly in order to discover their inner thoughts and minds, which enables us to adopt useful material and methods (Smith 2004). In addition, Finch (2002) suggests that the seeds of such a process already exist in the language classroom, and that teachers can therefore identify and encourage the autonomous classroom behavior of their students. One of the important things is using text book to transfer new standard knowledge from the curriculum to learners. However, sometimes, teachers are free from it, in other words, they can use many material outside but text book. In the case that teacher is the person who produces the test for his class, he usually uses only the frame, not the content of the syllabus. By this way, the teacher can focus on learners needs and reactions, help them approach latest news and take account of their own learning. Learners will reflect and self-evaluate and put an aim by themselves. In my experience, whenever I teach some classes that I can produce tests by myself, I always feel comfortable and supply as many updated material and information as possible for my students. I do not hav e to worry about timetable or finishing my programmes on time, although I do not ignore text book. On the other hand, I think the teacher should do some research on leaners to know their demands. It will help us understand the reality of our class, our ability and mistakes, the attitude of our leaners towards us and materialà ¢Ã¢â€š ¬Ã‚ ¦ I survey my students three times a year to understand my students needs, their remark on my teaching and on the material. This helps me so much to have effective teaching. CONCLUSION In this paper, I have attempted to give my opinions on what I am interested in, raised my questions and tried to answers in my ability. However, I think that, we still have many issues relating to learner autonomy to discuss. Nowadays, we use the term learner-centered more often, but sometimes forget the important role of teachers. Whatever method is use, the teacher always play the decisive role in the process of teaching-learning.
Sunday, August 4, 2019
The Afro-Cuban Struggle for Equality :: Race Racial History Historical Cuba Essays
The Afro-Cuban Struggle for Equality I. Introduction: The legacy of slavery and the legacy of systematic racial discrimination imposed on Afro-Cubans are grim realities that are imbedded in Cuban societal and cultural fibers. Despite the abolition of slavery in 1886 and its gaining of independence in 1902 Cuban society, politics, and ideology have been haunted with the specter of the ‘race issue.’ According to Aline Helg, "the myth of Cuban racial equality has proved remarkably enduring, even since the revolution of 1959" (p. 247). Thus, in order to comprehend the current political and social conditions in Cuba as well as the conditions that led to the revolution in 1959 one must examine the afro-Cuban struggle for equality that emerged at the turn of the 20th century. II. The Afro-Cuban Struggle for Equality (1886-1912): Jose Marti, in his idealistic pursuit for a free Cuba, envisioned a revolution that would not only allow Cubans to gain their independence from Spain, but also a revolution that would revitalize and redefine the Cuban social structures. This sentiment was indeed shared by the many Afro-Cubans who joined the ranks of the Liberation Army en masse in order to rebel against Spanish racism and inequality. In fact, as Helg states, "although few orientales were able to leave written testimony of their motivation to join the insurgency, their goal was probably not only independence from Spain but also the creation of a new society in which they would fully participate" (p. 57). Besides the Afro-Cuban motivations of ceasing racism and inequality were the motivations of members from other factions of society such as the landless peasants who desired land, the popular cabecillas who strove for political authority, and the orientales who fought to gain control of their regions destin y. This war for independence had the potential to become a social revolution, a revolution that would ultimately seek to alter the status quo of Spanish colonial order with its strict social and racial hierarchy. However, this social revolution never truly came into fruition for the many Afro-Cubans who fought and died en masse. Even though the Liberation Army seemed to consist of members of all classes and races, there ensued a systematic repression of Afro-Cubans.
