Human Relations & Resources Paradigm Essays - Emotions, Happiness

Human Relations and Resources Paradigm Essays - Emotions, Happiness Human Relations and Resources Paradigm The Human Relations and Resources worldview disguises under numerous names: Corporate impetuses, Employee inspiration, Loyalty projects, and Employee rewards. A snappy Google search delivered no under 276,000 hits touting projects and items intended to make your workers more joyful, increasingly fulfilled, and obviously the main concern, progressively profitable. These impetus programs speak to a general frail endeavor at executing the walker aspects of this hierarchical correspondences worldview. An upbeat specialist is a gainful laborer. At the point when the specialist has a pleasant workplace ? a wonderful office with ergonomically right goods ? at that point the specialist will work more earnestly for you. Take the Novell grounds, for instance. Six structures covering a liberal bundle of very much finished land, total with a stream, a way for running and strolling, a cafeteria for adults with an assortment of flavors and decisions, a rec center with showers, a b-ball court, a soccer field, and a sand volleyball pit. Ok, bliss is all over and the fulfilled Novell representative has once in a while a need that may remove them from their workplace. Making this degree of natural satisfaction additionally implies the laborer is liberated from the everyday considerations that may cut into her work day. A cheerful laborer is socially very much adjusted to the corporate atmosphere. She knows the corporate jargon, the shrouded subtleties, and the implicit jokes. She fits into the professional workplace and she needs to fit in on the grounds that how she sees herself is trapped with how well she satisfies her situation at work. An upbeat laborer is paid well; anyway a liberal check without anyone else isn't sufficient to keep her glad. Her work permits her to investigate her imaginative potential by taking care of issues and making the most of commitments that. She solidly accepts that she has something critical to offer that will enable the association to succeed.

Berry College - SAT Scores, Costs and Admissions Data

Berry College - SAT Scores, Costs and Admissions Data Berry College has an acknowledgment pace of 62 percent. Candidates can look over the Common Application or Berrys own online application. There is no application expense. All candidates must submit SAT scores or ACT scores and a secondary school transcript. An exposition and letters of suggestion are discretionary. Will You Get In? Ascertain Your Chances of Getting Inâ with this free apparatus from Cappex Affirmations Data (2017) Berry College Acceptance Rate: 62 percentGPA, SAT and ACT Graph for Berry AdmissionsTest Scores 25th/75th PercentileSAT Critical Reading: 570/660SAT Math: 550/640What these SAT numbers meanTop Georgia school SAT comparisonACT Composite: 24/29ACT English: 24/30ACT Math: 22â /27What these ACT numbers meanTop Georgia school ACT correlation Berry College Description Established in 1902, Berry College is a privateâ liberal expressions collegeâ located in Rome, Georgia, barely an hour from Atlanta. Berry has the differentiation of having the biggest coterminous grounds on the planet. At 26,000 sections of land, the Berry grounds incorporates fields, forests, and a whole mountain. Understudies will discover heaps of alternatives for outside exercises, for example, biking, climbing and horseback riding. For a little school, Berry offers a wide scope of scholastic projects through its four schools incorporating double degree programs in Engineering with Georgia Techâ and Nursing with Emory University. Berry has an enormous gift which has permitted it to extend offices as of late and offer all understudies award help. The school has a 12 to 1â student staff proportion, a great work experience program that is available to all understudies, and a solid national notoriety. By and large, Berry College speaks to an incredible instructive worth. Pon y sweethearts should take note of that Berry made our rundown ofâ top equestrian universities. Enlistment (2017) All out Enrollment: 2,110â (1,978 undergraduates)Gender Breakdown: 39 percent male/61 percent female98 percent full-time Costs (2017 - 18) Educational cost and Fees: $35,176Books: $1,000 (why so much?)Room and Board: $12,260Other Expenses: $2,196Total Cost: $50,632 Berry College Financial Aid (2016-17) Level of New Students Receiving Aid: 100 percentPercentage of New Students Receiving Types of AidGrants: 100 percentLoans: 54 percentAverage Amount of AidGrants: $21,883Loans: $7,700 Scholastic Programs: Most Popular Majors: Animal Science, Biology, Communication, Early Childhood Education, Psychology, Business AdministrationWhat major is directly for you? Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time understudies): 78 percent4-Year Graduation Rate: 57 percent6-Year Graduation Rate: 64 percent Intercollegiate Athletic Programs Mens Sports: Football, Swimming, Tennis, Basketball, Baseball, Golf, Lacrosse, Track and Field, SoccerWomens Sports: Soccer, Equestrian, Track and Field, Volleyball, Swimming, Tennis, Soccer, Lacrosse, Golf Berry and the Common Application Berry College utilizes the Common Application. These articles can help manage you: Regular Application exposition tips and samplesShort answer tips and samplesSupplemental paper tips and tests Information Source: National Center for Education Statistics

FINAL TERM ATTACK

FINAL TERM ATTACK On Monday, I managed to trip and fall down half a flight of stairs while running down to the Senior Haus lobby to pick up the Indian food I ordered. Three hours later, I tripped over my own shoes and fell up a flight of stairs in the Haus when I ran to look at the Rockos Modern Life-inspired mural of a sad crying clown in an iron lung. Oh, and I was singing songs from the show on my way upstairs before I fell flat on my face. Let me remind you that I am getting a degree in June. It is my final term here, I finished nearly all of my course requirements over a year ago, and there is one lab class standing between me and an S.B. in Brain and Cognitive Sciences from MIT. I can see the light. I CAN SEE IT. IT IS SO SO CLOSE. Of course, my classes are impossible this term and I havent slept in a while. Case in point: I am working on the following assignment due tomorrow in 21M.840: Create a text for a 3-5 minute performance. This text must be composed of no less than five different source materials. No single source may comprise more than 20% of the whole. Try to assemble your text from a combination of mediaprose / dialogue / recorded conversation / poetry / sounds / still images / transcript / moving images / television / etc. Your piece must include the following: -5 entrances and exits -2 extended close-ups ¬â€ (at least one so close, we arent sure what were looking at) -1 example of partial view (only part of the performer is visible, other parts available by technology: mic, camera, monitor, etc.) (partially seen, partially screened) at least 1 moment eating, drinking, or both -1 example of gravity -1 example of lack of gravity -1 short dance number -1 radical change in shape, silhouette, or something like that (costume, something more abstract, take your pick) Clearly, Rockos Modern Life is the first thing that should come to mind when I have to develop experimental performance art pieces. Its the king of all weird cartoons. Captain Compost Heap approves.

The Black Cat And Tell Tale Heart - 936 Words

H.P. Lovecraft wrote a book called Supernatural Horror in Literature. In the book he wrote a literary analysis about Poe’s writing he says, â€Å"Like most fantasists, Poe excels in incidents and broad narrative.† I agree with what Lovecraft has to say about Poe’s protagonist. In each of his stories like â€Å"The Black Cat† and â€Å"Tell Tale Heart† both of these stories have such an amazing horror into them but when you start reading more about the main characters you realize that all his main characters always do make the same decisions including â€Å"The Raven†. Starting off With Tell Tale Heart, in the beginning, the narrator of the story is shown as a caring person who allowed the old man to leave with him and help the old men with what he needed. But later on in the story, he starts getting very paranoid he says, â€Å"But why WILL you say that I am mad? The disease had sharpened my senses, not destroyed, not dulled them (Tell-tale heart).† The disease that he is talking about was nervousness his nervousness makes him start to become paranoid of the old guys eye. He called his eye the ‘Vulture eye† and described it as a,† A pale blue eye with a film over it. Whenever it fell upon me my blood ran cold. Which led to the narrator going mad and plan the old man’s death. This led to Poe’s character turning mad which led to him planning to make old man’s life away. He says that for one week he would go into the old man’s room at midnight and look at him for a couple minutes then later on in t heShow MoreRelatedThe Tell Tale Heart And The Black Cat786 Words   |  4 Pagesâ€Å"The Tell-Tale Heart† and â€Å"The Black Cat† are two short stories written by Edgar Allan Poe. Both stories share the elements of death and outrageousness; both have frightening night time scenes as well. In both of the short stories the protagonists of both stories seem to have very little or nothing in common. Their marital status, living conditions, and responsibilities are very different. If the reader looks more closely, the two men appear alike in many ways: both share their criminal historyRead MoreThe Tell Tale Heart And The Black Cat1612 Words   |  7 Pagesdifferences in his works. In two of his works, â€Å"The Tell-Tale Heart† and â€Å"The Black Cat†, he uses the fatalities of his mother and wife to write two great stories. Although â€Å"The Tell-Tale Heart† and â€Å"The Black Cat† by Edgar Allen Poe seem similar on the surface because o f the happiness in the beginning of the stories and the murders by the end, whereas they both represent the pain Poe dealt with in their own way. In both â€Å"The Tell-Tale Heart† and â€Å"The Black Cat†, both main characters murder innocent peopleRead MoreThe Tell Tale Heart And The Black Cat1612 Words   |  7 Pagesdifferences in his works. In two of his works, â€Å"The Tell-Tale Heart† and â€Å"The Black Cat†, he uses the fatalities of his mother and wife to write two great stories. Although â€Å"The Tell-Tale Heart† and â€Å"The Black Cat† by Edgar Allen Poe seem similar on the surface because of the happiness in the beginning of the stories and the murders by the end, whereas they both represent the pain Poe dealt with in their own way. In both â€Å"The Tell-Tale Heart† and â€Å"The Black Cat†, both main characters murder innocent peopleRead MoreThe Black Cat And The Tell Tale Heart957 Words   |  4 Pagesbrilliantly horrifying short stories. In the two short stories â€Å"The Black Cat† and â€Å"The Tell Tale Heart† Poe uses characterization to portray the guilt of the narrator. â€Å"The Black Cat† short story’s writing has a morbid effect on readers and describes the torments of guilt. In â€Å"The Tell-Tale Heart† Poe explores the effects of the subconscious mind, the suppressing of guilt and the narrator’s guilt forcing him to confess.† â€Å"The Black Cat† is written with violent language to create a grotesque effect onRead MoreThe Tell Tale Heart And The Black Cat2133 Words   |  9 Pages First Draft Essay: â€Å"The Tell-Tale Heart† and â€Å"The Black Cat† Everyone hits rock bottom or hits that breaking point in their lives. For some people it may be sooner than others. Our actions can be justified in some ways, where it depends on the person’s mental state, physical state, or emotional state. Additionally, we always try to find a reason on why our actions may be perceived to be right in our own eyes. In â€Å"The Black Cat† and â€Å"The Tell-Tale Heart,† Edgar Allan Poe demonstrates the conceptRead MoreLigeia, The Tell-Tale Heart and The Black Cat618 Words   |  3 Pages Edgar Allen Poe’s stories written from the narrator’s point of view, â€Å"Ligeia†, â€Å"The Tell-Tale Heart†, and â€Å"The Black Cat† are moving and vivid with many details that brings us into the stories and keeps our attention but the eerie strange mad happenings and narrator thoughts, often keep the reader flip flopping with determining and questioning the sanity of the narrator and what is real and unreal. The stories narrators do not identify themselves or leave gaps in who they are which givesRead MoreA Comparative Essay On The Tell Tale Heart And The Black Cat1090 Words   |  5 PagesA Comparative Essay on The Tell-Tale Heart and The Black Cat By Annaliese Zmegac 10 White Edgar Allen Poe illustrates his narrators from The Black Cat and The Tell-Tale Heart in a certain light. The portrayal of the narrators through symbols of a heart and dark and night which give the audience an easier understanding because of the implications surrounding these particular symbols. The narration indicates various things about elements of the the narrators like their insanity or even their stabilityRead MoreEssay on A Comparison of The Tell-Tale Heart and The Black Cat832 Words   |  4 PagesA Comparison of The Tell-Tale Heart and The Black Cat Edgar Allan Poe was an American poet and writer who is regarded as a master of the macabre, focusing on the horror genre with themes of death and insanity being explored throughout his work. Many traits of his main characters, such as the alcohol abuse of the protagonist in The Black Cat are borrowed from his own experiences, with the demons of drugs and alcohol eventually driving Poe to his death. His stories inRead MoreSimilarities Between The Tell Tale Heart And The Black Cat946 Words   |  4 Pagestuberculosis. Two of these stories were titled â€Å"The Tell-Tale Heart† and â€Å"The Black Cat.† In â€Å"The Tell-Tale Heart,† a man kills another man because his eye made him feel weak and fragile. He hid the body in the floor only to be found out later because his own heart and mind were beating so hard he couldn’t take the guilt and admitted to the murder. Then, in â€Å"The Black Cat,† a man rips the eye out of his own cat then later hangs it. After that, he finds another cat who looked just like the last and when heRead MoreTell Tale Heart vs. the Black Cat Essay1096 Words   |  5 Pagesimagined such eerie and enthralling tales. Some of his most acclaimed and well-known works are â€Å"The Black Cat† and â€Å"The Tell-Tale Heart.† These are stories based on characters that go insane over obsession involving an eye. Both charact ers have a relentless urge to kill. And, both of the murderers stuff the dead bodies into the foundation of a house. The main characters are questioned by the police and in a fit of lunacy, they admit their guilt. In â€Å"The Black Cat,† a man develops a volatile temper

