Mcdonalds Essays (2045 words) - Marketing, Management, Business

Mcdonalds I Introduction II Differentiation III Product Differentiation A. Variety B. Quality C. Taste D. Size E. Price IV Service differentiation a. Ordering ease 1. At Mcdonalds 2. Drive through b. Delivery 1. A home delivery c. Miscellaneous services V Personnel Differentiation d. Competence e. Courtesy f. Credibility g. Reliability h. Responsiveness i. Communication VI Image Differentiation A. Symbol B. Media C. Atmosphere Conclusion I. Introduction: We have come to a time where the competitions between firms is getting more aggressive than ever before therefore every company has to have a certain weapon to defend itself or to gain new markets. This project is about the differentiation tools used by the McDonlads Company and how it uses it resources to gain a competitive advantage and to be the leader in the market II. Differentiation It is the act of designing a set of meaningful differences top distinguish the companys offering from competitors offering. The number of differentiation opportunities varies with the type of industry: 1.volume industry: one in which companies can gain on only a few but rather large, competitive advantage. In the construction-equipment industry, a company can strive for the low cost position or the highly differentiated position and win big on either basis. Profitability is correlated with company size and Market share. 2.stalemated industry: one in which the are a few potential competitive advantages and each is small. Profitability is unrelated to the market share 3.fragmented industry (applied on our case):one which companies face many opportunities for differentiation, but each opportunity for competitive advantage is small. Both small and large companies profitable or unprofitable. 4.specialized industry: one in which companies face many differentiation opportunities, and each differentiation can have a high payoff, some small companies can be profitable as some large companies. III. Product differentiation: Physical products vary in their potential for differentiation .at one extreme we find product that allow little variation ex:(chicken) .At the other extreme products there are products which are capable of high differentiation :(cars). A. Variety It is how many products the company produces and for how long does have to be in the market before we can introduce new ones. It depends on how long the products are in the market. In a new market, we prefer not to have too much in order to be consistent with the public knowledge. Few products at first is always a better strategy. I.e.: Big, quarter, pounder, filet o fish. Eventually you introduce more products (Mc royal, Mc feats, Double cheeseburger after a certain period when the people are familiar with the old product (Happy meal) B. Quality It is the quality of the product and what are the steps taken by the firm to have the maximum quality using the available resources \ When you start with few products this increase the quality Quality requires several needs. Purchasing a product has to be done in a very organized way and it has to pass all the health procedures. We conduct a training program for all the crew in the kitchen (back area) so we can make sure that they have good sanity and the have the knowledge of the all the required measurements. All this makes sure that quality is food C. Taste Is how the consumer perceive the product even he likes it or not and if he things that it needs improvement or not We get the right ingredients and the right portions of ingredients either locally made or imported to make sure that we are serving the right product and the same taste expected worldwide In some countries after a few years (never at the beginning) we try to offer special product with local taste (spicy chicken & burger in Egypt, Japan with Japanese sauce, China with sweat and sour.) We try to adapt to the local taste in few items and to keep our international flavor as well D. Size Either the company has a size standard and how does it respect it or It doesnt have a standard and how does It act due to this situation We have standard size internationally and we have to respect it, but we do have bigger size (Big Mac) we try to offer the force flavor (local taste) in a bigger sandwich to give more value to the consumer (Upsize your Combo). Size is very important, The more the client pay in a Big size the more it is profitable as we save more on paper cost. The more the size is bigger the more we save cost. E. Price Price is he selling

Problem Solving Skills

