Voice and Ambivalence in Bless Me Ultima and Baby of the Family Essays

Voice and Ambivalence in Bless Me Ultima and Baby of the Family  Ã‚        Ã‚   Bless Me Ultima and Baby of the Family serve as the 'coming of age' stories of two minority children. Rudolfo Anaya and Tina McElory Ansa skillfully reveal the richness, diversity, and conflicts that can exist within the Hispanic-American and African-American cultures primarily through the dream sequences in each novel. Dreams are the mechanism used in each work to magnify the individual experiences and conflicts Tony and Lena encounter. In addition and perhaps, more importantly, Tony and Lena deal with ambivalence and find their voices not only through the relationships with other characters, but through the resolution of their dreams. To truly fathom how integral and dependent the dreams are in the novels, a few definitions are in order. Dreams are defined, not only as "images passing through a sleeping person's mind" (Neufeldt 132). Dreams also include the mystical events or dream-like occurrences within each novel. Dreams are a way for each character to connect to the past and, perhaps reveal the future. The otherworldly experiences or dreams of Tony and Lena help guide them down the road of ambivalence, and eventually lead to an awakening or the attainment of 'voice.' Webster's New World Dictionary defines ambivalence as "simultaneous conflicting feelings" (13). These 'conflicts' can be seen in external situations, and typically have serious internal implications. This condition is one of the defining factors of the Hispanic-American experience. Are Hispanics immigrants or minorities? In terms of religion, are they Catholic or Indian? Typically, Hispanic- Americans blend the two choices because neither situation totally applies to them. Perh... ... Once Lena and Tony are reconciled to the swirling adventures that transpire around them, there is a resolution. A rebirth of sorts occurs for each character as they realize that they must take conflicting ideologies and mesh them together to form individual voices.    Works Cited Ansa, Tina McElroy. Interview with Tina McElroy Ansa by Doubleday. Book Group Corner. http://www.randomhouse.com/resources/bookgroup/handifanwith_bgc.html. accessed 30 Oct. 2000. Callahan, John F. In the African-American Grain: The Pursuit of Voice in Twentieth-Century Black Fiction. University of Illinois Press: Urbana and Chicago. 1988. Neufeldt, Victoria, ed. Webster's New World Compact School and Office Dictionary. 1 vol. to date. MacMillan: USA. 1995. Wood, Scott. "Book Reviews: 'Bless Me Ultima.'" Contemporary Literary Criticism. vol. 23 (1983): 22.      

The Character of Elizabeth Gruber in The River Warren :: River Warren Essays

The Character of Elizabeth Gruber in The River Warren    After reading The River Warren by Kent Myers, I felt a kinship with Elizabeth Gruber. Her loss had been an enormous one. Her return to reality and the world around her took great inner strength. The numbness and the void she was experiencing is very real and can be all consuming if not put in check, not just for women but all humans. We as humans are all different and the grief process is different for all of us. Elizabeth, upon being aroused from her pit of grief, realizes that her strength and connection with her husband, Leo, is the only thing that is going to bring him back form his deep, dark, prison of regret, grief, and guilt. I felt her pain in both the loss of her child and the painful silence that her marriage had become. As Elizabeth drives to the field and assaults the tractor with a rock, I remember times when I would have loved to do the same thing. Only I was not brave enough to attack the iron mistress that takes away the farmer's spare time.    Many farmers I know respond to grief, stress and anxiety the same way Leo Gruber does. They bury themselves in their work. There they can think, and they have control. Many times, with all of us, the intense feelings of guilt and sorrow make us feel as if we have lost control of our world. So we retreat to a place where we can have control. For Leo it was his work, and his tractor. Liz Beth brought him back to the real world. Cowboys, farmers and men of the west learned to shut themselves off, and they weren't allowed to feel or show emotion. To these men showing real feeling and emotion was a sign of weakness, and the weak don't survive in the west, at least that is the way they were trained to think for many generations.    My father is a fourth generation South Dakotan. For many years as I was growing up I wandered if he had ice in his veins, just as Jeff had wondered about his father.

Cognitive distortions

As a Callahan evaluating a client, It Is Important to see their viewpoints as well as their cognitive distortions that are Inhibiting their well-being. It Is Important that counselors and clinicians evaluate and discuss by the use of categorization. â€Å"This helps people see more clearly the nature of their unrealistic thinking, reminds them that other people have had similar distorted cognitions, and gives them a tool for assessing subsequent thoughts. † (Salesman & Richening, 2014 p. 302). Three of many cognitive distortions and ways to modify the cognitions will be discussed low. Should† and â€Å"must† statements can have disabling effects on a client's thoughts and how they approach situations. I believe that the use of Redistributing blame is a strategy that clinicians can use to aid in having the client focus on the root of the issue rather than attributing the outcome to a particular person or themselves. â€Å"Through the use of dialogue and asking que stions that get to the heart of the problem, clinicians can help the client look at the situation more clearly. † Salesman & Richening, 2014 p. 304. ).Mind reading Is another cognitive distortion that can cause a great deal of arguments and Issues when one tries to act Like they know what the other person is thinking or feeling. The use of role-playing a dialogue between old and new thoughts would be very effective with this type of cognitive distortion. â€Å"This can help people clarify changes in their thinking and solidify rational thoughts. † (Salesman & Richening, 2014 p 305. ). All or nothing or polarize thinking is another cognitive distortion that is an extreme â€Å"black or white† way of life.An effective type of modification for this behavior would be challenging absolute statements. The use of this type of strategy to modify the client's way of thinking Is useful because it clarifies how the behavior truly is. After seeing the issue as a continuum, à ¢â‚¬Å"the clinician gives the client an opportunity to retract their absolute statement and clarify the behavior more accurately. † (Salesman & Richening, 2014 p. 303). Response week 3 Hello Vanessa, I can appreciate how you used an example of how a high school oddball player is dealing with tunnel vision as his cognitive distortion.This happens many times to teenagers and it seems to be difficult for them to see any other way other than negative. I also believe that your use of journaling to counteract and trace these negative feelings will be highly effective. â€Å"These written records can provide important material for discussion in sessions and serve as a way to track both progress and difficulties. † (Salesman & Erlenmeyer, 2014 p. 304). Sincerely, Michael, thank you for sharing your understanding of cognitive distortions and the eateries that you would use to modify this way of thinking.I can relate to the unrealistic thinking of Jumping to conclusions. â€Å"T o draw hasty and unwarranted conclusions. † (Salesman & Richening, 2014 p. 302). Being an educator, I must admit, that at times I do this. I feel like your technique of cognitive rehearsal is an excellent choice for this particular client who does not believe he is worthy for a promotion. Great Job and thank you for sharing your techniques. Response 3 Hi Lauren, Thank you so much for discussing and giving an example of mental filter. As an educator sometimes we see this when meeting parents for the first time.

