Brontie’ Swanston Essay Example for Free

Brontie’ Swanston Essay Sometimes early intervention for struggling learners is ideal. Most learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences (Madden, 1991). However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that â€Å"supplementary instructional services are provided early in students’ schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction† (Madden Wasik, 1991). The intent of early intervention is to create general education support systems for struggling learners as a way to improve academic performance and to reduce inappropriate special education referrals (Madden, 1991). Examples of early intervention include clinical teaching, peer and expert consultation, teacher assistance teams, and alternative programs such as those that offer tutorial or remedial instruction in the context of general education. A critical concept for ELL students is comprehensible input. This concept expresses that in order to acquire a second language the learner must understand what is said to him. Learners should receive input that is appropriate to their age and language level. This language should be just beyond the learner’s current proficiency but easy enough for them to understand. Teachers need to develop background knowledge, deliver content that is contextualized, and use gestures, pictures and real objects to make input comprehensible (Saunders, Goldberg, 1991). When newcomers are assigned to a mainstream classroom and spend most of their day in this environment it is especially critical for them to receive comprehensible input from their teachers and classmates (Saunders, Goldberg, 1991). In other words, if the teacher prefers lectures, it leaves the English language learner will not be receiving this input. All teachers are aware of the need to â€Å"explicitly link past learning and new concepts† but some teachers fail to consider students’ backgrounds and experiences when planning lessons (Saunders, Goldberg, 1991). One way to avoid making unwarranted assumptions about our students’ past learning, background or experiences is to create a common classroom experience as the basis for instruction (Saunders, Goldberg, 1991). Another strategy is to help students make conscious links between their experiences and the text as described in the sample lesson below. Two good concepts to implement would be literature logs and instructional conversations. Before and after reading, students respond to prompts that help them link their experiences to those of the main character or main theme (Saunders, Goldberg, 1991). The instructional conversations that follow these prompts provide oral language practice for Ell’s, and help deepen students’ conceptual frameworks for comprehension (Saunders, Goldberg, 1991). Researchers found that using either the literature log or the instructional conversation increased comprehension for Ell’s but using both produced deeper understanding (Saunders, Goldberg, 1991). Teachers should apply the following steps to be successful in previous two concepts: Step 1 Create pre-reading and post- reading questions or prompts Pre-reading question or prompt: a generic probe about students’ experiences that might be similar to those of the main character/s. Step 2 Briefly review the story again building on student responses in a think-aloud format. Review the procedure for tracking story events and noting when these events are similar to or different from experiences discussed by the class. Examples: two-column notes, post its, adapted story sequence chart Students read or listen to the text: pairs, small groups, tape, and buddy reading Step 3 Present the second literature log question or prompt; model a response. Allow time for students to write about or discuss the prompt. Facilitate the second instructional conversation in which students discuss similarities and differences between and among their experiences and those of the characters. Variations: use picture books with limited text for non-readers or beginning Ell’s of any age. Allow students to respond in their first language. Older or more proficient students can respond to prompts that focus on the setting instead of, or in addition to, events, characters and theme or compare experiences across texts. (Saunders, Goldberg, 1991) It is also vitally important to emphasize key vocabulary. Lack adequate vocabulary is one barrier to reading for Ell’s. Research on vocabulary acquisition indicates that a successful vocabulary development program should have a least the following five components: 1) Intentional word selection (words that represent new concepts, are important outside of the specific activity, or cross content areas) 2) Direct instruction in word meaning and in strategies used to learn new words 3) Modeling of strategies and processes for learning new words 4) Multiple exposures to new words and opportunities to use new words (wide reading, intentional word-focused activities, and ongoing review) 5) A system to help students track new vocabulary (Beck, McKeon, 2002) Here is a five-step vocabulary activity to implement with your ELL students: 1) Teacher provides a definition (tell, read, demonstrate) 2) Teacher creates a non-linguistic representation of the word while engaging in a â€Å"think aloud† that helps students identify key components of the visual and their relationship to the new word 3) Students write or say their own definition of the word 4) Students create their own linguistic representation of the word 5) Return to visual to add or revise elements as students deepen their understanding of the concept Adapted from Marzano, Pickering, 2001 It is important that the teacher shares a knowledge base relative to the education of students learning English (Thomas, Collier, 1997). Efficient teachers should be familiar with second language acquisition, the relationship of native language proficiency to the development of English, socio-cultural influences on learning, effective first and second language instruction, informal assessment strategies that can be used to monitor progress (particularly in language and literacy development), and effective strategies for working with culturally and linguistically diverse families and communities (Thomas, Collier, 1997). It is also imperative that there is recognition of the students’ native language. Language programs must have support of principals, teachers, parents, and