Isolation and identification of unknown bacteria Lab Report

Isolation and identification of unknown bacteria - Lab Report Example We used standardized procedures in the process of cultivation of bacetia. We received pure culture of unknown organism. Using Bunsen burner the loop was sterilized by heating the entire wire into the flame of the burner until it glows with bright red or orange color and afterwards the loop was left to cool. The culture of uknown bacteria was held in inoculation tube in a form of liquid culture and the inoulation tube was sealed with sterile cap.. We maintained aseptic conditions during the handling of the culture. During the whole process the caps and the tubes were held in hand were not allowed to be contaminated by contacting the table or other source of environmental bacteria. The openings of the inoculation tube was sterilized by burning with the Bunsen burner twice in order to avoid contamination with environmental bacteria. With the cooled loop, carfully not to touch the sides of the tube we collected one loop of material and after that the edges of the tube were again burned with flame from the Bunsen burner and the caps were put . The loop was then inoculated on two separate TSA plates. The lid of the plates was opened with free hand and the material was seeded with gentle strokes of the loop using T streak method in order to allow optimal contidions for growth. The lid was then put back on the plates and the loop was again sterilized by burning until glowing bright red on the Bunsen burner. ... erilized by heating the entire wire into the flame of the burner until it glows with bright red or orange color and afterwards the loop was left to cool. The culture of uknown bacteria was held in inoculation tube in a form of liquid culture and the inoulation tube was sealed with sterile cap.. We maintained aseptic conditions during the handling of the culture. During the whole process the caps and the tubes were held in hand were not allowed to be contaminated by contacting the table or other source of environmental bacteria. The openings of the inoculation tube was sterilized by burning with the Bunsen burner twice in order to avoid contamination with environmental bacteria. With the cooled loop, carfully not to touch the sides of the tube we collected one loop of material and after that the edges of the tube were again burned with flame from the Bunsen burner and the caps were put . The loop was then inoculated on two separate TSA plates. The lid of the plates was opened with fre e hand and the material was seeded with gentle strokes of the loop using T streak method in order to allow optimal contidions for growth. The lid was then put back on the plates and the loop was again sterilized by burning until glowing bright red on the Bunsen burner. Gram stain For completing the Gram stain we needed Gram stain reagents (crystal violet, Gram's iodine, 95% ethyl alcohol, and safranin), microscope slides and bacterial cultures. In preparation of the Gram stain asepttci principles were used. Inocultion loop was sterilized by burning on a Bunsen burner until bright red color appeared. Five loop of the unknown colony were placed on a microscope slide and the material was sread even on the surface of the slide. The material was left to air-dry and room temperature. After this

The Norton Introduction to Literature Essay Example for Free

The Norton Introduction to Literature Essay My Papas Waltz was written by Theodore Roethke in XXXX. Many critics believe that â€Å"My Papas Waltz† lacks the strength of Roethkes later works like â€Å"The Lost Son† and â€Å"The North American Sequence. † However, this particular poem is one of Roethkes most well loved, read, and discussed pieces of poetry. The narrators ambiguous recounting of his fathers waltz causes drastically different interpretations of the exact meaning of the poem. Many people claim that it is a tender poem of a positive interaction between a father and son and a joyful childhood memory. While still others believe that it is a sad retelling of the abuse of a child by his drunken father. â€Å"My Papas Waltz† is a solid example of how poetry can be greatly influenced by the readers past. It was Roethkes goal to create a piece of prose which was not his alone but belong also to the reader and his/her personal experience. He leaves the poem open for interpretation by the use of several literary devices. The duplicity of meaning in â€Å"My Papas Waltz† is supported by Roethkes use of meter, alliteration , and juxtaposition of images. â€Å"My Papas Waltz† offers such strikingly different responses from readers that often the technical grace of Roethke is overlooked. This poem is short in length it is rich in several traditional and strict approaches to poetry. Alliteration is when the initial sounds of words are similar and place together. In line 4, â€Å"Such waltzing was not easy. † Here the repetition of the gentle â€Å"w† contrasts the simile of death used in line 3. The alliteration gives the impression that the waltz peaceful however when combined with the idea of death, it is clear that the waltz is â€Å"not easy†. See more: how to write an academic introduction â€Å"My mothers countenance / Could not unfrown itself† (lines 7-8) has the alliteration of the hard â€Å"c† sound. Compared that hard sound to the joyful stanza it is found in. The â€Å"c† becomes a sign of caution and carefulness. In lines 9-10, â€Å"The hand that held my wrist / Was battered on one knuckle; â€Å" the placement of the words hand and held together create a soft sound which contrasts the image of the â€Å"battered knuckle. † The use of alliteration allows the reader to interpret the actions within the poem as lighthearted or abusive. Image is another literary device used to create duplicity of meaning. The images of â€Å"dancing† together, a positive interaction, juxtaposed by the bruised knuckles is suggestive of violence. This negative interpretation is further supported by the image of the father holding not the sons hand but his wrist. This is a much more aggressive act than hand holding and gives the impression that perhaps the child is being forced to dance. In lines 13-14, â€Å"You beat time on my head / With a palm caked hard by dirt,† is once again an image of violence. It is obvious that the narrator could mean â€Å"keep time† instead of â€Å"beat time†. In which case, the image suggest a father playing the drums lightly on his sons head. However, the introduction of the word â€Å"beat† creates a rough tone to the lines and references in sound the word â€Å"battered â€Å" from line 10. Meter allows the reader a choice of what the poem truly means. The true skill of Rothkes meter is often missed if â€Å"My Papas Waltz† is not read out loud. Roethke uses patterns of syllables to parallel the actual movement of the waltz. For example in line 1-2, â€Å"The whiskey on your breath / Could make a small boy dizzy;† but should be read with the following emphasizes â€Å"The whiskey on your breath / Could make a small boy dizzy†. The meter continues as above and rhyme scheme traditionally known as iambic trimeter. However, in line 11, mid way through the poem and continuing throughout the rest of the poem the meter is slightly different from the waltz. Roethke here is trying to mirror the appearance of a drunk man trying to do the waltz. In line 14, there is a complete break in the rhythm of the poem because there is an extra syllable. The word â€Å"hard† is not necessary at all. Remove hard from the line, and it still makes sense. The interruption of meter which mirrors the units of three that compose the waltz draws attention to that line. The reader must question why is the author giving that line special attention. One conclusion is that the poem is not about a son dancing with his tipsy father but with a child enduring regular physical abuse. Another viewpoint is that it represents another silly misstep by the father that the son enjoys. Through the use of several literary devices Roethke creates a piece of poetry which is technically perfect and thematically ambiguous. Alliteration was used to create dual meaning by pairing soft sounds with harsh images. Images of tender moments between father and son were juxtaposed with violently aggressive words. The poem parallels the actual steps of the waltz which contrasts striking with the slurred actions of a drunk father. With the use of alliteration, images, and meter, Roethke allows the poetry to be unclear which forces the reader to make up his own mind about the content and theme of the poem. One of the goals of modern literature and therefore modern authors was not to merely describe their environments or their emotions. But to inspire, evoke, and tempt the reader. Roethkes wanted to not only reach his audience but include his audience in the creation of the poetry. Certainly, by writing â€Å"My Papas Waltz† which offers dual meaning, he allows for all his readers to gain a different understanding of his writing. He effects readers with a great childhood by writing a poem which is lighthearted and nostalgic for their younger years. He also effects readers who have some form of abuse in their childhoods by assuring them by the retelling of his story that they are not alone in their experiences. The most important influence of â€Å"My Papas Waltz† is its ability to stimulate conversation and debate between different readers. It is in the absence of choice by the author that allows the freedom of choice for the audience. Roethkes breathes new life into the oldest theme in literature – appearance versus reality. In life very few things are ever as they appear. People, relationships, and memory are multi-layered and extremely complicated. Perhaps Roethkes true intention was to create a piece of writing which explores the ambiguous nature of memory and suggests that remembering is neither good or bad and but a simple combination of both. Works Cited Roethke, Theodore. My Papa’s Waltz. The Norton Introduction to Literature. 6th ed. Ed. Carl E. Bain, et al. New York: W. W. Norton and Company, 1995. 769.