Richard Branson

The strong, influential, and ambitious personality of adventurer and entrepreneur Sir Richard Branson radiates throughout each of our lives. (Richard Branson, 1999) Richard Branson was born July 18th, 1950, in Surrey, England. He struggled in school and eventually dropped out at the age of 16. (Sir Richard Branson, 2012) It could be said that Richard Branson is arguably the most successful high-school dropout in business history. He overcame his battle with dyslexia and eventually became known as a modern entrepreneurial icon. Sir Richard Branson, 2012) Richard Branson exemplifies the idea of the American Dream. In addition to becoming an entrepreneurial success story that crafted an empire from scratch, he has formed an identity for himself that is comprised of great wealth, international prestige, rugged adventure, and fearless innovation. (Sir Richard Branson, 2012) Richard Branson has proved that he is not afraid to fail, a trait that has been confirmed through some of his busine ss and personal endeavors. (Moir, 2009) LEADERSHIP STYLES:Richard Branson has proven that he is a natural born leader. Although he battles dyslexia and struggled through school, he still became a success story by creating a vast business empire by using his weaknesses to his advantage. (Moir, 2009) When examining Branson’s history it is clear to see that he has utilized different leadership styles throughout the success of his career. Leadership consists of influence, it occurs among people, those individuals purposely desire change, and the change reflects the shared purposes of both followers and leaders. Entrepreneurship: The Virgin Company, 2006) Branson’s leadership styles are suggestive of those of the transformation and charismatic leadership theories. Branson is known for his outlandish and flamboyant leadership style. Rather than a hands-on manager, Richard Branson has become known as a charismatic and strategic leader. (Richard Branson – Leader Extraor dinaire, 2002) A marked distinction exists between management and leadership at the Virgin Group. Transformational leadership stems from the top-level executives and managers within the company.Branson along with other company executives have defined many common goals for the business to accomplish as a whole. (Carmichael, 2005) These goals consist of the utilization of new technology, expansion into international markets, customer loyalty, and joint business ventures. These types of goals are made known to all people associated with the company. This has become a great benefit to the company by giving every person involved a mission to accomplish. (Carmichael, 2005). The top tier of management promotes employees to leverage their skills in ways that will benefit the company the most.The purpose for this is to promote the philosophy that the overall benefit of the company will result in greater benefits for each individual involved. Rewards for shareholders, executives, employees, m anagers, and customers alike are obtained by through group contribution. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) Leading is believed to be the most important and interesting function of management within the Virgin Group. Leadership dynamics begin with Richard Branson. Being a vocal and outgoing leader, his mission is to encourage his employees to work to their full potential for the benefit of the company.He advertises his belief that contributions to the good of the business will reap more rewards for everybody involved. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) Branson has said that he attempts to bring out the best of his employees at all levels within the company. Management is expected to embrace this philosophy and pass it on to their subordinates. Richard Branson’s leadership style also consists of giving people a great level of freedom in their work. (Carmichael, 2005) Branson’s goal is to provide them direction in their duties, enabling them to take control of the situation thereafter.The freedom they are allowed in their work gives them an opportunity to excel without micromanagement. Branson’s company vision and leadership style has helped him become the center of attention within business and management discussions on a global scale. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) RECOMMENDED LEADERSHIP STYLE: Richard Branson is an exceptional leader. Richard Branson’s management and leadership style can help teach us all. He has created a unique management style that has enabled the Virgin Company to achieve long term success.Although there is a marked distinction between leadership and management, the Virgin Company has achieved the integration of each in many aspects of the business. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) Transformational leadership has become an essential tool for managers, exec utives, and workers as well. His leadership styles have given employees the desire to work together in an effort to better the company so they may reach their own personal goals. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) Richard Branson is the definition of what a leader is.There has been no research found that suggests that Branson’s leadership is anything other than exemplary. Why fix something that is not broken? DEVELOPING A GLOBAL TEAM: Branson is constantly challenging his teams with new innovations, ideas, and ventures. (Branson, 2011) Richard Branson believes that forming a solid business foundation for the future is important – attracting investors, getting the contract correct, hiring core team members, selecting the best suppliers. (Branson, Richard Branson on Thinking Big, 2012) He would make sure that his teams have the correct tools for success. RICHARD BRANSON: The tools to succeed, the time to thrive, 2011) Branson would p rioritize his staff first, gather information from them, and follow up on their suggestions and ideas. Branson would make sure the details of the business venture would be sorted out with his employees and he would consider the challenges his employees may face including any improvements they would like to employ to secure the project’s success, keeping in mind that the ultimate beneficiaries will be the bottom line and the customers. (Branson, Richard Branson on Thinking Big, 2012) LEADERSHIP QUALITIES IN CURRENT ROLE:Richard Branson’s leadership practices can aid in the development of my own management and interpersonal skills. In my current position as the Executive Assistant to the County Administrator, I work closely with department directors and managers, as well as their support staff. When working on projects with County employees it is important for me to remember to assemble a great team, one with vision and passion. I need to remember that the employees are not just the resources of the County, but they are the County.It is their hard work and dedication that makes this County what it is. It is important to foster employees’ development by recognizing their accomplishments and giving praise. CONCLUSION: Richard Branson has a refreshingly unique opinion of leadership making it easy to understand why people enjoy working for him. (Richard Branson, 1999) Branson believes the best leaders listen and continue to learn even after they have become leaders and learned to successfully delegate. Great leaders get in front and aren’t scared to fight for their beliefs.Branson is a man who balances work and personal affairs, enjoys what he does, is fair and does not tolerate dirty tricks, and who leads from the front of a team of people who are dedicated to him – because they understand he honestly cares about them and the companies he owns. (Enderle, 2011) References Richard Branson. (1999, December). Retrieved February 2012, 14, from Askmen. com: http://www. askmen. com/celebs/men/december99/6_richard_branson. html Richard Branson – Leader Extraordinaire. (2002). Retrieved February 14, 2012, from IBS Center for Management Research: http://www. cmrindia. org/casestudies/catalogue/Leadership%20and%20Entrepreneurship/Richard%20Branson-Herb%20Kelleher-Leader%20Extraordinaire-Leadership%20and%20Entrepreneurship-Case%20Study. htm Entrepreneurship: The Virgin Company. (2006, March 31). Retrieved February 14, 2012, from WriteWork. com: http://www. writework. com/essay/entrepreneurship-virgin-group Management and Leadership of Richard Branson at Virgin Group Ltd. (2008). Retrieved February 2012, 2014, from UPX Success: http://www. upxsuccess. com/leadership_richard_branson. tml RICHARD BRANSON: The tools to succeed, the time to thrive. (2011, November 7). Retrieved February 14, 2012, from Business Day: http://www. businessday. co. za/articles/Content. aspx? id=158028 Sir Richard Branson. (2012). Retrieved February 14, 2012, from Bigraphy. com: http://www. biography. com/people/richard-branson-9224520 Branson, R. (2011, May 4). Richard Branson on Self-Motivation. Retrieved February 14, 2012, from Entrepreneur. com: http://www. entrepreneur. com/article/219563 Branson, R. (2012, January 17). Richard Branson on Thinking Big. Retrieved February

