The Microsoft Case Essay Example for Free

The Microsoft Case Essay Why was Microsoft investigated for antitrust behavior? Microsoft is a huge, established, well known computer software manufacturer. They were investigated for antitrust behavior after allegedly abusing their powerful position as the leading suppliers of computer operating systems. Microsoft developed a monopoly market structure because the software which they created was only compatible with Microsoft Windows operating systems. Back when the internet was introduced to the public, Microsoft provided Internet Explorer for free, bundled with Windows operating systems. This was a strategy to eliminate any competitors so they were obviously not perfectly competitive, therefore their case involved imperfect competition. Microsoft’s monopoly was protected by the applications barrier to entry so many competitors feared to try to enter the market. Microsoft also had the ability to increase their prices above marginal costs without losing many customers so they were the price makers, and they also had market power. With that being said, some people may say that Microsoft was a pure monopoly because they were the sole producers of the computer software market and there were no close substitutes. On the other hand, some may say that Microsoft was a natural monopoly because they earned their powerful position by over driving their free market competitors. Before Microsoft grew so big, there were some economic observers that claimed that economies of scale would give Microsoft an unassailable lead that would result in monopoly. (Economides, 2003) I agree that Microsoft was trying to gain monopoly power in the computer software industry due to all of the evidence. Microsoft totally dominated the computer software industry for which they had great strategies to do so. Monopolies can cause many negative effects on our economy such as higher prices, less jobs, it can put other companies out of business, and it can cause producers to be intimidated to enter the same industry. Monopolies can also cause productive inefficiency, allocated inefficiency, diseconomies of scale, and x inefficiency. However, a monopoly can be a good thing, especially for a business. Being the leader or the giant of a particular industry can make owners, managers, and employees feel  very secure with their company. Although a monopoly can cause overpricing, it can also cause price reduction for which would cause other companies to not be able to compete. A monopoly can also be a good thing because the high profit can be used to fund research capital investment spending. Lastly, economies of scale, international competition, and they have the power to be the price makers.

How To Develop An Effective Relationship With Your Co-Worker

How To Develop An Effective Relationship With Your Co-Worker You can submarine your career and work relationships by the actions you take and the behaviors you exhibit at work. No matter your education, your experience, or your title, if you cant play well with others, you will never accomplish your work mission Effective work relationships form the cornerstone for success and satisfaction with your job and your career. How important are effective work relationships? Effective work relationships form the basis for promotion, pay increases, goal accomplishment, and job satisfaction. A supervisor in a several hundred person company quickly earned a reputation for not playing well with others. He collected data and used the data to find fault, place blame, and make other employees look bad. He enjoyed identifying problems but rarely suggested solutions. He bugged his supervisor weekly for a bigger title and more money so he could tell other employees what to do. When he announced he was job hunting, not a single employee suggested that the company take action to convince him to stay. He had burned his bridges. These are the top seven ways you can play well with others at work. They form the basis for effective work relationships. These are the actions you want to take to create a positive, empowering, motivational work environment for people. Bring suggested solutions with the problems to the meeting table. Some employees spend an inordinate amount of time identifying problems. Honestly? Thats the easy part. Thoughtful solutions are the challenge that will earn respect and admiration from coworkers and bosses Dont ever play the blame game. You alienate coworkers, supervisors, and reporting staff. Yes, you may need to identify who was involved in a problem. You may even ask the Deming question: what about the work system caused the employee to fail? But, not my fault and publicly identifying and blaming others for failures will earn enemies. These enemies will, in turn, help you to fail. You do need allies at work. Your verbal and nonverbal communication matters. If you talk down to another employee, use sarcasm, or sound nasty, the other employee hears you. We are all radar machines that constantly scope out our environment.In one organization a high level manager said to me, I know you dont think I should scream at my employees. But, sometimes, they make me so mad. When is it appropriate for me to scream at the employees? Answer? Never, of course, if respect for people is a hallmark of your organization. Never blind side a coworker, boss, or reporting staff person. If the first time a coworker hears about a problem is in a staff meeting or from an email sent to his supervisor, you have blind sided the coworker. Always discuss problems, first, with the people directly involved who own the work system. Also called lynching or ambushing your coworkers, you will never build effective work alliances unless your coworkers trust you. And, without alliances, you never accomplish the most important goals. Keep your commitments. In an organization, work is interconnected. If you fail to meet deadlines and commitments, you affect the work of other employees. Always keep commitments, and if you cant, make sure all affected employees know what happened. Provide a new due date and make every possible effort to honor the new deadline. Share credit for accomplishments, ideas, and contributions. How often do you accomplish a goal or complete a project with no help from others? If you are a manager, how many of the great ideas you promote were contributed by staff members? Take the time, and expend the energy, to thank, reward, recognize and specify contributions of the people who help you succeed. This is a no-fail approach to building effective work relationships. Help other employees find their greatness. Every employee in your organization has talents, skills, and experience. If you can help fellow employees harness their best