Problem Solving Skills The term problem solving skills refers to a number of academic and real life situations that require the ability to dissect problems and effectively resolve them. Problem solving  is considered to be the process of finding solutions to difficult issues.  The term problem solving skills refers not only to one’s ability to solve math problems but also to a number of academic and real life situations that require the ability to dissect problems and effectively resolve them. Problem solving skills are also of extreme importance in the academic setting because they are an inalienable part of one’s studies, effective work and life. Your teachers, tutors, professors, instructors will often give you problem-solving assignments as means of building up your life and academic competencies. Globally speaking, your entire education is built on problem solving, and here is why: when you are given a problem that ranges 1 out 3 on the complexity scale, you might not be able to deal with it at first. PROBLEM SOLVING STRATEGIES However, with a little bit of help and knowledge, you are able to break it up into a set of smaller problems and solve them one by one.  Eventually, you will be able to solve problems level 1 easily. Once you have reached this level, you will be ready to move on to Level 2 and the cycle will repeat. Education works exactly the same way: once you complete one problem-solving assignment, your skills grow and you are ready to move onto a more difficult one.  The higher you are in this hierarchy, the better your problem-solving skills are and the more complex problems you can resolve. Types of Problem Solving Skills As a matter of fact, solving different types of problems requires a considerable number of skills, but they all may be divided into two main types: analytical and creative. Let us find out the role of these two skill groups. Analytical skills, which are also collectively called ‘logical thinking’, is a kind of thinking responsible for selecting the best solution out of all possible solutions. Analytical thinking involves the following skills: ordering, comparing, contrasting, evaluating and selecting. Creative skills or creative thinking can be characterized as a thinking process, which creates a solution that is both new and valuable. The search for such solution is based on imagination, intelligence and cognition. Creative thinking helps to see beyond the obvious and plays an important role in solving the problem.  Creative thinking helps to see beyond the obvious and plays an important role in problem solving. Very often ideas obtained in the process of creative thinking seem illogical at first. However, subsequent ideas may alter and modify the initial ‘illogical’ solution to the extent where it seems perfectly suitable. Such skills include some basic elements such as fluency ­, flexibility,  and originality as well as  ­producing uncommon ideas. Problem Solving Pattern Effective problem solving usually involves a number of specific steps. Depending on the situation and the type of problem, you will use one or the other problem-solving pattern. Nevertheless, we would like to offer a list of specific problem-solving steps. Problem identification Ability to identify a problem means that a person can adequately detect and recognize the problem, identify its source and nature. It may sound obvious, but this step requires more thought and analysis than it may seem at first. Problem structure This skill requires the ability to observe, carefully inspect and develop a clear picture of the problem. When working on a problem, you need to find as much information about the problem as possible; as a result, you will build a more comprehensive picture of goals and barriers. This may not be needed for simple problems but is necessary for complicated ones. Identifying possible solutions When trying to solve a problem you will need to identify all possible solutions and select the most viable of them. It works like brainstorming, where you name and write down whatever solution comes into your mind. The only difference is that your solutions are limited to whatever ideas come to your head, and that narrows down your choices. Nevertheless, you are still getting a list of viable solutions and are able to select the ones that you think are most effective. Decision-making skills Once you have generated all solutions it is essential that you select the best one. This is perhaps the most complex part of the problem-solving process. Some solutions may not be possible due to circumstance like time constraints, budget, complexity etc. Evaluate all pros and cons and make a decision – which course of action do you want to take? Implementation This step involves accepting and carrying out the chosen course of action. Implementation implies that you need to act based on the chosen solution. Implementation stage may bring some unexpected surprises; in most cases, they are a result of inadequate analysis of the problem. Feedback The last step of effective problem solving is reviewing outcomes of problem solving. This step means that you need to make sure your decision was successful and effective. This can be achieved by monitoring and gaining feedback from people affected by the changes that occurred. THE ART OF EFFECTIVE PROBLEM SOLVING In order to effectively solve problems, you need to be attentive, well-organized, flexible and motivated to find the solution. This level of problem-solving skills will require you to build up considerable experience in problem solving. Once you have dealt with a number of complex issues and have attained certain expertise in it, you will start solving most problems subconsciously and automatically. While you are still on this way, is happy to help you work through your problem-solving assignments. We are ready to help you with all kinds of problem-solving activities, ranging from math problems to problems of logical nature, law and even more. Feel free to place your order today and we will gladly help you to work through your assignment. is the service you can trust!