Saturday, August 3, 2019
Depiction and Development of the Knight Hero in Wolfram von Eschenbach’
Introduction Wolfram von Eschenbach’s epic poem Parzival stands as one of the richest and most profound literary works to have survived from the middle ages. Lost in obscurity for centuries until rediscovered and republished by Karl Lachmann in 1833, the poem enjoyed at least as great a popularity when it was first composed as it does among today’s readers: Some eighty manuscripts have been preserved, in whole or in part, from Wolfram’s era (Poag 40). Among the more intriguing aspects of the work is Wolfram’s handling of the depiction and development of two of the story’s primary characters, the knights Gahmuret and Parzival, father and son. Central to the action of the text from its inception, yet never sharing a scene, these men function as the poem’s heroesâ€â€larger-than-life figures of extraordinary strength, skill and courage whose remarkable achievements and bravery carry the momentum of the story. These men represent the classic knightly warriors of old who (at least ideally) dedicated their energies and passions above all else to the noble pursuit of fame, honor and valor. Indeed, in the course of discussing heroic development in Parzival, one must also note the main characters’ chivalric development, as their natural proclivity and tendencies as knights are clearly reflected and reinforced in their heroic manner and mien. In the course of this investigation I wish to analyze the ways in which Wolfram depicts these knighly heroes and their development. In this way I shall attempt to achieve a better understanding of how Wolframâ€â€and, by extension, the men of his timeâ€â€themselves understood the themes and events he describes. I shall also include the critical perspectives of scholars whose have previously c... ...its, though not always attained thorough strict maintenance of precepts such as Campbell’s, is and perhaps for that very reasonâ€â€the stuff of great literature. Works Cited Campbell, Joseph. Myths to Live By. New York: Viking, 1972. Cousineau, Phil, Ed. The Hero’s Journey: The World of Joseph Campbell. San Francisco: Harper & Row, 1990. Eschenbach, Wolfram von. Parzival. English Trans., Ed. Andrà © Lefevere. New York: Continuum, 1991. â€â€-. Parzival. German Trans. Wolfgang Mohr. Gà ¶ppingen: Alfred Kà ¼mmerle, 1977. Hasty, Will. †Introduction.†A Companion to Wolfram’s Parzival. Columbia: Camden House, 1999. Poag, James F. Wolfram von Eschenbach. New York: Twayne, 1972. Sacker, Hugh. An Introduction to Wolfram’s ‘Parzival.’ Cambridge: Cambridge U P, 1963 Weigand, Hermann. Wolfram’s Parzival: Five Essays with an Introduction. Ithaca: Cornell U P, 1969.
Friday, August 2, 2019
Irresponsibility in the Great Gatsby
A responsible marriage is when both sides of the relationship take responsibility for their actions, for one another and most importantly are not having affairs with others. When there is lack of responsibility, things are at risk to be destroyed or lost. In the novel The Great Gatsby by F. Scott Fitzgerald all of the marriages fail to show any signs of responsibility through their actions. We see three main relationships throughout the novel that fail to act in a responsible manner. Daisy and Tom Buchanan, Tom and Myrtle, and Daisy and Gatsby. Daisy and Tom are both extremely irresponsible. Tom's irresponsible persuasion essentially leads to Myrtle's death. Daisy does not take any responsibility for her actions which lead to Gatsby's death. Tom and Daisy Buchanan's irresponsibility in their relationships ultimately leads to death and destruction, for their own relationship and others. Tom and Daisy Buchanan's marriage is full of irresponsibility, on both sides of the marriage. This leads to chaos between them, and destruction of life. We see Daisy's irresponsible actions during the scandal at the Plaza Hotel. When Tom, Daisy and Gatsby have a vivid argument, Daisy reveals that she †never loved him†. Tom, her husband, asks: â€Å"Not at Kapiolani†, to which she replies: â€Å"No†(F. Scott Fitzgerald pg. 132) This shows that Daisy apparently never loved Tom. Daisy is a irresponsible woman, she is saying that she never loved her husband. If that is the case, then why is she married to Tom in the first place? This is extremely irresponsible . In addition Daisy is also showing her feelings for Gatsby in front of her husband. Daisy quietly says to Gatsby â€Å"You look so cool. Their eyes met and they stared at each other, alone in space. â€Å"You always look so cool,†she repeated. She had told him that she loved him, and Tom Buchanan saw. (F. Scott Fitzgerald pg. 119). This just proves Daisy's irresponsibility. If she had loved Gatsby so deeply, why is she still married to Tom? Daisy is acting as a irresponsible child. She is switching through lover. Daisy is all talk and she shows no