the community (Thomas Collier, 1997). School staff should understand that native language instruction provides the foundation for achieving high levels of English proficiency (Cummins, 1994). For regular education teachers and ESL/bilingual teachers, when it comes to language development, there should be a share responsibility. There also must be collaborative school-community relationships. Parents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994). By being involved with families and communities of English learners, educators come to understand the social, linguistic, and cultural contexts in which the children are being raised (Ortiz, 1997). Thus, educators learn to respect cultural differences in child-rearing practices and in how parents choose to be involved in their children’s education (Garcia Dominguez, 1997). It is vital to implement academically rich programs for ELL students. Students learning English must have opportunities to learn advanced skills in comprehension, reasoning, and composition and have access to curricula and instruction that integrate basic skill development with higher order thinking and problem solving (Ortiz, Wilkinson, 1991). Students must have access to high-quality instruction designed to help them meet high expectations (Cummins, 1994). Teachers should employ strategies known to be effective with English learners, such as: 1) Drawing on their prior knowledge 2) Providing opportunities to review previously learned concepts and teaching them to employ those concepts 3) Organizing themes or strands that connect the curriculum across subject areas 4) Providing individual guidance, assistance, and support to fill gaps in background knowledge Although it is evident that students fail in school for a variety of reasons, in some cases, their academic difficulties can be directly attributed to deficiencies in the teaching a learning environment. These difficulties may become more serious over time if instruction is not modified to address the students’ specific needs. Unless these students’ specific needs. Unless the deficit in learning is caught early and the appropriate intervention is accessed, they will continue to struggle, and the gap between their achievement and that of their peers will widen over time. References Cummins (1994). Knowledge, power, and identity in teaching English as a second language. â€Å"Educating second language children: The whole child, the whole curriculum, the whole community† Cambridge, England: Cambridge University Press. Garcia, S. B. , Dominguez, L. (1997). Cultural contexts that influence learning and academic performance. In Silver, L. B. , â€Å"Child and Adolescent Psychiatric Clinic Of North America: Academic Difficulties†. Philadelphia: Saunders Co. Madden, N. A. , Slavin, R. E. , Wasik, B. A. (1991). Success for all, â€Å"Phi Delta Kappan. † Thomas, W, P. , Collier, V. (1997). School effectiveness for language language miniority students (Resource Collection Series No. 9). Washington: National Clearinghouse for Bilingual Education. Beck, I. , McKeon, M. Kucan, L. (2002) Bringing Words to Life: Robust Vocabulary Instruction. Guilford Press. Ortiz, A. A. Wilkinson, C. Y. (1991). Assessment and intervention model for the bilingual exceptional student. â€Å"Teacher Education and Special Education, 14 Saunders, W. and Goldenberg, C. (1999) The Effects of Instructional Conversations and Literature Logs on the Story Comprehension and Thematic Understanding of English Proficient and Limited English Proficient Students. http://www. cal. org/crede/pubs/research/RR6. pdf Marzano, R. , Pickering, D. J. , Pollock, J. E. (2001) Classroom Instruction that Works. Alexandria, VA: MCREL, ASCD.

Four Fundamental Freedoms Of The Eu Economics Essay

Four Fundamental Freedoms Of The Eu Economics Essay The establishment of a Single Market is a key stage in the integration process of the European Community. The basis of the Single Market is the common market, which is the aim of the Treaty establishing the European Economic Community (1957). It should be achieved through eliminating the barriers for the trade among the countries (duties and quotes); establishment of Customs Union; removing the barriers to the free movement of goods, services, capital and persons; sustaining of a system guaranteeing the conditions for free competition and applying a common trade policy (in their relations with third countries) Very good . The process of creation of a common market according to the contract is defined for the period of 12 years, planned as a sequence of 3 stages, which consist of 4 years each source ?. The Single Market is based on the four fundamental freedoms of the EU: Free Movement of Goods it requires establishment of Customs Union, including removing the duties among the EU states, adoption of a common customs tariff in their relations with third countries and removing quantitative restrictions between Member States (quotes). In the beginning the duties are fixed (it is prohibited to increase them) and it is planned to remove them step by step by 1970. The decrease by the end of first stage should be 25%, by the end of the second stage 50%. During the transition period the quantitative restrictions should be removed. Source ? Special attention is given to the agricultural products due to their high sensitivity. The Treaty provides that the regulations of the common market are also valid for these products. However, a common agricultural policy is applied for the development of the sector. good The Free Movement of Persons After the end of the transition period the Treaty provides the EU citizens to have the right to accept job proposals, to move freely on the territory of the EU and in this connection to stay and live on the territory of another Member State in order to work in conformity with the national legislation. The residential right is of crucial importance and it is related to the opportunity of EU citizens to found and manage own enterprises in other Member States under the conditions of the local citizens. yes A common transport policy is applied in order to achieve the free movement of persons and goods. This will guarantee common regulations and administrative procedures that will make easier the transport connections between the Member States. The Free Movement of Services During the transition period the Member States should remove the obstacles for offering services in the industrial or