Evaluation of Current Accounting Policy of Phone Services Essay

Evaluation of Current Accounting Policy of Phone Services - Essay Example There are generally two key factors for revenue recognition: Completion of earning process, Assurance of payment. The policy which helps inter-department on recognition of revenue is the renewal of portable internet services for customers who already have phone-e-devices at a price of $240 (Kennon, 2010). The accounting policies which they are adopting can increase their market share and sales as they are offering a low price to their customers. This is also helping them in penetration of market for their new products. The new policies which the firm can adopt are cost policy and revenue recognition policy. They are offering the low price to its customers as compared to their competitors due to the low signal and service quality than their competitors. They cannot increase the price or service charge of Prepaid Portable Internet Connection, as doing so can result in shifting of its customers towards other brands. Another risk which firm faces are that if in near future their competit ors decrease the price of their products, the company may suffer losses. To avoid this company can practice cost-cutting techniques in the manufacturing of their products. If they do not manufacture their parts or components and buy it from suppliers, they should try to focus on cheap and best quality suppliers. The activities of any company which decides revenue recognition are: Sale of goods, Rendering of services and Construction contracts. Therefore these activities have to be properly managed.  

US Post Cold War Interventionism Foreign Policy Essay

US Post Cold War Interventionism Foreign Policy - Essay Example There is strong and credible argument that the United States foreign policy has encouraged widespread destabilization across the world, proliferation of weapons of mass destruction and terrorism. The use of the United States military should be restricted to situations where the country’s regional integrity, liberty, or sovereignty is under threat. President George Washington, the founding father of the United States, established the country’s first foreign policy that forbids the new republic to engage in political and power struggles in other countries across the globe. During his farewell speech in 1796, the president stated that â€Å"the great rule of conduct for the United States foreign policy is extending the countries commercial relations, with minimal political involvement as possible† (Gordon and Shapiro, 2004, p52). The president further stated that it was in the United States’ foreign policy to avoid unnecessary permanent alliances with any reg ion across the globe (Dean 1999). Since that speech, the United States has been involved into numerous conflicts across all the six continents in the world. The main objective of the United States involvement in the Cold War was to deter expansion of communism across the world. According to Bleschloss and Talbot (1993), the progress of the Soviet Red Army in the Second World War established the Soviet Union as the most dominant power in European continent. The Red Army freed Eastern Europe from an unwarranted Nazi aggression which had claimed millions of lives in the continent. Blum (2003) noted that the Soviet Union had suffered the heaviest casualties, totalling over 20 million and the new government under President Josef Stalin was determined to prevent western style democracy to become entrenched in the European continent. From these developments, Winston Churchill, then English prime minister, warned of the descent of â€Å"iron curtain† in Europe (Cohen, 1993). This mar ked the beginning of the United States intervention in the region, driven by concerns about the prospect of communist rule in both Eastern and Western Europe. The opposing views pertaining to the political future of the European continent created conflict between the Soviet Union and the United States referred as the Cold War. The tension threatened outbreak of the Third World War as both countries engaged in massive military mobilizations and development of weapons of mass destruction. The competition for developing military weapons and desire to contain the Soviet influence caused a major shift in the United States foreign policy which became more inclined to aggression. According to Cameron (2005, p. 62), the United States committed itself to pursuing â€Å"a patient but firm, long-term policy for containing and eventually destroying the communism by indentifying and revealing major social and economic weaknesses associated with the ideology†. The resulting ideological war took over four decades, causing heavy economic losses to the American economy. Through Truman Doctrine, the United States made its first foreign intervention during peacetime. The country spent millions of dollars to support countries in Europe that were under threat of falling into soviet influence. These included Turkey and Greece in which the American government invested over