responsibility in taking action. If she were responsible, she would choose a man to be with and respect him. Tom Buchanan is a irresponsible man with absolutely no feelings for others. In addition, he is in two relationships, with Daisy and Myrtle Wilson who lives in the dreadful valley of ashes. Throughout the novel Tom misleads Myrtle into believing that one day he would save her from the valley of ashes. However the truth behind Tom's amour for Myrtle is simply sexual pleasure. Myrtle believes that Tom is her ticket to the upper class. When Myrtle's husband, George Wilson, realizes Myrtle has been sleeping around, however he had a dream to leave the valley of ashes with Myrtle. In order for this to happen, he locks Myrtle up. Myrtle breaks free wanting to be with Tom and not in the pigsty of the valley of ashes. She runs out in the middle of the street, and is killed by Daisy. Nevertheless, Tom is ultimately the reason Myrtles dies, because of his irresponsibility. Tom is the reason for Myrtle's death because he leaves Myrtle hanging and is not in contact as much. Myrtle's hopes and dreams were slipping away and she realizes this. In chapter II we see how Tom persuades Myrtle in believing that he cares about her. Tom wants Nick to meet Myrtle. Tom is inviting Myrtle to come to downtown New York. I want to see you,†said Tom intently. â€Å"Get on the next train. †â€Å"Al right†replies Myrtle. â€Å"I'll meet you by the news stand on the lower level. †(Fitzgerald pg. 26) Tom is being a irresponsible man because he is first of all seeing multiple women at the same time. In addition to this, he knows that George loves his wife and still continues to see his wife. Through Tom br inging Myrtle often downtown New York, he manipulates Myrtle in believing he cares for her. However from Tom's point of view he only sees pleasure. When Tom says he would like Nick to meet Myrtle, he shows signs of ownership and care. Myrtle is astonished that such a successful man would want to be with a woman of her class. â€Å"We're getting off,†he insisted. †â€Å"I want you to meet my girl. †(F. Scott Fitzgerald, pg. 24) Tom's behavior is irresponsible for wanting to be with Myrtle only for pleasure. He treats Myrtle as his property and he misleads her in believing that he loves her. Tom wants Myrtle as his property for sexual pleasure, not as a caring and loving partner, Tom actions are irresponsible in seeing only pleasure, without caring about Myrtle who believes being with Tom is her only way out of the valley of ashes. When Myrtle Buchanan is struck by Gatsby's car, she is immediately killed. Since the car is Gatsby's, one would presume Gatsby is the driver. However Gatsby spills the truth out that Daisy was the one driving. Daisy does not take any responsibility for what she has done. She tells nobody, as if nothing had happened. When George Wilson wants revenge over the killer, Gatsby is the one who takes the blame for Daisy's actions. As a result George murders Gatsby in believing he was the one who killed Myrtle. We know this when Gatsby leaks the secret to the crash. How the devil did it happen? †â€Å"Well, I tried to swing the wheel-â€Å"he broke off and suddenly I guessed the truth. â€Å"Was Daisy driving? †â€Å"Yes,†This shows how careless and extremely irresponsible Daisy truly is. She had killed a woman and had acted as if she did not hurt a fly. In addition Daisy is not being a responsible driver, which ultimately leads to crashing into Myrtle and not taking responsibility for what has happened. Daisy truly expresses her irresponsibility, she had not come to Gatsby's funeral and this is the man who she had apparently loved so deeply. Nick realizes how Daisy had not even sent a letter, flowers or any sort of apology for what had happened: â€Å"I could only remember, without resentment, that Daisy hadn't sent a message or a flower. †(Fitzgerald, pg. 174) Daisy's absence at the funeral of the man who she had apparently loved, proves how irresponsible she is. This means she had not loved him so greatly and she only had a obsession with Gatsby. Daisy again is irresponsible since she should have told Gatsby the truth and not act as if she loved him. Throughout the Great Gatsby, all of the relationships are irresponsible, which leads to death and destruction. Three relationships failed tragically: Tom and Daisy, Myrtle and Tom, and Daisy and Gatsby. Tom and Daisy Buchanan are two wealthy people whose minds flow with no responsibility and only money. This leads to destruction and death. Tom's irresponsibility in persuading Myrtle that he was there to help her eventually leads to her death. Daisy's childish and irresponsible actions eventually result in Gatsby's death. Through Tom and Daisy's shortage of responsibility in their many relationships it ultimately caused death and destruction, both to their relationship and others.
