The Amazon Smartphone Launches Tech's Costliest War Essay

The Amazon Smartphone Launches Tech's Costliest War - Essay Example Allen and was published on July 03, 2012 in Forbes. The above mentioned article is about a leadership based issue. The article refers to another article published in Vanity Fair and written by Kurt Eichenwald regarding Microsoft’s inability to keep a sustained pace of growth since 2000. It alludes to the fact that inept and destructive management techniques adapted by Microsoft are the core reason behind the company facing downfall in various areas it has attempted to enter, such as music, books and social networking among others. After witnessing the considerable fall of Microsoft, Kurt Eichenwald, the author himself interviewed employees of Microsoft to recognize the core reason behind such a scenario in the company. From the feedback, he has identified the problem of Microsoft. The primary problem is the functioning process where the employees had to vote forcefully in order to measure the certain mass of employees’ performance as top, good, average, and poor perform ers. Furthermore, the team of Microsoft that introduced a new idea of screen touch e-reader model was told by the Microsoft officials not to come up again with this kind of ideas but rather to work on the software development dimension which will bring more profit for the company. This has been a bane for the company in terms of behavior and practice of Microsoft officials, which discourage employees to introduce new innovative ideas further in future (Allen). After reviewing the article, it is assumed that Microsoft has been incorporating poor management practices as well as unfavorable organizational structure, for which the functionality and the performance of...The above mentioned article is about a leadership based issue. The article refers to another article published in Vanity Fair and written by Kurt Eichenwald regarding Microsoft’s inability to keep a sustained pace of growth since 2000. It alludes to the fact that inept and destructive management techniques adapted by Microsoft are the core reason behind the company facing downfall in various areas it has attempted to enter, such as music, books and social networking among others. After witnessing the considerable fall of Microsoft, Kurt Eichenwald, the author himself interviewed employees of Microsoft to recognize the core reason behind such a scenario in the company. From the feedback, he has identified the problem of Microsoft. The primary problem is the functioning process where the employees had to vote forcefully in order to measure the certain mass of employees’ performance as top, good, average, and poor performers. Furthermore, the team of Microsoft that introduced a new idea of screen touch e-reader model was told by the Microsoft officials not to come up again with this kind of ideas but rather to work on the software development dimension which will bring more profit for the company. This has been a bane for the company in terms of behavior and practice of Microsoft official s, which discourage employees to introduce new innovative ideas further in future. The organizational structure can be defined as the schedule made by the top management for running the operational processes smoothly and systematically in order to achieve the fundamental objectives.

Plot the overcoat Essay Example | Topics and Well Written Essays - 500 words

Plot the overcoat - Essay Example (Graffy, 2000) The story entails an exposition that defines the initial premise of the story and Akakiy’s character, a passive civil servant, who is highly skilled in what he does but due to his appearance and aloof nature is often mocked by his superiors and inferiors alike. The focus of the story is then shifted towards Akakiy’s overcoat that has immense significance in the story to the protagonist because the coat was symbolic of social acceptance and a new life for him. However, the overcoat also serves as the main source of conflict and complication in the story, as all the other characters of the story do not understand the significance of the coat to Akakiy. Other characters deem it as an ordinary object, which on the other hand was symbolic of social acceptance for Akakiy as mentioned earlier. Akakiy’s old overcoat is ragged and does not really help to protect Akakiy from the icy cold weather of St. Petersburg.

Importance of Teaching Styles in Classrooms

Importance of Teaching Styles in Classrooms All people learn in different ways, it is therefore essential that teachers try to incorporate as many different teaching styles as possible into the delivery of what they are teaching. Marshal ( Marzano 1992) suggests that the concept of learning has to include positive attitudes, the ability to acquire knowledge, allowing learners to extent their own knowledge and then applying their knowledge to everyday life. Marshal (Marzano 1992) also believes that a teacher must develop these concepts in order to help learners develop, and make learners learn independently, so they may continue to develop and gather knowledge for the rest of their lives. There are many different approaches and theories on teaching styles. Most agree that for all pupils to have an equal experience in education, teachers must adapt their teaching styles so that everyone benefits within the classroom. Marzano (1992) suggests that lower ability pupils should be taught through closed tasks. A closed task has a specific structure and set of instructions to give pupils a clear idea of how a task should be approached and completed. Marzano (1992) then suggests that higher ability pupils should experience more open-ended tasks, allowing pupils to develop their thinking skills. This style of teaching is very much learner centred as the teacher must adapt their style of teaching to suit the needs of pupils in their class. Mishra (2007) has a different theory of teaching styles. Mirsha (2007) argues that there are three styles of teaching; discipline centred, instructor centred and student centred, although there are many more different teaching styles and theories suggested by different authors. The discipline centred style of teaching is very structured, not allowing for flexibility for what is taught and when it is taught. This style of teaching may be completely centred around the national curriculum, without deviating from it. This style of teaching is as ineffective as it is unpractical, as teaching must allow for flexibility to ensure that all pupils are learning and achieving in schools. Instructor centred style of teaching focuses on the teacher as being the main source of knowledge for pupils. Everything that pupils learn may come from the teacher, without obtaining knowledge and information from other sources. Much like the discipline centred style of teaching, the instructor centred style i s very limited and does not help learners develop, as pupils do not have to seek ways of finding out information themselves, but simply ask the teacher. It is also very limited as the teacher can not be expected to be able to answer all of the questions the pupils may have, and may have limited knowledge in