trade sector, craft industry, as well as the free professions. More precisely, by the end of first stage the existing obstacles should be identified and a plan for removing restrictions should be accepted. For each service category this plan should define concrete steps for liberalization. Sources? The Free Movement of Capital It is related to the removal of all obstacles to payments and transfers of capital by residents of a Member State during the transitional period. yes However, the achievement of the aims of the Single Market is very difficult. Despite the removal of tariff restrictions on trade (duties and quotas), the experience shows that in some cases, markets are completely closed or partially limiting freedom of movement. This is the main cause for some important cases in the Court of Justice (now the European Court of Justice), related to the restriction of the free movement of goods. The case under the name of The Cassis de Dijon became significant example (Atkinson and Oleson, 1994: 984).very well. It is raised by Rewe Zentral AG against the Federal Office of West Germany in the monopoly of alcohol drinks that refuse the import of French liqueur, since it does not fit into any existing categories of alcohol used in the country and hence the inability to have an appropriate excise. The decision of the Court (case court à Ã‚ ¡-120/78) is that the refusal to license is a measure having equivalent effect to quantitative restrictions. Very we ll ! The case sets a precedent for the principle of mutual recognition of the conditions for access to the internal market of the Member States. Good ! There are other obstacles to the single market, such as problems with taxes and charges having equivalent effect to customs duties. The free movement of workers is also difficult. For example, the Kingdom of Belgium was forced to reconsider the requirement to have Belgian citizenship in order to occupy certain positions (C-149/79). Yes ! good example The integration process in the second half of the 70s and mid 80s of the 20th century is generally smooth. The main problems for the functioning of the Single Market are non-tariff in nature, stemming from differences in national legislation (Atkinson and Oleson, 1994: 984). In 1985 the Commission provided the EU Council with the White Paper Completing the Internal Market. The document recommends the elimination of physical barriers (border control at internal borders); the removal of technical barriers (requiring substantial harmonization, including industry standards, document exchange), as well as removal of fiscal barriers (taxes and government fees, which have the effect of duty, indirect taxes in particular VAT). All this requires considerable coordination and implementation of common policies in the field of police cooperation (due to the increased risk and free movement of criminals, terrorists, etc.); introduction of common rules regarding state aid and competition, public p rocurement and more. Very well ! The report sets a new stage of enhanced removal of technical, legal and other obstacles. A number of directives and regulations have been adopted; the most important one is the signing and entry into force of the Treaty on European Union (1992) and practical creation of Single Market. The process continues after that and becomes the basis for the eastward enlargement after putting behind the fear of socialism. Good ! According to the Eur-Lex current regulations in the field of Internal market regarding harmonization of legislation are 1053, and in the field of Internal market: policy related to enterprises 48. Source? Despite these achievements, nowadays the Single Market continues to face some obstacles and problems (non tariff barriers), that are intensified in the conditions of a crisis. A new strategy for the Single Market (Monti, 2010) is published in 2010 in order to overcome the new challenges (especially the growing nationalism and weak political activity for improving the Single Market in terms of continuing crisis) in 2010 published report A new strategy for the Single Market (Monti, 2010). The report concludes that in many areas the Single Market is not yet sufficiently developed. Yes ! It remains fragmented which hampers the innovations and suppresses the growth potential of the European economy. Free movement of persons, goods, services and capital is not always smooth yes !, which is often a result of administrative barriers and weak enforcement of EU regulations. Among the main recommendations is the building of a stronger Single Market (including through the development of digital Single Market and providing green growth). This requires the achievement of political consensus and continuing efforts to deepen integration and improvement of the Single Market. Existing barriers can be summarized for each of the four freedoms. Movement of goods is hampered by problems such as licensing regimes (lack of a European patent), counterfeiting and piracy good ; national fiscal policies (in particular VAT) etc. The Free Movement of Services faces more important barriers, including lack of standardization (reflecting on the difficulty to assess their quality and effectiveness), insufficient transparency in some sectors (e.g. banks in relation to taxes and commissions) etc. good Free movement of persons is hampered by barriers to the recognition of professional qualifications, the availability of physical control of borders (airports, delaying the accession of Bulgaria and Romania into the Schengen area) etc yes . Free movement of capital is hindered mainly by fiscal and other barriers (an important issue is offshore zones, allowing evasion of tax systems Eden and Kudrle, 2005) yes. The efforts of the Commission to overcome the problems continue. Commission makes 50 proposals in its Single Market Act (COM/2010/0608), which after public consultation have been reduced to 12 instruments (COM/2011/0206). Whether their practical implementation will lead to real development in the Single Market depends to a high extent on the desire for political cooperation and practical efforts towards change. Very good ! References Atkinson, G. and Oleson, T. (1994) Europe 1992: From Customs Union to Economic Community. Journal of Economic Issues, 28(4), pp. 977-995 Treaty establishing the European Economic Community (1957). [Online]. Available at: http://eur-lex.europa.eu/en/treaties/index.htm#founding [Accessed 9 July 2012] à Ã‚ ¡-120/78, Judgment of the Court of 20 February 1979. Quantative restrictions measures having equivalent effect [Online]. Available at: http://curia.europa.eu/jcms/upload/docs/application/pdf/2009-05/tra-doc-bg-arret-c-0120-1978-200802154-05_02.pdf [Accessed 10 July 2012] C-149/79, Judgment of the Court of 17 December 1980. Commission of the European Communities v Kingdom of Belgium. Free movement of workers.  [Online]. Available at: http://curia.europa.eu/jcms/upload/docs/application/pdf/2009-05/tra-doc-bg-arret-c-0149-1979-200802156-05_00.pdf [Accessed 11 July 2012] Commission Of The European Communities, Completing the Internal Market. White Paper from the Commission to the European Council (Milan, 28-29 June 1985), COM(85) 310 final, Brussels, 14 June 1985. [Online]. Available at: http://europa.eu/documents/comm/white_papers/pdf/com1985_0310_f_en.pdf [Accessed 11 July 2012] Treaty on European Union, Official Journal C 191, 29 July 1992. [Online]. Available at: http://eur-lex.europa.eu/en/treaties/dat/11992M/htm/11992M.html [Accessed 11 July 2012] Eur-Lex, 13 Industrial policy and internal market. [Online]. Available at: http://eur-lex.europa.eu/bg/legis/latest/chap13.htm [Accessed 11 July 2012] Monti, Mario (2010) A new strategy for the Single Market. At the service of Europes economy and society. Report to the President of the European Commission Josà © Manuel Barroso. [Online]. Available at: http://ec.europa.eu/internal_market/strategy/docs/monti_report_final_10_05_2010_en.pdf [Accessed 11 July 2012] Communication from the Commission to the European Parliament, the Council, the Economic and Social Committee and the Committee of the Regions, Single Market Act Twelve levers to boost growth and strengthen confidence Working together to create new growth, COM/2011/0206 final. [Online]. Available at: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2011:0206:FIN:EN:HTML [Accessed 11 July 2012] Communication from the Commission to the European Parliament, the Council, the Economic and Social Committee and the Committee of the Regions. Towards a Single Market Act For a highly competitive social market economy 50 proposals for improving our work, business and exchanges with one another, COM/2010/0608. [Online]. Available at: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:52010DC0608:EN:NOT [Accessed 11 July 2012] Eden, Lorraine; Kudrle, Robert T., Tax Havens: Renegade States in the International Tax Regime? Law Policy, Jan2005, Vol. 27 Issue 1, p100-127 2) Corporate social responsibility (CSR) The interest of the public attention to CSR should be viewed in the context of contemporary culture and in particular global interest in the protection of human rights and freedoms and the understanding of responsibility in various aspects. Yes . The promotion of human rights and fundamental freedoms in the Universal Declarations of Human Rights (1948) (no doubt influenced by Christian ethics) is the result of realizing the value of human life and equality of persons before the law. The constitutional rights and freedoms of citizens in developed societies is the basis for developing various initiatives for their actual implementation in society. Therefore, serious violations of these rights are a factor which attracts attention to CSR. Very well. Some violations of multinational corporations (MNC) are: Injuring local community in the process of exploitation of natural resources. An important example is the activities of Shell in Nigeria. During the military regime the government did not return any or very little of the oil revenue to the local population. In this reason Ogoni people started a political fight to defend their rights. The attention of the international community is drawn to the problem after the execution of representatives of the Movement for Ogoni Rights (Holzer, 2007). Good example exploitation of workers, including children. This category includes issues such as disregard for labour rights, long working hours, rest in work time, working under hazardous conditions without protective equipment etc. In many cases this is caused by imperfect legislation or lack of it in developing countries, but also it depends on cultural differences. For example, there is considerable opposition to introduce a ban on children working in the footwear sector in Brazil (Zwolinski, 2007). Good example Another factor directing public attention to CSR is associated with the use of environmentally harmful practices. In the late 70s some MNC (especially in oil and automobile industries) are accused of serious pollution of air, ocean, soils (Eells, 1975). The activities of Shell in Nigeria have significant environmental damage to areas in the delta of the River of Niger (Holzer, 2007). The ocean oil spills also caused a significant damage to nature. Among the worst spills in the history are those in the Gulf of Mexico after the explosion on the platform Deepwater Horizon (about 4.4 million barrels Griggs, 2011) and spills from tanker Exxon Valdez (240 thousands barrels poured into the Gulf of Alaska in 1989 Bowen and Power, 1993). yes Unchanging principle of the responsibility is that the one caused some damage is obliged to restore it or compensate proportionately it. This is one of the fundamental principles underlying the CSR. Moreover, in todays world not correction (after the damage) is increasingly important but to make efforts to prevent and reduce the negative practices good point. This promotes the use of CSR as a good practice. In opposition to the socio-economic approach of CSR is the purely economic approach to business. The most outspoken supporter of the economic approach is the monetarist Milton Friedman (1970). He sees business as an activity whose main task is to maximize wealth of shareholders. In the free-enterprise system business can not have any purpose other than profit which implies reducing unnecessary costs including those for CSR. Yes indeed. In this sense, the implementation of extraneous social work is a kind of tax on company activity which reduces economic efficiency and competitiven ess. Moreover, according to Friedman (1970) the imposition of public opinion to corporations for providing CSR violates the foundations of liberal society (democracy) which values are replaced à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹by values of socialism. An additional argument of Friedman (1970) is that the company itself is