Essay on Hamlets Problem - 629 Words

Hamlets Problem In the play Hamlet, Hamlet is described as daring, brave, loyal, and intelligent, but he is consumed by his own thoughts. Hamletamp;#8217;s inability to act on his fatheramp;#8217;s murder, his motheramp;#8217;s marriage, and his uncle assuming of the thrown are all evidence that Hamlet doesnamp;#8217;t know what is going on in his own life. amp;#8220;Revenge his foul and most unnatural murder,; demands the ghost in (Act I, Scene 5, line 23). The fact that his own uncle could kill his father leaves Hamlet crazy and confused. Although Hamlet knows something is wrong in Denmark, he begins to question everything that the ghost has told him. When something is needed to be done, Hamlet is to busy thinking about his†¦show more content†¦They push Hamlet to accept his fatheramp;#8217;s death and move on with his life. While Hamlet should admit his hatred of their marriage, he hides his feeling. While Hamlet is holding back his feelings, he becomes more angered at their attempts to calm him. Gertrude is also aware of Hamletamp;#8217;s feelings for Ophelia and uses this as an excuse for Hamletamp;#8217;s actions. Hamlet has plenty of time to confess the cause of his madness. Unfortunately, Hamlet allows his mother to think he is madly in love rather than tell the truth. After Hamlet delivers his play and sees guilt in hi s uncle, Gertrude sends for Hamlet. Instead of hurting his mother, he insists on her to tell him the truth. If Hamlet wouldnamp;#8217;t have taken so long, her confession could have taken place earlier in the play. This could save him from a great deal of pain and leave his thoughts for other problems. Hamletamp;#8217;s biggest obstacle in getting even with his fatheramp;#8217;s murder is Claudius being crowned king. With Claudius being in such a powerful position, Hamlet has to be careful with what he does. Hamlet not only has to kill his fatheramp;#8217;s murderer, but the king as well. The church was against the wedding from the start and would side with Hamlet. Instead of Hamlet disapproving his motheramp;#8217;s wedding and the crowning of his uncle, he was silent. During the play, Claudius yells, quot;Give me some light. Awayquot; and Hamlet was sureShow MoreRelatedThe Problem with â€Å"Hamlet and His Problems†1862 Words   |  8 Pagesperformed on stage. One of the most famous of Shakespeare’s plays is the tragedy of â€Å"Hamlet†. Most people would read â€Å"Hamlet† and come to the conclusion that Shakespeare is a playwright mastermind, however, there are a few that would call it a disaster. One of these few people is T. S. Eliot, who wrote an essay called â€Å"Hamlet and his Problems† in which he verbally attacks Shakespeare and claims that the storyline of â€Å"Hamlet† is more mixed up than the character himself. He firmly believes that becauseRead MoreProblems in the Revenge Tragedy: William Shakespeares Hamlet2646 Words   |  11 Pages Shakespeares Hamlet presents the generic elem ents found in Renaissance revenge tragedies (Revenge Tragedy). However, although Hamlet is a revenge tragedy by definition, Shakespeare complicates the basic revenge plot by creating three revenge plots out of one. By adding significant innovations, Shakespeare creates three concentric rings of revenge (Frye 90), depicting an indecisive protagonist who is an intellectual rather than a physical hero, an ambiguous ghost, and several problematic aspectsRead MoreHamlet Problem Essay887 Words   |  4 PagesThe Tragedy of Hamlet, Prince of Denmark: Why did Gertrude Marry Claudius? Claudius classified his marriage to Gertrude as an equal scale weighing delight and dole (1.2.12). However, the audience of William Shakespeares play, The Tragedy of Hamlet, Prince of Denmark, has a hard time comprehending exactly what drove Gertrude to her hasty marriage a mere two months after the death of her husband. Character analysis along with evidence taken from the play makes the answer obvious. GertrudeRead More Hamlets Hesitation as his Tragic Flaw in Hamlet by Shakespeare797 Words   |  4 PagesHesitation as his Tragic Flaw in Hamlet by Shakespeare In the play Hamlet, Hamlet is described as daring, brave, loyal, and intelligent. However, he is always consumed by his own thoughts, this being his tragic flaw. There are numerous times Hamlet does not act when he should, like his inability to act on his fathers murder, his mothers marriage, and his uncles assuming of the throne. Revenge his foul and most unnatural murder, says the ghost of Hamlet. The fact that his own uncleRead MoreHamlet, By William Shakespeare996 Words   |  4 PagesHamlet, written by William Shakespeare, with out a doubt holds the most famous soliloquy in English history spoken by Hamlet in Act III, scene i, lines 57-90. This soliloquy holds much importance to the play as a whole because it ties together the reoccurring themes of suicide and Hamlet’s inaction portrayed by Shakespeare. Hamlet poses a problem, which is the driving force of the play: â€Å"To be or not to be?†(III.i.57). Shakespeare uses this logical question asked by Hamlet to drive out his underlyingRead MoreClaudius Character Analysis858 Words   |  4 PagesWilliam Shakespeare wrote Hamlet, one of the most popular plays ever written. Claudius causes a war between passion and responsibility when he murders the father of Hamlet, the main character, and then marries Hamlets mother Gertrude. Claud ius killed Hamlets father and then married Gertrude only so he could take the crown and become King. Claudius put passion in front of his responsibilities as Hamlets uncle and as a result of Claudius’ actions, Hamlet is forced to find revenge on him for theRead MoreEssay about Indecisiveness in Hamlet839 Words   |  4 PagesShakespeares Hamlet is truly a great play to analyze. It is also unique in that a play based on revenge we dont see any action until the end. Hamlet has immediate suspicion and proof of his fathers murder and does not act. This poses the question, why does it take so long for Hamlet to kill Claudius? Hamlets apparent indecisiveness to act is due to his constant habit of over thinking in addition to several conscious and subconscious distractions. Immediately following Hamlets conversationRead MoreHamlet and His Delay in Seeking Revenge Against Claudius Essay1333 Words   |  6 PagesSawyer English 102:002 Professor Hayes November 11, 2011 Hamlets Delay In William Shakespeare, Hamlet, the ghost speaks to Hamlet, claiming to be his father’s spirit. Hamlet is shocked at the revelation that his father has been murdered, and the ghost tells him that as he slept in his garden, a villain poured poison into his ear, the villain who now wears his crown, Claudius. The ghost urges Hamlet to seek revenge, telling him that Claudius has corrupted Denmark and Gertrude, taken her from theRead MoreA Common Theme Of Shakespeare s Hamlet1573 Words   |  7 Pageswhich theme varies from play to play. In Hamlet specifically, Shakespeare establishes a much larger emphasis on thoughts rather than actions. Shakespeare places a great amount of thought into the protagonist, Hamlet. Throughout this tragedy, the reader sees Hamlet as a more thought-provoking character that spends large amounts of time thinking about problems rather than trying to fix them, often putting them off. An example of this is when Hamlet first learns about his father s murdererRead More Hamlet Essay1107 Words   |  5 Pages Perhaps the most famous soliloquy in literature, these words reflect the state of desperation in which Hamlet, the Prince of Denmark, finds himself as he contemplates suicide. His father, the King, has died. His mother, the Queen, has remarried within a month of the Kings passing, an act which has disturbed young Hamlet in and of it. To make it worse, she has married the Kings brother, Hamlets uncle, who is now the King of Denmark. As Hamlets despair deepens, he learns through the appearance

Nature Versus Nurture - 1607 Words

Nature or Nurture? The Determination of Human Behaviour The nature versus nurture debate has spanned over decades, and is becoming more heated in the recent years. Following the mapping of the human genome, scientists are pursuing the possibility of controlling human behaviour such as homicidal tendencies or insanity through the manipulation of genes. Is this possible for us to ensure that humans behave in certain ways under certain circumstances in future? This is highly doubtful, as the determination of human behaviour depends not only on genes (nature), but also on the environment (nurture). It is usually the joint product of genes and environment, one of the first principles in Leda Cosmides and John Tooby in†¦show more content†¦The study of sociology attempts to group people by their environment and therefore try to pick out trends. For example, in a recent Strait Times report, boys who lack the guidance of a father are more inclined to go astray. The Economist raised this example. A gene IGF2R is found responsible for high intelligenceand children who have the variance of this gene is likely to do better in schools. But so are the children who have the benefit of a stimulating environments and sent to good schools. To be prejudiced, our group point out similarities in the Singapore educational system. Greater perecntage of students who go to top schools will eventually go to junior colleges and university than students from neighbourhood schools. But this does not mean that these students may necessarily have the variance of IGF2R. Therefore, nature is not absolute. Nurture stands alone? We have more or less state why nature is not the sole determinant of human behaviour. But what about nurture? Evolutionary psychology do not agree with this viewpoint. It is believed that more nature allow more nurture (Evolutionary Psychology). Our existing genetic architecture allows us to respond more fully to our environment and therefore mould our behaviour. Lets use an analogy. Imagine two boys cornering you outside school, demanding for money. If your genes make you a 1.9 m tall and 125 kilogramsShow MoreRelatedNature Vs. Nurture : The Nature Versus Nurture1268 Words   |  6 PagesOne of the most popular debates among people is the idea of nature versus nurture. According to psychology.about.com: The nature versus nurture debate is one of the oldest philosophical issues within psychology†¦nature refers to all of the genes and hereditary factors that influence who we are – from our physical appearance to our personality characteristics [while] nurture refers to all the environmental variables that impact who we are, including our early childhood experiences, how we were raisedRead MoreNature Vs Nurture : Nature Versus Nurture1602 Words   |  7 Pagesshape their personality? The nature versus nurture debate serves as one of the most ancient issues ever. As of this day in the year 2016, we have come to understand and realize that both nature and nurture do actually play very distinct roles as far as human development. It is still unknown however, whether we are developed specifically due to nature or to nurture. In the novel Frankenstein, the theme of nature versus nurture is quite apparent. However, due to the nurture aspect in the novel, the creatureRead MoreNatu re Vs. Nurture : Nature Versus Nurture1678 Words   |  7 PagesNature Versus Nurture Personality development expands far past the environment. Environment contribute to most of the personality development when it comes to nature versus nurture. Nature versus nurture is a trait that is typically inherited in the human society. Humans see things good or bad within the environment and mimic it. There are questions that still remain about nature versus nurture and the environment. Research is still ongoing and theories are still being made or developed. ScientistsRead MoreNature Vs Nurture : Nature Versus Nurture882 Words   |  4 Pagestheir parents. Meaning they think Nature is a big part in their life and why they are who they are. The genes in each cell in us humans determine the different traits that we have, more dominantly on the physical connections like eye color, hair color, ear size, height, and other traits. However, it is still not known whether the more abstract attributes like personality, intelligence, sexual orientation, likes and dislikes are ge ne-coded in our DNA. The nurture theory has experiments showing a child’sRead MoreNature Vs. Nurture : Nature Versus Nurture Essay1939 Words   |  8 PagesNature versus Nurture You got your dark brown hair from your father and you got your looks from your mother, but where did you get your excitement for sports and your love for all animals? A person’s physical characteristics lean more towards genes and heredity, but our genes are not mentioned as much when behavior is the topic. This is how the nature versus nurture debate first began. Scientists who believe in the nature theory believe that people behave the way they do due to heredity and genesRead MoreNature Vs Nurture : Nature Versus Nurture1360 Words   |  6 PagesNature vs Nurture Nature versus nurture is a complicated subject to speak about. If one’s abilities or lack of are due to their environment or their genes. For example, a child is behaving negatively in class. Many individuals are quick to jump to the conclusion that â€Å"Oh, that kid’s parents don’t care, or just don’t know how to raise their child.† That could very well be a possibility, but most people never think that maybe they have a hereditary problem, such as ADHD, that was passedRead MoreNature Vs Nurture : Nature Versus Nurture2710 Words   |  11 PagesAbstract If someone inquires about nature versus nurture, this paper will give not one specific answer but a combination of both answers. Human personality is a combination of environment and a biological characteristic that controls precisely where the individual will end up in the developmental spectrum. The experiences that individuals will develop from throughout stages of development, their childhood and into their adulthood, play a great part in their conscious and unconscious motives. TheRead MoreNature versus Nurture1424 Words   |  6 Pageshelping raise Frank. A whole family of women stepped forward and took over handling the newborn whenever Maria desired. The striking difference between the childhoods of her two sons is reflected in the child development of theory of nature vs. nurture. Nature vs. Nurture suggests that certain behaviors of children are inborn, and occur naturally, genetically, or biologically while other behaviors are results of environmental influences and surroundings. In the Journal of Family Psychology, it hasRead MoreNature Vs. Nurture : The Debate Of Nature Versus Nurture895 Words   |  4 PagesNature vs. Nurture The debate of nature versus nurture has been an ongoing debate for a long time. When applying this argument to education there is no proven winner. The nature side of the coin believes that a person is born the way that they are. This could include intelligence level or personality traits such as being outgoing or shy. The other side of the argument of nurture believes that the type of upbringing that someone has will play a large role in the way they develop. It is thoughtRead MoreNature Vs. Nurture : Nature Versus Nurture1337 Words   |  6 PagesNature vs. Nurture There are many different ways that behavior can be explained, especially on the terms of nature vs. nurture. Aggression is a behavior that has been extensively analyzed in a complex manner and the causes of it can be explained many different ways. Aggression can be defined as hostile or destructive behavior that can cause injury or destructive outlook especially when caused by frustration. Nature can be defined as aspects of behavior that have been inherited or are genetic, while