abilities, you benefit the organization immeasurably. The growth of individual employees benefits the whole. Compliment, recognize, praise, and notice contributions. You dont have to be a manager to help create a positive, motivating environment for employees. In this environment, employees do find and contribute their greatness. If you regularly carry out these seven actions, you will play well with others and develop effective work relationships. Coworkers will value you as a colleague. Bosses will believe you play on the right team. Youll accomplish your work goals, and you may even experience fun, recognition, and personal motivation. Work cant get any better than that. How To Develop An Effective Relationship With Your Boss These steps will help you develop a positive, ongoing, supportive relationship with your boss a relationship that serves you well, your manager well, and, as a consequence, your organization well. The first step in managing up is to develop a positive relationship with your boss. Relationships are based on trust. Do what you say youll do. Keep timeline commitments. Never blind side your manager with surprises that you could have predicted or prevented. Keep her informed about your projects and interactions with the rest of the organization. Tell the boss when youve made an error or one of your reporting staff has made a mistake. Cover-ups dont contribute to an effective relationship. Lies or efforts to mislead always result in further stress for you as you worry about getting caught or somehow slipping up in the consistency of your story. Communicate daily or weekly to build the relationship. Get to know your manager as a person she is one, after all. She shares the human experience, just as you do, with all of its joys and sorrows. Recognize that success at work is not all about you; put your bosss needs at the center of your universe. Identify your bosss areas of weakness or greatest challenges and ask what you can do to help. What are your bosss biggest worries; how can your contribution mitigate these concerns? Understand your bosss goals and priorities. Place emphasis in your work to match her priorities. Think in terms of the overall success of your department and company, not just about your more narrow world at work. Look for and focus on the best parts of your boss; just about every boss has both good points and bad. When youre negative about your boss, the tendency is to focus on his worst traits and failings. This is neither positive for your work happiness nor your prospects for success in your organization. Instead, compliment your boss on something he does well. Provide positive recognition for contributions to your success. Make your boss feel valued. Isnt this what you want from him for you? Your boss is unlikely to change; she can choose to change, but the person who shows up to work every day has taken years and years of effort on her part to create. And, who your boss is has worked for her in the past and reinforced her actions and beliefs. Instead of trying to change your boss, focus instead, on trying to understand your bosss work style.Identify what she values in an employee. Does she like frequent communication, autonomous employees, requests in writing in advance of meeting, or informal conversation as you pass in the hallway. Your bosss preferences are important and the better you understand them, the better you will work with her. Learning how to read your bosss moods and reactions is also a helpful approach to communicate more effectively with him. There are times when you dont want to introduce new ideas; if he is preoccupied with making this months numbers, your idea for a six month improvement may not be timely. Problems at home or a relative in failing health affect each of your workplace behaviors and openness to an improvement discussion. Additionally, if your boss regularly reacts in the same way to similar ideas, explore what he fundamentally likes or dislikes about your proposals. Learn from your boss. Although some days it may not feel like it, your boss has much to teach you. Appreciate that she was promoted because your organization found aspects of her work, actions, and/or management style worthwhile. Promotions are usually the result of effective work and successful contributions. So, ask questions to learn and listen more than you speak to develop an effective relationship with your boss. Ask your boss for feedback. Let the boss play the role of coach and mentor. Remember that your boss cant read your mind. Enable him to offer you recognition for your excellent performance. Make sure he knows what you have accomplished. Create a space in your conversation for him to praise and thank you. Value your bosss time. Try to schedule, at least, a weekly meeting during which you are prepared with a list of what you need and your questions. This allows him to accomplish work without regular interruption. Tie your work, your requests, and your project direction to your bosss and the companys overarching goals. When making proposals to your boss, try to see the larger picture. There are many reasons why your suggestion may not be adopted: resources, time, goals, and vision. Maintain strict confidentiality. In your relationship with your boss you will sometimes disagree and occasionally experience an emotional reaction. Dont hold grudges. Dont make threats about leaving. Disagreement is fine; discord is not. Get over it. You need to come to terms with the fact that your boss has more authority and power than you do. You are unlikely to always get your way. Employee Relations Strategic Plan your definition of employee relations what kind of industry youre in how many employees your company has whether or not you have a union if not, how big is the threat of unionization what your turnover rate is what your pay rates and benefits plans are compared to competing (not just competing for your products but also competing for your employees) industries in your region how big your HR department is what your reasons are for deciding you need a strategic employee relations plan and probably a whole lot more stuff but this would be a start anyway. What Are Micro Inequities? The veiled putdown, the sarcastic tone, as well as nonverbal transgressions such as rolling the eyes and turning your back toward someone in conversation may seem like piddling things to fret about. Small slights can generate big problems. Employees might be willing to blow off one or even a few such rude gestures. But if a boss, manager or project teammate habitually treats colleagues disrespectfully, they will feel demoralized. Perhaps that will lead to attitude problems and increased absenteeism. Say a supervisor asks for suggestions on a project. An employee