The Great Debaters: The Wiley College Debate Team Essay -- Film, Movie

Introduction Conflict is inevitable in any personal relationship or among members of any group. While we encounter many types of conflict in our lifetime, we often look for ways to avoid conflict. So, why do we run away from dealing with our conflict? It is often because many of us fear the conflict will escalate into a situation we will not be able to sustain. â€Å"As conflicts escalate, they go through certain incremental transformations. Although these transformations occur separately on each side, they affect the conflict as a whole because they are usually mirrored by the other side. As a result of these transformations, the conflict is intensified in ways that are sometimes exceedingly difficult to undo† (Pruitt, and Kim 89). We see many of these intense moments of escalating conflict throughout the story of The Great Debaters. The Great Debaters is based on a true story of three African-American students faced with the escalating conflict of racism in the 1930’s, w ith their English College Professor, Melvin B. Tolson bringing them together to create the first African-American debate team. â€Å"An outspoken Wiley College professor who boldly challenged the discriminatory Jim Crow laws of the 1930s, Tolson's recognizes that his young debate students possess the spark of a new generation. Convinced that they could invoke great change if given the confidence and tools needed to do so, the tireless educator implores his students to take responsibility for the future while furtively attempting to protect them from his clandestine role as an organizer for the Southern Tenant Farmers Union. Chief among Tolson's promising young students is a 14-year-old prodigy named James Farmer, Jr. Farmer's father, James Sr., is a renown... ...y successful in eliminating the escalating conflict they were faced with; they were also given an opportunity to address the racism and oppression they had experienced over the years. Works Cited Buchanan, Jason. "The Great Debaters Plot & Synopsis." Rev. of The Great Debaters. Moviefone. AOL Inc., 13 May 2008. Web. 11 July 2010. . Pruitt, Dean G, and Sung Hee Kim. Social Conflict: Escalation, Stalemate, and Settlement. 3rd ed. 2004. New York: McGraw-Hill Higher Education, 2004. Print. The Great Debaters - Negroes should be admitted to the same college as whites. Denzel Washington. MGM, 2007. YouTube. Web. 11 July 2010. . Watkins, Karen. â€Å"When Co-Workers Clash.† Training and Development Journal, 2003: 26-27. Web. 11 July 2010.