Intergrated marketing communications Free Essays

string(32) " reached 47 billion Yuan \(\$5\." The main form of research for my assignment will be through the library and Internet. I will do research into companies that are based out there as Motorola companies will produce company reports, which can be found either on the Internet or in libraries. This section provides a detailed account of the research undertaken to complete this assignment and further, goes on to analyse the strengths and weaknesses of each particular method. We will write a custom essay sample on Intergrated marketing communications or any similar topic only for you Order Now It is used to give support of the benefits thought to be associated with each research method. With my knowledge of the Chinese markets mixed in as well, I will hopefully Produce assignment that will be unbiased and concise. Executive Summary As the number one of the foreign export-import electronic company in China, was in unique position, Motorola has established a strong infrastructure and developed powerful relationships in China. As the China become more open and developed today, all the world organisations are likely to build their business in China. As the first telecommunication company who is entry in their business in China, Motorola has successfully earned Chinese market, how does this communication skills as they used, this is the main topic of this assignments. 1) China market environment For the BBC news reports: the US businesses community see the world’s most populous country as potentially their most profitable market, and the US interests hope an open Chinese market could help pull the economy out of its present slump. Why is that? Thought it took 10 years to build a mobile user base of 10 million in China, the number of subscribers increased from 10 million to 100 million in less than four years. Currently, China mobile telecommunication market is nothing short of Stellar – no other market in the world is adding 5 million mobile subscribes a month (2001) to their customer base. China’s mobile communications market, with over 120 million user by mid-2001, has over taken the US to become the largest mobile phone market in the world. China is already the largest market for cellular phones in the world and expected to be the second largest PC market in the world. China is become the second largest telecommunication market by the end the 2003. 1.2) Economic environment — special economic zones in China China now is the biggest consumer market in the world, China have thirteen Special economic zones (SEZ), especially designed for the foreign and private owned investors. The first in Shenzhen in the province of Guangdong in 1979, since then, three further SEZS have been established in south China: Shenzhen, Zhuhai and Shantou in Guangdong, at Xiameng in province of Fujian. After 1984, China making the condition more comfortable for the foreign investment, and in 1998, Hainan Island acquired SEZ status at the same time as being promoted to being autonomous province. The SEZ are able to accept foreign investment in virtually any area of economic activity of interest to China, including all the service and production area. Since 1990, foreigners are now to engage in land development, and to install electric power and telephone service to operate utilities in one of the designated investments zones. All the technologies investments are reduced of taxation. The all of 13 SEZ zones include Dalian, Fujian, Fuzhou, Guangzhou, Hainan, Ningbo, Qingdao, Shanghai, Shantou, Tianjing, Xiamei, Zhandjiagang, and Shenzhen. Preferential administrative producedures and tax incentives would be available for the foreign investors with in economic zones. 1.3) China mobile market information Before we justified Motorola’s marketing communications plan, we need look at what kind of market do we stay in at? What is in here? As this assignment’s topic is Motorola PLC (China), So we need look at what is China mobile market current situation. As by report, China mobile communication market is developing rapidly. The number of mobile phone subscribers in China increased from 6.85 million in 1996 to 85.26 million in 2000. The year 2000 saw an additional increase of by 41.97 million, exceeding the number of new subscribers of fixed phone networks for the first time of history. From 1996 to the end of 2000, the average annual rate growth rate of mobile phone subscribes remained 95%. By the end of 2000, the population of the mobile phone hold reached 6.7%, it is estimated that the total number of mobile phone subscribers in China will reach 250 million in 2005. So that took 10 years to build a mobile user base of 10 million in China, the number of subscribers increased from 10 million to 100 million in less than four years. Wow, that is how cheerful news for the each company who want doing their business in Chinese market. 2) Organisation—Motorola (China) For the topic above that, I choose Motorola Company in China as my selected company. Motorola inc, the world’s leading company in offering integrated communications and imbedded electronics solutions, was set up in 1928, beginning from marking rectifier and motor radio, Motorola grow up in 1940s and 1950s, gradually became a transactional company in 1960s from when it began to develop its overseas market. Now, Motorola has over 110,000 employees around the world. Its operations cover wireless communication, semiconductor, automobile electronic, broad brand, Internet and Internet access products. Motorola is the leader in mobile phone, paging, two-way radio, and commercial GSM and CDMA. In 2001, the company has scored a total sales volume of US $30 billion. Motorola Company established its branch in Beijing in 1987 and registered in Tianjin Motorola semi-conductor and car appliances. In 1992, Motorola has set up Motorola (China) electronics LTD. In Tianjin has begun to produce beep-pager, mobile phone, two-way radio, wireless communication facilities, semiconductor, automobile electronics etc. Motorola is the largest foreign investor in China. Over the past 15 years, company has invested 28.5 billion Yuan ($3.4 billion, about à ¯Ã‚ ¿Ã‚ ½1.7 billion). Motorola (China) has consisted of 1 owned factory, 1 holding company, 8 RD facilities and 26 sales offices. Motorola china employs total revenue for 2002 reached 47 billion Yuan ($5. You read "Intergrated marketing communications" in category "Papers"7 billion, about à ¯Ã‚ ¿Ã‚ ½2.85 billion), up to 16 % from when was ($3.6 billion, about à ¯Ã‚ ¿Ã‚ ½1.8 billion) one of the largest exports in China. Motorola entered China at a prime time when mobile communication novel idea and no one was selling. As a result, the company enjoy success in selling its pager as tens millions of Chinese wanted convenience and symbol of social status (this is Chinese momentum and a strong emphasis on design and marketing, Motorola hold the largest market share in China, about 28%, as its brand is with best in quality, features and form factor. In 2001, Motorola Company with a total sales volume of $4.9 billion in China entered into a 1.44 billion dollars network construction and expansion contract with suppliers like China telecom and Unicom. The company has a staff about 15,000 in China. Motorola is the number one provider of micro controller products, which more than 18 percent of the global market. Motorola Company has been first in its market share in China in three consecutive years. According to the 500 strongest foreign-invested companies in China, in place of Shanghai Volkswagen, which it has kept title in nine years. Over the years, Motorola has developed a unique strategy for the emphasizing technology transfer, continuing investment and association cultures. The company has invested all its profits from china back gradually localized its China operations (nearly all Motorola China company’s Chinese, 75% of managers). At present, Motorola with eight co-invested companies in China is actively implementing various co-operation projects in the fields of new and hi-tech technology research and developments with famous universities, scientific research institutions and enterprise in China. Motorola is a major supplier of mobile communication equipment which including mobile switches, base stations and handsets for GSM and company is one of the few companies that can offer complete CDM (infrastructure and handsets). Until now, Motorola (China) has made up to 64 million (RMB) donations to China hope project, tertiary education, flood salvation and western development. The company has launched brand all of the China, Beijing, Shanghai, Guangzhou, Zhejiang, Hunan, Tianjing, Suzhou, Hainan, etc. Anywhere have mobile user there is a Motorola. 3) Motorola China mission statement Vision – To be the standard against which others are measured Mission – To make aspiration quality accessible to all Values – Quality value, service, innovation and trust Motorola is China to stay and grow. Motorola has to date invested US $34.5 billion in china and employs 13,000 people on the Chinese mainland. It is the big foreign investor industry and it is one of the biggest American investors in the Chinese market. Motorola’s relationship with Chinese government officials is continuing. Incapacity neighbour Beijing, manufacturing pagers, mobile phones, semiconductors and other wireless communications equipment. In April 1998, it moved its north Asian office from Hong Kong to Beijing. Comparing to other foreign competitors, Motorola have a long-term vision in the Chinese market. Motorola entered China in 1987 and registered in 1992 a company in Tianjin, a mu For us to fully understand the recent success of a greatest China â€Å"institution†, and how they can build upon its success, we must first examine the infrastructure of the company itself. 4) Model for Integrated Marketing Communication Integrated Marketing Communication is more than the coordination of a company’s outgoing message between different media and the consistency of the message throughout. It is an aggressive marketing plan that captures and uses an extensive amount of customer information in setting and tracking marketing strategy. Steps in an Integrated Marketing system are: 1.Customer Database an essential element to implementing Integrated Marketing that helps to segment and analyse customer-buying habits. 2.Strategies Insight from analysis of customer data is used to shape marketing, sales, and communications strategies. 3.Tactics Once the basic strategy is determined the appropriate marketing tactics can be specified which best targets the specific markets. 4.Evaluate Results Customer responses and new information about buying habits are collected and analysed to determine the effectiveness of the strategy and tactics. 5.Complete the loop. 5) Customer target of Motorola China As the Motorola has wide range of mobile products, the vary of products designed as different of user group. For the Motorola (China), I selected four diverse of target marketing groups that are: fashion user; heavy user, social life lover user and high technology user. * Fashion user Most of young generation and between age 20-40, who loves to carry the new design and functional mobile phones, and change their mobile phone frequently. They more care about their appearance of mobile phones such as size, colour and diversified functions. The advertisement for this group should trend these side of behaviour. However, the product targeting of these group are only a short life cycle, the company should to contours move forward their product design, to lead the mobile market fashion. * Heavy user Normally they are successful businessman and woman, professionals and private company owner, are aged which above 30 years old, with a higher incomer. The people in this group as show in mobile as their necessary tools for their business or jobs, not kind of fashion staff. They always are early holders of mobiles phones, for them, it is good to stick with one brand, not always change, because they don’t seems to have a time to use new manure. Therefore, for this group need have much high quality of the product and faultless customer service, also this group is much loyal in certain brands compare with other group, so it is very important to reach this group’s customer. * Social life lover user This group might not that rich, but they are very active, enjoys pup, restaurant, nightclub all those kind of staff. They like to make friends and more care about their families. A mobile phone is the best tools for them to communicate with other and keeping in touch. They may not enjoy getting a very attractive appearance or very complicate functional mobile phones; the people in this group are much sensitive to the price of the phone than other groups, because they normally do not have very higher income and only got average salary. They normally are patient to wait about sales promotions in order to get good price with good deals. For this target of view, the profit margin of mobile phones targeting for this group are focused on lower price. However, with the increasing number of the mobile phones holder, this group’s people are quickly growth and make more contribution to the growth of the market size. So, we cannot disregard the exist of this group. * Technology user This group’s customer are normally male, high educated, the age of them are between 25-50. They are very interested to try advanced technology, and always seek new mobile phones with innovative technology and wide functions. Customers in this group are more likely try some new accessories connecting to the mobile phones and other personal digital equipment, such as ‘Is this mobile phone are good to connect to the laptop or Internet or is this mobile phone have a good camera’? 6) Promotion methods – Cross promotion Sometimes the cross-promotions that happen between different industries work so well. One company actually buys the expertise of the other and opens an outlet incorporating both. Benetton and Motorola rolled out an elegant line of pagers as â€Å"fashion accessories.† The cross-promotional partners’ vision is to make the humble pager a fashion statement, with customers wearing matching clothing and pagers on their belts. Motorola persuaded Benetton to license its name and provide â€Å"creative consultation† to Motorola’s paging division, which manufactures the new devices. Motorola Pagers, in colours ranging from â€Å"raspberry purple† to â€Å"buttermilk† will be advertised on Benetton models will have the United Colours of Benetton slogan stamped on them, which both gives Motorola and Benetton an advertisement, is called moving advertisement in the China. 