certain areas of the curriculum. The third teaching style suggested by Mishra (2007) is the student centred style of teaching. This style is much more learner centred and is very much focused on the cognitive development of students. Through this teaching style, pupils are encouraged to learn through enquiry, and develop their own thinking skills obtain knowledge and solve problems. Unlike the other two styles suggested by Mirsha (2007), the student centred style of teaching also focuses more on the needs of individual learners. This style of teaching allows for pupils to learn in different ways as the teacher adapts their teaching style to suite all learners, of all abilities. However, the three teaching styles suggested by Mirsha (2007) are limited as they do not consider the variations between different classrooms and schools. There are many different teaching styles, all of which must be focused on what best suites the learner (Association of Teachers and Lecturers 2011). Perhaps therefore, it is more important to focus on how pupils learn rather than just focusing on teaching styles, as no style will suite all learners. One of the most accepted models of learning styles is Flemings Visual Auditory Kinaesthetic (VAK) model which has been further developed by Grinder. The first types are the visual learners. Visual learners learn by seeing different types of information such as pictures, diagrams and models. They may also prefer to read a piece of text for themselves, rather than have someone read it to them. Visual learners often remember information by picturing it (Cheminais 2008). To help visual learners, teachers must adapt their teaching style to incorporate as much visual elements into their lessons. An example of this could be to making sure the structure of the lesson is indicated on the whiteboard so that pupils can see what the lesson will focus on. It is also important that the teacher writes down key information from the lesson so that the learner can memorise the information visually. Secondly there are auditory learners. These learners may prefer to listen to information such as being read a story, rather than read it themselves. They may also benefit more from group discussions as often, auditory learners remember information by remembering what they have heard (Cheminais 2008). To hep auditory learners, teachers can incorporate group discussion, audio activities such as listening to music and reading a book out loud so that auditory learners can remember information that they have heard. Thirdly there are kinaesthetic learners. These types of learners prefer to be engaged physically with the work by means of touching and doing. Kinaesthetic learners achieve best when lessons incorporate hands on activities that allows learners to be actively involved with the lesson (Grinder 1991). It is argued that the best teaching style is to use a multi sensory approach. This will incorporate all learners of different abilities as it helps learners retain knowledge and information in a way that best suites them. Studies from the National Institutes of Child Health and Human Development have suggested that this style of teaching greatly benefits children who have dyslexia. A dyslexic child may experience problems with reading and writing, because they have problems seeing and then processing words. However, if a multi sensory style of teaching is used, it benefits dyslexic pupils greatly as they are able to use other senses such as touch (kinaesthetic). This style of teaching has been proven to help dyslexic children in particular as it builds up kinaesthetic memory to complicate visual and auditory ones (Bradford 2008). A different model explaining how pupils learn is Piagets Theory/ Model of Cognitive Development. Piagets model is a Constructivist model, meaning that pupils continually build upon previous knowledge, this is also called schema (Carrell 1984). Whilst studying the way pupils learn, Piaget focused on Assimilation and Accommodation. According to Piaget, assimilation is the process whereby pupils receive new information and experiences from their learning environment. Accommodation is the follow on effect from assimilation as the pupil adapts their mental views because of the new information and knowledge they have acquired (Atherton 2010). From his studies, Piaget concluded that as pupils matured, so they were able to understand and absorb more knowledge. Piaget believed pupils were not able to carry out certain tasks until they were mature enough to be able to do so (Atherton 2010). From his findings, Piaget created a four stage Model of Cognitive Development. The first stage is the Se nsory Motor Stage and lasts roughly from birth to two years old. At this stage, the child begins to differentiate themselves from other objects in their environment as they begin to develop their senses. Also at this stage, the child is deemed ego-centric, as they are unable to consider others needs. They may also recognise that they need to do something, in order to make something else happen e.g. they need to push a toy car in order to make it move (Jardine 2006). The second stage is the Pre-operations Stage and lasts roughly from two to seven years old. During this stage the child begins to develop language and vocabulary. They then associate language with objects and words (Atherton 2010). The child will usually classify objects together because of one common factor such as different shapes being classed together because they are the same colour, despite their differences in size and shape. Piaget argues that children in this stage are still ego-centric, but are beginning to dec entre their view of the world and other people. Piaget also argues that children in this stage have a certain amount of animism as children believe that non living objects such as cars, share the same feelings as them (Jardine 2006). Stage three is the Concrete Operations Stage and lasts approximately from seven to eleven years old. During this stage of development, the child becomes more mature and animism and egocentric way of thinking begins to disappear in most people. Also during this stage, children begin to see objects in different ways (Jardine 2006). For example, before this stage, children may see a spilt pint of milk as being more than a pint of milk in a bottle. However, during the Concrete Operations Stage, children develop reversibility, or that things remain the same after they have changed. For example, children learn that the spilt pint of milk is actually the same as the milk in the bottle even though it appears different. The final stage is the Formal Operations S tage and lasts from eleven to sixteen years old. During this stage, the pupil develops to think like an adult. If the pupil is faced with a problem, they may search for all the possibilities to solve it. Pupils are also able to evaluate different ideas without having to relate them back to something that already exists in the real world (Bybee et al 1982). From a teaching perspective, it is important to take into Piagets Theory/ Model of Cognitive Development when planning or teaching children. As Piaget suggests, children develop different