Influence Of Efl Students Oral Proficiency Education Essay

English is considered as most of import international linguistic communication. Institutes all over the universe in different states have to learn this linguistic communication in order to enable the pupils as this linguistic communication is treated as a planetary linguistic communication all over the universe. This piece of work will concentrate on the different ways in which College pupils that are larning English as a foreign linguistic communication influenced and hapless engagement in the category room or no engagement at all is reported from their instructors. This is a really huge subject and the issue is one of the serious 1s that have attracted attending of different research workers from clip to clip. This survey will supply reader with and in deepness cognition about the subject and the promotions that took over from clip to clip. After supplying an analysis of the work from different research workers and the earnestness of the subject this piece of work will foreground a nd concentrate on different countries related to the subject that can be improved. It is a good known fact among linguistic communication acquisition specializers that there is a disagreement between what schoolroom second/foreign linguistic communication scholars are taught, what they learn/acquire and what they can really bring forth. This incompatibility has prompted second/foreign linguistic communication research workers to look into the function of expressed grammar direction and whether, when and how focal point on signifier benefits classroom second/foreign linguistic communication scholars. This incompatibility seems to back up the premises underlying Krashen ( 1982 ) ‘s acquisition/learning hypothesis. Krashen argued that concentrating on lingual signifier was of limited value because it can merely lend to ‘learning ‘ and ne'er to ‘acquisition ‘ . So the Learners must besides get the cognition of how native talkers use the linguistic communication in the context of societal interactions. With the lifting value of communicating in the modern epoch, people tend to concentrate on the ability to talk a foreign linguistic communication fluently alternatively of merely reading or composing it. Yet, eloquence in a foreign linguistic communication requires more than larning grammatical and semantic regulations. This is particularly hard for EFL scholars because of the minimum usage of the mark linguistic communication and contact with native talkers. Consequently, EFL scholars, by and large, are comparatively hapless at spoken English, in peculiar sing eloquence and control of idiomatic looks. However, in pattern, it is excessively frequently assumed that scholar ‘s communicative proficiency can be developed merely by delegating pupils subjects to discourse and promoting them to take part in assorted talking undertakings. Largely, surveies in EFL larning have addressed the necessity of pupils ‘ schoolroom interaction or unwritten engagement in category for the development of communicative competency. Rubin ( 1975 ) , in ‘reporting on the properties of the good linguistic communication scholar ‘ , claims that the good linguistic communication scholar patterns and normally takes â€Å" advantage of every chance to talk in category†¦ † ( Robin, 1975:47 ) Holocene surveies have shown that formal direction can be good ( VanPatten and Cadierno, 1993 ; Long, 1983 ; Pica, 1983 ) , that exposure to input entirely is non sufficient ( Swain, 1985 ) , and that schoolroom acquisition, irrespective of the focal point of direction, consequences in â€Å" more acquisition † in scholars than non-classroom environments ( Pavesi, 1986 ) . However, acquiring pupils to take part in talking undertakings in conversation categories is a job that most EFL instructors face. Success in a conversation category may be defined as a scene in which pupils are able to pass on efficaciously in English. Therefore, heightening pupils ‘ communicative competency is the ultimate purpose of the sophomore college conversation category, which is considered as a needed class at Saudi colleges and universities for English big leagues. However, a job that most EFL pupils face in conversation categories is practical usage of the basic linguistic communication regulations they have learned. Even advanced pupils who have mastered signifier and vocabulary can frequently read and compose better than they can talk in a foreign linguistic communication. Using the informations collected from observations, pupils ‘ self-evaluation and class rating questionnaires, this paper explains the grounds why most college pupils may non be willing to take part in assorted talking undertakings in conversation categories. It besides explores how college pupils perceive and measure their English conversation categories and to what and to whom do they impute their troubles in bettering their English communicative proficiency. This introductory chapter encompasses the statement of the job, intents of the survey, subject choice, research inquiries, significance of the survey, restrictions of the survey every bit good as premises of the survey and organisation of the survey.1.1 Statement of the Problem:Surveies in linguistic communication acquisition have addressed the necessity of schoolroom interaction to the development of pupils ‘ communicative competency ; nevertheless, acquiring pupils to react in an EFL conversation category is a job that most instructors face. It is of import to indicate out here that in Saudi Arabia, English is learned as a foreign linguistic communication for at least six old ages in intermediate and secondary schools. So before their registration into colleges and universities, pupils have basic cognition of English grammar and vocabulary. Although much attempt has been made to better instruction of English in Saudi Arabia, the traditional grammar-translation method is still widely used by many instructors. This led to the fact that most English big leagues frequently find it difficult to take part in speech production undertakings because unwritten accomplishments were non focused in the schoolroom. Therefore, conversation categories for English big leagues at many colleges and universities are tough assignments. As a consequence their Oral English proficiency is far from satisfactory on graduation and the pupils themselves frequently voice dissatisfaction or defeat at their ain deficiency of advancement in speech production.1.2 The Purpose of the Survey:As old surveies have shown the importance of schoolroom interaction, this survey sought to reenforce these findings. The chief aim of the survey was to depict college degree conversation category in visible radiation of the relationship between sophomore English big leagues ‘ unwritten proficiency and their engagement in category and other possible factors that may impact schoolroom unwritten in teraction. Therefore, the initial hypothesis of this survey was: pupils ‘ communicative proficiency degree is the lone factor that influences their engagement in category. A 2nd intent was to measure the effectivity of the execution of my part to this class at misss module of Education during the first term of the twelvemonth 1429-1430 AH and to research the attitudes and penchants of my pupils towards the sorts of speech production activities that took topographic point during this 12 hebdomads class.1.3 Topic Choice:During the first term of the twelvemonth 1429-1430 AH, I was consigned as the teacher of sophomore English big leagues ‘ conversation category. In such a category, pupils are expected to take part actively in the assorted talking undertakings in order to better their unwritten proficiency degree. But I was surprised to cognize that the bulk of pupil ‘s are loath to take portion in schoolroom interaction which led to the malfunction of some of these ac tivities. This job has enforced me to choose this subject for my research and I decided to look into â€Å" the factors that led to my pupils ‘ general reserve to take part in the speech production undertakings during conversation categories †1.4 Research Questions:This survey addresses three chief inquiries: What affects sophomore English big leagues ‘ unwritten interaction in the conversation category? Is the unwritten proficiency degree the lone factor that influences pupils ‘ schoolroom engagement? How do pupils comprehend and measure their unwritten proficiency degree before and after taking the conversation categories? Would pupils ‘ schoolroom engagement be significantly related to their tonss in the concluding unwritten trial?1.5 Significance of the Survey:Communicative linguistic communication ability, as one of the productive accomplishments that linguistic communication scholars must develop, has been the focal point of linguistic communication scholars and instructors. However, an of import fact that needs to be given attending to is that most of the surveies on ESL/EFL unwritten English instruction and acquisition are conducted in English speech production states. So, consequences shown in these surveies may non stand for and work out some of the jobs that are confronting EFL pupils who are larning in non-native state of affairss. The consequences of this survey could good function as a footing for the betterment of unwritten pupil engagement in conversation categories where reserve and deficiency of chances to pattern English with native talkers outside the category are restricting fa ctors. Therefore, this survey is of significance to the sphere of EFL unwritten English instruction and acquisition as it extends the cognition base that presently exists in that field.1.6 Restrictions of the Survey:Generalization of consequences from the survey was limited by the undermentioned conditions: The participants in the survey were limited to sophomore English big leagues and their instructor at Girls ‘ module of instruction who participated in the English conversation class in the first term of the twelvemonth 1429-1430 AH. The pupils ‘ unwritten schoolroom interaction that the present survey focal points on was limited to take parting in a few types of speech production undertakings that were used in the conversation category for the first clip. It should be noted that the class is held merely two hours a hebdomad for 12 hebdomads.1.7 Premises of the Survey:The undermentioned premises were made for the intent of this survey to analyze pupils ‘ attitudes towards take parting in conversation category speech production undertakings: It was assumed that all participants of this survey clearly understood the points mentioned in the questionnaire and the written interview. It was besides assumed that all participants provided indifferent responses to the questionnaire and written interview to the best of their ability. It was assumed that few persons would hold a high unwritten proficiency degree.1.8 Organization of the Survey:This thesis is composed of 5 chapters. Each chapter provides an apprehension of assorted issues that are critical to this research. The construction of the survey is as follows ; Chapter I comprises the debut, statement of the job, intent of the survey, research inquiries, significance of the survey, restrictions of the survey, premises of the survey, and organisation of the survey. Chapter II provides a reappraisal of literature and research related to the background of communicative competency, importance of schoolroom interaction and the factors that influence EFL scholars ‘ engagement in conversation schoolroom speech production undertakings. Chapter III presents an overview of research methodological analysis ; the research design, the scheme, attack, and an account of the processs utilized in carry oning the survey. Chapter IV presents informations analysis utilizing SPSS ( Statistical Package for Social Sciences ) . Chapter V contains the sum-up, decisions, treatments and recommendations.Chapter 2: A Review of the Literature2.1 Introduction:Literature Review is one of the longest plus highly important chapters in a standard thesis. The grounds for sorting this chapter as one of the mainly important chapter is it ‘s in depth concentration on research carried out by dissimilar research workers in the yesteryear. This chapter in add-on will offer the readers by agencies of an in deepness cognition sing the positions as of dissimilar research workers every bit good as their recommended techniques to over come the issues of Students in add-on to their engagement in conversation schoolroom speech production undertakings.2.2 The significance of English Language:Presents, larning English has become a necessity all over the universe. English is the chiefly common linguistic communication that is widely used. No uncertainty, larning English requires get the hanging the four linguistic communication accomplishments ; listening, speech production, reading and composing. Learning English as a foreign linguistic communication is one characteristic of that wide procedure of larning. Therefore, non holding a balance flanked by those two spheres, English larning procedure will be negatively affected. Benson et al. , ( 1997 ) claims that linguistic communication acquisition is affected by both spheres which are the mental every bit good as emotional sides of human behavior ( Benson et al. , 1997 ) The affectional sphere comprises emotions and psychological aspects that the scholar holds sing larning. No admiration, perceptual experiences that the pupils bring to the