6.1) Master card international and Motorola alliance MasterCard International and Motorola companies announced that each would commit resources in a joint effort to make m-commerce a reality for consumers worldwide. Motorola and MasterCard will collaborate on continuing research and development projects to assure interoperability between MasterCard’s electronic payment systems and Motorola’s wireless Internet devices and platforms. The two companies plan to develop next-generation m-commerce technologies that support the initiatives of the newly formed Global Mobile Commerce Interoperability Group (GMCIG), of which both companies are key members. The alliance also includes cooperation on a number of key initiatives to promote the benefits of m-commerce to consumers through joint marketing activities. The companies also plan to work together to adapt existing, intelligent payment systems for the mobile environment. These systems include MasterCard M/Chip(tm), its chip-based integrated credit/debit system, and Mondex(tm), MasterCard’s chip-based electronic cash payment system. Motorola’s alliance with MasterCard will enable Motorola to work closely with MasterCard’s 22,000 member financial institutions. As a result, Motorola expects to realize continued improvements in the capabilities and functionality of its existing wireless Internet devices and platforms. Both companies also will benefit from the respective experience, leadership and brand recognition of the other – Motorola with its reputation as a global communications leader and pioneer of the wireless Internet, and MasterCard as the most widely-accepted electronic payment brand in the world and a catalyst for the development of m-commerce solutions. 7) List of stakeholders— Motorola China Manufactory Products: Motorola have a range of products, which include pages, mobile phones, Internet and Internet access products. The integrated electronic system sector, we called them ‘IESS’ in Motorola, formally as known as ACCES (automotive, computer and communication components and energy sector), consists as two parts: the energy system group (ESG) and the automotive and industrial electronics group (AIEG). ESG Tannin factory has several SMT assembly lines, with high-precision mounting capability and speed, the factory is capable of producing a wide range of PCB electronics products, to meet the requirements of customers. ESG Tianjin now produces nearly 100 types of batteries of various series for Motorola’s company, V series, time port, talk about, two-way radio products and other electronic devices. The Motorola (China) factory is played an important role of Motorola’s development strategy. Suppliers: Motorola have about 700 direct supplier or indirect supplier of Motorola China for total 13,000 employees. Distributors: These are the sources for companies to deliver their products throughout the market. The primary distributors are the state funded networks and the larger distributor networks throughout the China. A key government network, sponsored by china mobile, is a key network as it sells and distributes other brands. Another strong channels is companies like Cellstar and bright point which are the world’s leading global providers of innovative, value – enhancing logistics services to the wireless communications industry. Another channel outlet is the smaller private exclusive distributorship agreements, which Motorola does not depend heavily on. These partner combinations are important for companies who depend on them to get their products to the ever-expanding market regions. Subscribers: By the year 2003, the Motorola mobile phone subscribes in China will reached 75 million, and the number will go up to 200 million by the year of 2004, but most of the market share will be taken by Motorola. The figure 2 is show in the growth of subscribers. Source: Temple University Customers: as I mentioned above, Motorola (China) separately with different customer user group, every group have their characteristics, we need try to carry out diverse of product design, plan and strategy for those various user group. Employees: Motorola has over 110,000 employees around the world, which Motorola (China) has about 13,000 employees, by the end of last year, Motorola (China) has about 700 managerial staff are Chinese, including about 200 female, which accounts 26% of total number. Government: China government structure plays an interesting role in the assumption that foreign companies will maintain dominance. Retailers: the retail distribution for the mobile phone is severely fragmented, but consolidating with industry growth and expansion. As mentioned previously, because of its dominant position, china mobile serves as a major distributor for mobile phone technology producers. Major department stores and retail outlets provide another key outlets for distribution. There is no one way to get products to consumers, as no one company has access to all of the markets in the nation, so providers must develop relationships with many types of outlets to gain market advantage. This is changing as the larger outlets and suppliers are buying up smaller retailers to consolidate their retail capabilities. 8) Marketing goals For the Motorola marketing goals, I think one of the most significant developments in business in recent years has been rapid growth of international activities. Exporting, foreign direct investment and sourcing of products and components abroad have expanded dramatically. Many firms enter new international markets make their company more competitively and new product growing more quickly. The market entry relates to the easy or difficultly with which a firm can become a member of a group of competing firms by producing a close substitute for the products they are offering. The firms must develop a range of products, assets, marketing strategy and management activities for the new market entered. Motorola will emphasis on facilities to make wireless telecom equipment, mobile phone handsets and semiconductors, it already told the largest investor in China electronics industry. Motorola will carries out a win -win development strategy from beginning and bring idea of taking China as its home and development base, to win the Chinese government and people’s heart. Example as: with development over 15 years, Motorola has made a big success in China and been turned into a famous brand. In 2000, Motorola (China) is the leading company of 1,000 high-tech companies by china high-tech enterprise evaluation centre. In 2001, Motorola (China) was the biggest foreign import-export company in China. 8.1) Corporate goals In an effort to retake global market share, Motorola is relying on its long-standing local investments, self-expressive branding campaign, and redesigned products platforms to dominate critical emerging markets. Motorola company would continue to invest all of the proceeds of the company the company made from China in expanding production and China’s accession into the world trade organization (WTO) and will sell a half of the company’s products on the international market. 9) Case at Motorola pull strategy Motorola will purchase US $10.5 billion of components from the Chinese market and will export more than US $12 billion worth of commodities at 2004. Motorola will be using Japan’s most popular 3D graphics technologies in its new mobile phones in an effort to claw back sales from market leader Nokia and rising star Samsung. 3D graphics are expected to be a standard feature on mobile phone handsets, especially. Just as with PCs, mobile devices will soon have separate processors for handling graphics because this eases the main processor’s workload and allows more complex and better looking applications to be executed. The 3D games will pull some mobile phone users to upgrade. 9.1)) Motorola push strategy Motorola setting up a new application development centre to promote wireless data services among Chinese networks. The company plans to help local telecommunications operators link up with application developers to offer quality control, engineering and logistics support as well as sales and marketing help. Mobile phone companies worldwide are moving to set up data-oriented 3G networks to boost capacity, improve coverage areas, and offer services such as 2.4-megabit-per-second wireless broadband. The data-oriented services are also expected to help make up for plunging revenue from voice calls. 10) Example of marketing communication mix — Motorola Motorola, the world’s second largest wireless phone market, held its 2003 product launch in Shanghai, China, with a line up of handsets clearly meant to appeal to buyers not just on functionality but also stylish. As Motorola has historically been perceived as engineering – driven company and its products have reflected that heritage. While that approach has yield some of the market’s hall of frame products – such as the 1996 introducing of the star TAC – today’s mobile handset market is increasingly focusing on the youth market, where designs that reflected their style s and ‘personal expression’ are key. Motorola’s product launch event in China was more that just an opportunity to release its new handsets. It was also a showcase meant to highli9ghtr the company’s new mindset and marketing strategy that should help it build market share. The Motorola campaign and the 2003 product line seek to embrace that trend. The 2003 line showed off many evolutionary products, including phones with advanced colour displays, a new 3G phones, and a new technology called ‘haptics’ that envelops the user in what is best described as a ‘vibration field’ that differs depending on the caller. The new handsets also have a strong focus on picture messaging, with many models offering built-in cameras. The company is also keeping cost and manufacturing efficiencies in perspective. Motorola is increasingly adopting the practice of reusing the same chipset and wrapping different hardware and software ‘skin’ around them to offer a different looking g product- build on products and sell it in four different ways, there by appealing to a wider range of audiences. Well, today, handsets are not only tools, there are fashion statements, and something can show with personal styles. Motorola now is appealing to there sense of style, in addition to offering advanced phone features. During that lunch, one thing is clear: this is a company that knows that brand equity and defining the brand are important factors. The 200 analysts and media who attend lunch events – every advertising surface between the airport and the hotel were covered with their ‘hello Motorola ‘ ad campaign. The product rollout was treated like a movie premier – something Motorola would never have done few years ago – featuring Motomodels, Motococktails and have course Motophones. The event clearly showed how management has completely retooled and refocused its product strategy for the better. 11) Motorola’s strategy plan As Motorola kept their intimated relationship with Chinese government from the beginning of the time when they entered Chinese market, so Chinese government always is the strongest support for the Motorola (China). The major investment focus will still be around north China’s Tianjin area where it launched it production base in 1980s. It will put over two billion Yuan (à ¯Ã‚ ¿Ã‚ ½151 million) on Tianjin based Motorola (China) electronic company with in next five years. The strategy of Motorola is not to seeking quick money returns, but also has a long-term commitment to the China market. The Motorola (China) will adhere to a principle of introducing the latest technology to Chinese market and continues operate with smooth co-operation with domestic partners in the market. The famous 2+3+3 strategy for the Motorola of Chinese operation, this strategy which include building China into a worldwide manufacturing and RD base for the telecommunications equipment giant. It includes three new growth areas including semiconductors, broadband and digital trucking systems and three $10 billions goals through 2006. Local sourcing is an important development rule for Motorola in China. Motorola hope takes part of China economic construction by enforcing this rule and strengthening its co-operation with Chinese enterprise. Motorola will choosing local company supplier, helping them improving their management, enhancing efficiency and promoting quality regulation system, or even will bring them into contract with foreign regulation system. Example as: in year 2001, Motorola had a RMB13.3 billion purchase from Chinese enterprise, including RMB 3.3 billion by overseas branches of Motorola, the amount which is much high than other foreign companies in China. For the long-standing Chinese culture and specially background (Chinese government are controlled by the communist party), so that Motorola will choose their management team locally. Example: Motorola offering a huge range of training program for their Chinese employee, by the end of 2001, Motorola has a 767 managerial employees are Chinese, which is account of 26% of the total management number. 12) Localization Knowing that consumer preference in the Chinese market is quite different from that in the US or UK market, Motorola started to localize its product development after the initial poor performance of pure ‘global’ strategy. Now Motorola adapts its models to meet the specific demand form local markets rather than simply throw the current products into the market without any adjustment. The RD centre in China successfully developed software to show the menu in Chinese and input Chinese characters. In 1999, a combination PDA/phone, which was designed by Chinese engineers, was launched in China and spread to the us and European countries. Motorola localization strategy also includes local souring. The company takes initiative in establishing relationships with local suppliers. 7 years ago, 65% of components were imported, while 69% of components are purchased locally now. Local souring brings Motorola three major benefits: lowering manufacturing cost, reducing risks from currency fluctuation, and catering to Chinese government’s requirements. 13) Advertising and promotions targeted to market groups According to my analysis above, Motorola has four target customer groups, and there are four sub-brands to respectively target the 4 market segments: time port to heavy user, accompli to technology user, V. to fashion user, and talk about to social-life lovers. Different advertisings and promotions are implemented to target these 4 specific categories, which are show in below: Figure 2. Advertising and promotions targeted to market groups How to cite Intergrated marketing communications, Papers