skills and qualities and different stages of their life. It is their fore unfair to set a task that is suitable for a child in the Concrete Operations Stage when they are still in the Pre-operations Stage. Taking account Piagets model, it is important for teachers to adapt their style in order to suit the pupils they are Gardner offers a different theory of learning. Over the last half century, suggestions have been made that people have different types of intelligences. One of the most well known is Gardners Multiple Intelligence Theory (Ginnis 2008). Gardner argued against past theories that people were born intelligent, and instead suggested that all people are intelligent, but in different ways. In 1983, Gardner developed seven different types of intelligence (Ginnis 2008). More recently, Gardner has suggested that there are eight different types; linguistic, logical (mathematical), spatial, musical, kinaesthetic, interpersonal, intrapersonal and naturalistic. In 1999 Gardner claimed I now conceptualise an intelligence as a biopsychological potential to process information that can be activated in a cultural setting to solve problems or create products that are of value in a culture (Ginnis 2008). Gardners Multiple Intelligence Theory benefits both teacher and pupils. Gardner claims that everyon e is intelligent, just in different ways. This can help build pupils self esteem and confidence as they may struggle in some subjects but thrive in others. His theory also allows a more prestigious status for certain tasks in the classroom, which in the past may not have been deemed as showing intelligence in a child. Gardners theory is also very beneficial to teachers and the style they use as it allows teachers to have higher expectations of every child (Ginnis 2008) and therefore push each child further. Gardners theory also helps teachers differentiate their lesson planning to include all pupils equally. In the past, pupils may have been grouped by ability only in certain subjects. However, using Gardners theory, the teacher is able to see which pupils progress better in which subjects, and can therefore plan and group pupils together according to their ability in a range of different subjects. This does however depend on the overall style of the teacher as they may deem mixed a bility groups more appropriate for certain tasks. Teachers may also use Gardners theory to identify which subjects or task pupils feel less comfortable carrying out, and then try to support them more when participating in these. Professor Anthony Gregorc again offers a different approach to learning styles. Gregorc suggests that people perceive (acquire) and order (organise/ store mentall) information in different ways. From this, Gregorc developed different scales for both Perceiving and Ordering. On the perception scale, Gregorc argues that there are Concrete learners at one end of the scale and Abstract learners at the other (Ginnis 2008). According to Gregorc, Concrete learners need the physical aspect of learning, they are kinaesthetic learners and need to be actively involved with a task in order for them to benefit from it. Gregorc then argues that at the other end of the perception scale there are Abstract learners. These types of people use experiences to help them memorise information. They also look for patterns in work and how things are similar or different (Jonassen et al 1993). It is important to highlight that the majority of people fall somewhere in between the two ends of the perception sca le. On the Ordering scale, Gregorc argues that there are Sequential people at one end, and Random people at the other. Sequential people are very logical, focused and are able to memorise facts easily. When carrying out a task they follow a step by step plan in order for them to complete the task effectively. Random people, Gregorc argues, are not so focused and find it hard to memorise facts. Random people may be able to answer a complex question, but not be able to say how they came to their answer (Jonassen et al 1993). Like the Perception scale, most people fall between the two ends of the scale. From his research, Gregorc argues that there are four types of learners; Concrete Sequential, Abstract Sequential, Concrete Random and Absract Random. With regard to teaching style, it is important for a teacher to realise what learning style/ styles pupils may be, in order to set tasks that will be most beneficial to them. Concrete Sequential learners need structured, practical activities. These types of learners need to be told exactly what to do and may require a checklist, such as a success criteria, in order to complete a task. They also require regular feedback to make sure they are correctly carrying out the task. Abstract Sequential learners prefer to do their own research, but the research must be structured for them, for example a worksheet where pupils have to fill in the gaps. These types of learners also like to evaluate work and like different ideas and theories. Concrete Random learners prefer to work with a certain amount of freedom without having to worry about deadl ines. These types of learners do not like working with others, unless they chose who they work with. They are curious learners and like challenging work such as researching ideas for themselves. Finally, Abstract Random learners are very creative, and like to work in groups. They learn best through discussion, either in small groups or with the entire class. They are very flexible learners, who dont mind making mistakes. They also learn best when humour is used when teaching information (Ginnis 2008). Teachers can use Gregorcs work to help them plan and adapt their style of teaching to suit all learners. Although it is not possible to teach in a style that will benefit all learners in every lesson, it is important to try and incorporate all learning styles over a series of lessons (Jonassen et al 1993). Teachers can also use Gregorcs work to approach teaching with a more personal style. For example, a Concrete Sequential learner may prefer a task broken down into small stages, so the teacher can use this knowledge of learning style to plan effectively for them. Also, an Abstract Sequential learner prefers to work in groups, so the teacher can make sure that a lesson involves group work, or discussion of some kind (Ginnis 2008). Although there are many different approaches and theories regarding teaching and learning styles, all suggest that there is a relationship between the two. It is impossible for a teacher to have a strict teaching style, as it will not benefit all pupils within their class. Instead, a teacher must identify what different learning styles pupils within their class may have, and then use this information to adapt their teaching style so that all pupils benefit from their teaching. My school experience placement took place in a Church of Wales school in a small town in central Powys. The school has eight full time teachers and eighteen teaching assistants, some specialising in supporting special needs children. The school is a dual stream co-educational primary school and between Infants and Juniors there were one