acquisition fortunes have been recognized as a important causal facet to the acquisition procedure. Those aspects can be enthusiasm, attitudes, jitteriness or assurance. They can be positive or negative facets. In recent old ages, the significance of affectional facets like jitteriness, reserve, enthusiasm and assurance has been of involvement in the field of linguistic communication acquisition for the ground that of their high effects on larning a foreign or a 2nd linguistic communication. For this ground, Brintonet al. , ( 1989 ) name upon cut downing jitteriness and reserve and heightening scholar ‘s enthusiasm plus assurance in the schoolroom model. ( Brintonet al. , 1989 )2.3 Theoretical ModelEnglish linguistic communication is a universe broad linguistic communication. It is an international agencies o f communicating. The figure of second/foreign linguistic communication talkers is further than the figure of local talkers of English. Using a linguistic communication means pass oning through that linguistic communication every bit good as practising it. Bhatia, ( 1993 ) mentioned that â€Å" larning a linguistic communication is larning to pass on through it in all modes, all accomplishments and competences every bit good as through incorporating signifier, map and content † . Communication is an synergistic procedure that requires dissimilar constituents. These constituents comprise: lingual competency, textual competency, functional competency, socio-culture competency and strategic competency. However, competencies are gained through hearing, speech production, reading plus composing. The authorship accomplishment is the nucleus of this research. ( Bhatia, 1993 )2.4 Affectional AspectsCognitive sphere, affectional sphere and psychomotor sphere are indispensable issues in the linguistic communication larning procedure. The affectional sphere, as Bolinger, ( 1976 ) stated â€Å" refers to emotions in add-on to feelings † . It is considered the emotional side of human behavior. However, this sphere is non easy to be scientifically defined for the ground that several variables are implied into it. ( Bolinger, 1976 ) Affectional facets have an highly important influence on pupil ‘s EFL acquisition. Stern noted that â€Å" the affectional constituent contributes at least as much and often further to linguistic communication larning than cognitive accomplishments † . So that, it is important to understand pupil ‘s feelings and cognize farther sing these facets ; Communication in EFL is often associated by agencies of a figure of affectional facets such as apprehensiveness. Several surveies were conducted by the research worker to mensurate communicating apprehensiveness, whether spoken or written, among EFL scholars. In fact, apprehensiveness, fright, negative perceptual experiences of one ‘s abilities in add-on to other jobs are associated to affective facets such as jitteriness, reserve, low assurance etc. In this research, English composing attainment plus assurance were measured. ( Mustafa, 1995 )2.5 ReserveReserve is an affectional facet which is clearly associated to confidence. Persons develop a set of defense mechanisms to protect themselves as of either external or internal unfavorable judgment. Reserve prevents people as of showing themselves freely and comfortably. Learning a 2nd or foreign linguistic communication necessitates doing mistakes and larning often occur through doing mistakes. However if a scholar frights of doing mistakes every bit good as considers mistakes as a harmful consequence on his self-importance, he will fall into internal ( one ‘s ego ) every bit good as external ( others ‘ ) menaces. Both are barriers to larning. In fact, the non-threatening and relaxed environment can drop pupil ‘s reserve to the lowest grade. ( Benson et al. , 1997 )2.5.1 Risk-takingCommunication in a second/foreign linguistic communication requires some guessing plus viing. A figure of scholars fear to take the hazard and reply any inquiry unless they are wholly certain it is right. They choose to maintain quiet all the clip to avoid doing mistakes or fright of looking pathetic. Such fright of seeking or being capable to doing mistakes makes pupils lose several opportunities to pattern the mark linguistic communication. St. John, ( 1996 ) maintains that: The soundless pupil in the schoolroom is one who is unwilling to look foolish when mistakes are made. Assurance seems to be closely connected to a risk-taking facet: when those foolish mistakes are made, a individual by agencies of high planetary assurance is non daunted by the possible effects of being laughed at. However, EFL scholars have to be active and ready to do anticipations, conjecture and take the hazard of being incorrect. ( St. John, 1996 )2.5.2 JitterinessJitteriness is like any other affectional facets, it is non easy to be defined. Specifying Nervousness, St. John, ( 1996 ) in add-on provinces that â€Å" it is associated by agencies of feelings of disquiet, defeat, diffidence, apprehensiveness or concern † . Nervousness can be experienced in dissimilar degrees. It can be broken down into: ( St. John, 1996 ) Communication apprehensiveness Fear of negative communal rating Test Jitteriness Another classification of Nervousness was presented by Swales, ( 1990 ) : Mediated responses ; when a scholar plays with his pen or hair and non steady in his place or his voice quavers when he speaks. Unaffiliated behavior ; when a pupil avoids engagement in add-on to sits softly or is loath to reply or avoids eyes reach with the instructor. Image-protection ; when a pupil smiles or nods his caput devoid of involvement while listening, gives a brief reply or might express joy to demo others he is interested in the conversation. All these reactions to avoid communicating in the mark linguistic communication show dissimilar sides of Nervousness. Jitteriness can be harmful or helpful. It makes the pupil watchful asset does good in his research or it can be a barrier to acquisition. Further, excessively much or excessively small of Nervousness has a negative consequence on EFL acquisition. ( Swales, 1990 )2.5.3 EnthusiasmEnthusiasm is one of the affectional facets that have a strong influence on pupil ‘s success or failure. Wesche, ( 1993 ) considers enthusiasm a obscure term every bit good as a wide umbrella that comprises dissimilar significances under it. Enthusiasm is an interior thrust or emotions that move people to a peculiar action. A figure of pupils are enthusiastic sing acquisition every bit good as feel interested in larning activities. This feeling of enthusiasm depends chiefly on the instructor ‘s ability to keep the involvement in the schoolroom atmosphere. Enthusiasm is affected by s everal facets as Wesche, ( 1993 ) mentioned â€Å" involvement in the capable affair, perceptual experience of its utility, general desire to accomplish, assurance every bit good as forbearance and continuity † . ( Wesche, 1993 )2.5.4 AssuranceAssurance is a basic demand in human life. Tarnopolsky, ( 2000 ) defined it as â€Å" the experience of being competent to get by by agencies of the basic challenges of life and being worthy of felicity. It consists of efficiency and self-respect † . Assurance has multi-dimensions which are: planetary assurance which means general appraisal a individual makes of one ‘s ego, situational assurance which means a specific fortunes such as foreign linguistic communication model plus undertaking assurance that means a peculiar undertaking inside a fortunes for example, composing in an EFL model. ( Tarnopolsky, 2000 ) Furthermore, assurance contributes to all characteristics of one ‘s life. To populate psychologically healthy, assurance is indispensable. It is the chiefly critical characteristic of the affecting facets for the ground that all are associated or caused by assurance. ( Tarnopolsky, 2000 )2.6 EFL Teacher ‘s portion in building Students ‘ AssuranceThe instructor ‘s function in building assurance is built-in. EFL instructors have to make a clime where pupils can develop their assurance, do them see success and seek to augment their assurance. Mustafa, ( 1995 ) indicated that â€Å" success depends less on stuffs, techniques and lingual analysis and farther on what goes on inside flanked by the people in the schoolroom † . ( Mustafa, 1995 ) It is the EFL instructors ‘ duty to make a positive every bit good as supportive linguistic communication larning environment. They can augment pupils ‘ attainment through using dissimilar schemes that make pupils show themselves freely, experience comfy and believe that the instructor cares sing them. In this respect, Tarnopolsky, ( 2000 ) mentioned that â€Å" Warm-hearted interaction flanked by instructors plus scholars, every bit good as among scholars themselves, this friendly interaction is, in our sentiment, the chiefly indispensable facet in successful linguistic communication acquisition † . ( Tarnopolsky, 2000 ) Students can accomplish good and make their best if they feel safe. This occurs when the instructor behaves modestly, be a good hearer, attentions sing their engagement every bit good as makes them experience they are worthy and efficient. Littlejohn, ( 2005 ) suggested a figure of schemes for EFL instructors to make a supportive ambiance in the schoolroom: Establish a norm of tolerance. Promote risk-taking and have mistakes accepted as a natural portion of acquisition. Bring in and promote temper. Encourage scholars to personalise the schoolroom environment harmonizing to their gustatory sensation. Furthermore, Littlejohn, ( 2005 ) suggested farther schemes: Teachers should make a positive schoolroom environment Teachers should promote their scholars. Teachers should cognize their scholars. Teachers should promote interactions with other scholars. Teachers should construction larning to be flexible in add-on to supportive. Teachers should help their scholars acknowledge success. What EFL instructors have to believe in is that they can act upon pupils ‘ whole life plus might transform their hereafter. They have to let pupils to speak sing their involvements, feelings and do non see this as divergence as of the topic nevertheless it is to enrich the topic. When pupils believe that their feelings are important to their instructors, so teachers go important to them every bit good as they will non see school as a waste of clip. ( Littlejohn, 2005 ) Furthermore, besides heightening pupils ‘ assurance, instructors have the power to harm it. For case, knocking them or doing them experience inferior leads pupils to undervalue their abilities every bit good as be unable to win. In brief, EFL instructors have to promote their pupils and set up a positive environment non merely for low assurance pupils nevertheless in add-on for high assurance 1s to keep assurance. ( Mustafa, 1995 )2.7 Humanist ApproachIntegrating the cognitive and the affectional spheres in acquisition is the chief end of humanistic instruction. Abraham Maslow is one of the male parents of humanistic psychological science who foremost affirmed the function of schools and instructors in doing pupils experience sing themselves in the instructional model. After his age, several other research workers such as Dudley-Evans et al. , ( 1998 ) , called upon his position plus stressed the significance of humanising instruction. Dudley-Evans et al. , ( 1998 ) defined hum anistic attack and humanistic instruction further than others. She is one of the innovators in the field of humanistic instruction. ( Dudley-Evans et al. , 1998 ) The Humanistic Approach refers to humanising and personalising acquisition. Educationists who call upon affecting the humanistic attack into instruction emphasized that â€Å" affectional instruction is effectual instruction † . Humanist instruction attempts to unite both capable affair and personal growing into course of study. On one manus, Stanton, ( 2005 ) thinks that incorporating the undermentioned five constituents leads to a meaningful definition for humanitarianism ; feelings, communal dealingss, duty, mind every bit good as ego realization which are the full realisation of deepest qualities. On the other manus, Stanton, ( 2005 ) emphasized that â€Å" humanistic instruction starts by agencies of measuring the basic demands of worlds † . He categorized these basic demands into six countries: Physical security ; nutrient, vesture, wellness. Love-attention ; encouragement, congratulations, physical contact. Creative look ; advancing centripetal capacities, researching new manners of showing oneself. Cognitive command ; accomplishing comparative competence in basic accomplishments. Communal competence ; credence plus interaction with equals. Self-worth-strengths stressed every bit good as failings played down What is clearly presented and discussed through the Hagiographas of these research workers is that larning is strongly affected by one ‘s ego and how pupils feel sing themselves. Stanton, ( 2005 ) maintained that â€Å" humanistic instruction is a mode of associating that emphasizes self-discovery, self-contemplation, assurance and acquiring in touch by agencies of the strengths in add-on to positive qualities of ourselves every bit good as others † ( Stanton, 2005 )2.8 Hypothesis of humanistic acquisitionThe humanistic attack, humanising and personalising instruction is the mode for effectual instruction. It is in add-on the mode to accomplish the ends of instruction. Affective every bit good as cognitive growing has to travel side by side to acquire better acquisition. Educational