About the Serpentine Gallery Pavilions, All of Them

The company requires a short description of the proposed project Free Essays

A prominent publishing company, has contacted you about the possibility of writing a new textbook for the first semester History of World Civilizations course, a potentially very lucrative undertaking. The company requires a short description of the proposed project that includes:   a possible table of contents; an overview of the purpose of the book (and what will be unique about it); a rationale for the book’s organization; and an explanation of the key themes to be developed. Please take the time to organize your thoughts in a logical manner and cite evidence to support your analysis. We will write a custom essay sample on The company requires a short description of the proposed project or any similar topic only for you Order Now The 21st century is filled with technological innovations and scientific discoveries that have significantly improved how the human race subsists. Since the beginning of time, man has constantly aim for development and progress. As a result, numerous changes have transpired which paved the way for the occurrence of civilizations. Without these developments, the contemporary society would not be able to enjoy and at the same time benefit from the modern conveniences that were all made possible through the ingenuity and intelligence of the ancient people. Most of the history books have almost accurately tackled the advancement of the political, social, cultural and economic aspects of the society in the six continents of the world namely: Africa, Europe, Asia, Australia and North and South America. However, this book that I am proposing would discuss the relationship between nature and civilization. There have been previous studies conducted that argued that civilization is a â€Å"by-product of these social adaptations to environmental change† (Rockets, 2006). More so, based on several archaeological expeditions, scientists and historians have theorized that the â€Å"development of civilization was simply the result of a transition from harsh, unpredictable climatic conditions during the last ice age, to more benign and stable conditions at the beginning of the Holocene period some 10,000 years ago† (Environment News Service, 2006). Because of this notion, I have decided to write a book that would provide historical accounts on how man and nature have evolved that contributed to the formation of civilizations which have become the core of human existence. Through this book, readers would be enlightened on how the interaction between man and nature and their development have played a role in the advancement of humanity. Moreover, this undertaking would provide answers on why climate has changed and determine the contributions of man in the present environmental phenomenon. This book offers a timely subject matter and revealing historical information that would give a new perspective on World Civilizations. How to cite The company requires a short description of the proposed project, Papers

National Cultural Differences and Multinational Business Essay Sample free essay sample