The Effect Of Motivation For Adult Learners English Language Essay

The Effect Of Motivation For Adult Learners English Language Essay This assignment investigates the effect that motivation brings to L2 adult learners and the development of motivational theories in L2 learning, which has received considerable attention recently. Dornyei (2001) highlighted the progressing importance in the motivational field studies and mentioned that the study of L2 motivation reached an unprecedented boom in the 1990s, with over 100 journal articles published on the topic. Motivation is a highly complex term, widely used not only in everyday life but also in many areas of social sciences, for example in various branches of psychology, in educational studies and in applied linguistics. It is intended to explain nothing less than the reasons for human behaviour. That causes and influences an action or the reason for doing something, in other words, motivation is taken as a key factor in L2 learning. According to Vanessen and Menting, Motivation refers to some internal state or attitudes of the learner and not to what brings it about. A language learner may be strongly or weakly motivated; that is to say, he may want to learn the language very much or not very much. In addition, Dornyei and Skehan offered the more precise definition about motivation and divided it into three parts: Motivation concerns (i) the choice of a particular action, (ii) the persistence with it, and (iii) the effort expended on it. In broad terms, motivation is responsible for why people decide to do something, how long they are willing to sustain the activity, and how hard they are going to pursue it. (2003:614) The purpose of this essay is to discuss that language learning motivation plays an essential role in both research and teaching; however, it used to be regard as a dynamic emotional or mental trait, also in the more recent research, learning motivation has been taken as fluctuating during the learning process. Nevertheless, the argument has not been well demonstrated in Asia. Therefore, this paper aims to investigate whether and how English learning motivation changed of adult L2 learning process in Taiwan. Given these premises, the paper is divided into three sections. The first section, I will analysis the different theories of motivation, such as Gardners Integrative Motivation with Instrumental Motivation, Dornyeis L2 Motivational Self System and Process Model of L2 Motivation those concerns with the main development of motivational theories. The second section, I will briefly explore the factors that make adult learners change their motivation on L2 learning. The third section, I will provide some effective suggestions and possible solutions to arouse adult learners learning motivation for classroom practice. The Development of Motivational Theories Dornyei defines the notion of motivation that The direction and magnitude of human behaviour, that is, the choice of a particular action, the persistence with it and the effort expended on it (2001:5). Gardner (1985) contributed to explain the distinction in motivation between integrative and instrumental has been significant in studies of motivation. Gardner (1985) saw L2 learners goals as being integrative or instrumental motivated. By practicing the advanced research that developed by Gardner and his associated colleagues in Canada. They analyzed the integrative motivation and instrumental motivation as the branches of social-psychology in the following: Integrative dimension The notion of integrative motivation was introduced into L2 studies by Gardner and Lambert (1959, 1972) in an attempt to explain variation in L2 motivation in multicultural environments. It is firmly based on the personality of the learner, and they suggest that the people who have stuck positively to resemble the foreign peoples concerned, to understand the culture, and to be able to participate in it from Skehan (1989). An integrative orientation involves an interest in learning an L2 because of a sincere and personal interest in the people and culture represented by the other language group (Lambert, 1974:98). Dornyei, Csizer and Nemeth (2006) defined that the most specific concept of the integrative dimension has been explained by Gardners (1985) theory of integrative motivation, there are three integrative components: Integrative Orientation, Integrativeness and Integrative Motivation/ Motive. Figure 1.1 shows a schematic representation of the construct. According to this following Figure 1.1, the integrative components participate in three levels of abstraction. Integrative Orientation directly feeds into integrativeness, which has effects on one of the three main elements of integrative motivation. Moreover, Gardner defines that orientations involve the hidden reasons of learning an L2; in a more precise way, they represent