1984

1984-Winston Smith Essay WINSTON SMITHWinston Smith, the main character in the novel 1984, rebels, acts stubborn, and shows braveness against the Party in many ways. The Party is a group who controls the people of Oceania. There are many rules that the people must abide by. If they dont and they get caught, they will be punished. Winston was one of those people who rebelled until he got caught. One of the ways he rebelled against the Party was at the beginning of the novel. Thinking negatively against the Party is a crime. You are supposed to believe what the Party wants you to believe and if you dont, then you are causing a crime. Winston never really believed in the Party and by showing that he didnt he didnt participate the correct way in the Two Minutes Hate. In the Two Minutes Hate, you are shown a type of movie for two minutes which is about the enemy to the Party and you are supposed to cheer against it. Winston just watched the people yell and scream for a while and then he started to join in and realized that The horrible thing about the Two Minutes Hate was not that one was obliged to act a part, but that it was impossible to avoid joining in. Winston also acted very brave toward the party. To show his braveness, he dated Julia and wrote bad things against the Party when he knew it was wrong. Winston knew that if he did get caught, he would get punished but he act ed brave and did it any ways. Here is an example of his braveness in the novel: His pen had slid voluptuously over the smooth paper, printing in large neat capitals- DOWN WITH BIG BROTHERDOWN WITH BIG BROTHERDOWN WITH BIG BROTHERDOWN WITH BIG BROTHERover and over again, filling half a page. Winston did not only rebel against the Party and act brave, but he also acted stubborn. At the end of the novel, Winston ends up getting caught rebelling against the Party. He was then forced to go to the Ministry of Love. There, OBrien controlled the torture that Winston had to go through to be brain washed into believing in the Party. Although Winston was tortured very severely, he used his stubborness to last as long as he could before giving in. Here is an example of his stubborness: OBrien held up his left hand, its back toward Winston with the thumb hidden and the four fingers extended. How many fingers am I holding up, Winston?Four. And if the Party says that it is not four but five-then how many?Four. I think George Orwell used the character of Winston Smith in 1984 to show how easy it is to be brainwashed. Winston used his braveness to rebel against the Party even though he knew he could get caught and then when he did, he used his stubborness to try not to give in to the torture but he ended up failing. After reading my examples, I hope you understand that although he does get caught, Winston is known, by the readers, for his rebellousness, braveness, and stubborness against the Party. Book Reports

You Have To Learn The Rules Of The Game Albert Einstein Essay Example For Students

You Have To Learn The Rules Of The Game Albert Einstein Essay Albert Einstein was on of the most popular men of all time. When one thinks of Einstein, they think scientist, or maybe, genius. Well he was both of those, but not only those. Einstein was a meek man, an ingenious man also, a man that could invent any-thing in the world if he wanted to, but kept his ideas very normal and simple.Einstein was a very meek man in that he did not want popularity; he just wanted to be normal, just like everyone else. We will write a custom essay on You Have To Learn The Rules Of The Game Albert Einstein specifically for you for only $16.38 $13.9/page Order now For example, at the Institute for Advanced Study, Einstein was offered a blank check for his salary. He did not accept it, he asked for an incredibly small amount. The director had to beg him to take a larger amount. He also, when he was walking in the rain, took off his hat because he believed that the hat could get ruined but his hair will get nothing but wet. Einstein did not act any different or better than anyone either. He did not dress any better, which was proved when Hoffman first met Einstein, he went into his office, and Einstein was sitting there in ill-fitting cloths, and his hair characteristic-ally awry. He did not speak or write better or more elegantly than anyone else either. He did not even have any special learning powers either. This was proved when Hoffman was writing equations on a blackboard when he was asked to slow down by Einstein, he said, Please go slowly, I do not understand things quickly. Proving that he is not that much more intelligent than anyone else. Einstein was a normal guy with maybe just a little more on the brains side, but original as an ordinary person. Einstein was also a very ingenious person at the same time. He came up with many theories that have been written about, but also many that have not been put down in history. One of his greatest achievements was the theory of relativity (E=MC2), which was Einsteins theory concerning that relationship among matter, energy, space, time, and gravitation (Energy equals the mass times speed of light squared). When he was in school, he used to ask his teachers calculus questions that they could not answer. Have you ever wondered why a mans feet will sink into either dry or completely submerged sand? This question resulted in the theory or explanation of surface tension. He said, When the sand is dry, there is obviously no water between grains. If the sand is fully immersed, there is water between grains, but no water surface to pull them together.Einstein was a very intelligent man, but also very normal. He refused the chance to be very heard, which he became anyway, and did not want everyone to treat him anymore special than anyone. Hoffman clearly explains this is his story of Einstein. Einstein went from being an average school student, to being the most famous scientist known to man. His theories, which were not always used for a good cause and his explanations, revealed answers to everyday things that one does not realize. He was truly a magnificent man.

Akeelah and the Bee Essay Essays

Akeelah and the Bee Essay Essays Akeelah and the Bee Essay Paper Akeelah and the Bee Essay Paper Akeelah Anderson is a immature. 11 twelvemonth old school-age child who is a littlemature and learns at the school of Crenshaw Middle School. She hasdeveloped many new alterations from the beginning of the film until the terminal. Towards the beginning of this narrative. Akeelah was merely a normal schoolgirl. Well. normal significance that she went to school merely like everybody. Although. she wasn’t making rather good in her surveies. First of all. she barely of all time turnedin half of her prep! The instructors at Crenshaw surely didn’t have acrave at all for Akeelah’s pathetic survey wonts. Following. she was accused ofskipping categories which of class. she did but claimed she merely skipped thephysical instruction. or PE categories. True. on her trials she would stand out everytime. Akeelah would neer lose a spelling word and would invariably acquire a large. ruddy A+ marked on her paper. Unfortunately. her attending wasn’t desired. as she was belated about every twenty-four hours. Akeelah Anderson was non a really polite miss towards her schoolmates orfamily members. It was her manner whether you liked it or non. If it was difficult. Akeelah wouldn’t privation to make it ; if it was easy. she’d take it into consideration. She had an attitude that wasn’t proper and was disliked. The manner she talked. slang and all. made the instructors around her get 2nd ideas about her. She was ever described as holding possible but non holding any desire ineducation. She failed. at the beginning. to larn that school should alwayscome up foremost before winning any spelling bee. Akeelah Anderson. in myopinion. gave up excessively many times even though the people who fought for herto win cheered her on. During the spelling bee at her school. Akeelah would easy acquire distractedfrom people who would badger her. She didn’t cognize how to stand up forherself but merely fought alternatively of work outing the struggle with good manners. She learns how to stand up for herself when her brother says to her. â€Å"C’monAkeelah. make the spelling bee for Dad. † Akeelah first refuses to vie inthe spelling bee but when she hears that she should make it for her deadfather. she instantly wants to vie. Akeelah Anderson hardly is positive at the beginning of the narrative. Shebarely smiled or laughed at people. When she eventually meets Dr. Larabee. andhe commands her to halt speech production slang. Akeelah’s reply is. † Whatever. †Akeelah hasn’t yet learned how to act with proper manners to an adultespecially one who lost a loved 1. He calls her an impudent kid. andAkeelah hatreds to be called like that. She all of a sudden becomes ill-mannered and talksback to Mr. Larabee. There is a point where Akeelah says her sorry but shedidn’t truly intend it as she stomps off off to her house. When it comes to the Los Angeles School District Spelling Bee. she is stillshy within her milieus. She hasn’t learned yet how to get the better of herfears though finally. Dr. Larabee will. The fact that has been teasing herparents and school staff is that Akeelah merely worries and cares about thespelling bee. Surveies come after spelling bees is Akeelah’s manner of looking atthings. The people who inspired Akeelah to alter her manner and personality wereseveral characters. One of them was Mr. Larabee who helps her to beconfident and non to allow anything acquire in her manner. She starts assuring non tospeak any longer slang. and this is the clip when she genuinely apologizes for theinsult incident that she had created yearss earlier. Mr. Larabee could bedescribed like another male parent for Akeelah Anderson because he neer lether to believe that she was an unemployed also-ran. It was ever positive for him. Georgia. Javier. and Dylan contributed a batch to doing Akeelah alteration hermanners and behaviour. Javier. a spelling bee friend of Akeelah’s. helps her toconcentrate more on her surveies. and he truly puts a bright visible radiation in front ofher significance that he ever makes her smile. In the beginning of the narrative. she would barely smile and believe in herself but with the true religion of herbee friend. Javier. she learned self-respect. In add-on. the manner thatJavier stalled during the spelling bee merely to wait for Akeelah to come backfrom the talk by her ma was merely outstanding work. I mean. Javierdidn’t even win the spelling bee. and he was the 1 who could havemotivated Akeelah into being the reflecting star for everyone and winning thebee. alongside with Dylan. Dylan. the individual who was the other rival of the spelling bee. contributed tonss to Akeelah’s alteration of personality. He gave her confidenceto radiance in the spelling bee since he was her opposition. Since he knew morewords. he gave Akeelah the assurance to larn five-thousand words byherself to win the spelling bee. Now. Akeelah’s best friend Georgia was ahuge impact to Akeelah. She was that best friend who would ever motivateAkeelah by stating her that she can make things even when Akeelah herselfthought she couldn’t. Georgia allowed Akeelah to construct more self-confidenceand to win the spelling bee by her positive comments. Yes. Akeelah the Bee was still an speculative and bombinating kid throughoutthe film. but that was natural. The people who stood beside Akeelahallowed her to derive many things such as assurance and motive. Whetherit was her manager Mr. Larabee. her best friends. Georgia. Javier. Dylan or hermom and pa. she ever knew how to reflect and make what was best for her. Many times Akeelah refused to make things in the beginning and gave up manytoo times. but her friends stood by her side whether it was Akeelah’s toughmoments or easy 1s. They inspired her to travel through all the manner for thespelling bee. and her ma even motivated her to win the spelling bee. Thisspelling bee was Akeelah’s merely opportunity to win it. as she was about traveling todrop out since she did non obey her female parent. Akeelah changed her personalityand manners so that everyone around her would love her. and that was true. Akeelah neer stopped bombinating like a true spelling title-holder bee. Bibliographies: Akeelah and the Bee