hundred and eighty pupils. In my class (year six) there were seventeen pupils aged either ten or eleven years old. The class had one teaching assistant who was a full time assistant to a pupil with Autism. The school is organised into eight classes, three in the foundation phase and three in Key Stage Two, with years four and five combined. These classes are taught through the medium of English. The other two classes are taught through the medium of Welsh and range from reception to year six. Pupils are able to attend the Welsh medium classes, irrespective of home language. Even though the Welsh medium classes are separate from the rest of the school, the whole school comes together for assemblies, break and lunch times and after school clubs. In 2008, the school received a positive ESTYN inspective report. In Autumn 2010, the school was re-awarded the Basic Skills Quality for Maths and Language. The school is also a Green Flag Eco-School and a Healthy School for its good work in Education for Sustainable Development (eco-schoolswales.org). . The school followed the National Curriculum of Wales. Core subjects the non-core subjects of History, Geography, Art, Design Technology, Music, Physical Education and Religious Education are taught. As the school is a Church of Wales school, Religious Education is taught in accordance with the Church of Wales syllabus, which look at all religions and compares them to a childs own beliefs. Collective Christian worship takes place on a daily bases. Whilst on school experience I witnessed many different styles of teaching in the non-core subjects. The teaching style were different not only in each subject, but depending on what task was being carried out, and what the teacher felt was most suitable for the pupils in the class. In art, the whole class made wire men, which were later covered with mod-rock and painted. To explain the task to the children, the teacher firstly demonstrated what they had to do. This helped visual learners, as they were able to see exactly what they had to do in order to complete the task successfully. When the pupils actually carried out the task themselves, it was very hands on, and the children were actively involved. This type of learning supports Grinders kinaesthetic learner, were using senses such as touch and sight while carrying out the task. Throughout the lesson the teacher continuously gave feedback to pupils. By giving constant feedback the teacher was supporting Gregorcs Concrete Sequential learners. In art, it is easier than most subjects to use a multi sensory teaching style, as the subject itself presents very practical work, suited to the kinaesthetic learner. History also presents a teacher with the ability to use different teaching styles. On school experience, the class covered the Second World War in History. The teacher and I used different objects from the war such as a helmet and air raid siren, to help pupils learning. This style of teaching helped both visual and kinaesthetic learners as they could see and touch the different objects to aid their knowledge and understanding of the War (Grinder 1991). Also while studying this area of history, there were group and class discussions. This style of teaching would aid Gregorcs Abstract Random learners (Ginnis 2008) and also auditory learners as pupils would learn by discussing and listen to information about the War. There are many different methods and style of teaching music in Key Stage Two. Music is a subject that allows pupils to express themselves more than they may normally do in other subjects. Also, Gardner suggests music as one of his eight intelligences (Ginnis 2008). It is important for a teacher to realise a pupils capability in music in order to teach them effectively and help them advance. Music is a very multi sensory subject as it benefits visual, auditory and kinaesthetic learners through reading music or lyrics, listening to different types of music and physically playing different instruments. While on school placement, the class composed a song in Welsh, to the tune of What shall we do with a drunken sailor. Instead of just letting the pupils write any lyrics they wanted, the teacher showed them a clear structure that they had to follow. The pupils then worked in groups to help compose lyrics to the song and then performing it. This teaching style benefitted a range of differ ent learning styles. Firstly, Concrete Sequential learners benefited as they were provided with a clear structure of what they had to do to compose the song. Secondly, Abstract Random learners benefited from the group work and the creativity to compose song lyrics. During this lesson, the teacher had purposefully adapted their teaching style so that different learning styles would benefit from the lesson. Design and Technology (DT) again offers a teacher the opportunity to adapt their teaching style in order to benefit different learning styles. On school experience the DT topic focused on healthy eating, and designing and making healthy pizzas. The class began the topic by discussing in groups and whole class discussions, different ideas about healthy eating and different types of pizza. The discussion benefited Abstract Random learners and also auditory learners (Jonassen et al 1993, Grinder 1991). Before pupils made pizza themselves, the teacher demonstrated how to make one, showing each step clearly. This would benefit visual and auditory learners and also Concrete Sequential learners (Ginnis 2008), as they could see clearly what they would have to do in order to make a pizza. Also as part of this topic, pupils had to create a recipe for making a pizza. Higher ability pupils in the class wrote the recipe without aid from examples. However, some lower ability pupils in the class we re provided worksheet where they had to fill in the gaps (see appendix 1). This worksheet would not only benefit lower ability pupils, but also Abstract Sequential learners as they could fill in the gaps (Ginnis 2008). Physical Education (PE) in general is very much suited for kinaesthetic learners as it is a very actively involved subject. However, depending on which teaching style the teacher uses, depends on how much other types of learners benefit from PE. On school experience, the pupils focused on dance during their PE lessons. Pupils were asked to work in pairs and groups to create different dance routines. This benefitted visual, auditory and kinaesthetic learners as they were able to see different dance routines, listen to them be explained, and then physically carry them out. Also, by physically doing the dance, the pupils were able to learn the routine very quickly. The partner and group discussion also benefited Abstract Random Learners (Ginnis 2008). In Geography on school experience, pupils looked at a comparison between there home town and a small village in Uganda. To introduce the topic, the teacher showed the pupils a video of the village in Uganda. This benefited visual and auditory learners as they were able to see the village and hear different things about it from the people who lived there. The teacher also paused the video occasionally to ask questions and recap what