Thursday, August 1, 2019
Michelin Co. Ltd.
The Michelin Tyre Company Ltd, incorporated in 1905, was set up in 1889 by two brothers, Andre and Edouard Michelin. Now active in more than 170 countries, Michelin operates across all continents of the world, manufacturing and selling tyres for all kinds of vehicles, publishing maps and guides, and operating Specialist digital services. Most people recognize our world famous mascot, Bibendum, ‘The Michelin man', looking good considering his age! My own division is concerned with tyres made for heavy goods vehicles over 3. 5tonnes, including trucks, coaches, and buses. In the UK and the Republic of Ireland, we have an extensive sales force supporting thousands of tyre distributors, from tyres used in cars and trucks, to those used in specialist industrial and earthmoving equipment. To conduct environmental scanning, we adopt several approaches. We use joint panels with key national and regional trade journals, conducting telephone questionnaires with customers on challenges, issues, and developments in the haulage industry. Our sales Force in the UK and Ireland is responsible for collecting market intelligence, especially on competitors' actions and products. We work with the Road Haulage Association and the Freight Transport Association, which offers us a chance to mix with customers in a non-selling environment, and we belong to the Euro Pool organization, an independent body which acts on behalf of all European tyre manufacturers. Here, we declare our sales on a monthly basis and they send back to us details of our market share. In addition, we conduct our own annual surveys with distribution partners (including ATS Euro master-a Michelin group company-and independent tyre dealers). We use the results of these surveys to track industry market shares with sales revenues. Finally, we analyse and test competitor’s tyre products at our research and development centre. Our scanning activity has picked up lots of challenges, for example rising fuel costs, changes in haulage' patterns due to an increase in internet shopping, new legislation around driving and emission standards, and changing patterns of labour with the increase in Eastern European drivers (often bringing with them their cheaper fuel). However, the biggest challenge that we have experienced in the last 4 or 5 years is the strong competition from cheap imported tyre manufacturers from emerging economies in the east, including India, China, and Korea. These new tyre brands sell very cheaply because of the low manufacturing and labour costs in these countries. Although we knew these brands were coming, we were very surprised by how rapidly customers adopted them. 1. What environmental challenges are faced by Michelin? 2. What are the options with Michelin to handle the situation? Chocolate Bars Food and beverage companies, like their fast food counterparts, are facing increasing pressure from governments as child obesity rates increase in major Western nations. In England, obesity in children under 11 has risen from 9. 9% in 1995 to 13. % in 2003 according to figures outlined in the Health Survey for England (1995-2003). Governments are beginning to scrutinize their public health policies. The British government's 2004 White Paper on Public Health sets out how government will work across departments, with industry and other stakeholders, to support healthier life choices for citizens with specific requirements that food and beverage industry companies will: †¢ Provide people with clearer information on labels about food ingredients so as to allow consumers to make their own choices about what they consume. Promote healthy eating and drinking lifestyles. †¢ Improve the nutritional quality of food products generally. †¢ Restrict certain food, alcohol, and tobacco marketing and promotion to protect Children and young people's health through self-regulation or face some form of government legislation. The chocolate confectionery business is a target for the government as it attempts to wean kids off chocolate snacks at schools and tries to introduce them to apples and oranges instead. The chocolate market in Great Britain, dominated by the trinity of chocolate makers Cadbury Schweppes, Mars Inc. (which trades as Master Foods Europe in Europe), and Nestle. The total market has grown only slightly, by around 1% between 2004 and 2005, with some of the major brands' sales falling by as much as 24% (e. g. Kit Kat). Nevertheless, Britain does seem to have a love affair with chocolate. The question is whether or not it expands our waistlines. 1. What environmental factors are impacting chocolate business in UK? 2. How would you respond in such a situation?
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