perks up with a thoughtful solution. As if tone-deaf, the supervisor then asks, Okay, whod like to get things started here? Or, the supervisor embraces the idea but only after someone else mentions it. Next time the supervisor asks for recommendations, the unappreciated employee remains tight-lipped. Maybe co-workers also button up. Result: Valuable ideas never get aired, and productivity suffers. A worst-case scenario, the disrespected employees leave. And in a worst-worst-case scenario, they may end up suing you for these unwelcome gestures. At least thats what is starting to occur, according to one San Francisco law firm that defends management in conflicts with employees. In todays ultra-competitive business climate, your small enterprise cant afford to lose valuable workers. Thats especially true with an expected major labour shortage on the horizon. Who knows, the offended employees might have been your companys next rainmakers. So How Do You Stop These Micro Inequities? First, understand what they are. Thats easier said than done, because many such offenses are committed subconsciously. A boss might not even be aware he is botching the pronunciation on a colleagues name. Or that he is glancing at his watch during an employees presentation. According to experts, were sending dozens of powerful micromessages every time we speak, gesture or even do nothing. Those communications may vary somewhat from culture to culture and even organization to organization. But the point is, were sending a message even when we dont think were sending a message. A number of organizations are playing closer attention to this workplace behaviour. They are paying for training sessions attended by their managers and rank and file. Short of taking training exercises, small companies can take several actions to prevent microinequities. Supervisors might bring up the topic at staff meetings to demonstrate their awareness. Or, the subject might be broached in company emails, newsletters or attitude surveys. Going forward, pay closer attention to all your employees, not just your stars or those you are most comfortable with. Consider engaging in nonbusiness conversations so you can develop rapport, respect and trust. Solicit suggestions from them. Maybe ask what they are working on and then pose follow-up questions. And, very important: Give direct eye contact and listen attentively to them. In group settings, Young suggests, be sensitive to how you greet or treat a colleague youre close with, so it appears youre not playing favorites. When possible, give public credit to owners of good ideas. And encourage participation from everyone

Vocabulary Learning Strategies

Vocabulary Learning Strategies Related researches in China In China, researches on students learning styles have attracted a lot of researchers to this area. The most impressive researches are conducted by Wang Churning (1988) and Hu Xiaoqiong (1997). Employing Reids Perceptual Learning Style Preference Questionnaire (PLSP), Wang Churning (1988) conducted a large scale research in Guangdong University of Foreign Studies. The participants were 490 English major students from freshmen to senior students. Four conclusions were made from his findings: firstly, individual difference of learning styles did exist among English major students. The most favored style was tactile learning style and group learning style the least favored; secondly, the length of learning time could affect students learning styles and students from different grades had the tendency of presenting different learning style preference; thirdly, there were great similarities of learning styles shown by male and female students; finally, learning styles were related to the le arning achievements and visual learning style was always preferred by students who possessed low English proficiency of listening and reading. Hu Xiaoqiong (1997) also employed Reids Perceptual Learning Style Preference Questionnaire (PLSP), with some modifications, to conduct research on 236 students of English major, from freshmen to juniors. His findings further proved Wangs research finding that students preferred tactile learning style most during their learning process. Apart from this, he also stated that students of English major preferred multi-dimensional learning styles instead of a single one. Adopting Keef and Monk Learning Style Profile, Yu Xinle (1997) tested 149 students of English majors from three universities in Beijing. According to his findings, no correlation could be found between learning style preference and gender difference, and no significant learning style preference existed between male and female students. However, sequential learning styles and memory learning styles had significant correlation with English learning achievements. From the researches mentioned above, it could be concluded that researches on learning styles are relatively few and almost all the researches are conducted among English major students, and researches on perceptual learning styles of non-English major students are greatly lacking. Therefore, further researches of perceptual learning styles are extremely needed to be conducted and explored in great detail to non-English major students for their learning style preference. Chapter 3 Literature review on learning strategies The importance of learning strategy as the key variable to influence individual learning difference in the acquisition of second language area is a topic that has drawn the attention of researchers worldwide. The following view of literature will present a brief history of learning strategy from the mid- 1970s to the present. Background of learning strategies Teachers and researchers have long noticed the fact that only seeking for the perfect teaching models cannot assure the success of students language learning. Under the same language input, not all the students can achieve the same success as others; some students obviously learn better than others. Learning is a two-way communication. Teachers and students need to work together. Neither of them can make the final success of language learning with the neglect of the other. Oxford (1990) clearly states that research interest has been shifted from what students learn or acquire to how students gain language, that is to say, from the product or outcome of learning and acquisition to the process of learning and acquisition. In a word, the focus has shifted from teachers to learners, and from learning and teaching results to learning and teaching processes. Researches on learning strategy have started from the mid-1970s abroad. Since then, a great number of researchers have become int.: ested in this area. Researchers, such as Oxford Nyikos (1989), OMalley Chamot (1990), Oxford (1990), Wenden (1991), Nyikos Oxford (1993), Sa-ngiam (1994), Ehrman Oxford (1995), Eugene (2001), Nisbet (2002), Griffiths (2003) and so on, have guided the strategy research direction and have greatly contributed to the theory development. Their general research focus includes: studies on learning strategies employed by good or successful language learners, studies on learning strategy definitions and classifications, studies on influencing variables on learning strategy use and on the application of learning strategy theories to language learning and teaching. With the development of strategy researches, classifications of learning strategies have been constantly enriched and perfected. Rubin (1975) first, and shortly after, Stern (1975) publish their stud ies on the learning of good or successful second language learners, which starts the new threshold of research in second language acquisition (Cited by Oxford, 1990). On the basis of previous researches, Freeman (1991) briefly points out that good language learners have the characteristics of willingness and accuracy and have a strong desire to communicate even at the risk of appearing foolish. They also pay attention to language form and meaning in their conversation. Moreover, they practice and monitor their own speech and speech of others. In the 1990s, researches on learning strategies have achieved great success. OMalley Chamot (1990) and Oxford (1990) propose more impressive classifications of learning strategies that have led to a spate of significant researches in this field. Wenden (1991) outlines the schema of learning strategies that includes cognitive strategies (selecting input, comprehending input, storing input, and retrieving input) and self-management strategies (p lanning, monitoring, and evaluating). Cohen (1998) identifies that strategies consist of language learning strategies and language use strategies and states that the two strategies are the processes consciously selected by learners and can enhance students learning through the storage, retention, recall, and application of information. Another interesting topic related to learning strategies is strategy training. Different names have existed for the application of strategy use to learning, such as learner training, learning-to-learn training, learner methodology training, and methodological initiation for learners. OMalley Chamot (1990) state that learning strategies are not the preserve of highly capable individuals and could be learned by others. Oxford (1990) also emphasizes the teachability of learning strategies. Their views have laid the foundation of strategy training programs. Currently, many researchers are devoting themselves to designing and executing strategy training programs, especially for inexperienced learners. Definitions of different strategies Strategies The concept of strategy derives from the Greek term strategia which means generalship or the art of war. In nonmilitary settings, it means a plan, step, or conscious action toward achievement of an objective (Oxford, 1990). Researchers, such as OMalley Chamot (1990), Oxford (1990), Wenden (1991), Ellis (1994), and Cohen (1998), have contributed greatly to the development and application of learning strategy theories. However, in educational settings, it has been variously described as fuzzy (Ellis, 1994), no consensus (Wenden, 1991), and conflicting views (Cohen, 1998). Certainly, a brief review of literature will indicate the plethora of different terms for strategy, such as techniques, tactics, potentially conscious plans and so on. There is little consensus regarding what a strategy is. Defining strategy is a difficult task and each definition will cause the controversial views easily. Researchers always emphasize this or that aspect of learning strategies when rendering the definition. For example, Brown (1994) holds the view that strategies are referred to as specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information. However, Ellis (1994) proposes that strategies consist of mental or behavioral activity related to some specific stage in the overall process of language acquisition or language use. Cohen (1998) defines strategies as the process consciously selected by learners. From the above definitions, it could be noticed that Brown tends to define strategies just as behavioral actions. However, Ellis emphasizes both the mental and behavioral aspects. Cohen mainly focuses on the element of cons ciousness when rendering the definition, which is not mentioned by Brown and Ellis. The writer would like to define strategies as both mental and behavioral actions consciously selected by learners when solving the problems in this study. Learning strategies and language learning strategies Learning strategies have considerable potential for enhancing the process of learners language learning and help learners know how to learn more meaningfully, successfully and automatically. Same problems exist when researchers define learning strategies. Different researchers emphasize different aspects of learning strategies. For example, Weinstein Mayer (1986) hold the view that learning strategies are the behaviors and thoughts that a learner engages in during learning which are intended to influence the learners encoding process (Cited by Ellis, 1994); however, Oxford (1990) expands the definition as specific actions taken by the learner to make learning faster, more enjoyable, more self-directed, more effective, and more transferable to new situations; Cohen (1998) defines it as the conscious thoughts and behaviors used by learners with the explicit goal of improving their knowledge and understanding of a target language. Language learning strategies are language specific. Thu s the writer of this study is more likely to define learning strategies as behavioral and mental actions consciously selected by learners during learning process. And language learning strategies are behavioral and mental actions consciously selected by learners during language learning process. Classifications of learning strategies Different scholars classify learning strategies from different angles and a large number of classifications exist. In the following part, the more comprehensive and elaborate classifications will be discussed, including OMalley Chamots and Oxfords classifications. OMalley Chamots classification OMalley Chamots classification is based on information processing theory and draws on the work of cognitive psychologists who introduces and develops the concepts of declarative and procedural knowledge. Generally speaking, declarative knowledge can be described as a kind of factual information which is stored in the mind and is related to the question of