an artificial product of man, it cannot be liable only people can have responsibilities. Yes ! Another theory in opposition to the CSR concept is the theory of Henderson (2009) who considers the continued spread of CSR in practice as a threat. According to Henderson (2009:11) The doctrine rests on mistaken presumptions about recent economic developments and their implications for the role and conduct of enterprises, while putting it into effect would make the world poorer and more over-regulated. According to Henderson (2009) the true role of business consists of four propositions. First of all, the economic progress is driven by innovative activities related to profit. Secondly, the competition should be the only tool that contributes to development and thus improve welfare. Thirdly, the role of business units should be the engine of progress through private ownership and profit-directed activity (capitalism). Fourthly, in market economy conditions and intense competition, companies make their profits by attracting customers with various offers in an innovative way. Interesti ng point ! Very good answer ! References Bowen, Michael G. and Power, F. Clark (1993) The moral manager: communicative ethics and the exxon valdez disaster. Business Ethics Quarterly. 3 (2), p.97-115 Eells, Richard (1975) Multinational corporations under fire. Management Review, 64 (2), p.43-45 Friedman, Milton (1970) The Social Responsibility of Business is to Increase its Profits. The New York Times Magazine, September 13. [Online]. Available at: http://www.colorado.edu/studentgroups/libertarians/issues/friedman-soc-resp-business.html [Accessed 12 July 2012] Griggs, John Wyeth (2011) BP Gulf of Mexico Oil Spill. Energy Law Journal, 32 (1), p.57-79 Henderson, David (2009) Misguided corporate virtue: the case against csr, and the true role of business today. Economic Affairs. 29 (4), p.11-15. Holzer, Boris (2007) Framing the Corporation: Royal Dutch/Shell and Human Rights Woes in Nigeria. Journal of Consumer Policy, 30 (3), p.281-301. International Bill of Human Rights. A Universal Declarations of Human Rights, 1948. [Online]. Available at: http://daccess-dds-ny.un.org/doc/RESOLUTION/GEN/NR0/043/88/IMG/NR004388.pdf?OpenElement [Accessed 12 July 2012] Welles, John C. (1973) Multinationals Need New Environmental Strategies. Columbia Journal of World Business. 8 (2), p11-18 Zwolinski, Matt (2007) Sweatshops, choice, and exploitation. Business Ethics Quarterly. 17 (4), p.689-727. 3) Internationalization of the business The company has the opportunity to expand its operations by penetration of the foreign market. Several reasons support the decision to internationalize company operations. The first factor is the successful business development in the local market (Thai and Chong, 2011). The internationalization of business is facilitated by resources, ensuring local competitiveness, such as knowledge and experience in manufacturing and marketing (to know the characteristics of demand and market segmentation which can be successfully applied in other markets particularly when demand has a similar characteristics), known brands, ability to learn and utilization of knowledge and others (Wright et al, 2007). good Another internal factor facilitating internationalization is the availability of adequate human resources, including international experience of managers and entrepreneurs, managerial competence (international business skills and management know-how) (Ruzzier et al, 2007), leadership skills, etc. The interpersonal business skills include cognitive capabilities and personal aptitudes, cross-cultural competence and communication skills, knowledge integration and applications, disciplinary knowledgebase and methodologies (Mughan and Kyvik, 2010). good Other factors that influence decision for international expansion are the expectations for growth and other positive effects of the internationalization of business. The company should have adequate organizational capability securing growth in order to achieve these benefits (Thai and Chong, 2011). Some of the positive effects of internationalization are increased volume, revenue and profits. In addition, the company can expect so-called learning by exporting effect (Sicoli, 2012). As a result of the internationalization of business companies could improve knowledge which leads to increased productivity (including effects due to economies of scale). Very good ! Some external factors also influence the internationalization of corporate activities such as processes of globalization and integration, liberalization of international trade and removing trade barriers (Sicoli, 2012). Other factor is price differences of manufactured products between domestic emerging market and developed foreign markets (due to existing cost differences) (Vasilchenko and Morrish, 2011). yes There are few possible strategies for entering the foreign market. The strategy of direct export has the lowest risk and lower costs but it gives a more limited ability to control business activity yes !(Wright et al, 2007). Exports of foreign market are achieved through a sales network agents, distributors, retailers which are generally independent business units. The relationships in the network are based on contractual agreements (Philippe and Là ©o, 2011) yes !. Strategic alliances with suppliers or customers (even though it carries risks such as choosing the wrong partner or excessive dependent on them) allow the realization of cost benefits and service benefits, including taking advantage of technological advance or prior knowledge (Vanpoucke and Vereecke, 2010) yes !. The creation of a joint venture is characterized by high risk and significant investments. However, it allows far greater control over the activity and can bring all the benefits of strategic alliances yes !. C reation of subsidiaries (with the highest risk) or franchise network (with relatively low risk but here the success requires effort for standardization and control) provides the highest level of control (Wright et al, 2007) yes. In theory there is an common view that firms should enter the foreign market incrementally, first through direct export and subsequently by partly controlled network (join venture, strategic alliance) or fully controlled network (subsidiaries, franchises) taking into account the current circumstances and firms competitive advantages (Philippe and Là ©o, 2011) very good !. No matter which strategy will be chosen in order to internationalize the business, the firm needs to create a network. The relationship, trust and relationship commitment decisions predetermine future success because what happens, happens in relationships. So success depends on the available knowledge and ability to learn; opportunities and creativity; capabilities and trust building (Schw eizer et al, 2010). Good In order to achieve successful penetration of foreign markets Wen and Arokiasamy (2011) propose firm to implement integrated business strategies in foreign market, which is separated by three groups of strategies. The first group is the international marketing strategies, which include Market entry strategies, Diversification and Marketing mix. The second group is The International Operation Strategies, which includes Logistic Management, Oversea Subsidiaries, Oversea Production and Headquarters. The third group of strategies is International Business Strategy, which include Standardization, Differentiation, Localization and Level of Commitment. Very good ! However, to enter a foreign market successfully the company has to learn quickly (which will contribute to reduction of the risk) and keep cultural differences into account (Thai and Chong, 2011). Many cultural differences can affect the operational efficiency (increase costs or reduce revenues) such as using language, religion, behaviour standard, body language and greetings, power distance, etc. The main problem is when after the internationalization firm faces to cultural shock (stress caused by cultural change). Cultural shock can significantly worsen the working environment; negatively affect the organizational culture and performance very good !(Grundey, 2008).

The Fifth Agreement: A Practical Guide to Self-Mastery, by Miguel Ruiz and Jose Ruiz :: Essays on The Fifth Agreement

My life experience might be simple, but I have learned a lot from my life. It is not necessary that someone’s experience has to be a good one to talk about; the point is he should have a passion to learn lessons from it. Every time you go through a bitter experience either in your travels, work, or somewhere else, I would have to say â€Å"Congrats! You have got a story to tell your grandsons someday.† I have learnt a lot of lessons from this life and taught myself beautiful lessons. I taught myself to stand firm, never give up, and do my best. I have taught myself to say â€Å"yes† whenever I feel that I need to refuse, and I have taught myself to say â€Å"no† whenever the temptations are floating around me. I have learned that if I want to live happily, I have to be able to say â€Å"no† as I can say â€Å"yes.† Just by these two simple words, I changed myself and took control over it. â€Å"Be impeccable with your words† (27) is the first agreement that Miguel Ruiz and Jose Ruiz want to make an agreement with their readers in their book, â€Å"The Fifth Agreement.† By words, you can communicate with other people and tell them your opinions. The power of the word should not be underestimated; in some cases, it might be so tender that you can gain people to be in our side, but it might blow like a storm and pull out people’s real feelings. Ruiz in his book says â€Å"you are going to use the word to express the truth in every thought, in every action, in every word you use to describe yourself, to describe your own life story† (39). One should be really careful in choosing the right words in the right times. I worked once in a team of freelancers for a courier company. I faced a problem while programing their website, and the supervisor of the team, who was from the company, asked me to take an immediate action. I replied to her quickly and said â€Å"I cannot do this until I discuss it with my team leader.† Her face turned red, and I just didn’t know what to do, so I looked into my laptop screen pretending I am working. Since then she saw me as a weak team player; whenever she wanted to ask about the project, she asked another teammate instead of me.

Portraits Of Ingres And Reynolds :: essays research papers fc

The portrait. A single person immortalized forever on canvas. At first glance, you only see the subject. With a more analytical eye, though, you not only see the image but you begin to hear the voice of the painter and of his time. This is what I hope to do, to feel and understand the mind of the painter Ingres when he painted Louis-Francois Bertin and Reynolds when he painted General John Burgoyne.   Ã‚  Ã‚  Ã‚  Ã‚  In the portrait of Bertin, Ingres has captured on canvas a man who has never been pampered in his life. You feel by looking at him that this is a man who has worked for everything that he has ever received in his life. Why do you feel this, though? Let’s begin with the colors chosen for this piece.   Ã‚  Ã‚  Ã‚  Ã‚  The colors revolve around brown, giving you the impression of something very down to earth. The background of the painting is basically one solid brown. Bertin occupies the whole bottom section of the painting, with nothing of his body going above three-fourths of the canvas. He is the ground, below even the earth tones of the background. He has on a black suit, brown vest, and white shirt, as well. These colors working together allow you to make certain assumptions about him. He looks like a working man, which he was. â€Å"Louis-Francois Bertin (1766-1841), was one of the great leaders of the French upper middle class, a businessman and a journalist† (Rosenblum, 134). This would explain the one striking color in the piece, the red.   Ã‚  Ã‚  Ã‚  Ã‚  Bertin is sitting on a red cushion, red being a color classically associated with royalty. This could be a commentary on Bertin’s life on a whole. His journal, the Journal des Debats was a strong supporter of liberal journalism in a time when France, the monarchs from the self proclaimed Napoleon Bonaparte to King Charles X, wanted the return of an absolute monarch in France. The people were not happy with this and Bertin’s newspaper spread this displeasure. Bertin was even exiled for a period of time by Napoleon Bonaparte for his royalist views. He wanted a constitutional monarch set up. But, after the fall of Bonaparte, Bertin returned and continued his life, prospering. Monet even called this portrait â€Å"the Buddha of bourgeoisie† (Rosenblum, 134). This portrait should be looked upon as the pinnacle image of the bourgeoisie of the time.