transform for promotion occurs often in any institutionalised model, and further often than non this transform procedure is full of â€Å" jobs † . ( Benson et al. , 1997 ) A figure of the educational transforms produce desired results while others beginning annoyances amid the main stakeholders. Teachers along with scholars, peculiarly, happen it detering for the ground that of fickle every bit good as insurmountable obstructions that they observe difficult to crush. Based on the theoretical model of educational transform plus civilizations of learning by dissimilar research workers like Spanos, ( 1989 ) etc. , this piece of work divulges the demand for cosmopolitan prospectus restructuring in general instruction plus chiefly in the model of schooling English as a foreign linguistic communication ( EFL ) . ( Spanos, 1989 )2.8.1Cultures of Teaching plus Teachers ‘ duties in prospectus developmentThe consciousness of instructor mores can be outlined back to the early twentieth century, when McDonough, ( 1984 ) ab initio pointed out the segmented in add-on to remote disposition of teachers ‘ attempt in a schoolroom puting. Much shortly, dig in to teacher privacy augmented significantly in scope. However, a figure of important troubles in the probe of instructor backgrounds, which McDonough, ( 1984 ) disputed, at present stay unsettled. Since he set it, the cardinal issue was â€Å" whether there is a lone organic structure called the traditions of schooling that differentiates the profession wholly ; whether there is a diverseness of split every bit good as possibly even rival instructor traditions ; or whether the two one manner or another coexist side by side † . Furthermore, a figure of research workers like McDonough, ( 1984 ) etc. argued that a current religious order of uniqueness lives amid instructors. This is so across-the-board that it might be measured a exclusive characteristic of the whole instruction calling. ( McDonough, 1984 ) The facets that construct teacher mores varied are argued by ( Pally, M. , Bailey, N. , Camhi, P. J. , Bernard, R. W. , & A ; Carson, J. G. ) in their widespread reappraisal of North American literature on the traditions of learning. They portrayed the unsimilarities in age, accomplishment, sex, learning beliefs, capable issue, every bit good as place height amid instructors, in difference that the guess of a consistent instruction society is unsustainable. However, they appeared to overstate enlightening plus sub-cultural facets, hence overlooking a figure of â€Å" generic characteristics † ever there in the instruction atmosphere. ( Pally et al. , 2000 ) Johns, ( 2001 ) acknowledged the presence of those diverse civilizations nevertheless the absence of overall elucidation every bit good as agreement of instructor mores all through the line of work. He believed uniqueness plus conjunct civilisation as the chiefly widespread constructions of instructor imposts, holding that they were the beginning of accepting a figure of the bounds every bit good as possibilities of educational transform. ( Johns, 2001 ) Inside any civilisation of instruction, the map of instructors as the main stakeholders in informative restructuring has been the Centre of fragmental attending to prospectus research workers every bit good as argued at length in the literature every bit theoretically plus through empirical observation. To look into what is go oning in the public presentation section of any prospectus betterment, Snow et al. , ( 1997 ) used Pickett ‘s, ( 1989 ) impression of â€Å" platitudes † subject material, puting, pupil, plus instructors – to detect prospectus troubles. They asserted that the chiefly influential facet amid the platitudes is the teacher every bit such as in Pickett ‘s, ( 1989 ) certain assurance that programme growing is finally sing instructor growing. At the same clip as examining the instructor in relation to programme, Jordan ‘s ( 1997 ) and Mustafa, ( 1995 ) imagined that â€Å" the pedagogue is an indispensable fraction of the programme cre ated and enacted in schoolrooms † . Pickett ‘s, ( 1989 ) stressed the significance of instructors ‘ engagement in programme growing in add-on to direction in prospectus betterment. He recommended that overlooking instructors every bit good as rebuting their engagement in chance surveies was the cardinal motor national testing failed to be adequately executed in the schoolroom. ( Pickett ‘s, 1989 ) Teachers ‘ engagements every bit good as transform in instructors are both indispensable to the success of course of study reform. Mustafa, ( 1995 ) believed that â€Å" transform in the course of study is non effected devoid of some attendant transform in the instructor, † for the ground that it is the instructor who is responsible for presenting the course of study at the schoolroom degree. â€Å" What the instructor thinks, what the instructor believes, what the instructor assumes all these things have powerful deductions for the transform procedure, for the manners in which course of study policy is translated into course of study pattern † . Lewis, ( 2000 ) specifically claimed that instructor transform is non wholly an separately never-say-die fact. Rather, it is shaped by the communal model in which they work. ( Lewis, 2000 ) Littlejohn, ( 2005 ) pointed out the demand for instructors to hold a thorough apprehension of the rules every bit good as patterns of proposed transforms in order to accomplish successful execution. He emphasized that instructors need to understand plus value the theoretical underpinnings of the invention. Further significantly, instructors have to recognize how the invention can be applied inside their schoolrooms. In an geographic expedition of how a communicative instruction course of study was introduced and adopted in Grecian public secondary schools, Mustafa, ( 1995 ) discovered that instructors failed to derive a complete apprehension of the EFL invention at that place. Their misconceptions resulted in negative perceptual experiences of the course of study invention. ( Mustafa, 1995 ) Execution of any curriculum invention is closely connected by agencies of â€Å" civilizations of learning † as defined by Lewis, ( 2000 ) . Inside any teaching civilization, it is ever the instructors who play a determinant function in determining the nature and extent of execution. The success of course of study reform in add-on to its execution depends on whether instructors volitionally take part in and are valued every bit good as acknowledged in the procedure. Teachers ‘ apprehension of the invention is in add-on indispensable in lending to or hindering long-run success. ( Lewis, 2000 )2.8.2 The association with assurance and academic attainmentRefering the association flanked by assurance plus academic attainment, in their research, Jordan ‘s ( 1997 ) explored the correlativity among three variables ; efficiency, assurance every bit good as scholastic attainment. Participants were 151 pupils. Students ‘ attainment tonss were worn ; efficiency and assur ance graduated tables were administered to the participants, excessively. Findingss revealed that efficiency tonss had correlativity by agencies of attainment while assurance tonss had non. ( Jordan ‘s 1997 ) In Krueger et al. , ( 1993 ) research, the correlativity clearly appeared flanked by dissimilar characteristics of assurance plus academic attainment. The sample was 208 3rd, 4th and 5th graders ; regular and particular instruction pupils. A standardised attainment trial every bit good as Confidence Index was administered to the participants. The instrument of assurance comprised ; familial credence, academic competency, peer popularity in add-on to personal security. All subscale tonss linked significantly with pupils ‘ attainment nevertheless peer popularity did non. Krueger et al. , ( 1993 ) focused on the necessity of incorporating assurance and academic attainment inside larning experiences. Furthermore, in a study made by Jordan ‘s ( 1997 ) , several surveies were conducted to happen out the influence of efficiency on academic public presentation. The functions of efficiency plus motivational concepts in dissimilar academic countries were investigated. Outcomes reve aled that chiefly of those surveies indicated that efficiency had a strong influence on academic scenes. ( Krueger et al. , 1993 ) If assurance augments ; academic attainment augments and if it declines ; academic attainment diminutions. In add-on, they measured planetary assurance so that the results were dissimilar e.g. , in Jordan ‘s ( 1997 ) research, assurance linked by agencies of a figure of topics, while other topics showed no correlativities. In add-on, in Johns, ( 2001 ) study, a figure of surveies revealed a strong consequence of assurance on academic attainment while few of them did non. In fact, several surveies that measure general assurance or general efficiency failed to demo any correlativity. The two constructs, assurance every bit good as efficiency have to be specific in a certain capable affair or a certain undertaking when mensurating attainment for the ground that it is non necessary that planetary assurance appears in pupil ‘s public presentation in a certain undertaking nevertheless it is necessary for undertaking assurance to look in a specific undertaking. ( Johns, 2001 ) Consequently, chiefly of the surveies that worn general assurance graduated tables to happen its association to a certain undertaking are non reliable. In the present research the three dimensions of assurance were comprised and were measured to happen if there is any correlativity flanked by assurance and attainment in English. ( Johns, 2001 ) With mention to linguistic communication acquisition, the function of affectional variables, in general, and assurance, in peculiar, can non be neglected. The association flanked by assurance and linguistic communication acquisition has been explored. The correlativity was either positive or negative. For illustration, in his research, Hyland, ( 2000 ) investigated a figure of affectional facets ( consisting assurance ) that influence larning English as a 2nd linguistic communication. ( Hyland, 2000 )2.8.3 The Overall influence on the pupils ‘ Engagement in the Class:It can be observed after traveling through the work of different research workers that the overall influences on the pupils ‘ engagement in the Classroom is non positive. This non merely affects their engagement involvements but at the same clip makes them the back benchers. Students who face the linguistic communication issue and are non good in one or any signifier of linguistic communication that is compos ing, listening, reading and speech production starts wavering and this increasing degree of vacillation non merely kills their assurance but at the same clip a spread starts to construct up between these pupils and their co-workers every bit good as their instructors. ( Dudley-Evans et al. , 1998 ) Students with the linguistic communication issues concentrate more and more on the manner to articulate the words right and talk really much like the manner the native pupils do. This idea comes strictly in their head to avoid themselves and the manner they speak English merriment for others. They do n't desire to confront any embarrassment due to this linguistic communication issue. Teachers do hold to work truly difficult and at times it becomes truly impossible to agitate these pupils and convey their assurance back so that they can take part in the category on regular footing. A batch has been researched, said and done in this respect nevertheless one may still experience that there is a demand of a batch more to be done in order to salvage these pupils from sing themselves as failures or dull pupils merely because of the fact that they can non talk or understand the linguistic communication fluently. ( Benson et al. , 1997 )2.9 Drumhead and Reasoning comments:This chapter makes the Influences of EFL Students ‘ Oral Proficiency on their Engagement in Class. Different research workers have classified the serious manners in which this issue affects a pupil ‘s engagement in the category in their ain manner. But one point that can be found common in all the above mentioned work from different research worker is the fact that the influences are non positive on a pupil ‘s engagement and his acquisition procedure. Because the survey chiefly focuses on college pupils therefore the research worker would wish to do an of import point here that came to the research worker ‘s head after traveling through different researches carried out in the past by different research workers in the yesteryear. And that point is that the concerned organic structures and governments should seek to drive this issue in the early acquisition age of a pupil. This is because in the early age it is far much easier for a pupil to pick and larn what has been taught to him/her. While in the college age most of the pupils finds it hard to larn and pick what has been taught in a keener manner. The chapter compares and contrasts the work of over 20 research workers in order to do it easy for the reader to understand the significance of the subject and weak links that can be found in the instruction and acquisition procedure. The chapter in add-on high spots in brief the different functions that can be played by instructors in order to assist the pupils to come out this state of affairs and take part with assurance in all the acquisition activities that takes topographic point in the category room.