The high Dutch psychologist. direction research worker. and civilization expert Geert Hofstede. early in his calling. interviewed unsuccessfully for an technology occupation with an American company. Subsequently. he wrote of typical cross-cultural misinterpretations that harvest up when American directors interview Dutch recruits and frailty versa: â€Å"American appliers. to Dutch eyes. oversell themselves. Their Curriculum vitae are worded in superlatives†¦during the interview they try to act assertively. assuring things they are really improbable to realize†¦Dutch appliers in American eyes undersell themselves. They write modest and normally short CVs. numbering on the interviewer to happen out by inquiring how good they truly are†¦they are really careful non to be seen as braggers and non to do promises they are non perfectly certain they can carry through. American interviewers know how to construe American CVs and interviews and they tend to dismiss the information provided. Dutch interviewers. accustomed to Dutch appliers. We will write a custom essay sample on National Cultural Differences and Multinational Business Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page be given to upgrade the information. To an naive American interviewer an naive Dutch applier comes across as a chump. To an naive Dutch interviewer an naive American applier comes across as a bragger. †1 Cultural differences. while hard to detect and step. are evidently really of import. Failure to appreciate and account for them can take to abashing bloopers. strive relationships. and drag down concern public presentation. And the effects of civilization persist even in life-or-death state of affairss. See the illustration of Korean Air’s high incidence of plane clangs between 1970 and 2000. As an analysis of conversations recorded in the black boxes of the crashed planes revealed. the co-pilots and flight applied scientists in all-Korean cockpits were excessively regardful to their captains. Even in the coming of a possible clang. Korean Air copilots and flight applied scientists seldom suggested actions that would belie the judgements of their captains. Challenging one’s superior in Korea was considered culturally unequal behaviour. 2 The Korean Air illustration is peculiarly notable for two grounds. First. if national civilization can hold important – non to state experiential – effects among people of the same cultural beginning. we need to be really cautious in how we deal with national cultural differences in cross-border interactions. Second. it is interesting to observe that the attitudes and behaviours revealed by Korean Air copilots and flight applied scientists persisted in such a extremely regulated environment like commercial air power. National civilization shapes behaviour and this influence reaches beyond administrative properties such as governmental policies. Torahs and public establishments. Therefore. this note focuses on how the influence of civilization materializes and how cultural differences affect the operation of houses around the Earth. For the intent of this note. civilization shall be defined as a set of shared values. premises and beliefs that are learnt through rank in a group. and that influence the attitudes and behaviours of group members. This definition includes three key features: First. civilization can be understood as a group phenomenon that distinguishes people of one group from another. From this position. civilizations exist at many different degrees. including organisational maps or concern units. occupational groups. organisations. industries. geographical parts. and states. 3 This note focuses in peculiar on national civilization and the function of cultural differences across states instead than other cultural groups because this degree of civilization is peculiarly relevant for transnational concern. Second. the above definition implies that civilization is non obtained by birth but instead acquired through a procedure of socialisation. The acquisition of shared values. premises and beliefs occurs through interactions Copyright  © 2011 Pankaj Ghemawat and Sebastian Reiche. This stuff was developed for pupils in the GLOBE class at IESE Business School and should non be cited or circulated without the authors’ written permission. Pankaj Ghemawat and Sebastian Reiche with household. instructors. functionaries. experiences. and society-at-large. In this regard. Geert Hofstede speaks of civilization as a procedure of â€Å"collective scheduling of the mind†4. Third. it is this corporate scheduling that determines what is considered acceptable or attractive behaviour. In other words. cultural values supply penchants or precedences for one behaviour over another. It is of import to observe that national cultural differences have remained reasonably stable over clip. While at the surface degree there may be some convergence in cultural wonts. artefacts and symbols. for illustration as witnessed by the spread of American consumer civilization across the Earth. at a deeper degree cultural differences persist. For illustration. informations from the World Value Survey. a survey of 65 states reflecting 75 % of the world’s population. showed a singular resiliency of typical cultural values even after taking into history the far-reaching cultural alterations caused by modernisation and economic development. 5 Consider the following high-stakes illustration. You are siting in a auto with a close friend. who hits a prosaic. â€Å"You know that he was traveling at least 35 stat mis per hr in an country of the metropolis where the upper limit allowed velocity is 20 stat mis per hr. There are no informants. His attorney says that if you testify under curse that he was merely driving 20 stat mis per hr it may salvage him from serious effects. † More than 90 % of troughs in Canada. the United States. Switzerland. Australia. Sweden. Norway. and Western Germany reported that they would non attest falsely under curse to assist their close friend. while fewer than half of directors in South Korea ( 26 % ) . Venezuela ( 34 % ) . Russia ( 42 % ) . Indonesia ( 47 % ) . and China ( 48 % ) said they would decline to attest falsely in this conjectural state of affairs. 6 Some civilizations put more accent on cosmopolitan committednesss ( like honestness ) while others put more weight on trueness to peculiar people and relationships. Therefore. the possible for misconstruing is big. even between wealthy and profoundly inter-connected states like the United States and South Korea. The continuity of cultural value differences is peculiarly relevant for big transnational companies that are exposed to multiple national civilizations in their day-to-day operations. This suggests that pull offing across boundary lines introduces significant complexness because it forces multinationals to orient their patterns and attacks to each and every cultural context they operate in. Therefore. while the constructs discussed in this note will use to different facets of cross-border activities. the primary focal point is on transnational concern houses. Section 1 of this note discusses cultural models and value dimensions that have been used to analyze national cultural differences. These models are subjective in the sense that they are based on informations that were self-reported by single members of cultural groups. Section 2 introduces a scope of nonsubjective indexs of cultural differences. Section 3 examines how civilization shapes assorted facets of transnational concern. Section 4 discusses concern deductions and how transnational companies can pull off version to cultural differences. I. Cultural Models The analogy of an iceberg is utile to gestate civilization as consisting of different beds. 7 Certain facets of a civilization are more seeable. merely like the tip of an iceberg. This apparent civilization includes ascertained elements such as behaviours. linguistic communication. music and nutrient. A deeper apprehension of a civilization merely develops by looking at the submersed tip of the iceberg. This deeper bed consists of uttered values that reflect how cultural members explain the manifest civilization. Finally. the really underside of the iceberg consists of basic and taken-for-granted premises which form the foundations of each civilization. It is these basic premises that provide the ultimate significance to the expressed values and behaviours. For illustration. in many Asiatic civilizations it is considered ill-mannered non to carefully analyze a concern card that is presented to you because concern cards reflect a person’s professional individuality. rubric and societal position. Failing to analyze the concern card is hence a mark of disrespect towards that individual. In other words. the rite of interchanging concern cards ( a behaviour ) can be explained by the deeper-seated significance that is associated with concern cards in this peculiar context ( expressed values ) . The uttered values. in bend. can merely be to the full understood by taking into history the underlying importance of regard towards senior status and position in that civilization ( basic premises ) . Covering with national cultural differences hence requires non merely knowledge about equal behaviours but. more significantly. an apprehension of deeper-level premises and values that explain why certain behaviours are more appropriate than others. A figure of cultural models exist that characterize and describe civilizations along different value dimensions. Hofstede’s Cultural Dimensions The most widely used model for categorising national civilizations is the 1 developed by Geert Hofstede. a Dutch societal psychologist and direction bookman. 8 The informations used to deduce relevant cultural value dimensions came from IBM employee studies conducted between 1967 and 1973 in more than 50 civilizations. Analysis of responses from over 116. 000 IBM employees to inquiries about their occupation and work scenes revealed systematic cultural differences across four dimensions: power distance. individualism/collectivism. uncertainness turning away. and masculinity/femininity. Probably the most of import cultural dimension identified in Hofstede’s research is power distance. which concerns the grade to which a civilization accepts and reinforces the fact that power is distributed unevenly in society. Members of high power distance civilizations such as Malaysia accept position differences and are expected to demo proper regard to their higher-ups. Status differences exist within the organisational hierarchy but they may besides be based on age. societal category. or household function. It is of import to observe that although these differences in rank will ever be apparent. a superior in a high power distance civilization will handle those at lower degrees with self-respect. Low power distance civilizations such as Denmark are less comfy with differences in organisational rank or societal category and are characterized by more engagement in decision-making and a frequent neglect of hierarchal degree. The construct of power distance helps to explicate the importance of respect Korean Air’s copilots showed towards their captains. It is of import to observe. nevertheless. that a culture’s place along a certain cultural dimension ( e. g. . the higher degree of power distance in Korea ) is non an rating of whether members of that civilization attack state of affairss better or worse than in other civilizations. Alternatively. the cultural dimensions merely show different penchants or precedences for how issues should be approached. A 2nd dimension Hofstede identified is individualism/collectivism. Individualist civilizations show a comparative penchant for the person in contrast to the group. Members of individualist civilizations such as the UK maintain loose societal constructions that are characterized by independency. the importance of individuals’ rights and the acknowledgment of personal enterprise and accomplishment. In contrast. collectivized civilizations such as Venezuela value the overall good of and trueness to the group. Members of collectivized societies clearly distinguish between in-groups and out-groups and are expected to subordinate their single involvements for the benefit of their in-groups ( e. g. . household. organisation ) . In Hofstede’s research. this cultural dimension was shown to strongly correlate with power distance. which means that individualist civilizations tend to hold a penchant for lower power distance. A noteworthy exclusion is France where a penchant for position differences ( comparatively high power distance ) goes hand-in-hand with a focal point on single rights and personal accomplishment. Uncertainty turning away concerns the grade to which cultural members are willing to accept and cover with equivocal or hazardous state of affairss. Cultures with high degrees of uncertainness turning away such as Greece prefer construction and predictability. which consequences in expressed regulations of behaviour and rigorous Torahs. Members of these civilizations tend to be risk antipathetic towards altering employers. encompassing new attacks. or prosecuting in entrepreneurial activities. In societies with low uncertainness turning away such as Singapore there is a penchant for unstructured state of affairss and ambiguity. which favors hazard taking ( i. e. . get downing a new concern ) . invention and the credence of different positions. The 4th dimension Hofstede identified is Masculinity/Femininity. Masculine civilizations such as Japan are thought to reflect a laterality of tough values such as accomplishment. assertiveness. competition and stuff success. which are about universally associated with male functions. In contrast. feminine civilizations focus on stamp values such as personal relationships. attention for others. and quality of life. In add-on. feminine civilizations such as Sweden are besides characterized by less distinguishable gender functions. Compared to masculine civilizations. houses in feminine civilizations place a comparatively stronger accent on overall employee wellbeing instead than bottom-line public presentation. Based on the responses to the IBM employee studies. Hofstede was able to calculate mean tonss for each national civilization involved in the survey along these four dimensions. Over the old ages. Hofstede’s survey has been replicated by other bookmans and extended to over 80 civilizations for which information on the four dimensions are available. Exhibit 1 lists the cultural tonss for each dimension across 30 selected civilizations. Using these tonss. Hofstede developed national cultural profiles to compare civilizations and highlight cultural differences ( see Exhibit 2 ) . This provides a utile tool to analyse what to anticipate when come ining into a new civilization and which value differences will be comparatively more marked. Restrictions of Hofstede’s Cultural Framework Although Hofstede’s model remains the most widely used attack to sort and compare national civilizations. it is non without restrictions. An obvious failing is that the informations are comparatively old and. despite the study’s reproductions. may non to the full capture recent alterations in the political environment ( e. g. . the terminal of the Cold War and the diminution of communism ) or the work topographic point ( stronger focal point on cooperation. knowledge-sharing and authorization ) . Furthermore. Hofstede’s survey was restricted to informations from a individual organisation. Generalizing about national cultural features based on the analysis of a little subset of cultural members relies on the indefensible premise that each state consists of a unvarying national civilization and that informations from a subdivision of IBM employees would be representative of that supposed national uniformity. 9 It is besides deserving observing that the dimension of uncertainness turning away did non emerge as a distinguishable cultural dimension in a later survey that Hofstede conducted utilizing a Chinese equivalent of his original study developed by Chinese societal scientists. 10 Based on informations from 23 states. including 20 from Hofstede’s original survey. the bookmans identified a different 4th dimension stand foring Chinese values related to Confucianism. Originally termed Confucian Work Dynamism. this dimension was subsequently re-labeled longterm/short-term orientation and added as a 5th dimension instead than replacing uncertainness turning away. Therefore. while the dimension of uncertainness turning away is conceptually relevant. its pertinence is needfully limited. Further. beyond the mere confusion associated with the labels of maleness and muliebrity. it is besides less clear what precisely this dimension involves. For illustration. the determination that Japan scored as the most masculine civilization appears to belie the high degrees of concern and attention that Nipponese organisations normally show towards their employees and that would be more declarative of a feminine civilization as defined by Hofstede. It is possible that four cultural dimensions are merely deficient to capture the complexness of national civilization. Hofstede’s cultural value tonss have besides been used to calculate aggregative cultural distances between states along these four dimensions in order to quantify cultural differences between states. 11 Although these cultural distance tonss have been widely used to explicate different phenomena in international concern such as entry manner pick. international variegation. and public presentation of transnational companies12. this attack has besides been to a great extent criticized. 