ultimate goals for achieving the more immediate goal of learning the second language (1985:11). He clarified that integrative orientation is not only stresses an emotional involvement with the other community but also reflect a positive non-ethnocentric approach to the other community (Gardner, 1985:133-134). Gardner (1985) illustrated the meaning of Integrativeness by using the Figure 1.1, which presents that it is a combination as made up of following variables: integration orientation, interest in foreign languages and attitudes towards L2 community. Back to Gardners explanation of integrative motivation: reflects a genuine interest in learning the second language in order to come closer to the other language community. At one level, this implies an openness to, and respect for other cultural groups and ways of life. In the extreme, this might involve complete identification with the community (and possibly even withdrawal from ones original group), but more commonly it might well involve integration within both community. (2001:5) The integrative motive is constructed by the attitudinal, goal-directed and motivational variables. From Figure 1.1, it generalizes integrativeness, attitudes towards the learning situation (evaluation of the L2 teacher and L2 course) and motivation. Furthermore, motivation here is defined as (1) desire to learn the L2, (2) motivational intensity (effort), (3) attitudes toward learning the L2. As for integrative motivation, Gardner and Lambert (1959) investigated English speaking high school students studying French in Montreal. In this context those students with an integrative motivation were more successful in their language learning than those with instrumental motivation. Young children might have simple goals in L2 learning. They may want to know more about the foreign country and may wish to experience their culture, so that is the reason why they learn an L2. Attitudes Toward L2 Community Interest in Foreign Languages Integrative Orientation Desire to Learn the L2 MOTIVATION INTEGRATIVENESS Evaluation of the L2 Course Evaluation of the L2 Teacher Attitudes Toward Learning the L2 Motivational Intensity (Effort) ATTITUDES TOWARD THE LEARNING SITUATION Figure 1.1 Schematic representation of Gardners integrative motive (based on Gardner, 1985) Instrumental dimension In L2 motivational research, instrumental motivation has been highly discussed and compared with integrative motivation. Vanessen and Menting gave a brief overview of instrumental motivation: The instrumentally motivated learner requires the language as a means to some other end, whereas for the integrative learner the language and all that it brings by way of culture is an end in itself. (1975:76) This type of motivation is on the basis of the advantages which will bring with L2 learning. For example, for better professional achievement, for a better job or a higher salary as a consequence of mastering an L2 as Dornyei, Csizer and Nemeth (2006) pointed out. However, in Gardners opinion (1985), he categorized instrumentality as a type of orientation rather than motivation, that is, a goal for L2 learning. From Gardner and Lamberts (1972) example to illustrate the instrumental motivation, they conducted the research in the Philippines, English, has definitely great instrumental value, as an international language adopted there for business purposes. People have vital needs to master it, so high school pupils with instrumental motivation were highly encouraged. Comparisons between Integration Motivation and Instrumental Motivation Although Gardner (1985) has continued to put emphasis on integrative motivation, the studies showed that instrumental motivation can also lead to successful learning. However, there is a doubt on the statement of finding a positive relationship between integrative motivation and L2 achievement. Oller, Baca and Vigil (1977) provided an example that Mexican women in California who rated Anglo people negatively were more successful in learning English than those who rated them positively. Hence, they conclude the result that sometimes learners may be motivated by negative attitudes toward the target language community. Gardner and Lambert (1972) mentioned that both types of motivation frequently co-exist in the same learner, but it should be admitted that it is hard to classify one thought to either one motivation and decide which one is which one. Lantolf and Genugn (2002) presented a case study of a doctoral students Chinese learning experience of an intensive summer course as describing the dynamically changing of motivation. This learner was taking Chinese learning as part of her PhD studies. At first, the learner began with the goal of developing communicative ability in Chinese but because of strictness of the instructor, the learner abandoned her goal, replacing it with passing the requirement of the PhD program. This showed the shift of motivation changed on L2 learning. The L2 