Using international entrepreneurship to drive a small business Dissertation

Using international entrepreneurship to drive a small business - Dissertation Example The concerned company which is now in consideration is Crave Outsourcing Group. A group of very professional individual which is a rapidly growing outsourcing firm specialized in providing integrated outsourcing solutions to small and medium sized businesses (SMB) and blue-chip clients in the UK, Nigeria and across the globe.This is founded in April in 2008 which is a largely growing private firm. There are three directors Femi Odunmbaku Alexander Ihebuzor Seun Akinpelu A three successful professional striving hard to achieve their goal in achieving the edge on others companies and off course they had suffered hard yet managed to cop up with the challenges they have faced during last year’s. As the rapid decrease has been seen in the sales of this firm. It is calculated that the turnover of this company for the year 2010 was UK - ?85,000 Approx (fiscal 2010). This company has managed to retain a god position still in the market by holding a valuable place in a commercial area in London as the company headquarters. The main objective to write this innovative report is to share the crises the company has faced and to identify the core issue and manage to find out the solution. The companies was in crises since 2010 the third year f its operational working company experience the disaster as tremendous change in the sale. Its sales low down up to a significant figure. in this report we will discuss all the features. Objectives: The biggest question and objective to run a successful business lies on the core question like How to effectively and successfully operate an organization. It requires an extensive amount of training, skills, knowledge and experience yet an intelligent investment. Although organizations over time have become very complex and competitive and using every mean to get an edge over others. The company managers must understand the concept of management in order to effectively run an organization. It takes a lot of savvy and skills to superv ise employees and run an organization. The company who faces crises up and cannot stand against those crises has the biggest reason in form of lack of management skills and timely correct decisions. Managers, Supervisors and skilled or technical staff are some of the most important individuals in an organization. As they set the tone and culture for an organization. They have to get the employees to buy into the culture and policy of the organization. Furthermore, the manager is responsible for solving problems and motivate the employees to achieve the target. They also have the responsibility to make sure that employees are working effectively. They must also strive to make sure the organization is profiting or providing a quality service. Supervisors should possess leadership characteristics. They must be able to recognize the strength and weakness in their followers. Also, a manager must be able to delegate responsibilities and motivate their employees. They should have good comm unication skills and know how to read their employees. "Nothing is more exciting than growing a prosperous business, but nothing is more dangerous for a prosperous business than growth." - Steve Meisenheimer The main objective of this report is to cover all and every aspect which evolves in making an organization. Like What should your new organization look like? What is the performance of the company? The yearly revenue generated by the company. What are the key factors involved in the success or failure of the policies The core factors evolve in the failure and lower revenue What are the successful strategies companies had or should have When should you add each new position? How will you manage the new hires? What education and skills should each of them have? What contribution should you expect from each employee? Can you afford all the new people you'll need? Even for those successful companies, answering these questions can be taxing, if not overwhelming. You might agree, howe ver, that these questions should be answered before you begin the

HR Management Term Paper Example | Topics and Well Written Essays - 750 words

HR Management - Term Paper Example The human resource function has evolved with the changes in workforce attitude, technology, sociological factors, changing labor laws, and the changing organization environment (Mello, 2002). During the earlier ages, the HR problems related to absenteeism in the work place, poor working conditions, termination of production due to workers dissatisfaction, and other operational problems like lateness in reporting to work. Apple Corporation in its bid to lead in the technology sector has concentrated on engaging qualified and talented workforce with innovative skills in the development of its products. This has ensured that it introduces iPhones and Macintosh computers that are in high demand in the market. Moreover, strategic HR roles have seen the employees’ participate in the formulation of policies that help steward the business into success. The company has assiduously rewarded its employees and recognized their talents while training their employees’ skills through training. The economic cycle like the depression saw businesses experience dwindling profits and operational risks. This forced organizations to review their HR policies and functions in order to develop strategies that would ensure organizational survival and competitiveness (Boroughs, Palmer & Hunter, 2008). The government through the formulation of labor laws resulted in significant improvements in the working conditions and better employee pay. Currently, businesses are faced with completely new HR challenges that decelerate the realization of business goals and objectives. The current HR department has therefore been mandated with the duty of ensuring they attract and retain a workforce that has the potential of stewarding the businesses towards success. With the shift from administrative roles to strategic roles, HR managers apart from doing their administrative duties also play a center role in the execution of strategic functions. Strategies help businesses to reposition the mselves for competition and develop competencies for the changing market conditions (Mello, 2002). Therefore, the HR managers do several strategic functions. First, strategic managers assist in the formulation of strategic policies and principles that would help see the business develop competitive strengths against the competitors.HR managers take part in this process by ensuring that the engagement of employees and whole workforce reflects the necessary skills that would enable the business take measures that would ensure business succeed. In developing these policies, the HR managers will ensure that the recruited employees have the ability to develop strategies that leads to business success. Secondly, the HR department has the responsibility of developing strategic alliances that would enable the business enter into partnership with other businesses. Businesses form strategic alliances with other strategic partners with a bid to gain competitive strengths that would enable them maximize their returns and gain operational efficiency (Mello, 2002). Before entering into such partnerships and alliances, strategic managers have to ensure that such alliances are properly evaluated to determine their productivity. This can only be realized if the HR department carefully selects qualified staff with the

Managing Diversity Assignment Example | Topics and Well Written Essays - 1250 words

Managing Diversity - Assignment Example This research intends to provide a more integrated perspective considering the difficulties in forming the conceptual links and difficulty in the comparability of constructs of measure and measurement. The common argument is that motivation denotes the best umbrella that includes all members and sub units of any organization and does not pin down a measurable construct. Intrinsic Motivation Intrinsic motivation refers to the motivation that sources from within an individual rather than from any other external sources like rewards, salary increase and or grade improvement. This motivation comes from the pleasure that an individual gets from the task he is pursuing or the sense of satisfaction on completion of a certain given task (Lucas, 2012). An intrinsically motivated person will function willingly because the task he is performing is enjoyable or has passion for it. He works to solve a problem that is challenging and provide a sense of pleasure and task completion too (Bennett, 20 04). The dire point of reference is that the intrinsically motivated person does not work because of the reward attached to the task but works g to get enjoyment from the task. However, this does not mean that the intrinsic motivated person does not seek for rewards but it rather means that the external reward is not enough to keep the person motivated. For example in a tamed case, a student may want to get a good grade on a given assignment, however, if the assignment is not interesting, the possibility of a good grade is not sufficient to maintain students motivation in the projects efforts. Psychologists argue that people perform better when they perform a task because they have passion for it rather than when a reward is designated (Tony, 2002). There is a current common question whether or not the extrinsic motivation top a persons has an effect on the intrinsic motivation. Researches have shown that having an extrinsic motivation fir something that would naturally be intrinsic ally motivated decreases the intrinsic motivation (Wilson, 2005). Researches have shown that, how an individual perceives the rewards determines whether it has effect on the intrinsic motivation. For example, an athlete may feel that the reward may be due to his foreseen incompetency and this significantly lower his intrinsic motivation. Another athlete may be extrinsically rewarded and directly translate to a positive feedback. The common argument is that individuals differ enormously in what makes them happy. There is no reason as to why money or grades for students should not improve their performance what matters are the individual difference and the different motivation ways (Lucas, 2012). All researchers have assumed that rewards simply make the person less interested in the intrinsic joys of an activity. Rewards may generally cause an individual to pursue an individual less because of the effects that come along with the rewarding like performance anxiety. Therefore, the gene ral impression that comes along with extrinsic rewarding is that, rewarding undermines the intrinsic motivation (Bennett, 2004). Too many studies have supposedly proved that intrinsic motivation has serious flaws in logic and too many uncontrolled variables that requires more scientific rigor. Ethnocentrism This is the habit of looking at the world primarily from the dimension of ethnic culture an event, which has proven significant in the social sciences (Lucas, 2012). Ethnocentric has bias

Processes and Components of a Studio Recording

Processes and Components of a Studio Recording Introduction In order to create to record any form of music, it is important to understand step by step how to get from the planning, and playing of a track, to the end result of a completed recording. In contemporary music production, it is much easier than ever to make your own studio recording, though there options to be considered when setting out to record contemporary audio, its important to know what you would like to create, in order to find the most suitable hardware. By the end of this guide, you should be armed more with knowledge on the following topics. Microphones: The Ins and Outs Polar Patterns The Mixing Desk Microphones: The Ins and Outs Microphones record an audio signal using sound pressure, which generates an electrically charged signal, this signal is then converted into digital so that it can be interpreted by a computer, a process known as Analogue to Digital Conversion (ADC), which is then converted into sound that can playback through the speakers of your computer using Digital to Analogue Conversion (DAC). Examples of Microphones Condenser microphones store energy in the form of an electrostatic field, which uses a capacitor to convert analogue energy, and stores it as digital energy (capacitance). In the image below, you can see the cross section of the inside of a condenser mic. On the front we have two plates, the front plate (or diaphragm) and the back plate. The diaphragm vibrates in response to sound waves, changing the distance between the two plates. The closer the diaphragm is to the back plate, the higher the capacitance, creating a charge which is passed through and amplified. Due to the diaphragm, condenser mics are more sensitive to higher frequencies. Known to be great for recording vocals. Dynamic microphones are an all-round choice suited for most purposes. Simple in structure, and resilient to rough treatment and for handling high levels of volume. A charge is generated via kinetic movement between the coil and magnet.      Ã‚   What are the key differences between these two microphones? Condenser microphones tend to be more sensitive, better at recording high frequencies, whereas dynamic microphones not normally have the same flat frequency response, and tend to be purpose made for certain applications. Condenser microphones generate electrical output around changing the capacitance of the transducer, whereas dynamic mics use a coil in a magnetic field Dynamic mics are durable and cheaper, condenser mics tend to be more expensive, much less durable. Polar Patterns A microphones polar pattern is the space surrounding the outside of the microphone that picks up audio. Some microphones have several in one mic, one such example being Blue Microphones Yeti . The polar pattern can determine the feel, ambience, and colour of the recorded audio. The most common microphone pattern is the cardioid mic. These typically have a 120 degree range to pick up audio. Good for speech for podcasts with a rich, full-bodied sound. Cardioid mics are good for rejecting sounds from other sources/directions. Similar to the cardioid microphone, the Hypercardioid has a tight pick-up range of 100 degrees, they are better at rejecting sounds from the sides, though pick-up a little bit of sound from the rear. Due to the design of these microphones, feedback is reduced, making them a good choice for recording quieter vocalists. Figure of Eight (or bi-directional) microphone. These are used to record a more natural sound quality, product of it having pick-up from both the front and rear, rejecting audio from the sides. It doesnt respond to sound pressure, only the change in pressure between the front and back. A common use for bi-direction mics is for interviewing, or for radio. The Mixing Desk The mixing desk is a device for combining several sound source, while being able to interact with them individually. A mixers main task is to mix down several tracks into a stereo track, combining sound from several sources to produce an acceptable balance and quality track. On the back of the desk, we have the inputs, where you would connect your microphone. Microphones connect to the desk using an XLR cable, if you are using an external sound card you might be more likely to use a line-in port. In order for sound to be stored onto a computer, that analogue energy generated from a microphone needs to be converted into digital using an ADC such as an audio adapter, or sound card, then converted back to analogue using DAC via a sound card for example, which then plays back through the speakers, allowing you to hear changes made via the mixing desk, and hear that in real time. A pre-amp may also be used to boost the signal strength without degrading the quality to noise (hissing) ratio much. Channel inputs receive this audio, which is manipulated via the desk, or DAW. The channel faders are used to change audio levels, mute cuts the audio from being received from a channel, pan changes how far to the left, or right a channels output audio plays back, there is also equalisation (EQ), which involves diminishing and boosting certain frequencies. There are many other ways to manipulate audio, though whats important is that you understand how audio is recorded, and the components involved. Conclusion Now that we have gone into detail about various microphones, features and how to connect that up to record audio, you should be armed with a better understanding what to look for when planning your first music production project. Please look into the sources below as well for further insight. Sources:   Ã‚   http://shure.custhelp.com/app/answers/detail/a_id/742/~/difference-between-a-dynamic-and-condenser-microphone http://www.dawsons.co.uk/blog/the-mixer-and-its-feature http://www.mediacollege.com/audio/microphones/condenser.html http://blog.shure.com/multi-pattern-microphones-what-where-and-how/ http://ehomerecordingstudio.com/how-to-record-a-song/ http://www.bluemic.com/products/yeti/