13 First. the computation of distances based on Hofstede’s tonss suggests that the distances are symmetric. In other words. a Swedish house puting in China is thought to confront precisely the same cultural distance as a Chinese house puting in Sweden. an premise that has nevertheless received small support. Second. the construct of cultural distance assumes homogeneousness within each state. a unfavorable judgment already voiced against Hofstede’s informations aggregation per Se. It becomes even more serious when the informations are so used to calculate distance tonss between states. taking into history neither different intra-cultural fluctuations nor the existent physical distance between both locations. For illustration. we would anticipate important differences for a Spanish house puting in France depending on whether the place and host units are located in Barcelona and Perpignan. severally. or in Seville and Le Havre. severally. This is peculiarly relevant for big and diverse states like the BRICs ( Brazil. Russia. India. and China ) but it besides applies to smaller states: The computed cultural distance between the Czech Republic and Slovakia. two provinces that shared the same national flag for a long clip. is higher than for most other cultural braces! This non merely highlights the function of intra-cultural fluctuation but it besides raises uncertainties over whether the state is needfully a suited placeholder for specifying cultural parts. Other Cultural Frameworks In add-on to Hofstede’s work. a figure of other models exist that categorize national civilizations along different dimensions. While some dimensions conceptually match the 1s identified by Hofstede’s a few others are deserving adverting. Fons Trompenaars. another Dutch research worker. collected more recent informations in over 40 states. Out of the seven dimensions identified in his survey. five focal point on relationships between people ( for illustration the comparative importance of using cosmopolitan and standardised regulations across cultural members. or the extent to which people are free to show their emotions in public ) whereas the staying two dimensions concern clip direction and a culture’s relationship with nature. 14 Shalom Schwartz. an Israeli psychologist. provides yet another attack to depict and sort national civilizations. Schwartz argues that cultural values reflect three basic issues societies are confronted with: the nature of the relation between the person and the group. how to vouch responsible behaviour. and how to modulate the relation of people to the natural and societal universe. Using informations from school teachers and university pupils in over 60 states. Schwartz derived three dimensions that represent solutions to the above issues. 15 In one of the most ambitious attempts to qualify civilizations. an international squad of research workers around Robert House chiefly focused on cultural differences in leading. Termed the GLOBE survey ( Global Leadership and Organizational Behavior Effectiveness ) . the research derived nine cultural dimensions that addressed both antecedently identified ( e. g. . power distance and individualism/collectivism ) and new ( e. g. . gender equalitarianism and public presentation orientation ) value classs. It is of import to observe that the application of any of the cultural value dimensions described above comes with an of import caution. While the cultural models are surely utile in comparing one civilization with another. they merely represent cardinal inclinations at the degree of the state instead than a description of specific persons within that state. Information about the existent values and behaviours of a peculiar person should therefore ever supersede the group inclination. 2. Objective Indexs of Cultural Differences Objective indexs of cultural differences abound at the behavioural degree and go increasingly more elusive as one moves through the degrees of expressed values toward basic premises. As we get further off from those facets of difference that are straight discernible. the comparings themselves become capable to greater grades of uncertainness as they inevitably rely on theoretical places associating discernible behaviours to believe procedures that are non straight discernible. Cultural differences at the degree of behavior signifier the footing for much of the insouciant comparing that takes topographic point in diverse scenes like concern schools. for both serious and humourous intents. Citizens in the United States maintain a civilization around having guns that most Europeans can’t fthm. The Czechs drink far more beer than people in Saudi Arabia. and even more than the Irish. who come in 2nd. 16 India and China are so near geographically that they still haven’t resolved their territorial differences. but couldn’t show more distinguishable nutrient civilizations. peculiarly around which animate beings and parts of animate beings should or shouldn’t be eaten. Argentines see clinical psychologists more frequently than other nationalities. Brazilians spend a higher proportion of their income on beauty merchandises than the citizens of any other major economic system. 17 And so on. Concentrating on the submersed tip of the iceberg that reflects the degree of uttered values. one nonsubjective index of differences is the diverseness of spiritual beliefs around the universe. Harmonizing to the World Christian Encyclopedia. â€Å"there are 19 major universe faiths. which are subdivided into 270 big spiritual groups. and many smaller 1s. † The largest high-ranking groupings are Christianity ( 33 % of the universe population in 2000 ) . Islam ( 21 % ) . non-religious ( 16 % ) . and Hindu ( 14 % ) . And the diverseness within these. every bit good as smaller spiritual groupings. is enormous. The world’s 2. 1 billion Christians subdivide into some 34. 000 separate groupings! 18 The fact that the largest faith in the Czech Republic is Christianity ( in which vino is consumed as portion of ritual pattern ) and an even larger figure of Czechs are non spiritual. while the official faith of Saudi Arabia is Islam ( which prohibits intoxicant ingestion ) . is likely the best account for those countries’ widely divergent alcoholic drink gross revenues. Similarly. we can understand dietetic differences between Indians and Chinese in big portion based on spiritual differentiations. Most research utilizing faith as a marker of cultural differences has focused merely on the binary status of whether or non national communities portion a common faith. Based on a sample of 163 states. 51 % of state braces have at least 30 per centum or more of both populations practising the same faith. But that analysis does non account for differences between denominations within faiths. Prosodies that do be of spiritual distance dainty commonalties at the degree of denomination or religious order as closest ( e. g. Methodist ) . so see lucifers at broader degrees of collection within a individual faith ( e. g. Protestant ) . so at the degree of a faith ( e. g. Christianity ) . and so most loosely combine groups of faiths with a similar beginning and some common beliefs ( e. g. â€Å"monotheistic faiths of a common Middle-Eastern beginning. † the class that encompasses Judaism. Christianity. and Islam ) . 19 Note besides that faiths differ in their degree of internal diverseness. 20 Language is another discernible facet of civilization. which harmonizing to some research workers offers a window into deeper beliefs and idea procedures. 21 Writing on possible deductions of lingual differences on idea forms across civilizations dates back at least to early work by Edward Sapir ( 1921 ) 22 and Benjamin Whorf ( 1940 ) . 23 Michael Agar provided the undermentioned description of the language’s deeper impact. â€Å"Language carries with it patterns of seeing. cognizing. speaking. and acting†¦patterns that mark the easier trails for idea and perceptual experience and action. †24 Later bookmans. peculiarly in the sixtiess. moved resolutely off from this position as they focused on cosmopolitan forms across linguistic communications. but more late research in linguistics has once more shown a â€Å"growing grasp of how interpretative differences can be rooted as much in systematic utilizations of linguistic communication as in its construction. †25 One simple manner to sum up the continuity of lingual differences is to observe that among the same sample of 163 states referenced above. in merely 10 per centum of the state pairs do twenty per centum or more of the populations of both states speak a common linguistic communication. 26 Furthermore. the construct of lingual distance allows us to mensurate cultural distance based on the genealogical categorization of linguistic communications. i. e. the presence of common lingual ascendants. Exhibit 3 nowadayss such a lingual distance tabular array calculated versus English as the focal linguistic communication. What is peculiarly interesting about the usage of lingual distance as an nonsubjective index of cultural differences is that it has been shown to correlate with cultural differentiations such as those described in the old subdivision. Two illustrations will be presented here. based on differentiations between English and Spanish that will be familiar to many readers. First. see Hofstede’s dimension of individualism/collectivism. English speech production civilizations are considered more individualistic ( they score 84 on this dimension ) whereas Spanish speech production civilizations are deemed more collectivized ( 22 ) . Linguistically. the demand in Spanish. but non English. to stipulate a person’s gender when depicting his or her business is seen as reflecting the leftist form of rooting description in societal context. English. by projecting aside the demand to pass on such contextual information. â€Å"tends to promote persons vis-a-vis their groups. †27 Hofstede’s dimension of power distance is besides related to lingual differences between Spanish and English. Spanish speech production states score much higher on this dimension ( 69 ) versus English speech production states ( 32 ) . And in Spanish. we note the distinguishable formal ( usted ) and informal ( tu ) signifiers of the English â€Å"you. † This hierarchal accent is besides seen in address forms such as the inclination in Mexico to present an applied scientist as â€Å"ingeniero† or a attorney as â€Å"licenciado† whereas both would merely be called â€Å"mister† in English. 28 More sophisticated statistical trials have besides validated lingual distance as a marker of cultural distance. In add-on to functioning as discernible markers of cultural differences at deeper degrees than behaviour. faith and linguistic communication classs are besides utile for grouping states. It rapidly gets overpowering to seek to look at the universe in footings of states where concern cards are received in peculiar ways or in footings of the presence or absence of peculiar ingredients in local culinary art. Thinking in footings of states where English is the chief linguistic communication or where most of the population are Catholic can be utile. though once more one has to be careful of simplism. More sophisticated attempts at sorting states into cultural bunchs have frequently relied on geographics. linguistic communication. and faith as primary factors. while others have besides used cultural models such as Hofstede’s every bit good as degrees of economic development. 29 The bunchs ensuing from a synthesis across eight such surveies are shown in Exhibit 4. 3. Effectss of National Cultural Differences One wide index of the effects of cultural differences is provided by forms of trust within versus between states. The best informations available come from Eurobarometer studies that measure trust among citizens of different states. chiefly within Europe. 30 Surveies in 16 West European states asked people whether they trusted their countrymen. the citizens of the other 15 states. and people from some East European states. Japan. the United States. and China â€Å"a batch. †31 The consequences are summarized in Exhibit 5. In Sweden. for illustration. the information indicate differences between trust in chap citizens ( 64 % ) . in other Nordic states ( 63 % ) . in the staying European states in the sample ( 40 % ) . and trust in all other states ( 29 % ) . Scholars looking to explicate forms of international trust have concluded that trust falls as the populations of any two states grow more different in footings of their linguistic communications. faiths. cistrons. organic structure types. geographic distance. and incomes. and if they have a more extended history of wars. 32 To supply a more systematic reappraisal of the effects of cultural differences. this subdivision will reexamine impacts on four types of international flows: information. people. merchandises. and capital. We begin with information flows because economic experts frequently consider information costs ( an facet of dealing cost ) as a factor that reduces the other types of flows. Peoples flows are treated following because of the importance of relationships in easing merchandise and capital flows. which are covered 3rd and 4th. severally. As we have seen. lingual differences are a utile placeholder for cultural differences. One manner of quantifying the impact of linguistic communication barriers on information flows is to look at the strength of international telephone calls on a population-weighted footing. The strength of proceedingss of phone calls between states where at least 20 per centum of the populations portion a common linguistic communication is ten times greater than between other states. 33 The impact of linguistic communication barriers on information flows is besides seen in the analysis of patent commendations. Harmonizing to one survey conducted in Europe. â€Å"having the same linguistic communication increases the sum of cognition flows between two parts by up to 28 per centum. †34 And while linguistic communication barriers are more conformable to quantification. one can easy believe of other more elusive ways in which cultural differences impede information flows. runing from misunderstanding to unwillingness to portion information across cultural boundaries ( observe the information already presented on the geographics of trust ) . The impact of cultural differences on people flows are evidenced by migration forms. 60 per centum of migrators move to a state with the same major faith. and 40 per centum travel to a state with the same major linguistic communication. 35 And research on diasporas and international concern webs has shown migration to hold an of import consequence on information flows every bit good as forms of trade and investing. As one survey noted. â€Å"in add-on to being used to convey information about past timeserving concern behavior. [ diaspora ] webs can be used to convey information about current chances for profitable international trade ( or investing ) . †36 Switching to grounds straight associating cultural factors to merchandise flows ( trade ) . linguistic communication is the factor that has been studied most widely. A common linguistic communication has been shown to increase the bilateral ware trade between a brace of states by 42 per centum. 37 While there is less research on services trade. one survey indicates that a common linguistic communication additions services trade by 50 per centum. 38 It seems sensible that linguistic communication barriers would be even more formidable when trading services instead than merchandises. And it’s utile to delve deeper into the impacts of lingual differences on trade. While communicating via a transcriber can so ease trade. one analysis indicates that â€Å"direct communicating appears about three times more effectual than indirect communicating in advancing trade. † And the same survey besides indicates that lingual diverseness within a state every bit good as higher degrees of literacy promote foreign over domestic trade. 39 Language barriers have besides been shown to present more of a job for those having information than those supplying it. as evidenced by the determination that people tend to tune out on speech patterns they have problem apprehension. States that portion a common faith have besides been shown to merchandise more than states that don’t. with one survey demoing that a common faith additions trade by 22 per centum. 40 Some spiritual communities have besides been shown to be more contributing to the development of international trade webs than others. 41 Hofstede’s cultural model has besides been linked to merchandise flows. One of the more intuitive findings from such research is that â€Å"countries high in uncertainty-aversion export disproportionately less to distant states ( with which they are presumptively less familiar ) . †42 Other research looking at Hofstede’s original four dimensions ( and their collection into a individual step of cultural distance ) has produced consequences that don’t tantrum as good with theory and intuition. One survey indicates that cultural distance really increases bilateral trade. which its writers surmise may ensue from companies preferring to export to culturally different markets instead than put to function them via local production. 43 This. nevertheless. contrasts with the general position that cultural differences are an hindrance to merchandise. Much research has besides been done associating Hofstede’s cultural model to foreign investing flows. and in peculiar to forms of foreign market entry. A drumhead article studies that. â€Å"Firms from states with big power distance prefer subordinate and equity JV entry manners whereas houses from states high in uncertainness turning away prefer contract understandings and export entry manners. †44 The same drumhead article besides cited assorted surveies analysing the effects of cultural distance on entry manners. though we have already noted methodological concerns about such surveies: â€Å"Findings demonstrated that as the cultural distance between states increased. the inclination to take a joint venture ( JV ) over an acquisition increased Besides. as cultural distance increased. Nipponese houses were more likely to take green-fields or entirely owned subordinates over shared ownership ; the inclination to take licensing over JVs or entirely owned subordinates increased ; the inclination to take a greenfield over an acquisition increased ; entirely owned subordinates were less preferred than either shared-equity ventures or engineering licensing ; the inclination to take management-service contracts over franchising increased†¦Ã¢â‚¬  45 Traveling beyond entry manners specifically. it has besides been shown that â€Å"cultural distance is a important hindrance to Foreign Portfolio Investment ( FPI ) . with a coefficient one third the size of geographic distance†¦ . [ and ] Hofstede’s power distance in the originating state is negatively related to cross-border debt and equity holdings†¦uncertainty turning away is positively related to cross-border debt holdings†¦ [ and ] both maleness and individualism are positively related to cross-border debt and equity FPI. † 46 Language differences have besides been shown to hold a important and negative impact on Foreign Direct Investment ( FDI ) . 47 Similar findings have besides been found for M A ; A flows. nevertheless. one comparative survey found that â€Å"while geographic. lingual. and colonial variables explain 39 % of fluctuations in telephone traffic and trade. they explain merely 24 % of the fluctuations in M A ; A flows. †