the pupils had learnt so far. This was particularly effective as it made pupils concentrate on the video in case they were asked a question about it. The discussion following the video also benefited Abstract Random learners (Ginnis 2008). The pupils were then given a treasure map of the village in Uganda. The aim of the activity was for the pupils to discover where they could by milk, and to plot different locations on the map. The map consisted of different questions. The answer of the question gave a clue either to where the next location was on the map , or what the next question was. This activity suited a range of different learning styles. Pupils could see the different locations on the map, discuss them with there partner or group (Abstract Random Learners), and be actively involved in answering questions. The step y step instructions of how to complete the task also benefited Concrete Sequential learners. This task was particularly enjoyable for the pupils and they learnt a lot of information about the village in Uganda from it. This shows that the teaching style used to provide information about this area was very successful. In Religious Education, the class covered the nativity story. The teacher began the topic with a class discussion to produce a timeline of the order of events of the nativity story. This again benefited Abstract Random learners. After the class had completed the timeline, pupils given page book, chapter and verse references and were asked to locate the nativity story in different parts of the Bible. This benefited visual and kinaesthetic learners. Also, the research methods used in this lesson also benefited Abstract Sequential learners (Ginnis 2008). Once the pupils were more aware of the nativity story, the class looked at it as a drama activity. This activity greatly benefited kinaesthetic learners, as they were physically involved with the nativity story and therefore were able to learn the story far easier than simply reading, or being told about it. It is important for teachers to adopt a range of different teaching styles when teaching different subjects. Teachers must find the most suitable style for the lesson content, but more importantly, a style which will suit all learners and allow them to benefit from the teaching. To be able to teach effectively, teachers must use approaches and theories such as Gardners Multiple Intelligence Theory, Piagets Theory/ Model of Cognitive Development, Grinders VAK model and Gregorcs approach to learning styles, in order to discover what style of teaching would be most suitable and beneficial to their pupils. It is not possible for teachers to consider all of the different learning styles when planning each lesson. It is important however that a range of learning styles are covered over a series of lessons, so that all learners benefit from the teaching. Referenes Mishra, R. C., 2007. Teaching Styles. APH Publish Corporation: Bybee, R.W., Sund, R.B., 1982. Piaget for Educators. 2nd ed. Columbus: Merrill Publishing Company Jonassen, D.H., Grabowski, B.L.H., 1993. Handbook of Individual Differences, Learning and Instruction. New Jersey: Lawrence Erlbaum Associates Atherton, J.S., 2010. Learning and Teaching; Piagets Development Theory. [online] UK. Available at: http://www.learningandteaching.info/learning/piaget.htm [Accessed 3 February 2011] Ginnis, P., Ginnis S., 2008. Learning Style Revisited. [online] Derby: Derby City, A local Authority Initiative. Available at: www.derby.gov.uk/NR/rdonlyres//LearningStylesRevisited.pdf [Accessed 2 February 2011] Bradford, J., 2008. Using Multisensory Teaching Methods. [online] UK: World of Dyslexia Ltd. Available at: http://www.dyslexia-parent.com/mag30.html [Accessed 2 February 2011] Jardine, D.W., 2006. Piaget and Education. New York: Peter Lang Publishing Marzano, R.J., 1992. A Different Kind of Classroom: Teaching with Dimensions of Learning. USA: Association for Supervision and Curriculum Development Carrell, P.L., 1984. Schema Theory and ESL Reading: Classroom Implications and Applications. The Modern Language Journal. 68 (4), pp.332-343 Watkins, C., 2003. Learning a sense-makers guide. [online] London: Associations of Teachers and Lecturers. Available at: http://www.new2teaching.org.uk/tzone/images/Learning_tcm7-26270.pdf [Accessed 6 February 2011] Cheminais, R., 2008. Every Child Matters: A Practical Guide for Teaching Assistants. New York: Routledge Grinder, M., 1991. Righting the Educational Conveyor Belt. USA: Metamorphous Press

Writing Techniques in Poes The Raven Essay -- Poe Raven Essays

Writing Techniques in Poe's "The Raven"    Edgar Allan Poe uses several writing techniques to create a single concentrated effect of unending despair in his classic poem, "The Raven." The most noticeable technique is the use of repetition. Just as repeated exposure to cold raindrops can chill one to the bone, repeated exposure to words of hopelessness and gloom creates a chilling effect. Poe saturates the reader with desperate futility by repetitive use of the words "nothing more" and "nevermore." These two phrases, used in refrain to end seventeen of the poem's eighteen stanzas, drench the reader with melancholy. Poe also uses repetition to spark the reader's curiosity. He refers to the sound of rapping or tapping eight times in the first six stanzas. The unexplained repetitive sound helps the reader identify with the search for answers that the speaker is experiencing. Poe makes use of repetition to emphasize feeling with the words, "'Surely,' said I, 'surely that is something at my window lattice'" (33). Repeating the word "surely" adds a sense of desperation concerning the search.   Poe uses a gothic setting to create an atmosphere of gloom. The time is described as "a midnight dreary" (1) in "the bleak December" (7). The supernatural is referred to through the words "ghost" (8), "angels" (11, 81, 95), "Plutonian" (47), "soul" (19, 56, 93, 99,107), "ominous" (70), "unseen censer" (79), "prophet" (85, 91), "thing of evil" (85, 91), "devil" (85, 91), and "demon" (105). The time of night and the inhospitable weather outside allow no escape from the speaker's chamber which becomes a chamber of horror.   Contrast intensifies the sense of gloom. The windy, bleak, December night is contrasted to a room full of books, ric... ...anguage and a memorable singular effect. Poe's use of the first person perspective combines with vivid details of sight and sound to form a powerful connection between the speaker and the reader. Poe shows how the sounds of words can be used to suggest more than their actual meaning. The poem displays the impact of setting on a character and reveals the use of contrast as a tool to magnify descriptions. "The Raven" demonstrates how the effect of rhythm and repetition can be as hypnotic as the swinging of a pendulum and as chilling as a cold rain. "The Raven" is a poem better experienced than interpreted. Poe's words go down like an opiate elixir inducing a fascinating, hypnotic effect.   Works Cited Poe, Edgar Allan. "The Raven." The Norton Anthology of American Literature. Eds. Nina Baym, et. al. 4th ed. New York, London: W.W. Norton & Company, 1995: 648-51.  