what they are and procedural knowledge is about checking rules and is associated with the question of how to do. OMalley Chamots research project provides a rationale and approach in cognitive theory for discussing learning strategies in second language acquisition. Cognitive theory has explained adequately how information is stoizd in memory and what processes are entailed in learning. It states that learning strategies are stored in peoples mind in the form of declarative or procedural knowledge. In cognitive theory, learning strategies are represented as complex cognitive skills that follow the same general rules as other form s of procedural knowledge. Learning strategies begin as declarative knowledge and gradually go through associative, and autonomous stages with practice and experience. Cook (1993) further explains this by using Andersons three developmental stages theory in second language acquisition: firstly, in the declarative stage, intensive attention is involved to the new language and deliberate efforts are made to understand the new language; secondly, in the compilation stage, procedural knowledge is acquired and gradually less conscious attention is needed; thirdly, the automatic processing like native speakers is finally formed. OMalley Chamot (1990) illustrate learning strategies as mental and socio-affective processes, emphasizing learner interaction with the language in order to foster acquisition. They present three categories of learning strategies, including metacognitive, cognitive, and social/affective strategies. They point out that metacognitive strategy encompasses executive process that mainly includes planning, monitoring and evaluating strategies. Planning is the strategy used by learners for organizing of the written or spoken discourses. Monitoring is the strategy used by learners for checking ones comprehension during the process of learning. And evaluating is the strategy used by learners for checking the outcomes of ones own language learning. Cognitive strategies involve the direct manipulation of materials to be learned. Strategies concerning cognitive strategy are mental or behavioral aspects. For example, learners can link new information to previously acquired concepts mentally or physically so that they can group the learning items in meaningful categories or summarize the important information. Other frequently used cognitive strategies are resourcing, repetition, grouping, transfer and translation and so on. Social/affective strategies are used when learners interact with ot her persons in order to assist their learning. For example, learners often ask questions for clarification or use some kinds of emotional control to promote their learning. Oxfords classification Almost at the same time, Oxford (1990) offers more comprehensive and full-scale language learning classification. Her classification research on language learning strategies has great influence on second language acquisition. She makes a distinction between what she calls direct and indirect strategies and explains the relationship between them by an analogy of a theatre. Direct strategies consist of memory, cognitive, and compensation strategies. This kind of strategies deals with the new language and is like the performer in a stage play who works with the language itself in a variety ofà ¢Ã¢â‚¬Å¡Ã‚ ¬specific tasks and situations. Indirect strategies comprise metacognitive, affective, and social strategies and are compared as the director who takes the responsibility for the general management of the play. Firstly, three types of direct strategies are discussed, including memory, cognitive, and compensation strategies. Memory strategies are learning strategies that help students store and retrieve new information and mainly include strategies, such as grouping or inferencing, creating mental linkages, and applying images and sounds. Cognitive strategies are strategies that enable learners to understand and produce new language by a variety of different means. Summarizing and reasoning deductively are examples of cognitive strategies. Additional examples includ practicing, receiving and sending messages, analyzing and reasoning, and creating structure for input and output. Compensation strategies are strategies that allow learners to use the language despite their large gaps in knowledge base. Guessing intelligently, using synonyms, and overcoming limitations in speaking and writing are included in this type of strategies. Secondly, indirect strategies include metacognitive strategies, affective strategies and social strategies. Metacognitive strategies are language learning strategies, such as planning for language tasks and setting goals that provide a mechanism for individuals to coordinate their own learning process. Affective strategies are strategies that help learners gain control over emotions, attitudes, motivations, and values. To lower their anxiety, learners can listen to music or make positive statements or reward themselves to become high-spirited or try to take their emotional temperature to concentrate on their learning. Social strategies are strategies that involve interaction between and among learners. When they have classroom collaborative activities, learners could use social strategies to help them to obtain information they need, for example, strategies of asking questions, cooperating with others, and empathizing with others. The classification of learning strategies is still controversial. Oxfords classificatory system is different from OMalley Chamots, but there is similarity between them. For example, both of the two classifications include the category of metacognitive strategy which involves the process of thinking, planning, monitoring and evaluating. OMalley Chamots (1990) classification emphasizes more on metacognitive and cognitive strategies and lesser focus on social/affective strategies. In their classification, they provide cognitive theories to support the classification of their learning strategies. However, Oxfords classification is more comprehensive and offers six types of learning strategies with an emphasis both on direct and indirect functions of strategies. In addition, Oxfords classification addresses the social and affective components, which are less developed in OMalley Chamots classification. Moreover, Oxfords classification system can be measured by her widely recognized Strategy Inventory for Language Learning (SILL). For these reasons, Oxfords classification system and the accompanying strategy inventory are more acknowledged in the academic world and are always approved by researchers who are interested in this field. Related research in China Wen (2003) identifies two distinctive development stages of