Chapter Notes on Confucius Lives Next Door by T.R. Reid :: Confucius Lives Next Door Asia Essays

Chapter Notes on Confucius Lives Next Door by T.R. Reid Chapter 1: THE OTHER MIRACLE 1) Japan still has the largest foreign currency reserves in the world even after years of recession. This fact was important because later it was explained that everyone in Japan had money and that it was more equally distributed than in the east. 2) East Asia has been extraordinarily successful. They have the safest streets, the strongest families, and the best schools in the world. This statement was important because it showed how this country surpassed other countries especially America. It also showed how safe it was for children to walk around by themselves even when it is at nighttime and with far distance. 3) It is shameful and humiliating in Japan if a couple gets a divorce. Shows how Japan?s high emphasis on morals impacts everyone on a daily basis. 4) Confucius was a big influence and explained the region?s low rates of crime and family breakdown and relatively high level of economic equality and social civility. Shows how Confucius teaches individuals of both high and low birth to strive for success in their lifetime. Chapter 2: EASTERN FLAVOR 1) Baskin Robins in Japan is the biggest ice cream chain in Japan. Also the Thirty-one in the name is pronounced ?Satay-wan? since the Th. is not pronounced in the Japanese language. Interesting to state this because they also say San-kyu instead of Thank You. San-kyu also means 3-9, which gives them their most thankful day of the year March 9. It?s just interesting to point out. 2) Kentucky Fried Chicken was the most successful food chain in Japan. Showed how Japan easily accepts and institutes foreign markets and ideas without hesitation or humiliation. They adapt so well to the outside world. 3) Stealing was very shameful so a mountain bike that was not locked would be considered very safe in the streets. Showed their high standards and respect for others which has contributed to many successes in Japan. 4) There is a different language for greeting somebody who stands above you in hierarchy and a whole different language for ordinary conversation. This shows how language plays a role in Japan by the maintenance of the hierarchical structure of the society.

The Compromise Of 1850

At the close of the Mexican War, in 1848, the United States owned a lot of territory without local government (all the land now included in New Mexico, Arizona, and California was then unsettled). Then in 1848 gold was found in California. Thousands of people joined the gold rush and in a few months about 80,000 of them had settled in California to hunt for gold. To keep control of these settlements, an government was needed, so California asked to be admitted to the Union as a free state, but the South would not allow this, the North was also not going to allow California into the Union as a slave state, so Senator Henry Clay decided that he would make a compromise both sides could live with, he said each side should give in to something the other side wanted. Eventually after Clay s Omnibus Bill failed to pass, five separate acts were passed. These acts would become known as the Compromise of 1850. Basically, the North should allow New Mexico and Utah to organize as territories with popular sovereignty and give the South a stronger fugitive slave law. The South should accept California as a free state and allow the end of slave trade in Washington DC. For most of 1850, Congress debated. Clay had the support of the North, including Stephen Douglas and Daniel Webster. In Webster’s famous Seventh of March speech, he declared that slave labor could never be profitable in New Mexico and that the North would lose nothing by granting this concession. He felt that it was not necessary to bar slavery by law of Congress; it was already excluded by â€Å"the law of nature. † The North was opposed by the Southern states, led by John C. Calhoun, who at the time was dying and was so sick that his speeches had to be read by someone else. The Compromise of 1850. There were five parts to the Compromise of 1850. The first was the Texas-New Mexico Act. It was the most important of the five. It made New Mexico a territory, gave some of Texas (the Santa Fe region) to New Mexico, and allowed for popular sovereignty there. This bill was passed on September 9, 1850. The second part allowed California into the Union as a free state. This bill was also passed on September 9, 1850. The third part was the Utah Act, which was also passed on September 9, 1850. It made Utah a territory and allowed popular sovereignty to decide the slavery issue. On September 18, the New Fugitive Slave Act was passed, forcing all law enforcement officers in the North and South, to help return fugitive slaves. There were penalties for helping fugitive slaves. The last act passed on September 20, abolishes slave trade in Washington DC. Clay had intended to give each act separately to Congress and had only made the Omnibus Bill (combining all of the acts into one bill) because he wanted to make sure there would be no veto by President Taylor. The Omnibus Bill could not make it passed Congress because the Northerners wouldn t accept the Fugitive Slave Act, or allow for popular sovereignty, and the Southerners wouldn t allow California in as a free state or allow the size of Texas to be reduced. After the Omnibus Bill failed, Clay went on vacation in Newport, Rhode Island and Stephen Douglas took over control of the compromise. When