Observing Gender Communication Differences Essay -- Gender Differences

Several weeks ago I observed a woman at the Mall. She and a young man sitting directly across from each other were engaged in what was apparently a mutual flirting. But the younger man seemed much more confident and cocky than did the woman. For one thing, he was more relaxed and calm. The woman, however, kept her arms folded over a bag that she was holding on to very tightly. The woman also had a strong tendency to look down more often than the man. Although her admiration for him was obvious, she seemed to be trying hard to conceal it. Often women seem to be more noticeably shy than men. Non-verbally, their â€Å"body language'; seems to communicate their feelings of great uncertainty and self-consciousness.   Ã‚  Ã‚  Ã‚  Ã‚  Further evidence of communicative differences exist between men and women in various other social settings as well. Consider, for example, those individuals employed in customer service-related Jobs. While in JC Penny, I noticed that female customer service representatives were more apt to offer immediate friendly assistance than the male reps. Men are not as cocky nor as confident in this sort of situation; their eyes tend to dart around the area of the store while the eyes of a women remain focused upon the eyes of the customer. The men seem to communicate with a lot less smiles. Apparently they have to get past a certain â€Å"ice-breaking'; point before they will feel comfortable with a genuine look of happiness.   Ã‚  Ã‚  Ã‚  Ã‚  Verbally, the actual process of speech...

Crisis hostage management/criminal justice Essay

It is saddening when every day we read about reports of hostage taking happening all over the world. Reports from police intelligence departments across the world indicate that, hostage taking cases ranges from kidnapping of infants to taking hostage of crew of big water vessels, as is rampant along the coast of Somalia in Africa. US is not an exeption, infact many cases of hostage taking have been reported especially in the southern region states. An example of hostage taking case happened at Hillary Rodham Clintons campaign offices in Rochester, New Hampshire. A nicely dressed grey haired man known as Leeland Eisenberg walked into the offices on a Friday demanding to talk to Hillary Clinton about helping him get mental health care and ended up taking at least five people hostage including an infant. The ordeal went on until night when the last hostage walked to freedom and the hostage taker peacefully surrendered to the police. Although Eisenberg had a packet of road flares taped on his body, when he was persuaded by the states police negotiator he gave up and surrendered to SWAT police team. According to Hillary Clinton as she addressed a press conference later in Portsmouth that night, Eisenberg was in need of help and was seeking attention in absolutely the wrong way. Eisenberg was held on state charges of kidnapping and reckless conduct, federal charges were being considered. (http://www. msnbc. msn. com/id/22043358). Another hostage taking incidence occurred in Louisville whereby a mother (Gail Lynn Coontz) killed her two children aged 14 and 10 years in their beds and later went to a college she attended with a gun before handing over the weapon to the college’s health counselor. The threat at Louisville University College ended with no injuries about half an hour after it began, but school officials asked police to check on the children, which were found dead with gunshot wounds. Mrs. Coontz was taken to a psychiatric clinic and later taken to Louisville jail. According to university police, Maj. Kenny Brown, she was charged with terrorist threatening for pointing a gun at a police officer. (http://www. msnbc. msn. com/id/23827059). The two counts of hostage taking were very different from one another because the first case was carried out in a mild manner i. e. no violence was reported, the road flares posed some considerable danger, had the suspect decided to use them. The hostage taker was just trying to seek attention according to Hilary Clinton because he unconditionally released the hostages after persuasion by a police negotiator. The second case was a serious one, with the suspect having shot dead her two children earlier on. It’s true that both hostage taking incidences were perpetuated by people who were undergoing psychological problems. For instance Eisenberg had a court case filled by his wife for drug abuse, assault, and verbal threats, while Mrs. Coontz was a window and therefore was stressed by family burden. In both incidences of hostage taking, the hostage takers were persuaded into giving up peacefully, i. e. they never put up any violent resistence. in view of the US governments policy on hostage taking threats, based on past experience, making concessions that benefit hostage takers in exchange of release of hostages increased the danger that others will be taken hostage. At the same time the US government always makes every effort to contact the captors or even their representatives so as to secure the release of hostages. under current US law, 18 USC 1203(act for prevention and punishment of the crime of hostage taking, enacted oct 1984),seizure of a US citizen as a hostage anywhere in the world is a crime and therefore subject to investigation by the Federal Bureau of Investigation and to prosecution by US authorities (http://www. state. gov/r/pa/prs/ps/2002/8190. htm. ) In the first incidence Eisenberg was sweet talked to by a state police negotiator into giving up and surrendering peacefully to the police. And in the second case Mrs. Coontz although pointed a gun to police a officer she voluntarily gave out the gun to the college health counselor. This shows clearly that the negotiators played their part professionally and with a lot of patient. From both counts it’s evident that very minimal force was applied by the police to free the hostages. In the first incidence for instance, although police camped outside the building they never attempted to use excess force lest they provoke the hostage taker into doing a nasty action. Similarly, in the second incidence police played safe until Mrs. Coontz surrendered the gun to the college health counselor voluntarily. Therefore the outcomes of both cases of hostage taking were a success on the part of police since no one taken hostage was injured and the suspects were apprehended. The articles from which I extracted these two hostage taking counts were fairly written, providing detailed information about the hostage takers, and the hostage taking incidence. But the part on negotiation between the suspects and the negotiators was not well expounded in both counts. Readers would want to know the agreements leading to the softening of hostage takers and hence giving up. The writers also gave very little coverage on police action about the incidences. The motive of the killings of the two children by their mother should have been provided . References: A man takes more than five people hostage at Sen. Hilary Clinton’s campaign office in Rochester N, H, available at; 1) http://www. msnbc. msn. com/id/22043358 accessed on April 15, 2008 a mom takes terrorizes a college with a gun after killing her own two children, available at; 2)http://www. msnbc. msn. com/id/23827059accessed on April 15, 2008 US policy on hostage taking threats, available at; 3) http://www. state. gov/r/pa/prs/ps/2002/8190. htm accessed on April 15, 2008