War and Politics: Are both one in the same

His home in England was near the main gathering point for the D-Day invasion. Along with his fathers service in World War I, Keegan felt himself drawn towards the military and its workings. Unfortunately Keegan was unable to serve in the British Military due to a childhood illness. Although Keegan was unable to serve his country, he was determined to find his way into some aspect of the military. With a degree at Oxford, Keegan became a military historian. This essay will take a look into Keegans work, A History of Warfare, and his thesis that war is not a continuation of politics. This essay will refute his thesis with evidence from Clausewitz, fallacies in Keegans novel and military conflicts over the past thirty years. Keegan has dissected the workings of the military and the military soldier. In his novel A History of Warfare, Keegan disputes the Clausewitzen theory that war is the continuation of policy by other means. Keegan supports his theory by giving explanations of how Clausewitzens theory is invalid. To understand Keegans position one must first be familiar with Clausewitz. Clausewitz was a Prussian regimental officer during the Napoleonic wars. Upon retirement, he wrote the book On War. The books main thesis was war is the continuation by policy by other means. Keegan disagrees with Clausewitz by saying: Such at statement implies the existence of states, of state interests and of rational calculation about how they may be achieved. Yet war antedates the state, diplomacy and strategy by many millennia. Clausewitz, a child of Aristotle, went no further than to say that a political animal is war making animal. Neither dared confront the thought that man is a thinking animal in whom the intellect directs the urge to hunt and the ability to kill. Keegan suggests that war precedes states by many millenniums. First, Clausewitzs thesis does not imply there must be existence of states. Perhaps the political entity of the state did not exist but tribal life did. The tribe is a political entity. The bible has many accounts of tribal warfare for political gain. It varies from Moses leaving Egypt to David defeating Goliath. Keegan also states that war precedes diplomacy and strategy as well. The bible also recounts many strategies and diplomacy between tribes and states. Some historians might object to the bible being a reliable source but no one can refute that what happened in the bible was not true or accurate. We are cultural animals and it is the richness of our culture which allows us to accept our undoubted potentiality for violence but to believe nevertheless that its expression is a cultural aberration. History lessons remind us that the states in which we live, their institutions, even their laws, have come to us through conflict, often of the most bloodthirsty sort. Keegan is referring to the statement made by Aristotle in which he said, Man is a political animal. Keegan said that Clausewitz is a child of Aristotle and he believes that a political animal is a war-making animal. Keegan refutes them by saying, Neither dared confront the thought that man is a thinking animal in whom the intellect directs the urge to hunt and the ability to kill. How can he say that he disagrees with Clausewitzs theory when he himself claims that the states we live in now have come to be by conflict Doesnt that support Clausewitzs theory The point about neither Aristotle nor Clausewitz confront the fact that man is a thinking animal is a bit confusing. Yes man is a thinking animal and throughout history there has been countless rulers, dictators and emperors who have used war to gain political control. A prime example would be the conflict between Julius Caesar and Pompey. While Caesar was in Gaul waging war, he used agents to dominate politics in Rome. Caesar used politics and military strength to seize control of Rome and become the emperor. Man is a thinking animal and those in power, especially in the early years of history, were continually thinking on how to get more. Keegans big fallacy is his statement; Politics played no part in the conduct of the First World War worth mentioning. He goes on to say; The Germans, French, British and Russians found themselves apparently fighting war for wars sake. The wars political objects, difficult enough to define in the first place, were forgotten. Political restraints were overwhelmed, politicians who appealed to reason were execrated, and politics even in the liberal democracies was rapidly reduced to a mere justification of bigger battles, longer casualty lists, costlier budgets and overflowing human misery. The Encarta Encyclopedia states the following; The underlying causes of World War I were the spirit of intense nationalism that permeated Europe throughout the 19th and into the 20th century, the political and economic rivalry among the nations, and the establishment and maintenance in Europe after 1871 of large armaments and of two hostile military alliances. The fundamental causes of he conflict were rooted deeply in the European history of the previous century, particularly in the political and economic policies that prevailed on the Continent after 1871, the year that marked the emergence of Germany as a great world power. Keegan fails to give one argument supporting his statement. How he can say that politics played no role worth mentioning is beyond me. He not only gives no arguments but goes on to say, we are nevertheless right to see Clausewitz as the ideological father of the First World War, just as we are right to perceive Marx as the ideological father of the Russian Revolution. The appalling fate that those armies brought upon themselves by their dedication to it may be Clausewitzs enduring legacy. To compare Clausewitz and Marx is stretching it a bit. To blame Clausewitz for World War I is ludicrous. Once again Keegan fails to support his theory. Keegan goes on to say that Clausewitz is the ideological father of World War I. One can concur that if Keegan states Clausewitzs is to blame for World War I then wouldnt he be supporting Clausewitzs theory If war is the continuation of politics and Clausewitz is to blame, then isnt it correct to say that war is the continuation of politics Keegan he was not the only one who had this theory. Radical military writers such as the British historian B. H. Liddell Hart had such theories as well. He accuses him of urging the largest possible offensive with the largest possible numbers as the key to victory. Later Liddells thoughts were dismissed. Keegan, adhering to Liddells theory, once again has himself in a no win situation. He has stated that man is a thinking animal so shouldnt man be intelligent enough to figure out war and conflict without going to the past Shouldnt a general wage his own war, not an officer who wrote a book in the past Keegan concludes his theory with these thoughts; Culture is a prime determinant of the nature of warfare, as the history of its development. Politics must continue; war cannot. That is not to say that the role of the warrior is over. The world community needs, more than it has ever needed, skilful and disciplined warriors who are ready to put themselves at the service of its authority. Such warriors must properly be seen as the protectors of civilization, not its enemies. There is an even greater wisdom in the denial that politics and war belong with the same continuum. Unless we insist on denying it, our future, may belong to the men with bloodied hands. It is great to say that politics must continue but war cannot, but is it realistic For centuries war and politics have gone hand and hand. What events or individuals have given us a hope for change Are recent conflicts a testament to the future The United States involment in Bosnia, Somalia and the Gulf War has proven that. Would Keegan say that politics were not involved in those conflicts Keegan fails to address a few major conflicts in history. The Vietnam War and Korean War are not mentioned at all. The current theory underlying Vietnam and Korea were political reasons for the conflict. It is true that we went to Korea to support the South Koreans who were invaded but why were they invaded Political reasons are why. We were politically obligated to support the South Koreans. Chinas involment was purely political. The United States was not going to invade China. To the Chinese, having communist North Korea on their border was better than having the United States. Saying that Vietnam was not a political conflict does not give a reasonable explanation. The Vietnam War was the United States supporting a helpless South Vietnam and the United States fighting to keep their influence in South East Asia. With Keegans failure to address these major conflicts he leaves the reader wondering why. There are some errors of interpretation and fact in his novel as well. The atomic bomb was not designed to end wars without commitment of manpower on the battlefield as the author contends. The atomic bomb was another weapon, which we potentiality we only discovered after its use. Not until a decade later did nuclear weaponry come to take its place among equals in military establishments, at least in the United States. Keegans main goal was to refute the Clausewitz theory of war and politics. Keegan failed in this task. His inability to discuss such politically orientated conflicts such as Vietnam and Korea aids in his failure. His contention that World War I was not political was refuted by a definition in an encyclopedia. Keegan tries to offer the reader a new concept in studying military history but he is unable to get the reader to follow his train of thought.