A study on the comparison of Nokia and Samsung handsets Essay

CHAPTER 1 The Nokia Corporation is a Finnish multinational communication and information technology Corporation that is head quartered in Espoo, Finland Nokia was the world’s largest vendor of mobile phones from 1998 to 2012. However, its market has been declined since last five years, with the introduction on touch screen Smartphones from other vendors like iphone by Apple, Galaxy series by Samsung. Initially, Nokia’s mobiles were on Symbian OS but with the increasing competition with Smartphones, Nokia tied up with Microsoft and started using Microsoft’s Windows Phone Operating System. Samsung mobile is a South Korean company head quartered in Samsung Town, Seoul. In 1993, Samsung developed its first lightest mobile. The SCH-800 and it was available on CDMA networks. Then they developed Smartphones and a phone combined mp3 player. At present Samsung are dedicated to the 3G industry. Making video, camera phones at a speed to keep up with consumer demand. Nokia Ab’s history started in 1865 when mining engineer Fredrik Idestam established a ground Wood Pulp Mill on the banks of the Tammerkoski rapids in the town of Tampere, in Southwestern Finland. In 1868, Idestam built a second mill near the town of Nokia, fifteen kilometers (nine miles) West of Tampere, by the Nokianvirta river, which had better hydropower resources. In 1871, Idestam, with the help of close friend and statesman Leo Mechelin renamed and transformed his firm into a share company, thereby founding Nokia Ab. Nokia developed a digital switcher for telephone exchanges and also helped develop the world’s first mobile phone network. By the late 1980’s Nokia had helped develop the GSM (Global Standard for Mobile communications) and had built more than 60 GSM networks in 31 countries around the world. The company name came from the Nokianvirta river, nearby which Polon’s factories were located a few years later. Samsung was founded by Lee Byung-Chul in 1938 as a trading company. Over the next three decades the group diversified into areas including food processing, textile, insurance securities and retail. Samsung entered the electronic industry in the late 1960s and the construction and shipbuilding industries in the mid 1970s, these areas would drive its subsequent growth. Following Lee’s death  in 1987, Samsung was separated into four business group- Samsung group, Shinsegae group, CJ group and Hansol group. Since the 1990s Samsung has increasingly globalised its activities, particularly mobile phones and semiconductors have become its most important source of income. Dual SIM: It was an important factors for Samsung in taking over the Market with the release of dual SIM phone. Initially, Nokia was quite rigid till they finally launched their first Dual Sim Mobile Phone. But it was too late and by this Samsung, with its wide range of dual sim mobile, had already captured the market. Basic Features: Samsung integrated with basic features like Color Display, VGA Camera, FM etc with its wide range of Mobile. Initially Nokia concentrated on reliability. Lately, Nokia did also implement these features, but till that time Samsung had captured the section of society who were more interested in having basic features. Battery: Battery is undoubtedly the greatest strength of Nokia. But over the years Samsung did quite a nice job with their R&D and improve their battery quality as well. Smartphone: In today’s world there are huge section users in the society which are more tech savvy. Samsung introduced the smartphone world with galaxy series like Gal axy, Galaxy Ace, Galaxy Fit and Galaxy S Series. Samsung uses the much user friendly Android Operating System by google. Where Nokia stuck to their symbian OS and later with Windows OS. Such wide range of products with user friendly nature helped Samsung to capture the market in very short span of time. Price: It is an important point in capturing the market. There are two sections of mobile user. One which goes for Less Price and other who don’t care about the price. Smartly, Samsung did provide a lot of basic features in low price and also introduced Smartphones series with wide range of products for other section of mobile users. On the other hand, Nokia was again rigid on price level and concentrated more on quality. Build Quality: Nokia is known for the best build quality when it comes to cell phones. Samsung on the other hand is known for using cheap plastic components and making fairly fragile smartphones by comparison. Offline Music and Navigation: In terms of offline music and navigation, Nokia provide better quality. Nokia Music app provides playlist either based on your own listing of artists or premade by Nokia. Samsung does not provide any such features without paying an extra money.  Also Nokia’s here drive gets the lead over Samsung offline navigation. Even in certain areas Nokia’s Navteq map data is better than google’s as per the reviews. CHAPTER 2 Here are the some objectives which Researcher has set up for the research and tried to work on the set objectives which is fully based on â€Å"Comparison of Nokia and Samsung handsets among the people of Gangtok†, and these are as follows: a.To study the marketing strategy adopted by Nokia and Samsung in promoting their handsets. b.To show how they have placed the 4p’s in their strategy. c.To analyse the sales volume and profitability of both the handsets. d.To know the preferences of handsets among different age group and class of people in Gangtok. e.To study the reason for their popularity in this particular area. The Finnish phone maker has updated its handset portfolio at the high end to compete better with Samsung’s super-successful Razor phone, the refresh has been less than inspired. â€Å"[Nokia’s] high-end phones are small, but they’re boxy. Samsung’s high-end [models] are thin and slick†. Samsung went for the wow effect, creating got to have it phones. Now, Nokia is playing catch-up. â€Å"It all comes down to innovation and product development,† says Hoffman. â€Å"Right now, Samsung is head and shoulders above Nokia in creating products that consumer’s desire. â€Å"Something as simple as naming a phone Razor has created enormous buzz for the company,† says Kelleher. Today, mobile phones are very common and prevalent in our society. Human relationship and mental concentration are now placed by electronic connections mobile phones have become a necessity and this industry is taking every one’s mind by storm. While doing the survey various limitations came across interms of collection of data from retailers as well as from the responders. Some questions set for responders remained unanswered and some from retailers as because of  their privacy. As researcher has to face limitation of time and money while doing this survey. Had there been more information researcher would have enclosed many points. CHAPTER 3 To assess the data both primary and secondary method of research has been conducted for more in-depth understanding and interpretation of study. To conduct the research the researcher has used both primary and secondary source of data. †¢Primary Data; Sources for primary data are limited and at times it becomes difficult to obtain data from primary source because of scarcity of information or lack of cooperation. Regardless of any difficulty one can face in collecting primary data, it is the most authentic and reliable data source. Following are some of the source of primary data: Questionnaire Personal Interview Telephone Interview †¢Secondary Data; Researcher has used the secondary data from the following source: Books Magazines Newspaper Internet As there was less time to have a detail survey of Nokia and Samsung comparison. So on conducting this survey researcher has taken 30responders as a sample. While conducting this research, the researcher has used Simple Random Sampling to collect the various data according to the study material. On the basis of collection of data interpretation and analysis has been made. CHAPTER 4 Nokia Nokia has successfully used its marketing strategy to target diverse  customers from around the world. Its products are equally used by rural as well as people of the urban areas. The