Dell Case

Dell Case Dell Case 1. Dell?s Online Success inevitably resulted in a complete alteration of their business strategy, which focused on making every decision ?customer-driven,? while increasing efficiency across the company. With the formation of the Dell Direct Model, which focused on made-to-order products, a low cost distribution system, rapid lead times, and the maintenance of customer relationships, this new concept needed strong sales and marketing opportunities, as a customer could get a made-to-order computer shipped to their home in about 36 hours, which was a model time within the computer industry at the time. With the Internet craze of the 1990?s, the Internet presented the ease of a new information channel, which was the perfect mode of extension for the new Dell Direct Model into customer?s homes. On behalf of Dell?s original position within the PC market, as Dell did not have a distribution channel, but always directly dealt with the customers themselves, Dell?s marketing force b elieved that Dell?s venture of expanding retail sales, support help, an order tracking system, and other services directly into the homes and businesses of its customer base, would be extremely profitable through Dell Online.Dell stand at UCExpoThey were right, as sales revenues from the website generated about $3 million a day a year and a half preceding it?s launch (mostly coming from business customers), which were accompanied by high levels of customer satisfaction concerning their purchases online. With these high levels of customer satisfaction came goals to further reduce costs, which were saved by reducing the telephone calls between customers and sales reps and also by making possible higher sales quotas for sales reps as a result of the leads that were achieved as a direct result of online usage. Further success came as a result of the satisfaction accompanying customer-tailored services, such as ?Dell Premier Pages,?...

Dell Case

Dell Case Dell Case 1. Dell?s Online Success inevitably resulted in a complete alteration of their business strategy, which focused on making every decision ?customer-driven,? while increasing efficiency across the company. With the formation of the Dell Direct Model, which focused on made-to-order products, a low cost distribution system, rapid lead times, and the maintenance of customer relationships, this new concept needed strong sales and marketing opportunities, as a customer could get a made-to-order computer shipped to their home in about 36 hours, which was a model time within the computer industry at the time. With the Internet craze of the 1990?s, the Internet presented the ease of a new information channel, which was the perfect mode of extension for the new Dell Direct Model into customer?s homes. On behalf of Dell?s original position within the PC market, as Dell did not have a distribution channel, but always directly dealt with the customers themselves, Dell?s marketing force b elieved that Dell?s venture of expanding retail sales, support help, an order tracking system, and other services directly into the homes and businesses of its customer base, would be extremely profitable through Dell Online.Dell stand at UCExpoThey were right, as sales revenues from the website generated about $3 million a day a year and a half preceding it?s launch (mostly coming from business customers), which were accompanied by high levels of customer satisfaction concerning their purchases online. With these high levels of customer satisfaction came goals to further reduce costs, which were saved by reducing the telephone calls between customers and sales reps and also by making possible higher sales quotas for sales reps as a result of the leads that were achieved as a direct result of online usage. Further success came as a result of the satisfaction accompanying customer-tailored services, such as ?Dell Premier Pages,?...

Dell Case

Dell Case Dell Case 1. Dell?s Online Success inevitably resulted in a complete alteration of their business strategy, which focused on making every decision ?customer-driven,? while increasing efficiency across the company. With the formation of the Dell Direct Model, which focused on made-to-order products, a low cost distribution system, rapid lead times, and the maintenance of customer relationships, this new concept needed strong sales and marketing opportunities, as a customer could get a made-to-order computer shipped to their home in about 36 hours, which was a model time within the computer industry at the time. With the Internet craze of the 1990?s, the Internet presented the ease of a new information channel, which was the perfect mode of extension for the new Dell Direct Model into customer?s homes. On behalf of Dell?s original position within the PC market, as Dell did not have a distribution channel, but always directly dealt with the customers themselves, Dell?s marketing force b elieved that Dell?s venture of expanding retail sales, support help, an order tracking system, and other services directly into the homes and businesses of its customer base, would be extremely profitable through Dell Online.Dell stand at UCExpoThey were right, as sales revenues from the website generated about $3 million a day a year and a half preceding it?s launch (mostly coming from business customers), which were accompanied by high levels of customer satisfaction concerning their purchases online. With these high levels of customer satisfaction came goals to further reduce costs, which were saved by reducing the telephone calls between customers and sales reps and also by making possible higher sales quotas for sales reps as a result of the leads that were achieved as a direct result of online usage. Further success came as a result of the satisfaction accompanying customer-tailored services, such as ?Dell Premier Pages,?...