Education in Schools Essay

The Inspectorate wishes to thank the following for the use of photographs: Clonakilty Community College, Clonakilty, Co Cork Saint Mark’s Community School, Tallaght, Dublin 24 Saint Mac Dara’s Community College, Templeogue, Dublin 6W Scoil Barra Naofa, Monkstown, Cork Scoil Nano Nagle and Talbot Senior National School, Clondalkin, Dublin 22 Whitechurch National School, Whitechurch Road, Dublin 16  © 2008 Department of Education and Science ISBN-0-0000-0000-X. Designed by Slick Fish Design, Dublin Printed by Brunswick Press, Dublin Published by Evaluation Support and Research Unit Inspectorate Department of Education and Science Marlborough Street Dublin 1 To be purchased directly from Government Publications Sales Office Sun Alliance House Molesworth Street Dublin 2 or by post from Government Publications Postal Trade Section Unit 20 Lakeside Retail Park Claremorris Co Mayo â‚ ¬20 Contents Foreword Executive summary xi xiii Part 1 Introduction Chapter 1 ICT in primary and post-primary education in Ireland 1. 1 1. 2 1. 3. Introduction Background ICT policy and investment in education 1. 3. 1 1. 3. 2 1. 3. 3 1. 4 1. 4. 1 1. 4. 2 1. 4. 3 1. 4. 4 1. 5 Policy for ICT in education ICT in the curriculum Investment in ICT in education Computers in schools Other ICT equipment in schools Expenditure on ICT and technical support Other areas covered in the census 1 2 3 6 6 9 11 12 12 14 15 16 16 17 18 18 20 21 21 22 23 24 25 27 28 30 30 30 30 30 ICT infrastructure census in schools (2005) Summary Evaluation methods Chapter 2 2. 1 2. 2 2. 3 2. 4 Introduction Approaches to evaluating ICT in schools Overview and aims of the evaluation National survey of primary and post-primary principals and teachers 2. 4. 1 2. 4. 2 2. 4. 3 2. 4. 4 Survey sampling methods Survey research methods Response rate Comparison of respondents and population 2. 5 2. 6 Case-study school evaluations 2. 6. 1 2. 6. 2 Primary schools Post-primary schools Observations during classroom inspections (primary) and subject inspections (post-primary) 27 2. 7 2. 8 On-line evaluation Evaluation outputs and terms 2. 8. 1 2. 8. 2 2. 8. 3. Outputs Junior and senior classes Quantitative terms used in this report iii ICT in Schools Part 2 Chapter 3 3. 1 3. 2 3. 3 3. 4 3. 5 ICT infrastructure and planning in schools ICT infrastructure in primary and post-primary schools 31 32 33 37 38 41 41 42 45 45 49 53 56 57 59 59 61 64 64 66 69 70 70 72 73 75 79 80 81 90 98 99 99 101 102 102 105. Introduction The ICT advisory service ICT and funding ICT maintenance, technical support, and obsolescence Access to computers 3. 5. 1 3. 5. 2 Access by teachers Access by students Organisation of ICT facilities in case-study primary schools Organisation of ICT facilities in case-study post-primary schools 3. 6. The use of computers in schools 3. 6. 1 3. 6. 2 3. 7 3. 8 3. 9. ICT peripherals Software Use of e-mail 3. 10. 1 3. 10. 2 3. 11. 1 3. 11. 2 The learning platform The school web site Main findings Recommendations ICT planning in primary and post-primary schools 3. 10 The on-line environment 3. 11 Summary of findings and recommendations Chapter 4 4. 1 4. 2 Introduction The planning process 4. 2. 1 4. 2. 2 4. 2. 3 4. 2. 4 The ICT steering committee The ICT co-ordinator The ICT plan The acceptable-use policy Teachers’ professional development Using ICT in classroom and lesson planning and preparation Planning for using ICT in teaching and learning Principals’ priorities for ICT development Teachers’ priorities for ICT development Main findings Recommendations. 4. 3 Implementation of ICT planning 4. 3. 1 4. 3. 2 4. 3. 3 4. 4 Forward planning 4. 4. 1 4. 4. 2 4. 5 Findings and recommendations 4. 5. 1 4. 5. 2 iv Part 3 Chapter 5 5. 1 5. 2 5. 3 ICT and teaching and learning in schools ICT and teaching and learning in primary schools 107 108 108 111 111 112 113 114 116 120 126 127 127 127 128 129 130 131 133 134 134 134 135 135 137 139 140 141 141 145 148 149 151 152 153 155 163 167 Introduction Teachers’ ICT qualifications and skills Classroom practice and ICT 5. 3. 1 5. 3. 2 5. 3. 3 5. 3. 4 5. 3. 5 5. 3. 6 5. 3. 7 Planning Frequency of ICT use Organisation of ICT use Focus of ICT use Use of resources and applications in the classroom Quality of provision Provision for students with special educational needs by mainstream class teachers Access to ICT Planning for the use of ICT Frequency of ICT use Focus of ICT use Use of resources and applications Quality of provision 5. 4 ICT in special education 5. 4. 1 5. 4. 2 5. 4. 3 5. 4. 4 5. 4. 5 5. 4. 6 5. 5 5. 6. Assessment Developing ICT in the classroom 5. 6. 1 5. 6. 2 Factors that constrain the development of ICT in the curriculum Factors that facilitate the development of ICT in the curriculum Main findings Recommendations ICT and teaching and learning in post-primary schools 5. 7 Findings and recommendations 5. 7. 1 5. 7. 2 Chapter 6 6. 1 6. 2 Introduction ICT qualifications and skills 6. 2. 1 6. 2. 2 Teachers’ ICT qualifications and skill levels Students’ ICT skill levels Timetabling of dedicated ICT lessons Curriculum and content of dedicated ICT lessons School principals’ support for the use of ICT in the classroom ICT in practice in the classroom Quality of provision 6. 3 Dedicated ICT lessons 6. 3. 1 6. 3. 2 6. 4 Classroom practice and ICT 6. 4. 1 6. 4. 2 6. 4. 3 6. 5 ICT and special educational needs v ICT in Schools 6. 6 6. 7 Assessment Developing ICT in the classroom 6. 7. 1 6. 7. 2 Factors that constrain the development of ICT in the classroom Factors that facilitate the development of ICT in the classroom Main findings Recommendations. 168 168 168 170 172 172 174 6. 8 Findings and recommendations 6. 8. 1 6. 8. 2 Part 4 Chapter 7 7. 1 7. 2 Summary of findings and recommendations Main findings and recommendations 177 178 179 179 181 182 184 184 186 188 188 189 191 194 197 Introduction Main findings 7. 2. 1 7. 2. 2 7. 2. 3 Infrastructure ICT Planning ICT in teaching and learning ICT infrastructure Professional development needs of teachers ICT infrastructure in schools Planning for ICT in schools ICT in teaching and learning 7. 3 Main recommendations for policy-makers and policy advisors 7. 3. 1 7. 3. 2 7. 4 Main recommendations for schools 7. 4. 1 7. 4. 2 7. 4. 3 References Appendix vi Abbreviations. AP AUP BOM CAD CEB CESI CPD DES ECDL EGFSN ERNIST ESI EU FETAC ICD ICT ISC LC LCA LCVP LSRT MLE NCC NCCA NCTE NPADC OECD PCSP PISA SCR SDP SDPI SDPS SDT SESE SESS SIP TIF VEC VLE WSE assistant principal acceptable use policy board of management computer-aided design Commercial Examining Board Computer Studies Society of Ireland continuing professional development Department of Education and Science European Computer Driving Licence Expert Group on Future Skills Needs European Research Network for ICT in Schools of Tomorrow Education Services Interactive (Project). European Union Further Education and Training Awards Council in-career development information and communications technology Information Society Commission Leaving Certificate (Established) Leaving Certificate—Applied Leaving Certificate Vocational Programme learning-support resource teacher managed learning environment National Competitiveness Council National Council for Curriculum and Assessment National Centre for Technology in Education National Policy Advisory and Development Committee Organisation for Economic Co-operation and Development Primary Curriculum Support Programme Programme for International Student Assessment student-computer ratio school development planning School Development Planning Initiative (Post-primary). School Development Planning Support (Primary) special-duties teacher Social, Environmental and Scientific Education Special Education Support Service Schools Integration Project Telecommunications and Internet Federation Vocational Education Committee virtual learning environment whole-school evaluation vii ICT in Schools Tables Table 1. 1 Table 1. 2 Table 1. 3 Table 2. 1 Table 2. 2 Table 2. 3 Table 2. 4 Table 3. 1 Table 4. 1 Table 4. 2 Table 4. 3. Table 4. 4 Table 4. 5 Table 4. 6 Table 5. 1 Table 5. 2 Table 5. 3 Table 5. 4 Table 5. 5 Table 5. 6 Table 5. 7 Table 5. 8 Table 5. 9 Funding of ICT in education policy initiatives Student-computer ratio (SCR) in each school sector in given years Proportion of schools having at least one fixed and one mobile data projector Comparison of survey sample. and population, primary schools Comparison of survey sample and population, post-primary schools Number and level of lessons observed, post-primary schools Quantitative terms used in the report Awareness and use of NCTE and ICT advisory services among teachers Teachers’ attendance at NCTE and ICT advisory service training courses Professional development preferences of post-primary teachers, by subject Teachers’ use of internet resources in planning and preparation for teaching Primary principals’ views on the strategic development of ICT Post-primary principals’ views on the strategic development of ICT Teachers’ priority areas for the development of ICT Proportion of primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced†. Proportion of primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† Inspectors’ observations on the use of ICT to facilitate teaching and learning in classrooms Teachers’ use of software and the internet to facilitate learning Most frequently used applications in the teaching of individual curricular areas Applications used by members of special-education support teams to promote the development of skills. Most frequently used applications to promote the development of individual learning priority areas Comparison of inspectors’ ratings of the quality of ICT provision in supporting children with special educational needs in mainstream and special-education support settings Table 5. 10 Table 6. 1 Table 6. 2 Table 6. 3 Sample of inspectors’ comments on the quality of ICT use in special-education support settings Proportion of post-primary teachers who rated their proficiency in ICT skills as either â€Å"intermediate† or â€Å"advanced† Proportions of post-primary teachers who rated their ability in each of three ICT tasks that facilitate teaching and learning as either â€Å"intermediate† or â€Å"advanced† 144 Timetabled dedicated ICT lessons in post-primary schools 149 142 133 132 131 130 113 117 117 111 109 12 13 14 24 25 29 30 36 83 88 93 100 100 102 Inspectors’ comments on the quality of use of ICT observed in teaching and learning 123 viii Table 6. 4 Table 6. 5 Table 6. 6 Table 6. 7 Table 6. 8 Table 6. 9. Commonly taught topics in dedicated ICT lessons Principals’ descriptions of how ICT is used in some subjects Principals’ views on the impact of ICT on teaching and learning Location of lessons observed during subject inspections ICT resources available in the classrooms of lessons observed Use of the internet and software in teaching and learning 151 153 154 155 155 161 Diagrams Fig. 2. 1 Fig. 2. 2 Fig. 2. 3 Fig. 3. 1 Fig. 3. 2 Fig. 3. 3 Fig. 3. 4 Fig. 3. 5 Fig. 3. 6 Fig. 3. 7 Fig. 3. 8 Fig. 3. 9 Fig. 3. 10 Fig. 4. 1 Fig. 4. 2 Fig. 4. 3 Fig. 4. 4 Fig. 4. 5 Fig. 4. 6 Fig. 4. 7 Fig. 4. 8 Fig. 4. 9 Fig. 4. 10 Fig. 4. 11 Fig. 4. 12 Fig. 4. 13 Fig. 5. 1 Fig. 5. 2 Fig. 5. 3 Survey response rates Mainstream lesson observations in primary schools Subjects reviewed at post-primary level Teachers’ ratings of NCTE and ICT advisory services Access to computers by primary teachers Access to computers by post-primary teachers Access to computers by fifth-class students Access to computers by fifth-year students Frequency of use of ICT peripherals by primary teachers Frequency of use of ICT peripherals by post-primary teachers Provision and use of e-mail address by subject taught, post-primary schools. The primary school web site: teachers’ responses The post-primary school web site: teachers’ responses Contents of ICT plans, primary schools Contents of ICT plans, post-primary schools Staff ICT training in primary schools within the previous three years Staff ICT training in post-primary schools within the previous three years Principals’ and teachers’ views on ICT training requirements, primary schools Principals’ and teachers’ views on ICT training requirements, post-primary schools Use of computers for lesson preparation Resources provided by mainstream primary teachers using ICT Use of the internet in planning and preparation for teaching, by subject Scoilnet visits by teachers. The most popular sections of Scoilnet among teachers Teachers’ ratings of Scoilnet Teachers’ views on what Scoilnet should contain Use and related proficiency of applications in teaching Extent to which mainstream teachers plan for the use of ICT Organisation of teaching and learning during use of ICT 23 28 29 34 41 42 43 44 54 54 58 62 62 77 77 81 82 86 87 90 91 93 94 95 96 97 110 112 113 ix ICT in Schools Fig. 5. 4 Fig. 5. 5 Fig. 5. 6 Fig. 5. 7 Fig. 5. 8 Fig. 5. 9 Fig. 5. 10 Fig. 5. 11 Fig. 5. 12 Fig. 5. 13 Fig. 5. 14 Fig. 6. 1 Fig. 6. 2 Fig. 6. 3 Fig. 6. 4 Fig. 6. 5 Fig. 6. 6 Fig. 6. 7 Fig. 6. 8 Fig. 6. 9 Fig. 7. 1. Frequency of ICT use to promote learning in curricular areas Frequency of ICT use among mainstream and special class teachers to facilitate development of skills Frequency of use of individual internet resources by internet users Inspectors’ rating of the quality of use of ICT in teaching and learning Students’ proficiency in individual tasks Level of ICT support for students with special educational needs in mainstream classrooms Level of access by students with special educational needs in special-education support settings. Extent to which special-education support team members plan for the use of ICT Inspectors’ observations of the use of ICT to facilitate teaching and learning in special-education support settings Frequency of ICT use in special-education support settings to facilitate development of skills Inspectors’ ratings of the quality of use of ICT in teaching and learning observed in special-education support settings Proficiency and use of applications in teaching Students’ use of computers Students’ ICT skill levels Use of ICT in the planning and preparation of observed lessons Main uses of ICT in teaching and learning in the subjects inspected, as reported by teachers. Frequency of use of computers in teaching Settings in which ICT is used in classrooms Use of the internet and applications, by subject area Inspectors’ rating of the quality of use of ICT in teaching and learning observed International student-computer ratios from PISA 2003 114 115 119 122 125 126 127 128 128 129 132 143 146 147 156 157 158 159 162 164 179 x Foreword. Information and communication technology has brought profound changes to almost all aspects of our lives in recent years. It has transformed activities as basic as how we work, communicate with each other, treat illnesses, travel, shop and enjoy our leisure time. The pace of change shows no sign of slowing: indeed, the development of ICT and its applications to areas such as the integration of media, are continuing at even faster rates than heretofore. In a relatively short period of time, ICT skills have become as fundamental to living a full life as being able to read, write and compute. Ireland has been a leading player in the development of the ICT industry. We have been a leading exporter of ICT hardware and software, and many of the key businesses in the industry have important bases here. Like other countries, we have also recognised that if our young people are to live full lives in a world transformed by ICT, they need to have opportunities to acquire and develop ICT skills from an early age. Since the late 1990s, we have made considerable investments in ICT infrastructure in schools, and in training for teachers and other professionals. Until now, little national research evidence has been published on the impact that the new technologies have had on schools and especially on teaching and learning. This report examines the extent to which ICT has been used in schools at both primary and post-primary levels and, more importantly, assesses the impact that ICT has had on teaching and learning, including the ways in which ICT is used to support the learning of students with special educational needs. The evaluation shows that while much progress has been achieved in the roll-out of ICT in schools, considerable challenges remain. The report presents findings and recommendations that will be of interest to teachers, principals, school support services, curriculum developers and policy-makers. I hope that it will inform debate and policy decisions on how we can ensure that young people have the skills, knowledge and attitudes necessary to benefit from the opportunities presented by this powerful technology in the years ahead. Eamon Stack Chief Inspector xi ICT in Schools xii Executive summary xiii ICT in Schools Executive summary. An evaluation of the infrastructure, planning and use of information and communications technology in teaching and learning was conducted by the Inspectorate in primary and post-primary schools during the school year 2005/06. The objectives of the evaluation were: †¢ to examine the extent to which ICT was used in primary and post-primary schools †¢ to evaluate the impact of ICT on teaching and learning †¢ to assess the ICT skills of students at selected points in the education system and to obtain their views on their experience of ICT in their schooling †¢ to obtain the views of principals and teachers on their ICT skills and their opinions of the impact and future role of ICT in education †¢ to make recommendations for policy development regarding ICT in schools. xiv Executive summary. The evaluation methods comprised: †¢ a national survey of primary (234) and post-primary (110) principals †¢ a national survey of primary (1,162) and post-primary (800) teachers †¢ case-study school evaluations by inspectors (32 primary schools, 20 post-primary schools) †¢ observations during classroom inspections (77 primary schools) †¢ observations during subject inspections (111 post-primary schools) †¢ a follow-up on-line survey of teachers in case-study post-primary schools. Summary of main findings The findings and recommendations are summarised here and are elaborated in chapter 7. Infrastructure †¢ The student-computer ratio (SCR) in Irish schools is 9. 