Motivational Self System In more recent studies, Dornyei (2005) proposed a new theoretical approach to understand L2 motivation, that is, L2 Motivational Self System. It attempts to combine findings of self search in psychology with a number of essential theoretical L2 constructs together. The central theme of the L2 motivation self system has been interpreted as integrativeness/ integrative motivation with the Ideal L2 Self (Dornyei, Csizer and Nemeth, 2006). Nevertheless, Ideal L2 Self refers to all the characteristics that a person would like to maintain. (e.g. hopes, aspirations, desires). Dornyei (2005) has highlight the significant of The L2 Motivational Self System that it broads the frame of the traditional conception of L2 motivation. The Ideal L2 Self is a powerful motivation to learn the particular language; therefore, learners would like to reduce the contradiction between their actual and ideal selves. Process Model of L2 Motivation Pre-actional Stage Actional Stage Post-Actional Stage Motivational Retrospection Motivational Functions: Forming casual attributions Elaborating standards and strategies Dismissing intention and further planning Main Motivational Influences: Attributional factors (e.g. attributional styles and biases) Self-Concept beliefs (e.g. self-confidence and self-worth) Received Feedback, praise, grades. Executive Motivation Motivational Functions: Generating and carrying out sub-tasks Ongoing appraisal Action Control Main Motivational Influences: Quality of the learning experience (pleasantness, need significance, coping potential, self-and social image) Sense of autonomy Teachers and parents influence Classroom reward-and -goal-structure (e.g. competitive or cooperative) Influence of the learner group. Knowledge and use of self-regulatory strategies (e.g. goal-setting, learning and self-motivating strategies). Choice Motivation Motivational Functions: Setting goals Forming Intentions Launching Action Main Motivational Influences: Various goal properties (e.g. goal relevance, specificity and proximity) Values associated with the learning process itself, as well as with its outcomes and consequences. Attitudes toward the L2 and its speakers Expectancy of success and perceived coping potential Learning beliefs and strategies Environmental support or hindrance. Figure 1.2 A process model of learning motivation in the L2 classroom (based on Dornyei and Skehan 2003:619) Dornyei and Otto (1998) proposed a process model of L2 motivation. This is dynamic time-related process model, incorporating three stages, the first as we prepare to engage in an action, associated with the pre-actional phase; the second actually getting engage into the action and after the event, the final stage involves the learners final analysis of the actional process when it is completed, as explained as Figure 1.2. illustrating three stages processing in language activities and the factors affect L2 learners set motivation during the learning process. In addition, this dynamic process model of L2 motivation uses time to organize the relevant motivational influences into various stages and also affects students language learning behaviour in classroom settings. Discussion: What factors make Taiwanese learners change their motivation on L2 learning? Motivation has been taken as an understanding of a complex mental process. Ellis (1994:524) pointed out that researchers have investigated the operational system about motivational construction and nearly all of the theories are rooted by the conscious brain working; however, human beings make decisions may in a conscious or unconscious situation, but nowadays the technology has not had the effectiveness to search for answers of motivational decisions making from which parts of the brains and the relationship between consciousness and unconsciousness. Nevertheless, as Gardner (1985) explained that for some people a wish to integrate, in some sense, with the speech community of the language being learnt seemed to be more strongly associated with success, while for others a wish to capitalize on the usefulness of knowing a language within the learners own culture was more effective. This was the distinction made famous by him and his colleagues (Gardner 1985) between integrative and in strumental orientations. Although it is difficult to distinguish from the conscious or unconscious decision making, there is now a colourful mix of approaches to the understanding of L2 motivation for adult L2 learners on language learning. Age is one of the factors that make adult learners change their motivation on L2 learning. Ellis (1994:523) stated that children generally enjoy the advantage over adult in L2 learning because of their age, but adult may learn faster than children during a short term learning. Moreover, adult learners often have already set up goals for the reason why they want to learn an L2, and instrumental motivation always overweighs integrative motivation on L2 