company is using the right blend of standardization and adaption. Nokia standardized its product when possible and customize its product when needed. As the market for cellular phone is passing through the growth stage manufactures is continued. Nokia is using aggressive marketing strategy in the global market. Nokia is increasing its sales in its market of already available products through increase strong positioning strategy, promotional activities and competitive pricing strategy and thus company is able to increase the sales for its product. Samsung Samsung established many Samsung mobile stores to increase the visibility of the brand promotion. Offering advanced technology products and positioning itself on the technology platform will not help a company sell its products if it fails to communicate properly with the potential customers. Samsung adopted various marketing strategies like celebrity endorsements, corporate advertisements, highlighting its technological superior goods and many promotional schemes. Nokia Retailers Price: The pricing strategies used by Nokia vary from situation to situation and from product to product. For cutting-edge technological products that are newly designed by the company R&D, the company use first the skimming marketing strategy and then decrease the price. While for cost-effective products that focus on economy, the company use penetrating pricing strategy. Place: The company distribution network is situated in 150 countries and the company is still using its aggressive marketing strategy to boost its network and market development strategy to target new markets from around the world. Promotion: The company success can be traced to the excellent promotion activities carried out by the organization. The company use integrated marketing  communication to promote its various products in different region of the world. Nokia tries to attract customers towards their product through various advertising sales promotion etc. Product: The focus of the marketing efforts of Nokia is mostly on handset manufacturing only. The company is constantly enhancing its product portfolio by investing constantly new models. The mobile phones that are manufactured by Nokia have two diverse focuses: either low costs or cutting-edge technology. The products of the company are adopted as per the specific markets situation. Samsung Retailers Price: Because of its presence in different product categories, Samsung uses various pricing strategies. Samsung’s smart phones are one of the best in the market and are the market leader in terms of the features and USP’s that they provide. The recent Samsung Note 3+ Gear is another entrance in the market which is catching peoples eyes. Thus, Samsung uses skimming price for these products wherein in tries to get a high value in the start before competitors catch up. Once the model is old or any competitor has launched a similar products, Samsung immediately drops the price. Place: Samsung is present through various channels in the market. It works on the channel marketing concept wherein there are three segments. Sales and service dealers, modern retail and distributors. The sales and service dealers handle key accounts for Samsung and are involved in corporate sales. These dealers may also open exclusive Samsung showrooms. Samsung being such a branded product, the retailers are bound to keep Samsung as an alternative for their customers. Promotion: Samsung uses multiple forms of promotions. Samsung as a company believes in pulling the customer to themselves through advertising but at the product to the customer through sales promotions. Thus, on one hand, Samsung uses various marketing vehicles across the year covering festive season as well as non-festive time. Product: The benefit of Samsung in terms of its product is that there is a trust on all Samsung products because of the way Samsung products have performed in the last few years. Problems with the products has been negligible. And with its smartphones, Samsung has achieved a status of symbol for its customers. At the same time, Samsung is known for its service and people know that Samsung gives a very fast service for any of its product. Samsung beats Nokia in total phone shipments. It had already overtaken Nokia in sales volume and profitability last year but this is the most cited metric of market performance being the biggest in volume. Samsung growth is shown to be almost entirely due to smartphones while Nokia’s stagnant growth seems to be failure to have any smartphone attraction. CHAPTER 5 Brand and price are the main factors for consumers both in the 18 to 24 and in the 40 to 44 age groups. However, for the younger group, multimedia features such as a camera and styling are more important in deciding which phone to buy. In a generalized view, handsets for young adults serve as part social networking portal, part personal entertainment device and part fashion statement. For the older adults, in contrast, handsets serve a more utilitarian function of basic communications for work and personal use. Savvy service providers and handset brands are figuring out these preference patterns and are devising feature sets and service bundles that are highly targeted for various ages and needs. Popularity of Nokia in Gangtok Nokia offer online troubleshooting, live chat and a support forum through their website. A call centre is in operation seven days a week and the ‘Nokia Care’ app is available to download free for selected devices. Customers covered by warranty are also able to drop damaged products off at any place, to be sent to authorized technicians for assessment free of charge. Most of all because of Nokia Lumia as it is the Window phone with a modern dual-core processor and the first with an HD screen it is most popular among the people of Gangtok. Popularity of Samsung in Gangtok Samsung offer product support in the form of live chat Monday to Saturday, email and a customer support hotline available during standard working hours. They have also established ‘Customer Service Plazas’ in most major cities with showrooms, repair offices and warranty claim and tracking offices. As Samsung has both Android and Smartphones operating system and has superior quality screens and excellent connectivity, as well as social networking capabilities that is the reason Samsung is popular among the people of Gangtok. When was the last time you heard of something new and exciting from Nokia. In last 6 months only talk worthy and successful mobile launched by Nokia is, Nokia N8. Nokia has been really slow in addressing market requirements and new handsets and innovation has been rare. Result: Nokia is losing its market share in each and every geography and market segment. On the other hand, Samsung has been clearly gaining market share as well as mind share in all geographies and market segments. Some of the key reasons for Samsung’s success are Innovation in mobile technology, catching market trends early and serving them well. Following is an analysis of where Nokia and Samsung stand with respect to different segments: Top-end Phones: Samsung has multiple options available in top-end smart phone segment with popular mobiles like Samsung Galaxy S (Android), Samsung Focus (Windows Phone 7) and Samsung Wave Series (Bada OS). Nokia just has 1 decent popular phone in this segment – Nokia N8. While Nokia N8 has got good reviews about its hardware, it has been criticized for its software / OS, as being outdated. Samsung in general has won accolades from both critics and public for its range of top end smart phones. Winner: Samsung Mid-range Phones Nokia has some good midrange phones available like Nokia C6, Nokia C5, and Nokia E5 etc. These are good Symbian devices and do their job well. Samsung has also been able to create a good buzz in this segment with its mid-range  galaxy series and Corby series phones. Winner: Tie. Both Samsung and Nokia have good range of phones in this segment. Entry-Level Phones: Nokia has some good options here. But over last few years, the Indian handset manufacturers are giving Nokia a tough fight with feature rich, value for money phones in this segment. Samsung also has many phones in this segment like Samsung Guru Series which are good value for money. Over all Samsung and Nokia are at par in this segment. Winner: Tie. Both Samsung and Nokia have good range of phones in this segment. Dual SIM Phones Samsung is clearly a winner here. It has many good dual sim phones across entry-level and mid range phones. Nokia just has a couple of dual sim phones. Winner: Samsung CDMA Phones CDMA Phones also have a good market base. Nokia has very