learning strategies in China. The two stages are respectively named as the budding stage and the full developing stage. The budding stage is from 1984 to 1992, and the full developing stage is from 1993 to 2003. In the former stage, Huang (1984) publishes her postgraduate dissertation An investigation of learning strategies in oral communication that Chinese EFL learners in China employ, which has laid the foundation of Chinese research on learning strategies. In the latter stage, a large number of researchers have made great contributions both in theory and practice in this field. It is worth noticing that researches of learning strategies in todays China have entered the flourishing age. In theoretical aspect, Wen (1996) has put forward the classification system of learning strategies. She classifies strategies into two groups: management strategies and language learning strategies. Management strategies comprise aim estab lishing, planning, strategy selecting, self-monitoring, self-evaluating and self-adjusting. Language learning strategies can be subdivided into traditional and non-traditional strategies. Traditional language learning strategies consist of form-focused strategies, accuracy strategies, and using-mother tongue strategies. Non-traditional strategies are made up of meaning-focused strategies, fluency strategies and mother-tongue avoidance strategies. Based on her classification, many studies are conducted, such as Wen Qiufang and Wang Haixiao (1996a, 1996b), Wen Qiufang (1996c), Qin Xiaoging(1998) and the like. Wen and Wang (1996) conducted the comparatively important research on sophomores of non-English majors and one of their research findings was that correlation existed between learners belief and their choice of learning strategies. There are a large number of empirical studies on learning strategies in different language learning areas. For example, Wu Yian and Liu Runging (1993) investigated the psychology and social-psychology factors that affected students English language learning. According to the results of their studies, the strategy use had no effect on English achievements. Liu Shaolong(1996) chose 7 adult middle school teachers to investigate the influence of background knowledge on learning strategy choice in listening. After data analysis, he pointed it out that background knowledge did have great influence on the choice of strategy use in listening. Hou Songshan (1998) examined the effect of task types and gender difference towards the choice of communicative strategy use. His participants were sophomore students of English major from PLA Foreign Language College. His findings proved that task types could affect the choice of communicative strategy use. Males and females had different choice of com municative strategy use. Wu Xia Wang Qiang (1998) investigated strategy use on vocabulary learning. He conducted research on sophomore students of non-English major students in Beijing Normal Universities. According to their findings, metacognitive and cognitive strategies were frequently used by students when learning vocabulary. And good language learners employed more vocabulary learning strategies than those of bad language learners. Wang Yu (2002) conducted strategy research on sophomore students in Suzhou University. His research findings were that strategies, such as metacognitive, form-focused, meaning-focused, using-mother tongue, and social/affective strategies could account for students different listening abilities to a large extent. Thus, according to Wen (2003), all researches of learning strategies fall into two categories: macro and micro aspects. In macro-aspect, researches usually focus on the general situation of learners beliefs and learning strategies; and in micro-aspect, researches often concentrate on the strategy use in different language learning areas, for example, strategies use in speaking, listening, reading and writing areas. References Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. N.J.: Prentice Hall. Brown, H. D. (1994). Principles of language learning and teaching (3rd). New York: Pearson Hall Regents. Bailey, B. Onwuegbuzie, A. J. Daley, C. E. 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The Assassin- Creative Writing Essay -- Creative Writing Essay

It was almost 6 o’clock and the night was drawing closer. Waiting patiently for the return of his prey, he lay with his body embedded in the fallen leaves of what looked like an endless procession of hedges. The silence was deafening. He had been there for almost three hours, and only one car had passed by, it was going to be a long night for him. The skies were casting a dark, unwanted shadow over him, as though they knew for what purpose he was present. It had started to rain, its pressure strengthening rapidly. Within minutes buckets of rain belted down hard on the ground, leaving him deeply embedded in the thick garden mud. He struggled to reposition himself, as the slightest of his movements could attract attention to the bush in which he was concealed. His concentration doubled as another set of headlights busted through the trees and peered at him through the rain but again they carried on the road accompanied by the sound of its engine. It must have been a van, he thought, as he could still hear the roar of the engine. He raised his rifle, and took a concentrated look at the house, in order to make an accurate shot. The house was a small detached bungalow in a state of disrepair; belonging to a middle-aged lady, afraid of the outdoors. The curtains were drawn, and the nets were extremely discoloured. Strangulating vines of ivy twisted and turned round the house, clenching it tightly in its possession.Through this tangled mass of plants a shed protruded from the ground, unlike the house the rain highlighted its wooden walls and bounced neatly off its glassed windows but the roof had seen better days and a glance through an... ...er. His body relaxed. She lifted her bag, her position made her a perfect target-just a single bullet. His arm was raised. His finger poised on the trigger, ready to strike. He fired. The shot killed her with a revolting wound to the back of the head. Her body crumpled to the ground. Within minutes her body was drained of blood. She lay there motionless. One push of the trigger, and her world had been snatched from her. I wasted not my valuable minutes and swiftly concealed all indications of my presence. Before taking my leave I took one last look at her. The remnants of her brain poured out of her head endlessly. It was a sight to see. Who would have ever believed that this blood-spattered corpse would make me a million pounds richer? So precious was her life to her, and others, that somebody wanted her dead!