Management and Leadership Essay

Management and leadership are considered synonymous, but actually they are two different words. Management is defined as, â€Å"The art, manner or practice of managing, handling supervision or control whereas leadership is defined as, â€Å"The ability to: â€Å"express a vision, influence others to achieve results, encourage team cooperation, and be an example.† Leadership is â€Å"getting others to want to do things.† Leadership is intimately tied up with motivating and influencing others. Managers are administrators who write business plans, set budgets, monitor progress, solve problems and facilitate meetings. A manager achieves authority and position through experience, understanding, time and loyalty. Managers have subordinates but a leader has followers. A leader can be a manager, but a manager is not necessarily a leader. The leader of the work group may emerge informally as the choice of the group. If a manager is able to influence people to achieve the goals of the organization, without using his or her formal authority to do so, then the manager is demonstrating leadership. As put by Faye Wattle ton, â€Å"The only safe ship in a storm is leadership.†Organizational CultureAccording to Webster’s New Collegiate Dictionary — â€Å"culture is the integrated pattern of human behavior that includes thought, speech, action, and artifacts and depends on man’s capacity for learning and transmitting knowledge to succeeding generations.†Organization culture is a system of shared beliefs and values that develops within an organization and guides the behavior of its memebers .It includes routine, behaviors, norms, dominant values and a feeling or climate conveyed..The pupose and function of this culture is to help foster internal integration, bring staff members from all levels of the organization much closer together and enhance their performance. A company’s culture determines a lot of the organization’s behavior. A culture may be strong (having a dramatic influence over an individual’s behavior) or weak (having a relatively low impact on behavior).A strong culture is a coherent set of beliefs, values, assumptions, and practices embraced by most members of the organization. It fosters motivation, commitment, identity, solidarity, and sameness, which, in turn, facilitates internal integration and coordination. An understanding of organizational culture and how to transform it is crucially important for managers and leaders to achieve strategic outcomes. The position of strategic leaders in an organization assists them to see the dynamics of their organizational culture and attain the essence of strategic success through positive transformation. â€Å"Effective managers recognize that replacing a long term culture of traditional values with one that embodies the competitive values needed in the future can take years. But the rewards of that effort will be an organization much more effective and responsive to its environmental challenges and opportunities.†(Bateman & Snell, 2007)Organizational Culture at Southwest AirlinesSouthwest Airlines was founded in 1971 as a low-cost regional air carrier. The company’s mission stated on its website truly reflects its positive and healthy organizational culture. â€Å"We are committed to provide our Employees a stable work environment with equal opportunity for learning and personal growth. Creativity and innovation are encouraged for improving the effectiveness of Southwest Airlines. Above all, Employees will be provided the same concern, respect, and caring attitude within the organization that they are expected to share externally with every Southwest Customer.†Southwest Airlines has consistently been successful in terms of profitability, good employee and union relations, and customer satisfaction – at a time when most airline carriers are struggling in all these areas. Central to the company’s success is a culture of flexibility, family-orientation, and fun. They believe in, â€Å"The way you treat and reward employees is one part of your company’s culture†. Culture is the company’s way of life. It is how the business functions, operates, handles stress and reinforces its staff. It is the company’s general attitude toward the world. Southwest has built a reputation as a fun, light-hearted and irreverent airline with a happy staff. It is said that Southwest’s biggest hiring criterion is whether an applicant smiles during his or her interview. Southwest feels it can train anyone to do the job, but it cannot teach a person to have a positive attitude. Southwest Airlines has recognized that smiling staff members can  handle negative issues skillfully and still satisfy their customers. Southwest is also identified as the early leader of worker responsibility. The company limits emphasis on the formal organizational structure. At Southwest, decision making is the process which is done by management/worker committees. Leadership meetings are taped and shared with employees. The researchers learned that productivity could be maximized when employees felt as though their needs were being considered by receiving attention for their work. This phenomenon became known as the Hawthorne Effect. It is as true today as it was during the last century that paying attention to our human assets produces tremendous results. Southwest Airlines has learned to capitalize on the principles of the Hawthorne Effect. Southwest Airlines has consistently remained at the top of its industry, while placing a rigorous focus on employees’ feedback and needs. Southwest seeks to share the company’s success with its employees. The airline achieved high levels of employee satisfaction and was included in the Fortune magazine’s list of the â€Å"100 Best Companies to Work for in America† for three years in a row. â€Å"Southwest’s no-layoff response to September 11 was a reminder to its employees of the organization’s tradition of caring for its people. When asked to comment on this, an official explained, â€Å"Its part of our culture. We’ve always said we’ll do whatever we can to take care of our people. So that’s what we’ve tried to do.† Many analysts feel that the remarkable performance of Southwest is because of its ability to build and sustain relationships characterized by shared goals, shared knowledge and mutual respect between employees. Southwest’s organizational culture was shaped by Kelleher’s leadership. Kelleher’s personality had a strong influence on the culture of Southwest, which symbolizes his spontaneity, energy and competitiveness. Southwest’s culture had three themes: love, fun and efficiency. Kelleher treated all the employees as a â€Å"lovely and loving family†. Southwest attempts to promote a close-knit, supportive and enduring family-like culture. The Company initiated various measures to foster intimacy and informality among employees. Southwest encouraged its people to  conduct business in a loving manner. Employees are expected to care about people and act in ways that affirm their dignity and worth. Instead of decorating the wall of its headquarters with paintings, the company hung photographs of its employees taking part at company events, news clippings, letters, articles and advertisements. Southwest’s organizational culture encourages employees to be innovative, to communicate, understand and care, be devoted to customer service and most importantly to be an Individual. It maintains its success due to employee education, much of which takes place in Southwest Airlines’ festive learning center: the University for People. Southwest sees learning as a never-ending process. University for People trainers, known as facilitators, build a foundation for an ongoing learning environment through a supervisory leadership class called â€Å"Leadership Southwest Style,† which utilizes the Myers-Briggs Type Indicator ® (MBTI ®) assessment for self discovery. At Southwest Airlines, management wants employees to feel comfortable, reflecting its philosophy that an employee who is comfortable can think more freely and creatively. Regular celebrations bring employees together. These include â€Å"Spirit Parties,† Culture parties, and weekly Deck Parties at headquarters. Activities at these events include talent shows, dance contests, limbo contests, karaoke, and famous person look-alike themes. The Culture Committee welcomes new employees with a New Hire Welcome Kit, which includes a bag, tee-shirt, badge holder, pen, and welcome letter. Southwest Airlines is an excellent example of social invention that helps people discover their true capabilities. The social environment combines humor with responsibility. Employees work in teams without outside supervision. At job interviews, along with other self-development attitude, the prospective employee must show a sense of humor. The company recognizes the key to its culture is â€Å"The Spirit of LUV.† Their commitment to hire people with the capacity to love and serve others has yielded a bountiful harvest of loyalty and money. Hence it shows a very well combination of management and leadership. Key concepts of organizational culture at Southwest Airlines †¢Encourage to assume ownership †¢Hire for life †¢Trust their decisions†¢Give employees  immediate access to critical information. †¢They have the power to make adjustments and to fix significant problems quickly. Results achieved through these concepts†¢On-time arrivals, proper baggage handling, and customer complaints are communicated on a weekly basis. †¢Everyone is focused on customer service and making Southwest a success which allows them to expand outside of â€Å"assigned† responsibilitiesStrategies that organizational managers and leaders can use to create and maintain healthy organizational cultureMotivation Management – Leaders must have coaching skills, not control skills. Motivated people have goals and seek ways to achieve them. Efficiency is the result of motivated employees. The self motivated employees assume responsibility for their tasks. It creates an environment where workers trust management and management trust workers. Continuous Learning Opportunity – Motivation is associated with the desire to learn. Without it, motivation dies. Most businesses operate with a wide knowledge gap between worker and management. All through history this has been the policy, it is job security for leadership. Today, efficiency requires workers to assume responsibility and this requires the narrowing of the knowledge gap. This is achieved by empowering workers. A strong organizational culture and an approach to learning that encompasses more than just training classes can create an organization that learns and improves upon its past successes. When change occurs, organizations with a learning culture and a focus on organizational development can surpass even their own expectations. ConclusionTo sum up, leadership is essentially related to a person’s skills, abilities and scope of influence and management is a theory and a way of doing business. The managers who truly exercise the four functions of management; planning, organizing, leading and controlling, to accomplish their organizational goals are also true leadersAs time and requirements of  an organization change, there is always a need to change managerial functions. Managers at all levels must anticipate and adapt to changes. In any ordinary but expanding organization the next future change might be to restructure the organization. Technology is bringing a change in leadership styles. The command-and-control leadership methods of the last century are extremely inefficient in the fast changing technology world. Motivating environments are needed on the front-line with people who assume responsibility and exercise leadership. To attract and keep this type of person, the work environment must inspire and exploit employee capabilities. References Bateman, Thomas S. & Snell Scott A. (2007). Management: Leading and collaborating in acompetitive world. (Seventh edition), Ch-2 & 12 pgs 66- 69 & 393-383Southwest Airline webpage. Retrieved on April 20, 2007 from www.southwestairlines.comSouthwest Airlines. Retrieved on April 19, 2007 from www.caseplace.orgFrazee, Bonnie (Nov, 2006).Organizational Behavior and the Learning Process. Retrieved onApril19, 2007 from www.innovativelearning.com