few CDMA phones available in the market. On the other hand Samsung has many options in CDMA segment. It also has tie ups with CDMA service providers like Reliance and Tata Indicom. Winner: Samsung Nokia appeared seemingly heading towards becoming the flagship bearer of the Windows Phone operating system, but it has stunned everyone by announcing a phone with the Android operating system. Many have criticized the company for not adopting this Google powered operating system, but they seem to have answered this calls by the launch of the Nokia X. Unlike most of the Android phones in the market, this device uses the free version of the software. One of the phones competing alongside it will be the Samsung Galaxy Core. Philosophy: The Android operating system found on the Nokia X is vastly different from the one found on the Galaxy Core. The latter uses the traditional Android OS along with the Touchwiz user interface to deliver a similar design to most Samsung users. Nokia, meanwhile, tries to bring the best of both worlds. It  not only offers the popular Android operating system with its huge availability of apps, but it also provides the phone its own ecosystem of apps. This is largely built upon the maps, which have till date emerged as one of the greatest competitors of the Google maps. Power: Like the philosophies, the way the phones approach the user are also extremely different. Samsung manages to leap ahead through the use of a slightly powerful processor and significant amount of additional RAM. It comes with specifications of a dual core 1.2 GHz processor and 1 GB of RAM. This is a sharp contrast to Nokia, which offers the Nokia X with a dual core 1 GHz processor and 512 MB of RAM. The difference with regard to power end here because both phones came with the same snapdragon processor and Adreno 203 graphics processing unit. They also come with the Android 4.1 version as standard. The user interface, though, is highly differentiable between the two devices due to the usage of the touchwiz user interface of the Samsung. Google Application: Bringing the full version of the Android operating system in the Samsung has its own advantages since the phone includes a number of Google apps by default. Google search, YouTube, Gmail, Calendar are some of the different Google elements that come integrated with the phone. However, they can be introduced on the Nokia X as well, but most users will prefer their being inbuilt rather than having to install separately. CHAPTER 6 Researcher has analysis the data that are provided by different customers in Gangtok. Researcher further explain the information in the format of pie chart as follows: INTERPRETATION: It is clear that 50% users use Samsung, 34% use Nokia and rest 16% use other phone. INTERPRETATION: we overall can see that 20% of Nokia users are satisfied with the product and 23% of users are not satisfied. Along with this 27% of  Samsung users are satisfied with the product they use and 23% are not satisfied. INTERPRETATION: As we clearly see that most of the mobile phone users are ready to purchase cell phone just because of its brand name and rest 33% are denying with the brand name purchasation. INTERPRETATION: It is clear from the above pie chart that most of the Nokia users says that Nokia gives the good battery back up as compare to Samsung mobile phones. And it is being positive vive within the Nokia users about their preferences. INTERPRETATION: It is noticed that 53% of Samsung users agreed that Samsung mobiles are very good in business point of view because Samsung provide different apps to carry such business work. And 40% Nokia users believe in Nokia for business work. INTERPRETATION: It is clear from the above chart that 67% Samsung users believe that Samsung mobiles provides better camera clearity as compare to Nokia phones. And 33% Nokia users believe that Nokia provides better camera clearity. INTERPRETATION: The above pie chart shows that only 33% of Nokia users believe that Nokia mobiles provide better sound quality. And rest 67% of Samsung users believe that Samsung mobiles provide good sound quality. INTERPRETATION: It is true answer given by Samsung users that Samsung phones provide better dual sim phones as compared with Nokia mobiles phones. Samsung provide dual sim facility right from mid-range phone to top-end phones. INTERPRETATION: It is a tie result from the above pie chart that both the Nokia and Samsung mobile users believe that both the company provides more cell memory storage right from internal storage to external storage. INTERPRETATION: From the above pie chart it is being clear that 67% of Samsung users believe that Samsung mobile has better screen resolution and 27% of Nokia users believe that Nokia mobiles has better screen resolution. CHAPTER 7 SUGGESTION: After completion of field work on questionnaire, objective and based on the data collected, researcher has analyse and made some suggestion according to it. They are as follows: †¢Researcher have seen that 50% users use Samsung mobile phones as compare to Nokia. So, Nokia should focus on the user accessibility and promote their products for the users. †¢Researcher has found that users are very much satisfied with the Samsung handsets. So, the Nokia should provides customer satisfaction either through their apps or various facilities within the handsets. †¢As the brand name provides trust within the customer and are ready to purchase just because of brand name. So, both the company should try to upgrade their handsets widely according to the users. †¢It has found that most of the users are satisfied with the Nokia battery back-up as compare to Samsung. So, in this regard Samsung should improves their battery back-up and retain their market. †¢It has been seen that camera clearity provided by Samsung is most trustable as compare to Nokia as 67% users believe in Samsung’s camera clearity. So, Nokia should focus in their camera so that it does not loss their interest from the users. †¢It has been seen that Samsung has multiple options available in top-end smartphone segment whereas Nokia just has 1 decent popular phone in this segment i.e., Nokia N8. So, Nokia should try to launch new and more top-end segment phones to compete with Samsung. †¢In dual sim phones Samsung is clearly a winner. Nokia just has a couple of dual sim phones. So, to beat Samsung, Nokia should improve their dual sim phones right from entry level phones to top-end phones. CONCLUSION: Over the last two decades the mobile phone market has gone through tremendous changes, with unbelievable products and rapid growth in the market. The growth of the market is still continued. Nokia is using its creative marketing strategies to hold its market through strong positioning and  competitive strategy in order to beat the competition. Whereas Samsung establish many stores to increase the visibility of the brand promotion. Samsung adopt various marketing strategies like celebrity endorsement, corporate advertisement for promotional of their product and capture the market as well. As the popularity of Nokia mobile phones is quite scarce within the Gangtok area as compare to the Samsung mobiles phones, which is highly popular within the teenagers and old age persons of Gangtok. Lastly, if the company continue to tailor its strategies according to the needs and wants of the target market, it chances for success in the market will increase even more. Websites: †¢www.studymode.com/essays/Samsung-Mobile-Phone-39587872.html †¢www.studymode.com/essays/Samsung-Mobile-1211966.html †¢www.studymode.com/essays/Research-Report-On-Comparative-Study-On-1496464.html †¢www.arjunsingh84.hubpages.com/hub/Nokia-Vs-Samsung-Features †¢www.ordoh.com/2014/05/nokia-samsung-galaxy-core-specifications-pricing-comparison/ †¢www.ukessays.com/essays/marketing/marketing-strategies-used-by-nokia-marketing-essay.php Magazine: MY MOBILE (For a connected Lifestyle) Nokia Asha 230 Dual SIM †¢Nokia Asha OS v1.1.1 †¢1.3 MP, 1280 x 1024 Pix.. †¢Price Rs.3,197/- Nokia XL †¢Nokia X OS v1.0 †¢Ext:5.0MP, 2592Ãâ€"1944 Pix†¦ †¢Price Rs.9,195/- Nokia X Plus †¢Nokia X OS v1.0 †¢3.0 MP, 2048 x 1536 Pix†¦ †¢Price Rs.11,000/- Nokia X †¢Nokia X OS v1.0 †¢3.0 MP, 2048 x 1536 Pix†¦ †¢Price Rs.6,849/- Nokia Asha 230 †¢Nokia Asha OS v1.1.1 †¢1.3 MP, 1280 x 1024 Pix†¦ †¢Price Rs.3,210/- Nokia Lumia 630 †¢Microsoft Windows Phone †¦ †¢5.0 MP, 2592 x 1944 Pix†¦ †¢Price Rs.10,500/- Nokia Asha 503 Dual SIM †¢Nokia Asha OS v1.2 †¢5.0 MP, 2592 x 1944 Pix†¦ †¢Price Rs.6,167/- Nokia Lumia 1320 †¢Microsoft Windows Phone 8 †¢Ext:5.0MP, 2592Ãâ€"1944 Pix†¦ †¢Price Rs.17,900/- Nokia Lumia 525 †¢Microsoft Windows Phone 8 †¢5.0 MP, 