History and Tragedy in Shakespeares Richard II Essay examples -- Rich

History and Tragedy in Richard II      Ã‚  Ã‚  Ã‚  Ã‚   An attempt to sort Shakespeare's plays into neat categories may appear to have its benefits when striving to understand his work, but even a superficial reading of Richard II indicates that this approach is largely futile and sometimes misleading. While it cannot be doubted that the play is of a historical nature, based on events recorded in Holinshed's Chronicles of 1577 and named after an actual king, a sense of true Shakespearean tragedy is also present throughout. Instead of trying to analyse or appreciate the differences between these two forms, it is more interesting to understand how they complement each other. Shakespeare vividly brings the past to life in Richard II, and it is surely the careful mingling of historical fact and tragic elements that is responsible for the great dramatic value of the play.    Knowledge of the period of history from which the play is drawn means that the audience is prepared for Richard's fate, for example, and this only serves to illuminate the tragic inevitability of his downfall. The audience is aware that Richard II is only the first in a series of history plays, and will be followed by Henry IV (parts one and two) and Henry V. In this sense Richard could be viewed in a potentially unemotional light, as a component of English history whose reign simply linked the reigns of two others. The fact that he was usurped from the throne and murdered is not overwhelmingly tragic when seen in the context of world history, especially if his reign is being viewed with cold hindsight. However, Shakespeare's colourful portrayal of Richard and his fate means that the audience can in many ways appreciate the king in terms of a ... ...te history in a new, more colourful light.    Works Cited and Consulted: Eccles, Mark.   "Richard III on Stage and Screen." Richard III.   New York: Signet Classic, 1988.   265-78. Fields, Bertram. Royal Blood: Richard III and the Mystery of the Princes. New York: ReganBooks, 1998. Hallett, Charles A. and Elaine S. Hallett.   The Revenger's Madness.   Lincoln: U of Nebraska P, 1980.   (Epigraph) Kendall, Paul Murray. Richard the Third. New York: Norton, 1983. - - - . Richard III: The Great Debate. New York: Norton, 1992. Ornstein, Richard.   "Richard III."   Richard III.   New York: Signet Classic, 1988.   239-264. Shakespeare, William. Richard III. The Norton Shakespeare. Ed. Stephen Greenblatt. New York: W.W. Norton and Company, 1997 Spivack, Charlotte.   The Comedy of Evil on Shakespeare's Stage.   London: Associated UPs, 1978.