Company Profile of Coca-Cola

Company Study By:bonnie may alvior bsit4 November 8,2012 History of Coca-Cola Company In line with the company’s trust for expansion and in response to the growing market demand, a 5 year construction schedule for the new Bacolod Plant took place in the last quarter of 1994, to replace its old plant in 15th Lacson St. , Bacolod City which was constructed in 1948. In the search for the site of the new plant, the following were the objectives. * To relocate the bottling plant and its facilities in an industrial area designated and approved by the local government authorities. To construct a bottling plant away from the city but still near the different market centers which should significantly reduce the delivery time and cut down cost of hauling. In the Visayas on the projected sales * To be able to support other plants in the Visayas on the projected sales growth and product volume requirements of the regions. 14 sites were identified and considered but the lot in Mansilingan was selected with its confidence to the objectives and specific identified. The lot is 10 hectares in area and used to be a sugarcane field. It is about 8 km from the city proper.The construction of the Php 700 million two lines capacity plant started in 1997 and was inaugurated in October 28, 1998. The new plant in Bacolod is the latest and one of the largest in the network of 19 facilities operated by Coca-Cola Bottlers Phil’s. , Inc. across the country. The plant has a capacity of 50,000 physical cases per day with provision for two (2) more lines in the future. The 10 hectares production centre is home to 281 employees and incorporates up-to-the minute computerized production systems, a waste water treatments and electronic bottle inspection. 2 VISION/MISSION STATEMENT VISSIONWe are a world class beverage plant producing the highest quality products and services to our customers at optimum cost. MISSION * Leadership Our leaders are made model of excellence. They exemplify dynamic leadership by exercising sound business ethics and moral values. As coaches and mentors, they are the fountains of strength, constantly providing clear direction o associates and showing concern for their welfare. * Shareholders We are the shareholders, the beneficiary of our success. We commit to enhance shareholder value through continuous improvement and optimization of our resources generating profits to ensure sustainable growth. Community We are responsible corporate citizens in the community. We foster harmonious relationships through the development and preservation of the environment and sustain the economic upliftment of the people. 4 SERVICES OFFERRED The Coca-Cola Company provides superior quality products and services that are affordable to the customers and constantly available in the market. The customer is the reason for their existence. The customers’ needs drive the business and the number one goal is customer’s satisfaction. The following ar e the on the ground programs the company also offered: COKE FOUNDATION Provide education by donating school in the depressed areas all over the country called (Coca-Cola Red School House). In their 100 years in time they build a school in Tayasan, Negros Oriental which will be inaugurated early December. * FEEDING PROGRAM They visit all over the country and serve the children and mothers in remote areas. * WATER SUPPLY Coordinate with the AIDE FOUNDATION to provide water supplies in a ramp pump. The company constructed water ramp pump in Moises Padilla, Silay, San Jose Neg. Occ. , Don Salvador, La Carlota and Kabankalan City (ongoing). * EMPLOYMENTProvides job for specific courses, TESDA graduates and technical courses. 3 SYSTEM (SOFTWARE/HARDWARE) USE SOFTWARE * Coca-Cola Company use COKE 1 system wherein the same system that the company uses in Philippines, Australia, China and Germany. The system covers the supply change, human resource, finance, Sales and Logistics. * And also, SAP system which is a powerful tool that integrates multiple business processes and functions into one comprehensive system. SAP reduces lack of integration across business line which will raise the risk of duplication, mistakes and inconsistency data.SAP provides different approach than their competitors in market. Each piece (module like FI, MM, and SD) can operate independently from all other software. And the key benefit of using this approach is that companies can implement individual module that fits the company needs, and have the flexibility to add other module later when their business grows. HARDWARE * Unit uses in the Coca-Cola Company are Lenovo, IBM and HP products. There are also Closed-circuit television (CCTV) cameras for surveillance purposes. 5 COCA-COLA COMPANY (Index Page Picture) 1 ABS-CBN COMPANY CORPORATE PROFILE ABS-CBN is in the business of producing world-class entertainment, news and information programs and in the continuous adoption of breakthrough techn ology to deliver these to its audiences not just in the Philippines, but globally. This content is distributed primarily in the Philippines through its flagship station in Mega Manila, ABS-CBN Channel 2. Backed by a regional network of 25 originating stations, 8 affiliates, and a collection of strategically –located relay stations across the archipelago, ABS-CBN’s nationwide reach is unmatched to this day.ABS-CBN also airs in free-to-air UHF on Studio 23 and operates the country’s leading radio network consisting of 3 AM band stations and 14 in the FM band. ABS-CBN also provides news and entertainment programs for nine cable channels, targeting specific niche markets who prefer foreign entertainment programs, blockbuster Filipino movies, news and commentary, music, anime, and