Catalysis Definition in Chemistry

Catalysis Definition in Chemistry Catalysis is defined as increasing the rate of a chemical reaction by introducing a catalyst. A catalyst, in turn, is a substance that is not consumed by the chemical reaction, but acts to lower its activation energy. In other words, a catalyst is both a reactant and product of a chemical reaction. Typically, only a very small quantity of catalyst is required in order to catalyze a reaction. The SI unit for catalysis is the katal. This is a derived unit which is moles per second. When enzymes catalyze a reaction, the preferred unit is the enzyme unit. The effectiveness of a catalyst may be expressed using the turnover number (TON) or turnover frequency (TOF), which is TON per unit time. Catalysis is a vital process in the chemical industry. It is estimated that 90% of commercially-produced chemicals are synthesized via catalytic process. Sometimes the term catalysis is used to refer to a reaction in which a substance is consumed (e.g., base-catalyzed ester hydrolysis). According to the IUPAC, this is an incorrect usage of the term. In this situation, the substance added to the reaction should be called an activator rather than a catalyst. Key Takeaways: What Is Catalysis? Catalysis is the process of increasing the rate of a chemical reaction by adding a catalyst to it.The catalyst is both a reactant and product in the reaction, so it is not consumed.Catalysis works by lowing the activation energy of the reaction, making it more thermodynamically favorable.Catalysis is important! About 90% of commercial chemicals are prepared using catalysts. How Catalysis Works A catalyst offers a different transition state for a chemical reaction, with a lower activation energy. Collisions between reactant molecules are more likely to achieve the energy required to form products than without the presence of the catalyst. In some cases, one effect of catalysis is to lower the temperature at which a reaction will process. Catalysis does not change chemical equilibrium because it affects both the forward and reverse rate of reaction. It does not change the equilibrium constant. Similarly, the theoretical yield of a reaction is not affected. Examples of Catalysts A wide variety of chemicals may be used as catalysts. For chemical reactions that involve water, such as hydrolysis and dehydration, the proton acids are commonly used. Solids used as catalysts include zeolites, alumina, graphitic carbon, and nanoparticles. Transition metals (e.g., nickel) are most often used to catalyze redox reactions. Organic synthesis reactions may be catalyzed using noble metals or late transition metals, such as platinum, gold, palladium, iridium, ruthenium, or rhodium. Types of Catalysts The two main categories of catalysts are heterogeneous catalysts and homogeneous catalysts. Enzymes or biocatalysts may be viewed as a separate group or as belonging to one of the two main groups. Heterogeneous catalysts are those which exist in a different phase from the reaction being catalyzed. For example, solid catalysts the catalyze a reaction in a mixture of liquids and/or gases are heterogeneous catalysts. Surface area is critical to the functioning of this type of catalyst. Homogeneous catalysts exist in the same phase as the reactants in the chemical reaction. Organometallic catalysts are one type of homogeneous catalyst. Enzymes are protein-based catalysts. They are one type of biocatalyst. Soluble enzymes are homogeneous catalysts, while membrane-bound enzymes are heterogeneous catalysts. Biocatalysis is used for commercial synthesis of acrylamide and high-fructose corn syrup. Related Terms Precatalysts are substances that convert to become catalysts during a chemical reaction. There may be an induction period while the precatalysts are activated to become catalysts. Co-catalysts and promoters are names given to chemical species that aid catalytic activity. When these substances are used, the process is termed cooperative catalysis. Sources IUPAC (1997). Compendium of Chemical Terminology (2nd ed.) (the Gold Book). doi:10.1351/goldbook.C00876Knà ¶zinger, Helmut and Kochloefl, Karl (2002). Heterogeneous Catalysis and Solid Catalysts in Ullmanns Encyclopedia of Industrial Chemistry. Wiley-VCH, Weinheim. doi:10.1002/14356007.a05_313Laidler, K.J. and Meiser, J.H. (1982). Physical Chemistry. Benjamin/Cummings. ISBN 0-618-12341-5.Masel, Richard I. (2001). Chemical Kinetics and Catalysis. Wiley-Interscience, New York. ISBN 0-471-24197-0.Matthiesen J, Wendt S, Hansen JØ, Madsen GK, Lira E, Galliker P, Vestergaard EK, Schaub R, Laegsgaard E, Hammer B, Besenbacher F (2009). Observation of All the Intermediate Steps of a Chemical Reaction on an Oxide Surface by Scanning Tunneling Microscopy.. ACS Nano. 3 (3): 517–26.  doi:10.1021/nn8008245

Research- Please add and correct attachment with referencing. Fill the Research Paper

- Please add and correct attachment with referencing. Fill the gaps left and amend as required. re- word if required - Research Paper Example In the terms of ontology the notion of interconnection describes the dependency of the objects of the system in the real world, but the terms are correspondingly the descriptors of the real objects (Dresser, 1998 ). The samples for the study will be drawn from one acute hospital and one intermediate care setting. The patients will need to share their experiential information regarding their hospital and intermediate care stay. The sample size will be 5 from 8 form each setting, selection will be done through purposive sampling. The diagnosis of dementia will be excluded due to consent issues. The method of survey via interview will chosen as the method. The interview will address many facets of the process. It will be used for gathering information about the persons’ knowledge, values and preferences and attitudes that will enable the researcher to test the hypothesis. Semi structured interviews, which include non standardised open and closed questions will be used by the researcher. The interview will be pre-planned and conducted face to face . By this technique they will try to elicit a more detailed response from the subject. The researcher will administer the interviews guided by the questions, which will reflect the objectives of the study. There will be a fellow therapist present to scribe and recode the interview via a tape recorder to ensure all responses are recorded and interpretered correctly The demographic information will be ascertained from patient/SU records prior to the interview. Written permission to conduct the study will be gained from The hospital and the respective intermediate care setting. Forecasting the moral issues, which occur on all the stages of the research , the researcher can make choice at the stage of the research planning and pay attention to critical issues, which can occur during the interrogation. Ethical code and theories seldom provide the definite answers to the questions concerning

Henry Kissinger supported a anti-Soviet, Sino-American Alliance Research Paper

Henry Kissinger supported a anti-Soviet, Sino-American Alliance - Research Paper Example America was at war with the Vietnamese. His initial advisor as well as Gerald Ford’s Secretary of State, Henry Kissinger purported to redesign the international system architecture with view of cementing the role of America as the swivel of the worldwide power balance by initiating a â€Å"Triangular Diplomacy†. Scholars Richard Thornton, Lei Tong, and Chun Yen argue that Kissinger did seek a tacit Sino-American Alliance because; they all agree that, when Nixon opened for China with the intention of employing her as counterweight to the Soviet Union with a context of exiting Vietnam, Mao Zedong shifted to the American sphere ideally as part of anti-soviet alliancei. However, when Nixon faltered, Henry Kissinger twisted the American stratagem away from containment towards searching for a detente with Moscow. This downturn bred unstable relations between the U.S. and China. On one side, Mao shifted the Chinese strategy due to the American strategy turn by faltering but De ng replaced him. As Kissinger continued pursuing detente with Moscow, Xiaoping Deng started playing Washington off Moscow on the other side. From 1974 to the collapse of Soviet Union in 1991, Deng resolved whenever feasible to be at the center stage between the United States and the Soviet Unionii. The robust reason showing Kissinger’s tacit search for a Sino-American alliance is bargain between Ronald Reagan and Deng Xiaoping. Reagan thought by settling the Taiwan issues with Deng would ease the tension between the U.S. and China however, even though it held his administration through, it failed. As a result, the Secretary of State George Schultz resolved back to Kissinger’s detente strategy with Moscow depicting that Kissinger did seek a Sino-American Alliance. According to political analysts, detente is a word referring to reduction of tension between the United States and the Soviet Union that took place in three decades ago and lasted for roughly ten years. During this decade, there was an opportunity to hold talks, which resulted to agreements that tried to frontier the race of nuclear arms and established meaningful links such as the Iron Curtain. Henry Kissinger supported an anti-soviet Sino-American Alliance because, the United Sates perceived the monolithic Sino-Soviet bloc between the Soviet Union and China as a threat since the latter were great communist allies during the 1950s. In the 1960’s, there was a Cuban Missile Crisis that led to detente between the United States and the Soviet Unioniii. Apparently, it caused China sleepless nights as she worried about a possible Soviet-American rapprochement. On the other end, the Soviet leaders became apprehensive of Sino-American Alliance strength since the Americans and the Chinese had good relationship in the 1970s. According to Chun Yen, a number of options for superpowers such as the United States, China, and the Soviet Union existed in seeking safety measures in global affairs. For instance, they could increase military power beyond that of their adversaries, declare nuclear neutrality, and form military alliances with other nations. The Peoples Republic of China and the United States resolved to option three since they knew nations will seek military alliance and as a result, the world will achieve balance of power. Nevertheless, Kissinger supported an anti-Soviet Sino-American bloc because he knew if President Nixon declared the U.S-China tensions bygones it would put more