2592 x 1944 Pix†¦ †¢Price Rs.8,909/- Nokia 515 Dual SIM †¢Nokia Series 40 †¢5.0 MP, 2592 x 1944 Pix.. †¢.Price Rs.8,999/- Samsung Galaxy S3 Neo †¢Android OS, v4.2 (Jelly †¦ †¢Ext:8.0MP, 3264Ãâ€"2448 Pix†¦ †¢Price Rs.22,981/- Samsung Galaxy S3 Mini VE I8200 †¢Android OS, v4.2.2 (Jell†¦ †¢Ext:5.0MP, 2592Ãâ€"1944 Pix†¦ †¢Price Rs.15,960/- Samsung Galaxy S3 Neo Plus I9300I †¢Android OS, v4.3 (Jelly †¦ †¢Ext:8.0MP, 3264Ãâ€"2448 Pix†¦ †¢Price Rs.25,345/- Samsung Galaxy Note 3 Neo †¢Android OS, v4.3 (Jelly †¦ †¢Ext:8.0MP, 3264Ãâ€"2448 Pix†¦ †¢Price Rs.30,353/- Samsung Galaxy Grand Neo †¢Android OS, v4.3 (Jelly †¦ †¢Ext:5.0MP, 2592Ãâ€"1944 Pix†¦ †¢Price Rs.15,000/- Samsung Galaxy S Duos 2 S7582 †¢Android OS, v4.2 (Jelly †¦ †¢Ext:5.0MP, 2592Ãâ€"1944 Pix†¦ †¢Price Rs.8,309/- Samsung Galaxy Core Plus G3500 †¢Android OS, v4.2 (Jelly †¦ †¢Ext:5.0MP, 2592Ãâ€"1944 Pix†¦ †¢Price Rs.13,251/- Samsung Galaxy Star Pro S7260 †¢Android OS, v4.1.2 (Jell†¦ †¢2.0 MP, 1600 x 1200 Pixe†¦ †¢Price Rs.5,328/- Samsung Galaxy Star Pro S7262 †¢Android OS, v4.1 (Jelly †¦ †¢2.0 MP, 1600 x 1200 Pixe†¦ †¢Price Rs.5,391/- Samsung Galaxy Trend S7392 †¢Android OS, v4.0 (Ice Cr†¦ †¢3.0 MP, 2048 x 1536 Pixe†¦ †¢Price Rs.6,715/- Samsung Galaxy S4 Mini Duos I9192 †¢Android OS, v4.2.2 (Jell†¦ †¢Ext:8.0MP, 3264Ãâ€"2448 Pix†¦ †¢Price Rs.16,999/- Samsung Galaxy Victory 4G LTE L300 †¢Android OS, v4.0.4 (Ice †¦ †¢Ext:5.0MP, 2592Ãâ€"1944 Pix†¦ †¢Price Rs.16,372/- QUESTIONNAIRE Name: Age: Address: Occupation: 1)Which mobile you are using? a) Nokia b) Samsung c) Other 2)Are you satisfied with product you are using i.e., Nokia/Samsung? a) NokiaYes/No b) SamsungYes/No 3)Will you be ready to buy a Nokia/Samsung  handsets just because of its brand name? a) Yes b) No 4)Which provide good battery back-up? a) Nokia b) Samsung 5)Which would you prefer in business point of view? a) Nokia b) Samsung 6)Which gives better camera clearity? a) Nokia b) Samsung 7)Which cell companies have better sound quality? a) Nokia b) Samsung 8)Which company provides better dual sim phones? a) Nokia b) Samsung 9)Which company has more cell memory storage? a) Nokia b) Samsung 10)Which company do you think provides better screen resolution? a) Nokia b) Samsung

Research-based Strategies for English Language Learners Essay

Today, it is common in schools to combine English language learners of differing ability in one class. Students are classified according to their English language ability in order to facilitate cooperative learning groups and to track their progress. A student’s English language ability can be classified into ELL (Emergent language learner) – someone who has just begun learning English, Limited English Proficient (LEP) – someone who has reached a level between Basic Interpersonal Communication (BIC) that permit the student to intermingle with peers on a social level and Cognitive Academic Language (CALP) that allows the student to intermingle at a deeper level with content, and Native English speaker –someone whose first language is English. This arrangement can present many obstacles learning. Teachers will be up to more challenging tasks in creating a language receptive classroom where all students could reach their highest potential in learning. The teacher should create a classroom environment where students would feel comfortable in trying a new language. Adapting to language and culture is very difficult and could take years. The teacher should also foster an environment that is respectful of language and culture. Ideally; it should be free from taunting and embarrassment. An interactive classroom should open more opportunities for ELL to use English in communicating with native speakers. They need to experiment with new language terms and test their ideas of putting words together. In addition, certain strategies have been found to be particularly helpful in providing a learning community where everyone has access not only to learning English, but also the content. This paper determines to examine the effectiveness of these strategies according to current researches and to examine the implementation of these strategies to English language learners. These strategies could help even the most season teacher and the inexperienced ones. Pre-instruction activities Pre instruction activities help students acquire new knowledge by building on the English language learner’s prior knowledge. These activities are of assistance for all the students in the classroom to get ready for the new information. Some of the things that can be employed as pre-instruction activities that can be used are semantic webs, graphic organizers, timelines and charts and graphs. These strategies determine where the students stand in relation to the content of the upcoming lesson. Pre-instructional materials help prepare the student to learn new lessons. Semantic webs, graphic organizers and K-W-L charts are useful for students in organizing their thoughts and ideas. These pre instruction activities can be used daily, building on the prior knowledge and adding more and more information to store knowledge. Pre-instruction activities also stimulate critical thinking through the development of charting and mapping skills, Graphic organizers, webs and charts can also help students understand the relationship of information being presented and the application of that information. (Reiss, 2006). K-W-L chart is an example of a graphic organizer. K -W-L is an instructional activity for supplementing framework development and constructing meaning from text to students. This tool can be used for all levels of students. This chart is usually introduced in kindergarten. This instructional activity basically consists of three parts. For example, the students are asked to identify what they previously KNOW about the lesson. Second, they would be lead to what they WANT to know about the lesson. Lastly, the students identify what they have LEARNED from the lesson. Through this activity the student trigger his stored knowledge for the lesson, he becomes caught up in the discussion and becomes more focused in learning the lesson (Allen, 2004). Another pre-instruction activity is to provide the key words and phrases relevant to the upcoming lesson. Providing these key words to the students before the lesson or even during the discussion can excite the student to encounter the vocabulary in the lesson. If the students have them early then they can use a simplified English or bilingual dictionary to learn the meanings and familiarize themselves with the words. This approach also helps students identify prior knowledge about the topic from their native languages. If the students are familiar with the there is a better chance of interest and recognition since they have some idea of the content. The students actively learn in using pre-instruction activities evading being a â€Å"passive learner† who memorizes all of the information. The teachers need to directly instruct and exhibit how to use the charts and graphs and how to manage the information. These tools can prove to be important for all students as review materials comes exam time, but most importantly to the ESL (English Second Language) and ELL (English Language Learners) students to be able to put their information together and understand how that information works together for them (O’Loughlin & Haynes, 1999). The result of the pre-instruction activities can remove much of the uneasiness and frustration of learning new concepts and lessons because students would feel that they are as competent as everyone in building their own prior knowledge. Visual Aids, Realia, Maps, Pictures, Multimedia Using these materials makes it easier for students to easily learned new concepts by seeing the relationships of concepts and concretes. Even if all the students are of differing English ability level they can all get the meaning of words represented by visuals. Using images and media also heightens the interest of students and creates a fun atmosphere for learning. Images, objects and body movements keep the students interested and focused, help them make connections and commit to memory language that they are learning. Films, videos, and audio cassettes with books allow students to visualize and make connections to what is being taught. For example, film-viewing prior to the discussion of lesson help students recalls more vividly the information from the film relating to the lesson (O’Loughlin & Haynes, 1999). â€Å"Realia is a term for any real, concrete object used in the classroom to create connections with vocabulary words, stimulate conversation, and build background knowledge† (Herrell, 2000). Schools organize to