sports. ABS-CBN also owns Skycable , the Philippines’ largest cable television service provider which has close to 500,000 upscale subscribers in Metro Manila and key urban areas nat ionwide.Outside the Philippines, ABS-CBN reaches an estimated 2 million Filipinos out of the more than 8 million Filipinos overseas, through ABS-CBN Global’s The Filipino Channel (TFC). TFC is available in the USA, Canada, the whole Europe, Australia, the Middle East, Japan, and a host of other Asia-Pacific via cable TV, direct-to-home satellite, Internet Protocol Television (IPTV), and the Internet trough TFCNow! ABS-CBN in-house produced programs also reach foreign audiences through the distribution of ABS-CBN content to countries in Southeast Asia, Eastern Europe and Africa.Star Cinema, ABS-CBN movie production unit, has a 75% share of the local film market based on gross box office receipts, consistently producing one blockbuster hit after another. ABS-CBN also leads the local music production and distribution outfit in the country through Star Records. ABS-CBN Publishing completes ABS-CBN’s tri-media offering with 14 glossy magazine titles, addressing the needs of the Philippine upscale market with features on fashion and lifestyle, gossip and entertainment, culinary arts, interior design, sports and male-specific interests.Blazing the trail in new media technology, ABS-CBN interactive pioneered traditional media and SMS tie-ups in the country with the launch of TV text promos and TV polls/voting systems. ABS-CBN’s online properties-entertainment and news sites, online games, and social networking through one of the leading social networks in world, multiply- have proven to be strongly patronized by the growing Filipino online community. Driven by its passionate commitment to bold innovation, ABS-CBN is leading the change in the country’s media landscape with its depth of creative talent and breath of platforms. SYSTEM (SOFTWARE/HARDWARE) USE SOFTWARE Most of the hardware use in ABS-CBN is Cisco device for switches and routers. These devices are use to connect to the network in Manila. For operating system the company use Windo ws XP, Windows 7 and Windows Networking 2000. For the editing, they use Adobe products. The ABS-CBN also use a Library System to store videos and for the access of data, the admin is assign to the IT Support and Engineering Accounts and user is assign to the editors. Hardware Most of the hardware use in ABS-CBN is Cisco device for switches and routers.These devices are use to connect to the network in Manila. 10 CORPORATE VALUES * Meritocracy * Granting commensurate rewards at the right time for good performance (caring for our people) * Expecting rewards earned through performance rather than because of entitlement * Taking quick and appropriate action on failure * Excellence * JUDGMENT AND DRIVE FOR RESULTS * Using best judgment to balance speed, quality and cost to attain best returns * Using best judgment to balance the need to deliver short-term business results with what is best for the organization in the long term. Going beyond the boundaries of my role/unit to ensure result s * Gathering and using available data/information to make decisions and resolve problems; moving on despite the absence of complete data/information * EMBRACING CHANGE * Exploring new ways and challenging old ways, including past successes, to achieve breakthroughs and continuous improvement. * RISK TAKING * In a constantly changing competitive environment taking action based on an assessment that opportunities and rewards are worth the risks and ensuring everything possible is done to mitigate those risks. * Teamwork COMPANY INTEREST AND TRANSPARENCY * Providing the right information at the right time to the right people * Taking personal accountability for making my team a high powered and high performing team 8 * Putting the good of the company/team before my personal interests * OWNERSHIP * Taking accountability for my role, output and decisions * CONFRONTING CONFLICT * Surfacing issues directly with concerned parties so that these may be resolved constructively and if resoluti on is not attained, jointly escalating the issue * Accepting my accountability for causing conflicts, if any Teaching and Learning * Training someone to become better than myself at my role * Taking accountability for my continuous learning by defining my development areas and taking deliberate action to fill my skill gaps * Analyzing failures and deriving lessons for them * Providing continuous training and learning experiences so that you constantly become better than you are at your role today and are equipped for larger roles at the appropriate time (caring for our people) * Honest and Integrity * Delivering on commitments; my words equal my actions * Speak out, speak true Providing an environment where one can speak out and be heard (caring for our people) * In the Service of the Filipino Worldwide * To serve the country and its people has always been and will always be the meaning of our work. * Whatever we do and whatever we go, we shall always be faithful to our commitment o f being in the service of the Filipino. 9 TITLE PAGE Coca-Cola Company Index Page Picture——————————————————1 History of Coca Cola Company Bacolod Plant————————————————————2 Services Offered ——————————————————–3Vision/Mission Statement———————————————-4 System (Software/Hardware) Use————————————-5 ABS-CBN Company Index Page Picture—————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€6 ABS-CBN Corporate Profile——————————————7 ABS-CBN Corporate Values—————————————8-9 System (Software/Hardware) Use————————————10 Kabankalan Catholic College Kabankalan City, Negros Occidental IN PARTIALL FULLFILLMENT IN OJT-500 BONNIE MAY G. ALVIOR BSIT 4