Interview With A Language Learner English Language Essay

Interview With A Language Learner English Language Essay To begin with, I read my assignment to interview an English Language Learner. This seemed like it was going to be a challenge since I did not know an ELL. I shared this assignment with my husband. He told me there was a parent on my sons wrestling team who spoke Spanish. This seemed like a great idea so I went to the wrestling practice on Wednesday with my son. When I arrived I seen the lady talking, but was nervous about approaching her since I had never met her. Finally after about 10 minutes I walked over to her and introduced myself. Then I told her I needed to interview an English Language Learner for my college class. She told me she would be happy answer any of my questions. The person I interviewed was Marietta. Marietta was born in San Juan, Puerto Rico on May 21, 1968 to Maritza Suarez and Angel Benero. She has two brothers and one sister. Spanish was the main language spoken in her home as a child. As a child she began learning English in the private preschool she attended. There she learned to read and write English. While I school learning came slow to Marietta since she was dyslexic and didnt learn to read or write until she was 13 years old. Textbooks were written in English in Puerto Rico. English is taught different in Puerto Rico than in Spain since it is close to America. Marietta married November 29, 1997 to Juan Navarro. They have three children. Two sons Jorge and Luis and a daughter Paola. Juan is in the United States Coast Guard. Jorge is the oldest. He is in the 12th grade. Academics are difficult for him while he is in ESE classes. Their son Luis is in the 3rd grade and suffers from Attention Deficit Disorder. Paola is a 6th grade and she is on the A/B honor roll. Only Jorge and Paola are able to speak Spanish and understand it. Luis can understand Spanish, but isnt able to speak it. Both English and Spanish are spoken in their home. As a family they watch both English and Spanish television shows. I have to declare this was a wonderful interview. Even though, I was nervous about interviewing someone I didnt know it was a pleasant experience. Marietta was very eager to share with about her family. She advised me when I teach ELL students it is helpful to use graphics with Spanish to English vocabulary. It was exciting to hear Marietta mention that she was attending Florida State College of Jacksonville to get a degree to be a Chef. For the summer term she was taking English Composition I. After she told me about her attending college I told her I would be happy to help her with the English if need me to. Questions In what country were born? When is your birthday? At what age did you learn to speak English? Was English spoken in your home as a child? Do you have trouble speaking the English Language? When did you learn to write English? Was English difficult for you to learn? Do you have any children? Does your husband speak English? What is the primary language spoken in your home? Can your children speak your native language and English? Is there any advice you would give teachers who are teaching English Language Learners? Multicultural Activity Title: Winter Holidays around the World Grade level 2nd grade Topic: Winter holidays are not celebrated the same everywhere. Summary: These 3 day lessons are designed to teach students about the culture of Mexico, Israel and China; and the winter holidays celebrated by their cultures. Students will learn about Las Posadas, Hanukkah and Chinese New Year. Materials required: Mexico: a balloon, newspaper, glue, candy, recipe for Mexican hot chocolate. Israel: Dreidel pattern, dreidel game rules, bag of dry beans, recipe and ingredients for potato latkes China: black construction paper, paint, drinking straws, glue, glitter, 18X12 pieces of colored construction paper, stapler, yellow tissue paper, crepe paper streamers World globe, individual coloring sheets of the flag for each country. Books needed: Mexico; The People by Bobbie Kalman Nine Days to Christmas by Maria Hall Israel: Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn China: Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low Objectives: Students will recognize how three different countries and their winter celebrations. Students will be able to locate each country on the globe. Day 1 I will tell the students we are going to pretend to be world travelers for the next three days. We are going travel to Mexico, Israel, and China to learn about their Winter celebrations. Today we are going to visit Mexico. Does anyone know where Mexico is located? Lets find it on our globe. I want to tell you about Mexico before we read our books. We will learn that in Mexico their winter celebration is called Las Posadas. They start celebrating nine days before Christmas. They celebrate every night from December 16th to December 24th. Each night children and their families reenact the story of Mary and Joseph trying to find a place to stay for the night. Then finally they went to a home and were welcomed by the innkeeper. At this place there is a celebration on the final night of Las Posadas. The families and friends celebrate with special food and Mexican hot chocolate. There is a pià ±ata for the children. Now I will read some books about Mexico before we go to our centers. Read books to the class. The People by Bobbie Kalman Nine Days to Christmas by Maria Hall I would have three centers set up for the students. Role play center, pià ±ata center, and flag center. Role play center students would pretend they were Mary and Joseph looking for a place to stay. The students would take turns being Mary, Joseph and the innkeeper. Pià ±ata Center- Students would take turns adding newspaper dipped in glue to a balloon which has already been blown up. Flag Center- Students would color and label their flag of Mexico. Teacher would write on the board the colors and their meaning. Green=independence, white=purity, red=blood, eagle with snake=fight for independence. At the end of the day we will have a special drink Mexican hot chocolate which will have already been made using the recipe below Mexican Hot Chocolate 3 (1 ounce) squares unsweetened chocolate 6 cups milk 1/4 cup granulated sugar 2 teaspoons ground Mexican cinnamon 1/4 teaspoon salt 1 1/2 teaspoons Mexican vanilla extract Using a sharp knife, break up chocolate squares into smaller pieces. In a medium saucepan, combine chocolate, milk, sugar, cinnamon and salt. Heat and stir until chocolate melts and milk is very hot.  Ã‚   Do not allow to boil. Add vanilla extract and beat until frothy with a rotary beater, or with an electric mixer on low speed. Pour Styrofoam cups. Makes 48 ounces. http://www.authenticmexicanfoodrecipes.com/mexican_hot_chocolate_recipe/ The students will take turns hitting the Pià ±ata which will have candy in it. When the Pià ±ata is busted students can get the candy and put it I their backpacks to be eaten at home. Assessment Have students write an informative paragraph about Mexico and Las Posadas. Collect and grade paragraphs. Day 2 Today we are going to pretend to visit Israel. Does anyone know where Israel is located? Give students time to answer. Lets locate it on our globe. Would you like to know what winter celebration happens in Israel? I would be happy to tell you. In Israel they celebrate Hanukkah. This is a Jewish holiday. It is also called The Festival of Lights. We will find that this holiday is celebrated for eight days during the month of December. The eight day celebration is significant because when it was time to light the temple lamp a long time ago there was only enough oil to keep it lit for one day. Amazingly, the oil burned for eight days which gave them time to find more oil. For this reason, Jews celebrate Hanukkah for eight days by lighting candles in a menorah every night to honor the eight day miracle. A menorah is a candle holder which holds nine candles on of them is called the servant candle because the other are lit by it. After the candles are all lit there is a party to celebrate. Children play with dreidel while enjoying a favorite treat called potato latkes. A dreidel is a four sided tops. Potato Latkes are like potato pancakes. Now I want to read some books to you about Hanukkah. Hanukkah, Oh Hanukkah by Susan Roth The Miracle of the Potato Latkes, A Hanukkah Story by M. Penn I would have three centers set up. The centers would be a game center, map center, and cooking center. Students would take turns going to each center. Game center -Students would make a dreidel from a pattern. A dreidel has four sides marked with Hebrew letters: Nun, Gimel, Hei, and Shin. These letters stand for the Hebrew phrase Nes Gadol Hayah Sham which means a great miracle happened there, referring to the miracle of the oil. Students would play the game after making their dreidel. The letters on the dreidel man Nit (nothing), gantz (all), halb (half) and shtell (put). Everyone puts in a bean. A person spins the dreidel. If it lands on Nun, nothing happens; on Gimel person gets all the beans; on Hei gets half the beans; and on Shin, you put a bean in. Game ends until someone has all the beans. Map center- Color and label map of Israel. Blue and white are the colors on the Jewish prayer shawl and the Star of David is the traditional symbol of the Jewish people. Cooking center will be manned by a parent volunteer. Recipe for Potato Latkes 3 cups Simply Potato hash browns 1 cup frozen chopped onions (thawed and drained)  ½ cup egg whites  ½ cup flour 1 tsp baking powder 1 tsp each salt and black pepper Vegetable oil Directions: Mix hash browns with eggs, mix well. Add flour gradually while mixing until batter is doughy, not too dry. Add baking powder, salt and pepper. Mix well again. Then heat about  ½ inch of oil to medium high heat. Form the batter into thin patties about the size of the palm of your hand. Fry batter in oil. Flip when the bottom is golden brown. Place finished potato latkes on paper towels to drain. Students can enjoy this treat when it is warm enough to eat. Assessment Students will answer the following questions. Where did this holiday originate? ______________________ When is this holiday? ______________ How many days is Hannukah celebrated? _________________ Why is it celebrated? ______________ What is name for the candle holder?_________________ Answer key Jerusalem December 8 8 days oil burned Menorah Day 3 Wow, we are about to travel to another country. Lets pretend we are going to visit China. Does anyone know the location of China? We will locate it together. In China they have a celebration called Chinese New Year or Spring Festive. This important holiday celebration begins about mid-January or mid-February and last about 15 days. It begins with New Years Eve and ends with the Lantern Festival at the full moon. Chinese New Years is celebrated with fireworks. It is believed that the Chinese invented fireworks thousands of years ago. We will now read some books about the Chinese New Year Chinese New Year by Tricia Brown Lion Dancer: Ernie Wans Chinese New Year by Kate Waters and Madeline Slovenz-Low There will be three centers set up painting, map center and creative center. Paint Center Students will each have a black piece of construction paper. They will put small drops of paint on to their paper and then blow the drops with a straw. Before the paint dries, they will sprinkle glitter on the picture. This will represent fireworks. Map Center Students will color and label map of China. Teachers will write on board. The red color of the flag symbolizes revolution. The large star symbolizes the Communist Party which rules China and the smaller represent the people of China. Creative Center Students will make a lantern. They will color a picture on their piece of 18 X 12 colored construction paper. Fold the paper lengthwise with the decoration out. Starting at the fold, make evenly spaced cuts about 1 apart, ending where you began. Teacher will draw ending lines for students. Open the paper and staple together the short edges. Stuff middle with yellow crumpled tissue paper. Staple a strip 1 X 6 construction paper to make handle. Add crepe paper streamers to bottom. Hang lanterns in the classroom. Assessment Give students a Venn Diagram to complete. They will compare Chinese New Year to New Years in America. www.enchangedlearning.com/asia/china/flag.shtml www.iupui.edu/~geni/lsort/a_mcultural_stude_cny.hmtl http://teacherslink.ed.usu.edu/tlresurces/units/Byrnes-celebrations/Chinese.html www.lessonplanspage.com/SSChristmasAroundtheWorldK1.htm http://teacherlink.ed.usu.edu/tlresources/units/byrnes-celebrations/light.html http://www.uen.org/Lessonplan/preview.cgi?LPid=22510 www.jewfaq.org/holiday7.htm 3) Planning Article Summary and Reflection: Classroom Planning with ESL in Mind This article Classroom Planning with ESL in Mind had some strategies, instructional tips, use of language, and information about ESL students with special needs. Also there was information on assessing, evaluating and reporting student progress. First, the strategies and instructional tips discussed the challenges which English Second Language students face. They have three challenges: trying to gain the knowledge need for various subjects, learning the English Language while developing the ability to interact with their peers. Teachers should remember that they are always role modeling the English language while teaching. In doing so they need to make sure their lessons are presented using various formats in order to encourage students to reflect on their knowledge so the can respond effectively in class. Next, a teachers use of language is important in the classroom. They should be cautious of their vocabulary they use since students might have trouble comprehending what is spoken. Idioms can especially present a problem with English Language Learners. A teacher should rephrase idioms or teach their meanings. ELLs would take the idiom literally instead of way its intended meaning. For example, If you tell the students to hit their books They might hit their books with their hands. Instead the meanings you want to convey is start studying or do your work. If idioms are going to be used in the classroom then as a teacher it would be good to have an idiom wall which gave the meanings for each. It would also be a good idea to clearly mark transition times during classroom activities which can prevent confusion to your ESL students to clearly indicate changes. Third, when a question is asked the English as a Second Language students needs to have time to process the question asked before responding. Usually they need to translate it into their first language, formulate the answer in their first language and then translate an approximate answer into English. It is also mentioned how as a teacher I need to teach the vocabulary words and their meaning for subjects such as biology which has words that are not regularly used in everyday communication. A great exercise to help with learning new vocabulary is to use a cloze exercise with the lesson since