collect funds for realias that teachers and students can use. . Teachers can use models, photographs, illustrations, and artwork when the real object is inaccessible or is impractical. The use of realia can also be a model way to study different cultures included in a lesson. For example, in studying the eating habits of some culture a set eating utensils and kitchen appliances (chopsticks, a tortilla press, a tea set, a wok) can build vocabulary and increase comprehension. Another good example is the study of different clothing items from different cultures. (Herrell, 2000) It would also be helpful to label everything in classroom so that newcomers see the names of objects in the school environment. Incorporating posters, photos or graphs is another way to encourage comprehension and development in students as well. These items can encourage understanding through illustrating the concepts and meanings of the topics/words (Reiss, 2006). Multimedia can be used to teach parts of speech such as verbs, adjectives, etc. Multimedia clips such as films show the use of language in actual use exposing the conversational use of language to increase the student’s ability to use English in a conversation. Audio clips also helps students learned the correct pronunciations of letters and words. The learning outcome of this strategy is that a student is more likely to find the support and understanding in the lessons and the content that is being introduced. They are able to make the connection easier through the combined audio and visual exposure. Graphic representations, the use the words/phrases in pictures, videos, audio, etc., aid in the effort of reinforcing the verbal and the written word and encourage content comprehension of the students (Reiss, 2006). Cooperative Groups, Peer Coaching Cooperative learning can be successful for all students at all academic levels and learning styles. Cooperative learning involves student participation in small-group learning activities that promote positive interactions. Cooperative learning makes sense for teachers because all students are given frequent opportunities to speak and because a spirit of cooperation and friendship is fostered among classmates. (Cochran, 1989) Students benefit through a shared learning activity, from observing how their peers learn. Face-to-face verbal interactions is advantageous for English language learners because it promote communication that is natural and meaningful (Johnson, Johnson & Holubec, 1994) Teachers take several roles in planning cooperative learning. First, teachers make pre-instructional decisions about grouping students and assigning appropriate tasks. Teachers have to be able to fully explain the academic tasks and the grouping structure and roles to students and then must observe and get involved when necessary. Finally, the teacher is also the one who is responsible for evaluating the group and individual performance as well as the effectiveness of each group’s work (Cohen, 1998). Teachers do have to spend time in planning for cooperative learning to work. But, as illustrated in the example, once cooperative learning is organized the activities can be done again and again in different settings and in different content areas (Yahya & Huie, 2002). Cooperative learning is valuable when students have an interesting thought through task such as a set of discussion questions about a story they just read, producing a mental map of the story, or making up a puppet show to highlight character traits. Cooperative learning groups or peer coaching promotes a positive outcome when everyone involved understands the underlying purpose of this method. These methods are effective and successful because students tend to listen to one another and motivate one another to learn (NWREL, 2003). The value of cooperative learning and peer coaching strategy is to effectively promote the transfer of group ideas to individual learning. Repeat and Rephrase The repeat and re-phrase technique works by emphasizing key words and phrases in the discussion. Repetition is a key part of learning. The more times information is repeated. It is more likely that information will be easily recalled. Repeating the statement or question and re-phrasing it can illuminate the discussion. This strategy also helps in the student’s deeper understanding of the lesson. Much repetition and paraphrasing is required in this strategy. The teacher’s key role is to highlight the ideas that have already been discussed and modify them to give the same meaning, but a new understanding of the same idea. Through this the teacher could help students see the connection and transformation of the old information to a new one. The repeat and re-phrasing method is successful for instructions or classroom discussions. When speaking, the teacher needs to make sure that they articulate clearly and slowly, not making unnatural sounds to distinguish between important words or phrases; but placing a natural emphasis on the key words. Repeating frequently and paraphrasing the important information ensures that the concepts are comprehended. (Dunlap, Weisman, 2006) For example while discussing the teacher can repeat the central ideas or elaborate them over an extended period of time, for the purposes of emphasizing them for their students or slowly rephrase them in simpler terms to be more understandable. In this strategy the teacher could ask a question or utter a statement â€Å"Lisa sits quietly while listening to the teacher†. The teacher raises a question to repeat the concept. â€Å"Can Lisa listen to the teacher if she’s noisy†? If the student does not understand, the teacher can ask the same question, but in a different form, â€Å"Can you listen to our discussion if everyone is noisy?† In repeating and re-phrasing, the goal is to enhance a student’s independence in understanding and comprehension. The use of repetition can be a consistent reminder of the information that has been introduced, making sure that the students pick up on the concepts. (O’Loughlin, Haynes 1999) Using this strategy enables the teacher to associate interrelated concepts by changing their structure into a sentence or question and further rephrase and repeat these but still arriving at the same answer. Music and Jazz Chants One of the most powerful English language learning strategies is the use of music and jazz chants because music is universal to all languages. Every culture sees music as a form of self expression. Jazz chants help non-native learners get the â€Å"feel† of American English. The student learns the stress, rhythm and intonation patterns by imitating them. It’s a very effective and pleasurable way to learn. Songs are often easier to remember than just plain words and sentences. Jazz chants stimulate and appeal to multiple senses of learning. They also use the rhythmic presentation of the natural language which is important to successfully speaking English (Tang & Loyet, 2004). Helping non-native speakers develop confidence in their pronunciation abilities requires that they have a good understanding of speech rhythms in English. These students need reading practice for fluency and pronunciation. Jazz chants and music are a fantastic way of practicing. This method also works for memorization. For example, it is much easier to memorize the English alphabet using the alphabet song learned in Kindergarten. Music is effective in memorizing long lists such as periodic tables, alphabets, numbers, etc. This method can be used to introduce long concepts without anxiety. Students remember information in the form of song, and sometimes tossing in a little dance or hand movement for fun. Teachers frequently use this activity as a method of memorizing information and pronunciation (Short, 1991). Adding a tune or rhythm to a poem, a verse or a series of regular words and sentences can make it an engaging way to learn to read and remember (Bridges, Wright, 2006). For example, a teacher could choose a song such as Ella Fitzgerald’s wonderful rendition of the classic â€Å"Blue Moon,† a song that is not only beautiful but also practical for its interesting lyrics and a clear singing style. First is to start creating a close exercise (i.e. fill-in-the-blank) and leave empty spaces for words that will challenge students to listen carefully. The teacher would need to play the song two or three times depending on the difficulty of the exercise or questions about vocabulary (e.g. â€Å"adore† not â€Å"a door.