learning. As we can see from Dornyei and Skehans (2003) L2 motivational learning process model (Figure 1.2), learners are affected by the environment very much during the Pre-Actional Process and Actional Process. Kharma (1974) also argued that motivating factors may vary so widely from one community to another that what applies to one situation may not apply at all to another. For adult learners, the age factor should also be taken into consideration in L2 teaching. He straight highlighted the significance that the age at which the student begins to learn the foreign language and the impact of the maturational stages on the continuation of the foreign language course at school have great influence on motivation set up. Most of the adult learners decide to learn an L2 may because of instrumental motivation. Furthermore, the other influence factors of adult L2 learners motivation changed are the students linguistic and cultural background and the status of the mother tongue; the teachers attitu de to the teaching profession in general and to foreign language teaching in particular, the relationship between teacher and student, and the schools attitude to the language may play an enhancement of motivation. Implications for Taiwanese Adult Learners on Second Language Learning Since most of the adult learners are eager to learn an L2 because of the reasons for better job or higher salary and so on, but for the rest of the adult learners may still want to explore the foreign culture or be interested in achievement on L2 learning. No matter for what motivation, the adult learners should be encouraged by teachers on L2 learning. The recent motivational research has focused on more classroom learning than the early work of Gardner and associates in Canada. Dornyei and Csizer (1998:215) listed ten commandments for good teachers who motivate their learners in classroom practice. Set a personal example with your own behaviour. Create a pleasant relaxed atmosphere. Present tasks properly. Develop a good relationship with the learners. Increase the learners linguistic self-confidence. Make the language classes interesting. Promote learner autonomy. Personalise the learning process. Increase the learners goal-orientedness. Familiarise learners with target language culture. Kharma (1974) stated that the foreign language teacher is unquestionably the most important element of all. For being a foreign language teacher should have great attitude towards arousing learners motivation in learning an L2, and always be ready for the situation of competence. In this way, the learners may be affected positively by the teachers more and more, therefore, the learning efficiency and learning motivation can be much more stable. In addition, Ellis (1994:516-17) reported that language teachers tended to lead to increased motivation, thereby, to increased productivity. He believes that good language teachers may link L2 learners with the real world and lift up their persistence and effort in language learning. 5. Conclusion The study of L2 motivation reached a great turning point in 1990s, and an increasing number of researchers investigate the underlying theories or discover the new models of theoretical approaches to explain the complex mental process on Second Language Learning. The development of motivation theories as I mentioned above which all have close relationship between each other, and explain the construction of learners motivational setting. Motivation is a dynamic perspective and so called an educational shift that Ellis (1994) named. Due to the complexity of motivation, language teachers may have great responsibility on enhancing the link between language learning and motivation maintaining. In Taiwan, most of the adult learners who decide to learn an L2 because of requirement of the professional qualifications. However, sometimes they may have both integrative motivation and instrumental motivation co-exist. The Ideal L2 Self also helps adult learners pay more attention on L2 learning in order to achieve the goals for themselves; therefore, the language teachers once understand the process of motivation setting, the efficiency of learning can be promoted better as well. word count: 3091

Sociology and Tutor Marked Assignment