Douglas broke up Clay s plan into five separate bills, all of them passed. Although Clay originally wrote the acts, it was really Douglas, not Clay, who made the laws acceptable to both sides. The different parts needed different areas of the United States to give in. Northerners from both parties, and Whigs from boarder states approved the admission of California, the abolition of the slave trade in Washington, and the adjustment of the Texas boarder. Southerners and Northern Democrats passed the Fugitive Slave Law and organized Utah and New Mexico without restrictions on slavery (Brown, 192-193). Neither side really gave in, but people hoped it would end the dispute on slavery. Northern Reactions. The North had not paid much attention to the Fugitive Slave Act when it was being put through Congress. Their main concern had been the admission of California, popular sovereignty, and the Texas boarder. But when the Northerners heard about the new things they would have to do to prevent runaway slaves from escaping, they were very angry. It created resistance and as a result Harriet Beecher Stowe wrote Uncle Tom s Cabin. When Fillmore became president the government began to put down local resistance to the Fugitive Slave Law. Controversy also declined because the number of African Americans returned to the South fell by two-thirds in the second year under the law, in part because so many blacks had resettled in Canada. The Free Soil Party, which had received about 10 percent of the vote in the presidential election of 1848, received only about half as much in 1852 (Brown, 193). Southern Reactions. The Southern reaction was not as well known, but it was more dangerous to the Union. The radicals in the south held the Nashville Convention in June of 1850 decided to meet after the compromise to discuss policy, but in November of 1850 when they met the second time, only a few people attended. Unionists still had a lot of control in the South. The governors in Georgia and Mississippi were Unionists, and fourteen of the nineteen congressmen from Georgia, Mississippi, and Alabama were Unionists. Even in South Carolina (the state that had the strongest disunionist population) the voters voted to stay in the union by a large amount. Some states accepted the Georgia Platform of 1850, saying that they would give resistance and secede if Congress made more Antislavery Acts. The compromise also left political parties fighting one another. The Southern Whigs were separated from the rest of the Whigs because the Northern Whigs led the fight against slavery in the Mexican cession and controlled Whig president Zachary Taylor. Repairing the intersectional bonds of party politics would be crucial to cementing loyalty to the Union (Brown, 193).

Treating Your Sweet Tooth

Abigail Young Mrs. Spar English III Compare/Contrast Essay (2nd draft) February 22, 2013 Treating Your Sweet Tooth The debate about ice cream versus frozen yogurt (froyo) is spreading like a wildfire. People looking at the differences; what they do not know is how they are also similar. Ice cream and frozen yogurt have both similarities and differences when it comes to their history, ingredients and nutrition. Before ice cream was known as ice cream, many ancient civilizations served mixtures of ice (or snow from the mountains) with juices, milks, spices and fruits.This became a major delicacy around the world, this delicacy soon became known as sorbet and was eaten by many people who could afford it. Soon after, sorbet became known as ice cream, which was introduced to America by the Quaker colonists who brought their ice cream recipes with them as they immigrated to the United States. After hearing about a delicacy that was similar to ice cream, frozen yogurt was first introduced t o England and became more of a sensation. Frozen yogurt also being sweet and creamy but contained less calories.The northeast, USA was introduced to frozen yogurt in the 1970's. In the 1980's is when frozen yogurt really took off, reaching sales of $25 million in 1986. In the early 1990's, frozen yogurt was 10% of the frozen dessert market. (Wikipedia Encyclopedia) The main ingredient in ice cream is, obviously, cream. Ice cream contains more than 10% milk fat and more then 20% milk solids. Nowadays, one can find low-fat ice creams with half the fat. In addition, ice cream contains sweeteners, emulsifiers, stabilizers, gelatin, high fructose corn syrup, flavorings, water, and air.Air gives ice cream the volume. Unlike ice cream, frozen yogurt's main ingredient is yogurt made from milk. So much like ice cream, frozen yogurt also contains milk solids, milk fats, sweeteners, yogurt culture, emulsifiers, stabilizers, gelatin, high fructose corn syrup, flavorings, water, and air. Air, mu ch like ice cream, gives frozen yogurt its volume. In addition, ice crean and frozen yogurt are very similar when it comes to nutrition. Neither of them are very nutritous but are both very satisfying to your sweet tooth.Although frozen yogurt is lighter in calories and fat, frozen yogurt is not a heathier alternative to ice cream. One needs to be smart with how much ice cream he is eating. Also, one should watch what he is putting on top of his yogurt, making either the ice cream or frozen yogurt less in fat, sugar and calories. Different in many ways, ice cream and frozen yogurt are both, needless to say, delicious. Although different in their history, ingredients and their nutritional value, one does not want to eat a lot of both them. Both are acceptable every once in a while to enjoy.