Free Essays on D Day Was The Day

On D-Day, June 6, 1994, allied armies landed in Normandy on the northwestern coast of France, possibly the most critical event of World War II took place, the outcome of this event would determine the fat of Europe. If the invasion failed, the United States, being out of resources, might turn its full attention to the enemy in the pacific, Japan, leaving Britain alone, with most of its resources during the invasion. That would enable Nazi Germany to concentrate all its strength against the Soviet Union. By the time the U.S. came back Europe, Germany would rule the entire continent. Although fewer Allied ground troops went ashore on D-Day than on the first day of the earlier invasion of Sicily, the invasion of Normandy was in total, history’s greatest amphibious operation, involving on the first day 5,000 ships, the largest armada ever assembled, 11,000 aircraft and approximately 154,000 British, Canadian and American soldiers, including 23,000 arriving by parachute and glid er. The invasion also involved a plan on a scale the world had never seen and the secretive operations of tens of thousands of allied resistance fighters in Nazi-occupied countries of Western Europe. American General Dwight D. Eisenhower was named supreme commander for the Allies in Europe. British General, Sir Fredrick Morgan, established a combined American-British headquarters known as COSSAC, this stands for Chief of Staff to the Supreme Allied Commander. This developed a number of plans for the Allies, the most notable was the Operation Overlord, a large invasion of France across the English Channel. Eisenhower felt that COSSAC’s plan was a solid operation. After reviewing the disastrous results of the hit-and-run raid in 1942 in Dieppe, planners decided that the strength of German defenses required not a number of separate assaults by relatively small units, but an immense concentration of power in a single main landing. The invasion site would hav... Free Essays on D Day Was The Day Free Essays on D Day Was The Day On D-Day, June 6, 1994, allied armies landed in Normandy on the northwestern coast of France, possibly the most critical event of World War II took place, the outcome of this event would determine the fat of Europe. If the invasion failed, the United States, being out of resources, might turn its full attention to the enemy in the pacific, Japan, leaving Britain alone, with most of its resources during the invasion. That would enable Nazi Germany to concentrate all its strength against the Soviet Union. By the time the U.S. came back Europe, Germany would rule the entire continent. Although fewer Allied ground troops went ashore on D-Day than on the first day of the earlier invasion of Sicily, the invasion of Normandy was in total, history’s greatest amphibious operation, involving on the first day 5,000 ships, the largest armada ever assembled, 11,000 aircraft and approximately 154,000 British, Canadian and American soldiers, including 23,000 arriving by parachute and glid er. The invasion also involved a plan on a scale the world had never seen and the secretive operations of tens of thousands of allied resistance fighters in Nazi-occupied countries of Western Europe. American General Dwight D. Eisenhower was named supreme commander for the Allies in Europe. British General, Sir Fredrick Morgan, established a combined American-British headquarters known as COSSAC, this stands for Chief of Staff to the Supreme Allied Commander. This developed a number of plans for the Allies, the most notable was the Operation Overlord, a large invasion of France across the English Channel. Eisenhower felt that COSSAC’s plan was a solid operation. After reviewing the disastrous results of the hit-and-run raid in 1942 in Dieppe, planners decided that the strength of German defenses required not a number of separate assaults by relatively small units, but an immense concentration of power in a single main landing. The invasion site would hav...

Artificial Knowledge in the Truman Show Essay Essays

Artificial Knowledge in the Truman Show Essay Essays Artificial Knowledge in the Truman Show Essay Essay Artificial Knowledge in the Truman Show Essay Essay In the film â€Å"The Truman Show. † one epistemic job that is being tackled is the job of how adult male is able to go cognizant of things that he one time had no thought approximately. Do we acquire to cognize things or do we get cognition because of our mere experiences of things or does it affect something more than that? In order to hold a better appreciation of the inquiry at manus. John Locke’s intervention of human cognition and experience can supply us with a model to get down with. John Locke’s construct of thetabula rasaTells us that in the beginning we do non basically have any thoughts and cognition. It is through experience that we are able to get thoughts and. hence. cognition of the universe we live in. As Locke will state us. the head is ab initio presumed to be like that of a white paper. nothingness of all features and without any thoughts. Possibly one manner to construe Locke’s premise is that it is through our interaction with the universe and with others that we begin to derive cognition piece by piece from the clip that we gain consciousness from childhood. The film â€Å"The Truman Show† is one which portrays the life of a adult male who appears to hold been populating in an unreal universe all along- a telecasting show. That is. everything around him is set-up. which includes the decease of his male parent up to the clip when he becomes an grownup. All of his day-to-day experience has been predetermined and that every other person in that unreal society knows that Truman Burbank. the chief character in the film. is populating in an unreal universe. Throughout the class of his life. Truman acquires knowledge through his day-to-day interactions with those around him. Apparently. these many things which surround him are basically imitations or shut to being an exact transcript of the things in the existent universe. Since Truman’s universe is a universe of artificiality. one may reason that the cognition that he is able to get is cognition which is unreal or an imitation of the existent cognition in the existent universe. In general. it can be pointed out that the cognition of Truman is unreal and. hence. non existent exactly because the universe where he lives and the universe which he acquires his cognition from is non the existent universe but one which has been specifically constructed for the intent of a telecasting show. With respect to the instance of Truman. Locke will most probably state us that even though Truman’s universe is unnaturally constructed. Truman is however able to get cognition which he makes usage in his day-to-day covering with other people around him. But more to being able to get cognition. it can be said that the cognition that Truman is able to get is unreal. Populating in an unreal universe set-up for the primary intent of making a telecasting show which is supposed to run throughout one’s life-time. it is inevitable that what one knows are things which are entirely based on what one has experienced in that unreal universe. Indeed. it will be unlogical to state that Truman’s cognition is that of the existent universe merely because Truman hasn’t had any contact with the existent universe outside of his unreal society which might hold given him existent and true cognition. As Truman becomes more and more acquainted with the unreal universe he lives in. it is most likely the instance that his consciousness will reflect what he has been able to see in his universe. Furthermore. Locke’s presupposition of the head as ab initio devoid of any substance or of any thoughts and that our heads would finally hold to get thoughts through experience and interaction with the universe explains the instance of Truman turning up in an unreal universe. Since Truman was born and grew up in the conjectural universe of Seahaven. Locke would presuppose that the cognition of Truman as he grows would be purely confined or limited to the cognition that is available in that universe. Hence. it would instead be rather impossible for Truman to get at any other cognition other than the unreal 1s in his unreal universe. The ‘blank’ head of Truman from his birth has been seemingly filled and etched with unreal cognition along his life-time in that conjectural kingdom. One interesting point. nevertheless. is the thought that even though for the people outside Seahaven. they may handle Truman’s cognition as unreal piece. on the other manus. the Truman may handle his cognition as existent cognition because he is incognizant of the external universe that watches his every move. The footing for stating that Truman’s cognition is unreal or is non existent is that there is an external universe which knows for a fact that Truman is populating in an unreal society filled with people holding unreal societal connexions and relationships. For the portion of Truman. he may really good hold no such thought and that all he may be cognizant of is that the manner in which he understands his environing environment is every bit existent as it can be. John Locke may really good reason that. so. the lone manner for Truman to get cognition. whether unreal or existent. is through his experiences. If Truman gets to see unreal things around him. so it must be the instance that he gets to hold unreal cognition utilizing the external universe as the footing for the world of cognition. Locke’s thought that the head is able to get thoughts through experience has with it a certain signifier of disadvantage. That is. if one is acute to sing unreal things in an unreal universe. the greatest danger is that one will be holding unreal cognition. Therefore. to populate in an unreal universe and to see the things in it is to obtain unreal cognition. In the existent universe. the same besides holds true and that experience is important to the formation of human cognition. Mention Schwoerer. L. G. ( 1990 ) . Locke. Lockean Ideas. and the Glorious Revolution.Journal of the History of Ideas. 51( 4 ) . 531-548.