Management is an art and a science

Management can be defined as the effective and efficient coordination of resources in order to achieve desired objectives. It is the process of planning, organizing, coordinating, directing and controlling resources such as human beings, material, time and money to accomplish organizational mission. All organizations have objectives that are the desired targets that the manager hopes to achieve. The primary purpose of management is to convert resources into results.A resource by itself is nothing, it remains sterile until it is managed to provide the results. A result is the consequence of purposeful activity, which is management. A manager must therefore, plan, organize, direct and coordinate activities to convert the sterile and inert resources into product resources (the desired objectives). Management is therefore, the action of getting things done through people. It means optimizing the use of human and material resources for the attainment of desired objectives. In its effort t o fulfill its functions of planning, organizing, leading and controlling, the field of management has borrowed extensively from different disciplines namely psychology, sociology, mathematics and decision sciences.Management as an art Art refers to the way of doing specific things. It is the skill in conducting any human activity. Art indicate how an object can be achieved. According to George R.Terry 1980 Art is bringing about of a desired through the application of skill. Art is therefore, a skilful application of knowledge which entirely depends on the inherent capacity of a person and is learned from practice and experience. Art is concerned with the understanding of how a particular work can be accomplished. In this sense, management is certainly an art as manager uses his skill, knowledge and experience in solving various problems that arise in the working of his enterprise successful. Earnest Dale ().Management is considered as an art rather than science mainly because manage rial is personal profession and intuitive. Therefore, management is an art, simple because managing requires certain skills which are a personal possession of the managers. In additional, management is an art of getting things done through others in dynamic and mostly non-repetitive situations. The resources of men, machine and money  have to be coordinated against several constraints to achieve given objectives in the most efficient manner. This requires skill.Management as a science Science can be described as a systematical body of knowledge based on proper findings and exact principles and is capable of verification. It is a reservoir of fundamental truths and its findings apply in all the situations. Science is knowledge as of facts and principles; knowledge gained by systematic study or observation and experimentation. The methods used in scientific inquiries are systematic and empirical. Moreover, information can be ordered and analyzed and the result or findings of scienti fic studies are cumulative. Based on this, management is a science because it has developed some systematized knowledge.Like other sciences management has also developed certain principles, laws and generalization which are universal in nature and applicable wherever the efforts of the people are to be coordinated. Managers often use a specific body of knowledge consisting of principles, generalization, approaches and concepts to apply in certain situations. These principles of management have been developed an formulated on the basis of observation, research, analysis and experimentation and also based on the relationship of cause and effect like other sciences. Furthermore, management deals with people and it is very difficult to predict their behavior accurately.Management empirical studies the man and the factors affecting him to understand human behavior in the work place. It is therefore a behavioral science. Managers when faced with managerial problems usually expect that the re is a rational an objective way to determine the correct course of action. Lastly, early management researchers subscribed to the vision of managers as scientists. The scientific management movement was the primary drive of this perspective.The scientific management emphasis on both reducing the inefficiencies and on understanding the psychology of workers, changed managers and employee attitudes towards the practice of management. This is evident with the development of early scientific theories of management such as the classical and scientific management theory by Fredrick Taylor, neo – classical approach, Weber’s Theory of Bureaucracy, behavioural approach and others which emphasized the scientific approach to management.Conclusion In conclusion, management is an art as well as a science. It involves both the elements of art and science. It is considered an art because managing requires application of certain skills and a science because it has an organized body of knowledge which contains certain universal truths. The science provides the knowledge and the art deals with the application of knowledge and skills. According to the American society of mechanical Engineers, management is the art and science of preparing, organizing and directing human efforts to control the forces and utilize the material of nature for the benefit of men. Thus, it has now been accepted that management is both an art and a science.

Martial Arts Influence in Indonesia Essay

Martial arts in Indonesia all started when the Chinese raced Indonesians brought the Chinese martial arts to Indonesia allowing Indonesian martial arts to develop. The martial arts depicted in Kho Ping Hoo and the movie ‘Merantau’ both have similarities and differences. Kho Ping Hoo was a famous Indonesian martial art author with Chinese ethnicity who wrote stories about martial art. Kho Ping Hoo was inspired from Hongkong and Taiwanese films. Kho Ping Hoo wrote books illegally since during that era, anything that was Chinese related was banned including the language. The type of martial art Kho Ping Hoo wrote was KungFu. KungFu is a martial art of self-defense. Kungfu is a martial art where the aim is to attack the pressure points and any other weak spots. Kungfu uses both hand and foot techniques. The kunfu techniques could also be applied on bamboo sticks, nun chucks, swords, spears and many other weapons; Kungfu techniques could pretty much be applied in anything realistic as a weapon. Kungfu is one of the most popular and oldest well known martial arts. Kho Ping Hoo mentioned that Kungfu is a martial art of internal energy. The movie ‘Merantau’ is an Indonesian martial art based movie, mainly silak minang. ‘Merantau’ means to seek for an opportunity in a new place. Silak minang is a type of Indonesian martial art, pencak silat. The specific type of martial art used in the movie was silat harimau. This martial art concentrates on the movement of a tiger. Silat harimau is a martial art which can be fought with both legs and arms. Silat harimau has a specific weapon used called the ‘kuku harimau’ which has a concaved shape. This weapon is used as an extension nail whereas can give severe damage. The Silak minang is mainly used for self defense. There are many similarities and differences between the martial arts in the movie ‘Merantau’ and the martial mentioned in Kho Ping Hoo’s book. A difference is that Kho Ping Hoo didn’t mention any specific weapon used in Kungfu apart from a bamboo stick. However, in the movie ‘Merantau’ the people that demonstrate the martial art of silek minang uses a weapon called ‘kuku harimau.’ A similarity is that both silek minang and kungfu is used as a purpose of self – defense. However Silek minang could also be performed in a ceremony or a festival. In conclusion, the martial arts depicted in Kho Ping Hoo and the movie ‘Merantau’ both have similarities and differences. Even though both these martial arts come from different places, they are both used as a purpose of self – defense.