1:1 at primary level and 7:1 at post-primary level. Information available from the OECD suggests that countries that have taken the lead in the provision of ICT in schools are aiming for or achieving a SCR of 5:1. †¢ In the main, schools make effective use of the grants provided by the DES for developing their ICT systems. However, schools generally spend considerably more on ICT than the sums made available through these grants schemes. †¢ The lack of technical support and maintenance is a significant impediment to the development of ICT in schools. †¢ At primary level, computer rooms are generally a feature of the larger schools. However, access by students to computers was found to be superior where the computers were located in the classrooms. At the post-primary level there is a greater permeation of computers in specialist rooms than in general classrooms. †¢ Schools were found to use a limited range of ICT peripherals, mainly printers, scanners, and digital cameras. Digital projectors were found in post-primary schools. At primary level, interactive whiteboards were present in a small number of schools. †¢ Schools that made dedicated computer facilities available to teachers reported that it led to the use of more high-quality and creative teaching resources in classrooms. xv ICT in Schools Planning †¢ Responsibility for ICT in a school can lie with an ICT steering committee, the principal, the deputy principal, an ICT co-ordinator, or a combination of these personnel. Greater efficiency is achieved where a named person has responsibility for ICT within a school and where their role is clearly defined. †¢ The majority (71%) of primary schools surveyed, but fewer than half (46%) of post-primary schools, were found to have a written ICT plan. These plans tend to concentrate more on infrastructural issues than on how ICT can be used to enhance teaching and learning. †¢ Most schools (83% of primary schools, 87% of post-primary schools) were found to have an acceptable-use policy (AUP). This is a product of the requirements of the Schools Broadband Access Programme and the safety-awareness initiatives of the NCTE. It is also an indication of the seriousness that schools attach to the risks associated with the use of the internet. †¢ The majority of teachers make some use of ICT in lesson planning and preparation. Newly qualified teachers are more likely to use ICT for this purpose than their more experienced colleagues. However, fewer teachers were found to plan for the use of ICT in teaching and learning. At the post-primary level, planning for the use of ICT in teaching varies between subjects. The programmes for Transition Year, LCVP and LCA specifically encourage planning for the use of ICT in teaching and learning. Teachers of these programmes regularly reported that their involvement also encouraged them to use ICT in their teaching with other class groups. †¢ School principals and teachers identified the provision and maintenance of hardware in schools and the provision of professional development opportunities in ICT as being strategically important for the development of ICT in their school. Generic programmes of professional development, because of their wider appeal, were found to have a greater take-up among teachers than topic-specific programmes. Teaching and learning †¢ Only 30% of primary teachers and 25% of post-primary teachers rated their ability as either â€Å"intermediate† or â€Å"advanced† with regard to using teaching and learning methods that are facilitated by ICT. Recently qualified teachers had a higher perception of their ICT skills than more experienced teachers. †¢ At the primary level, the inspectors reported evidence of the use of ICT to facilitate teaching and learning in 59% of the classrooms visited. However, the inspectors observed ICT actually being used in only 22% of the lessons observed. Nearly a quarter of all inspections showed a competent or optimal level of performance in relation to the use of ICT in the classroom. xvi Executive summary †¢ Where ICT is used in primary classrooms it predominates in core curricular areas, such as English and Mathematics, and in Social, Environmental and Scientific Education (SESE). †¢ The evaluation found that many fifth-class students in primary schools do not have the competence to complete basic tasks on the computer. While most students reported being able to perform many of the most basic computer tasks, such as turning a computer on and off and opening or saving a file, more than 30% reported that they were not able to print a document or to go on the internet by themselves. Almost half (47%) reported not being able to create a document by themselves. The majority did not know how to create a presentation (72%), use a spreadsheet (86%), or send an attachment with an e-mail message (88%). Competence in the use of ICT is limited for the most part to basic ICT skills, centred on the use of word-processing. †¢ Only 18% of the post-primary lessons observed by the inspectors involved an ICT-related activity. Students’ interaction with the technology was observed in only about a quarter of these instances. The most common ICT-related activity observed was the use of a data projector to make a presentation to a class group. Inspectors judged that effective integration of ICT in teaching and learning was occurring in approximately half of the lessons in which the use of ICT was observed (i. e. in approximately 11% of all lessons observed). †¢ Dedicated ICT lessons at the post-primary level are more prevalent among first-year classes, and are provided less frequently as students progress towards the Junior Certificate. The majority of schools concentrate on providing students with such lessons in their Transition Year, in the LCVP, and in the LCA. †¢ High levels of integration of ICT were found at the post-primary level in the science and applied science subjects and in subjects in the social studies I group. 1 Subjects were also identified that rarely made use of ICT, the most notable being Irish. †¢ The evaluation found that fifth-year students in post-primary schools had the confidence to perform many basic computer operations by themselves, for example saving, printing, deleting, opening and editing a document. However, it also found that they generally needed some assistance to perform more complicated tasks, such as moving files, copying files to external storage devices, and writing and sending e-mail. A relatively low proportion of these students reported being able to create a multimedia presentation. Students required most help with attaching a file to an e-mail message, constructing a web page, or dealing with computer viruses. While the post-primary inspectors generally commented positively on the students’ ICT work that they observed, they were also concerned that the tasks undertaken by the students were largely word-processing and presentation tasks. 1 Social Studies I group includes History; Geography; Art, Craft, and Design; and Music. Social Studies II group includes Religious Education; Physical Education; Civic, Social and Political Education (CSPE); and Social, Personal and Health Education (SPHE). xvii ICT in Schools †¢ ICT is widely used to facilitate the provision by schools of special education. Generally, ICT is used more frequently by members of the special-education team rather than by mainstream class teachers. The emphasis in students’ engagement with ICT in special-education settings is mainly on the support of literacy. Support for ICT †¢ The level of awareness among teachers of the ICT advisory service is generally low, with fewer than half the respondents at both the primary and the post-primary level reporting an awareness of it. Awareness is higher, however, among ICT co-ordinators than among other teachers. †¢ The use of the ICT advisory service is also low. At the primary level only 22% of all respondents reported having used the service, while at the post-primary level the corresponding figure was 15%. Summary of key recommendations for policy-makers and policy advisors †¢ The level of ICT infrastructure in schools needs to be improved. Specifically, Ireland should be working towards equipping not just all schools but all classrooms with an appropriate level of ICT infrastructure. Consideration should be given to equipping all classrooms with a computer for use by the teacher, broadband internet access with adequate bandwidth, and a fixed data projector and screen for use by the teacher in presentations. Furthermore, to ensure appropriate access to ICT by students, Ireland should strive to reduce its student-computer ratio (SCR) from the present 9. 1:1 in primary schools and 7:1 in post-primary schools. International evidence suggests that countries that have taken a lead in this area are aiming for or achieving a ratio of 5:1 or less in all schools. †¢ Improvements in ICT infrastructure will need to be supported by the introduction of a national ICT technical support and maintenance system for schools. Schools also need to be provided with the capacity to regularly upgrade their own ICT infrastructure. †¢ The pedagogical dimension of the ICT advisors’ role in an education centre could be more appropriately provided by the relevant school support services, in liaison with the ICT school coordinators. The technical dimension of the ICT advisors’ role could be provided in a number of ways, including for example, by having a commercially supplied ICT maintenance and support for schools. With an effective IT maintenance system in place, the pedagogical role of ICT coordinators within schools could be enhanced and supported with appropriate training. xviii Executive summary †¢ Support services should give priority to the integration of ICT in teaching and learning. There is an opportunity for such services to work more closely with schools, and with school ICT coordinators in particular, to determine staff training needs and assist in organising appropriate professional development courses for teachers. Support service personnel should aim to be proactive in providing examples of how ICT can be used to facilitate teaching and learning in any programmes provided. Furthermore, course organisers should take greater account of the wide range of ICT abilities and experiences commonly found in groups of teachers and should provide differentiated ICT learning experiences for course participants. †¢ Additional guidance should be provided to schools and teachers of students with special educational needs so that the needs of learners may be matched more appropriately with the technology available. †¢ There needs to be an increased emphasis on the application of ICT in teaching and learning in teacher education at pre-service, induction and continuing professional development stages. It is recommended that teacher education departments in third-level colleges should provide student teachers with the skills necessary to effectively use ICT in teaching and foster in them a culture of using ICT in their work. Consideration should also be given to extending and expanding significantly the current range of professional development courses available for teachers. A major focus of such an initiative should be on how ICT may be integrated fully in the teaching and learning of specific subjects and curricular areas. The ICT Framework for Schools, which the NCCA will issue in the near future, will be a further assistance to schools in this regard. Key recommendations for schools †¢ Schools and teachers should regularly review the use of ICT in their work. In particular, they should strive to ensure greater integration of ICT within teaching and learning activities in classrooms and other settings. †¢ Teachers should exploit the potential of ICT to develop as wide a range of students’ skills as possible, including the higher-order skills of problem-solving, synthesis, analysis, and evaluation. †¢ Principals should encourage and facilitate suitable ICT training for teachers. Schools should liase with relevant support services and should endeavour to establish mechanisms to facilitate the sharing of good practice among members of the staff. †¢ Schools should endeavour to provide all their students with an  appropriate and equitable level of experience of ICT at all class levels: at the primary level and at both junior and senior cycle at the post-primary level. xix ICT in Schools †¢ Schools should plan for the maintenance and upgrading of their ICT systems. †¢ Computer rooms, where they exist, should be used to maximum effect. Staff members and students should be provided with adequate access to the internet. Post-primary schools in particular should aim to increase the permeation of ICT in general classrooms. †¢ A designated staff member should be responsible for ICT development. An ICT plan should be developed, using a consultative process, and an appropriate-use policy (AUP) should also be established. †¢ Teachers should endeavour to integrate ICT more in their planning and preparation for teaching. †¢ Schools need to ensure that ICT is used to support students with special educational needs in the most effective and appropriate way. Schools need to ensure that they match students’ needs to the most appropriate technology available, and that ICT is used to support not only the acquisition of literacy but the widest range of students’ needs. †¢ Schools should exploit the benefits to be had from ICT in their assessment procedures and also in their administrative practices. xx Chapter 1 ICT in primary and post-primary education in Ireland Part 1 Introduction 1 ICT in Schools †¢ Part 1 Introduction 1. 1 Introduction Information and communications technology (ICT) is an accepted element in all our lives and has a central role to play in education. Since the appearance of the first Government policy on ICT in education in 1997, a substantial investment has been made in ICT facilities and training in Irish schools. In Ireland, as in other countries, the debate about ICT in education concentrates on the potential impact of ICT on teaching and learning and on the measures that need to be adopted to ensure that the potential of ICT to enrich students’ learning experience is realised. This Inspectorate report presents the findings of a major evaluation of the impact of ICT on teaching and