it will leave out important key word for students to fill in from the passage. A Cloze exercise can reinforce ESL students grasp of the content and new vocabulary. Students will also benefit from written instructions since they might have difficult processing oral information quickly enough to understand. When giving student homework those written notes or directions would be useful. Fourth, ESL students have the same range of abilities as others in the same population. However, some many require extra assistance in other areas. Some may demand consideration for disabilities such as visual impairments, hearing deficiency, lack of psychomotor skills, or certain talents or gifts. There could be ESL students with other requirements that may affect their learning. If a student was a refugee and has been traumatized in the past she might have the need for additional support and counseling. Fifth, you will find information about assessing, evaluating and reporting on student progress in this article. These are important and can be done in the students classroom to make it more comfortable. The evidence of how an ESL student is developing his language proficiency can be determined using short in class test. Avoid multiple choice assessments with ESL students because they involve excessive reading and usually depend on comprehension of slight meanings. ESL students also will need extra time for the test because as with most questions they need to process it into their first language, formulate the answer and translate it back to English before putting it on paper. If you want to check a students comprehension or to clarify a problem speak in their native language. Provide a translation of key words which might be difficult to explain in English. There is a need to find out what the students may know but, have difficult expressing in English. This additional support for th e ESL student is generally for a limited time. Lastly, teachers who have previously taught students with English as a second language have a list of helpful instructional materials. Some of these materials are dictionaries designed for learners of English, bilingual dictionaries, alphabet letters in print in cursive, and games to name a few. These items in a classroom will help students with English as a second language feel more comfortable and independent. There are five points which I found most interesting. The first one is that research states the more highly developed as students first language; the more successful they will be learning a second language. It has been proven; bilingual students who continue to improve their first language are more successful than those how focus entirely on acquiring English. These students also have higher self esteem when they know their first language is valued. Second, it is important how a teacher responds to students language errors. If a teacher is critical a student might be less eager to attempt to speak in English. Instead this article advises teachers to rephrase a students incorrect grammar in a way to provide positive feedback and to model correct usage without drawing attention to their error. For example if a students says Pig are dirty animal. You can respond, Yes, pigs are dirty animals Can you name another dirty animal? If a student continues with this same error then maybe you can work with him on correct subject verb usage. Third, the use of peer tutoring is a great method for teaching. A more advanced ESL student can help new ESL students. They know how hard it is to learn English as a second language. Many times students enjoy learning from their peers. Students also seem to be more open to share their frustrations with each other than with their teachers. The more advanced student can be the translator between the student and teacher when necessary. Forth, I liked the reminder that it can be exhausting and demanding performing all day in a second language. This is helpful to know because as a teacher I would not think of this since I am not bilingual. In addition, the fact that homework can take ESL students two to three times longer to complete because they need to first translate it into their first language, formulate it and then translate it back. Homework might also be frustrating to ESL students since they might not understand the directions. They might feel they had done enough work during the day. Also their parents would probably not be able to help them because they dont know English. Fifth, I like the list of instructional materials from teachers who have previously taught ESL students. This list will help make sure I have these resources available in my classroom for the students to use. More resources a student has to help translate words to English the less they will feel dependent on you the teacher or their classmates. I enjoyed reading this article which had a wealth of useful information for teachers of ESL students planning their classroom. As a new teacher I can benefit from the information in this article. This is an article I will place with other information which I will refer to frequently when I become a teacher. It would also be good for me to share this with other future teachers who are not in this class. 4) Article of My Choice: Language Use by Bilingual Special Educators of English Language Learners with Disabilities Paneque, O. M., Rodriguez, D. (2009). Language Use by Bilingual Special Educators of English Language Learners with Disabilities. International Journal of Special Education , 63-69. http://www.internationalsped.com/documents/2009%20No3%20Paneque%20Rodriguez%20Language%20use%206.doc After reading chapter 9 in our textbook I decided to research an article about Bilingual Education of English Language Learners. I went to the University of West Florida library database. The article I found was Language Use by Bilingual Special Educators of English Language Learners with Disabilities which was from the International Journal of Special Education. My reason for choosing this topic is that I presently work in a special education classroom. My degree which I am seeking is a Bachelors with a dual major in Exceptional Education (k-12th), Elementary Education (k-6th). This article is about examining the language use of five bilingual special education teachers of English language learners with disabilities which was done as an exploratory case. The data on the language used by the bilingual teachers was received from audio tapes, classroom observation and teacher interviews. Also included in this data was the frequency of the use of English and the other languages in the classroom. The teacher faces challenges when working with students at risk of academic failure. This is particularly difficult when the student has disabilities and is not a fluent English speaker. A teacher must be able to address students language and cultural differences along with their cognitive, emotional, and /or physical disabilities to set them up for maximum success. There is an increasing demand for special education teachers due to the increase of students indentified with disabilities and low retention these teachers. Consequently, this demand for teachers who prepared to work with students with different backgrounds with disabilities stresses the need to provide teachers preparation programs for preservice teachers and professional development opportunities for in-service teachers. This study was conducted in a large, urban school district which offered a vast range of educational programs to include those needed for students with disabilities and who speak English as a second language. Two schools were indentified because of their student population. At the first school, eighty-seven percent of the student body was Hispanic and eighteen percent of the students received special education. At the second school, ninety-five percent of the student body was Hispanic with fourteen percent receiving special education services. Tow teachers from the first school and three from the second school volunteered to be part of the case study. All five teachers were female Hispanics who were employed fulltime as special education teachers. Three of the five teachers had ESOL endorsement but, only two of the five had both special education and ESOL certification. The results from the data collection revealed that the teachers were both using English and Spanish for instruction with their English Language Learners with disabilities. However, further analysis of the data indicated overall that teachers were using English ninety percent of the time while teaching. Spanish was primarily used to clarify instructions with those who did not have fluent English. It was also used to redirect students to their given task as well as to praise and reprimand them. Each of the five teachers felt the use of Spanish for instruction was positive. They planned on using Spanish when the need arose. Furthermore, these teachers expressed they had an advantage when communicating with parents since they were bilingual. Many of the parents were not fluent in English. The teachers ability to speak the native language of the parents helped form better communication. If the students native languages are used for teaching strategies and instruction it can encourage language development because it builds on what they already know. Clearly, when the students native language is used to introduce new concepts and give explanation this will facilitate learning. Therefore, the result of this exploratory case study is the beginning attempt to lend information about the issue of using native language for instruction for children with disabilities. Research explains how special education teachers can use bilingual skills while working with English Language Learners and how their learning is affected by language based differentiated instruction. The findings from this case study indicates that teacher preparation programs should include how teachers can incorporate students native language along with English to accommodated their cognitive, emotional and /or physical needs. In my opinion, this article mentions some important findings from its exploratory case study. To begin with are the qualifications of the five teachers. Only two of the five teachers had both special education certification and ESOL endorsement. These are important certifications when your student population consists of students with disabilities and English Language Learners. Next, teachers using English for instruction with limited use of the students native languages while in the classroom. Their native language is needed as the article states at the end to summarize complex concepts. Lastly, it would be difficult for teachers to accommodate students with disabilities and limited English proficiency without proper training. Certifications are important but, training is imperative for teachers to be equipped to instruct their students. Someone once said a quote I feel applies to everyone including English Language Learners and those with or without disabilities. Everyone deserves an education despite their ability or disability 5) Language Modes Activities Reading- Partner reading- Students take turns reading to each other. Chose a short story to read from http://www.eslfast.com/. This website has 365 short stories for students to choose from. This is good for reading practice. Student can use http://www.starfall.com/. This website has stories that are read to you. You can read along as you listen. Writing- Daily writing in a journal. Write a story about a picture from a book. Have students write down the directions needed to do an activity. Examples: walk to the library, cook something, play a game. The teacher will give students a writing prompt. My favorite birthday memory wasà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Students will finish the sentence and add to it. They will write a detailed paragraph answering why, when, where, how, who questions. Speaking- Role playing- Students pretend with another student that they are discussion their day with their mom or dad. Show and tell- students bring in an item from home. They get in front of the classroom and talk about their item. Other classmates can ask questions. Example a child brings in a sharks tooth to share with the class. Be the teacher for 15 minutes- Have the students take turns during the week being the teacher for 15 minutes each. They will teach the class about something they know how to do. For example, a student from China could give a lesson about using chopsticks. Another student could give a lesson about braiding hair. Listening- Play a game of Simon Says- students need to hear the person say Simon says, Touch your head. If they touch their head when someone says ;Touch your head. They are out because Simon didnt say it. The game continues until only one person is left. They are declared the winner and now they are Simon. Listen to books that have been recorded on a compact disc. Teacher can have questions for students to answer while they listen. Students will listen to songs which are used in the classroom. They can also sing along. 6) Graphic Organizers: Venn Diagrams I could use this when comparing two different items. For example, I could compare the traditions of families in Mexico and America. The right circle would be Mexico, left circle America. Traditions for each country would be listed in their circle except for the traditions they both share which would be place in the overlapping circle in the middle. http://www.superteacherworksheets.com/graphic-organizers/venn-lines.pdf KWL Chart This is a great chart to list K-what the student knows, W-wants to know, L-what they learned. They can use this before investigating about the Civil War http://www.edhelper.com/ read new book teachers/graphic_organizers_kwl.htm Event map This will help students to organize who, what, where, when, why, and how of an event. They can use this when they are reading an article about Hurricane Hugo. http://www.teachervision.fen.com/graphic-organizers/reading-comprehension/2279.html Timeline organizer- Students can use this to sequence the dates of the Journey of Columbus. This will help them remember the dates if they have the information on the timeline. The timeline can be used as a study guide. http://www.teachervision.fen.com/graphic-organizers/printable/6301.html Story map This story map will help you organizer information from a story. You can list the outcome, problem, events, character, action, and setting. This will help them with their reading comprehension. If they dont remember the information they should go back and scan the story. http://www.educationworld.com/tools_templates/index.shtml StoryMap Persuasive Letter Graphic Organizer This is a great organizer to use when writing a persuasive letter. Students can chart who their audience will be and why they want to persuade them. They can also brainstorm their reasons and then list them from least to most important. This will help them organize their thoughts before writing their letter. The student might want to persuade their parents to let them buy a new video game. P