Foundation Course in Humanities and Social Sciences Tutor Marked Assignment (TMA) Course Code: BSHF-101 Assignment Code: BSHF-101/AST/TMA/2012-13 Total Marks: 100 A. Descriptive Category Questions (DCQ) answer any two in 500 words each: 1. Analyse the evolution of man as a tool making animal. 20 2. Does the post – Industrial society differ from the Industrial society? Explain 20 3. Analyse the role of Gandhi in the National Movement. 20 4.How do you assess the performance of Indian Economy during the initial years of Globalization (since 1991)? 20 B. Middle Category Questions (MCQ) answer any four in 250 words each: 5. Discuss the achievements of Renaissance in the field of art and architecture. 12 6. Has the Indian Economy made any progress in the field of Distributive justice? 12 7. Discuss the directive Principles of State policies. Discuss the fundamental Rights guaranteed by the Indian Constitution. How are the different? 12 8.What role do non-state actors play in the dem ocratic process? Discuss. 12 9. What role does coordination play in the management of organizations? Discuss. 12 10. Discuss the concept of governance. Is fostering openness in the system a part of good governance. 12 11. How do you look at the concept of ‘Human Security’? D iscuss. 12 12. Discuss the concept of â€Å"Digital Divide†. How do you think it can be bridged? 12 C. Short Category Questions (SCQ) 6+6 a) b) c) d) Secularism Bharatnatyam Ellora Paintings Kyoto Protocol 4

Essay notes of mice and men discrimination Essay

â€Å"Jail Bate† George discriminates her beauty and gender because of the way she acts. â€Å"She screamed† Steinbeck portrays Curley’s wife to have been through some drama and terror which could suggest her reaction from discrimination. As Steinbeck does not name Curley’s wife this is Steinbeck’s opinion that she is irrelevant, this is yet another example of discrimination in some form. â€Å"Listen Nigger† this is an interesting quote that could suggest that Curley’s wife is discriminating Crooks, which is ironic because she is a victim of discrimination CROOKS QUOTES FOR DISCRIMINATION â€Å"Listen Nigger† this is a prime example of discrimination because of Crooks race â€Å"Cause I’m Black† this is yet another example of Crooks being discriminated as he replies to Lennie asking why he’s not allowed in the bunkhouse. â€Å"This is just a nigger talkin† here Steinbeck uses Crooks to show understanding the positives and negatives of being black e.g. no one will hold you for your actions. â€Å"The boss gave the stable buck hell† and â€Å"stable bucks a nigger† these two quotations emphasises the theme of discrimination of Race and how the context relates to how people were treated. (Slavery) â€Å"he woulda killed the nigger† here Candy is remembering a past memory but this is also links to the context of slavery. Here Steinbeck uses Foreshadowing as Curley’s wife dies later on in the novella. The name â€Å"Crooks† is a name given to the stable buck by Steinbeck because of his back which his discrimination of race which is why Steinbeck does not reveal his  name as Steinbeck has the opinion that he is irrelevant. â€Å"Guys don’t come into a coloured man’s room† here Crooks explain to Lennie how he is a victim of discrimination. LENNIE QUOTES DISCRIMINATION â€Å"crazy bastard† here George describes Lennie as â€Å"crazy† which reinforces why Lennie is mentally impaired. â€Å"Why ain’t you wanted?† Here Steinbeck shows lennie’s mental impairment to readers as he does not fathom the idea of racial discrimination. â€Å"you’d drink out of a gutter† here George emphasises Lennie being mentally impaired as George has the opinion that Lennie is not very sagacious. CANDY QUOTES DISCRIMINATION â€Å"They let the nigger come in† I can imply from this quote that Candy is relishing discrimination by joking about Crooks, which is ironic as he is also a victim of discrimination. â€Å"I been here a long time† this quote could suggest that Candy is a victim Ageism as Candy describes his time in Soledad as â€Å"long† which gives the image of old age. â€Å"wrist stump† this quote is an image which Steinbeck uses to show Candy’s disability. CONTEXT In the ranch where Lennie and George worked on was in Soledad, California which was where people went to chase their dreams it was known as the place of dreams. The Great Depression occurred between 1930-1936 meaning that most people were unemployed and money had been lost while banks had gone bust. This would have meant people who were discriminated e.g. disabled people or black people this could suggest that it was harder for them to live. LITERARY DEVICES SYMBOLSIM – rabbits representing Lennie’s dreams of owning land. IMAGERY – Steinbeck uses imagery before the introduction of each character to give them definition from one another and give the reader insight to what sort of character archetype they are . SIMILIE – â€Å"and flies shot like rushing stars.† This simile is used to show the conditions of the bunk house and how the workers were connected to nature. METAPHOR -â€Å"Lennie dabbed his big paw in the water† Lennie is metaphorically referred to as a bear because of his  large structure and his crushing strength. FORSHADOWING -All of the dead animals throughout the book, except Candy’s dog ; With every chapter, the death of living things increase in size, starting from a mouse, to a rat under the floorboards, to a puppy, to finally Curley’s wife and Lennie. Each death leads to a bigger one, foreshadowing that eventually, someone would die. CONNECTIVES For instance Significantly Partially Meanwhile Furthermore In addition In general Therefore However Thus Hence Alternatively Whereas As a result Consequently