†) When the close exercise is complete, play the song again the students would sing along with it. The next activities may include a scrutiny of the lyrics on a literary or grammatical level or an open discussion about the historical significance behind the idea of the â€Å"Blue Moon,† or an introduction to the music (both literal and figurative) of Ella Fitzgerald may prove interesting to students. (Roberts, M. 2007). Most people have had a song that is always playing in his head every now and then. Jazz chants just do that. They play continuously in the students’ heads even after class ends. Students remember the lyrics of songs, more than likely, for a long time. Songs will help students to learn long string of words. Students are receptive using this method and this makes the information easy to acquire and retain. Students generally join eagerly in activities like jazz chants because of the unique and fun way of learning the lesson unaware that they are learning. The result of this strategy is longer memory retention of information for the English language learners. If a song is playing in their heads over and over again, information is retained and can be easily access by the teacher (O’Loughlin, J. & Haynes, J.1999). Conclusion These English language learner strategies are proven to effectively helps teachers facilitate learning and to efficiently retain language information to non-native learners. The methodology of carrying out these strategies would be very successful if they are done properly. The techniques that have been reviewed are essential to the success of an ELL classroom. However, there is no perfect strategy for every student or teacher. Teachers must carefully examine the needs of each student and each of their receptivity to learning new information. From there, the teacher would be able to generate a strategy that would be optimal for learning for all the students. These strategies are very helpful and best used simultaneously to expose students to different pathways to learning new information. There are many more strategies out there for teachers of ESL and ELL students. Teachers could also create their own strategies in delivering lesson plans. The teacher’s most important tasks is to foster interactivity by creating a learning atmosphere in the classroom and to uphold the value of respect for differences in language ability and culture. These strategies are effective because it is synchronized on how the brain process new information that is to build on prior knowledge, classical repetition of central ideas, and an abstract-concrete connection for visual aides. They are also fun and interactive such as multimedia, cooperative learning and music and jazz.   They help eliminate the anxiety of ELLs in learning a new language. They also become more receptive and interested in learning because these are fun and enjoyable References Allen, J. (2004). Tools for Teaching Content Literacy. Portland, ME: Stenhouse Publishers. Retrieved on March 30, 2008 from http://www.u-46.org/dbs/roadmap/files/comprehension/4KWL.pdf Bridges, L. & Wright, A. (2006). Using jazz chants for bilingual/ESL students. Retrieved March 29, 2008 from http://litsite.alaska.edu/uaa/workbooks/jazzchants.html Cohen, E.G. (1998). Making cooperative learning equitable. (Realizing a positive school climate.) Association for Supervision and Curriculum Development. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/classics/pig/12allenglish.htm Cochran, C. (1989). Strategies for involving LEP students in the all-English-medium classroom: A cooperative learning approach. Washington, DC: National Clearinghouse for Bilingual Education. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/pigs/pig7.htm Herrell, A. L. (2000). Fifty Strategies for Teaching English Language Learners. Upper Saddle River, NJ: Merrill. Retrieved March 29, 2008 from http://multilingual.fresno.k12.ca.us/eld/eldg1/ELD%20Rec.Strategies.pdf Dunlap,C. Z. & Weisman, E. M. (2006). Helping English language learners succeed. Huntington Beach: Shell Educational Publishing. Johnson, D. W., Johnson R. T., & Holubec, E.J. (1986). Circles of learning: Cooperation in the classroom. Edina, MN: Interaction Book. Retrieved March 29, 2008 from http://www.ncela.gwu.edu/pubs/classics/pig/12allenglish.htm NWREL. (2003). General principles for teaching ELL students. Retrieved March 29, 2008 from http://www.nwrel.org/request/2003may/general.html O’Loughlin, J. & Haynes, J. (1999, April). Strategies and activities for mainstream teaching. Tell Training Manual. Retrieved March 29, 2008, from http://www.kennesaw.edu/tell/tell_manual.htm Reiss, J. (2006). 102 Content strategies for english language learners: Teaching for academic success in Grades 3-12. Columbus, Ohio: Pearson Merrill Prentice Hall. Roberts, M. (2007). Music really plays in ESL classes. Retrieved March 29, 2008, from http://esl-programs-lessons.suite101.com/article.cfm/music_really_plays_in_esl_classes Short, S (1991). Integrating language and content instruction: strategies and techniques. Tang, F., & Loyet, D. (2004). Celebrating twenty-five years of jazz chants. Retrieved March 29, 2008, from http://www.nystesol.org/pub/idiom_archive/idiom_fall2003.html The Center for Excellence in Learning and Teaching (CELT) at Stony Brook University (n.d.). Tips for teaching ELL’s: Strategies for promoting success for the second language learner in grades K-12. Retrieved March 29, 2008, from http://www.celt.sunysb.edu/ell/tips.php#Strategy_12 – not in text Yahya, N. & Huie, K. (2002). Reaching english language learners through cooperative learning. The Internet TESL Journal, 8(3). Allen, J. (2004). Tools for Teaching Content Literacy. Portland, ME: Stenhouse Publishers. Retrieved on March 30, 2008 from http://www.u-46.org/dbs/roadmap/files/comprehension/4KWL.pdf

International Business - Value and Supply Chains Essay

International Business - Value and Supply Chains - Essay Example This exemplifies the concept of value chain. The concept of value chain was introduced and popularized by Michael Porter in his bestseller, Competitive Advantage: Creating and Sustaining Superior Performance (Value Chain 2005). In this book which was published in 1985, he clearly describes what value chain is. He has identified a set of interrelated activities common to a wide range of firms. Value chain is "a high-level model of how businesses receive raw materials as input, add value to the raw materials through various processes, and sell finished products to customers (What is value chain 2005)." This is possible, since Michael Porter, as stated above, has already devised a way to classify the activities of a firm in its operation. Value chain therefore, categorizes the "value-adding activities of an organization (Value Chain 2005)." Michael Porter classified business activities as either primary or support activities. Primary activities include: inbound logistics, production, outbound logistics, sales and marketing, maintenance. Meanwhile administrative infrastructure management, human resources management, R&D, and procurement comprise the support activities. ... Primary activities involves those activitieswhich starts as the procurement of raw materials from suppliers to bringing them to customer. Inbound logistics involve the "receiving, warehousing, and inventory control" of the company's input. Meanwhile, operations comprise the value adding activities which transforms the raw materials into the final output. Outbound logistics are the activities which are necessary to bring the finished product to customers like storage, order fulfilment, warehousing, etc. Marketing and sales are the company's effort to attract buyers to purchase the products (The Value Chain 2004). Maintenance and ehancement of products' value through customer support and repair services. All these activities in the value chain are designed to add value that the customer derived from the company's products or services. Figure 1. Primary Activities of the Value Chain The main goal of support activities is to facilitate the primary activities. Procurement is essentially the purchasing of raw materials and other inputs utilized in value adding activities. On the other hand, technology and development, process automation and other technologies which are used to simplify and aid in the company's production. Human resource management involves the process of recruitment, development, motivation, and compensation of employees working for the business. Firm infrastructure is comprised of activities such as finance, legal quality, management, etc (The Value Chain 2004). This paper will look at the value chain of Dell Incorporated. It will focus on the trends currently happening in the global market and how these changes may influence the value chain of the business entity. Dell Incorporated and its