Abraham Lincoln and the Gettysburg Address

Abraham Lincoln and the Gettysburg Address Abraham Lincoln’s Gettysburg Address is one of the most quoted speeches in American history. The  text is brief, just three paragraphs amounting to less than 300 words. It only took Lincoln a few minutes to read it, but his words resonate to the present day. It’s unclear how much time Lincoln spent writing the speech, but analysis by scholars over the years indicates  that Lincoln used extreme care. It was a heartfelt and precise message he very much wanted to deliver at a moment of national crisis. The dedication of a cemetery at the site of the Civil Wars most pivotal battle was a solemn event. And when Lincoln was invited to speak, he recognized that the moment required him to make a major statement. Lincoln Intended a Major Statement The Battle of Gettysburg had taken place in rural Pennsylvania for the first three days of July in 1863. Thousands of men, both Union and Confederate, had been killed. The magnitude of the battle stunned the nation. As the summer of 1863 turned into fall, the Civil War entered a fairly slow period with no major battles being fought. Lincoln, very concerned that the nation was growing weary of a long and very costly war, was thinking of making a public statement affirming the country’s need to continue fighting. Immediately following the Union victories at Gettysburg and Vicksburg in July, Lincoln had said the occasion called for a speech but he was not yet prepared to give one equal to the occasion. And even before the Battle of Gettysburg, famed newspaper editor, Horace Greeley had written to Lincoln’s secretary John Nicolay in late June 1863 to urge Lincoln to write a letter on the â€Å"causes of the war and the necessary conditions of peace.† Lincoln Accepted an Invitation to Speak at Gettysburg At that time, presidents did not often have the opportunity to give speeches. But the opportunity for Lincoln to express his thoughts on the war appeared in November. Thousands of Union dead at Gettysburg had been hastily buried after the battle months earlier and were finally being properly reburied. A ceremony was to be held to dedicate the new cemetery and Lincoln was invited to offer remarks. The main speaker at the ceremony was to be Edward Everett, a distinguished New Englander who had been a U.S. Senator, Secretary of State, and president of Harvard College as well as a professor of Greek. Everett, who was famed for his orations, would talk at length about the great battle the previous summer. Lincoln’s remarks were always intended to be far briefer. His role would be to provide a proper and elegant closing to the ceremony. How the Speech Was Written Lincoln approached the task of writing the speech seriously. But unlike his speech at Cooper Union nearly four years earlier, he did not need to undertake extensive research. His thoughts about how the war was being fought for a just cause had already been set firmly in his mind. A persistent myth is that Lincoln wrote the speech on the back of an envelope while riding the train to Gettysburg, as he didn’t think the speech was anything serious. The opposite is true. A draft of the speech had been written by Lincoln in the White House. And it’s known that he also refined the speech the night before he delivered it, at the house where he spent the night in Gettysburg. Lincoln put considerable care into what he was about to say. November 19, 1863, the Day of the Gettysburg Address Another common myth about the ceremony at Gettysburg is that Lincoln was only invited as an afterthought and that the brief address he gave was nearly overlooked at the time. In fact, Lincoln’s involvement was always considered a vital part of the program, and the letter inviting him to participate makes that evident. The official invitation explained to Lincoln that the idea was always to have a featured orator and that it would be meaningful for the chief executive to then offer remarks. David Willis, a local attorney who was organizing the event, wrote: It is the desire that, after the Oration, you, as Chief Executive of the Nation, formally set apart these grounds to their Sacred use by a few appropriate remarks. It will be a source of great gratification to the many widows and orphans that have been made almost friendless by the Great Battle here, to have you here personally; and it will kindle anew in the breasts of the Comrades of these brave dead, who are now in the tented field or nobly meeting the foe in the front, a confidence that they who sleep in death on the Battle Field are not forgotten by those highest in Authority; and they will feel that, should their fate be the same, their remains will not be uncared for. The program that day began with a procession from the town of Gettysburg to the site of the new cemetery. Abraham Lincoln, in a new black suit, white gloves, and stovepipe hat, rode a horse in the procession, which also contained four military bands and other dignitaries on horseback. During the ceremony, Edward Everett spoke for two hours, delivering a detailed account of the great battle which had been fought on the ground four months earlier. Crowds at that time expected long orations, and Everett’s was well received. As Lincoln rose to give his address, the crowd listened intently. Some accounts describe the crowd applauding at points in the speech, so it seems that it was well-received. The brevity of the speech may have surprised some, but it seems that those who heard the speech realized they had witnessed something important. Newspapers carried accounts of the speech and it began to be praised throughout the north. Edward Everett arranged for his oration and Lincoln’s speech to be published in early 1864 as a book (which also included other material related to the ceremony on November 19, 1863). What Was the Purpose of the Gettysburg Address? In the famous opening words, Four score and seven years ago, Lincoln does not refer to the United States Constitution, but to the Declaration of Independence. That is important, as Lincoln was invoking Jeffersons phrase that all men are created equal as being central to the American government. In Lincolns view, the Constitution was an imperfect and always evolving document. And it had, in its original form, established the legality of slavery. By invoking the earlier document, the Declaration of Independence, Lincoln was able to make his argument about equality, and the purpose of the war being a new birth of freedom. Legacy of the Gettysburg Address The text of the Gettysburg address was widely circulated following the event at Gettysburg, and with Lincolns assassination less than a year and a half later, Lincolns words began to assume iconic status. It has never fallen out of favor and has been reprinted countless times. When President-elect Barack Obama spoke on election night, November 4, 2008, he quoted from the Gettysburg Address. And a phrase from the speech, A New Birth of Freedom, was adopted as the theme of his inaugural celebrations in January 2009. Of the People, By the People, and For the People Lincolns lines at the conclusion, that government of the people, by the people, and for the people, shall not perish from the Earth has been extensively quoted and cited as the essence of the American system of government. Sources Everett, Edward. Address of Hon. Edward Everett, at the Consecration of the National Cemetery at Gettysburg, 19Th November, 1863: With the Dedicatory Speech of ... by an Account of the Origin of the Under. Abraham Lincoln, Paperback, Ulan Press, August 31, 2012. Santoro, Nicholas J. Malvern Hill, Run Up To Gettysburg: The Tragic Struggle. Paperback, iUniverse, July 23, 2014. Willis, David. Gettysburg Address: The Formal Invitation. Library of Congress, November 2, 1863.

Please write a summary of I BELIVE IN THA HOLY SPIRIT vol. 3 pp Essay

Please write a summary of I BELIVE IN THA HOLY SPIRIT vol. 3 pp. 174-214 written by Yves Congar. I mean only this part fro - Essay Example Anselm decided that the Greeks and Latins were on the same page when it came time to discuss Trinitarian doctrines. Augustine stated that the Greeks believed in one essence and three substances while the Latin people believed in one essence or substance brings three persons. Augustine stated that the difference is only in the wording, however, Abelard believed that this difference was crucial in deciding how well the Greeks practiced their faith. Abelard stated that "hypostasis" was a dangerous word to Jerome. There had been a problem in the way that Greeks followed the doctrines on the Holy Spirit according to the non-Greek religious leaders. These non-Greek religious leaders felt it impossible that the Greeks were genuine when their vocabulary was inappropriate. They believed that the Greeks did not practice in the right way since the vocabulary they used tended to be so radically different, that it was impossible that they followed the right path. The non-Greek religious groups fe lt that this was only a vocabulary issue and that they did still believe in the Holy Spirit in the right way, however, it was too difficult to think that if there is a vocabulary error, there must also be a method in practicing faith error as well. During Anselm's time, it was believed that most of the doctrines were in agreement between the Latin people and the Greeks. Wording seemed to be the only problems encountered by Anselm's opinion of how the Greeks practiced. Thomas believed that the wording was incredibly different but the meanings were almost the same. The Greeks deny the procession of the Holy Spirit a Filio, however they concede it in its antecedent. This problem has lasted since the year 325 and it is now the fourteenth century. This dispute is quite strong still by the fourteenth century and no conclusions have yet been made about whether the Greeks and Latins can come to an agreement of how they practice their faith. Alexander Hales came up with his own opinion and h is comments about how the Latins and Greeks differ are as follows: Augustine (Latin leader at the time) considered the inner structure of the spirit and therefore maintained that it was from the mens that the cogitatio or word proceeded and the latter was followed by the spiration of the affectus. The Damascene (Greek leader at the time), on the other hand, considered the external word so that the point of departure was the intellect, followed by the word, which emerged as a word with a breath, which was connected in an immediate way to the intellect. The spirit, then, was Spiritus Verbi, non a Verbo. Alexander believed that these were the opposing views between the Latins and the Greeks of how the word and the Holy Spirit were related. Bonaventure was a commentator and he came up with an interesting perspective about this controversial debate. The first part is the fact that both the Greeks and the Latins agreed on the aspects of faith in divine revelation found in the scriptures. The second part is concerning the fact that the Greeks and Latins differ in their viewpoints on categories and terminology. The third and final aspect is that of the teaching in a formula which led to the controversy in the first place. He actually figured out where the similarities and differences were and wrote them out to help clear this debate once and for all. The items they both agreed on are as follows: the scriptural basis of the procession and the spirit belongs to the son and is sent by the son. The Latins

Creative workplace - Is the 'studio' still important in the world of Essay

Creative workplace - Is the 'studio' still important in the world of Design - Essay Example Then, along came the virtual revolution and now designers of all kinds, hobbyists and housewives, students and retirees, the wealthy and the poor can harness the tremendous resources of online studio space and creative software to accomplish what used to require a warehouse or loft flat hybrid. This paper will review relevant literature to explore the question of how important the studio is, given the availability of virtual resources; under what conditions the non-virtual studio is or is not required, how the present-day shift to online creative space will likely effect the industry, and more importantly for me, personally, whether I yearn for a future (real) studio of my own? The first point it seems wise to make, in this paper, is that not all design studios are or should be alike. Actually, Dorgan differentiates between â€Å"space† and â€Å"place†, saying that space is uninhabited, abstract and open to all potentiality, while place is negotiated within space, and is defined in a specific way by the communication and action meanings that take place (Dorgan 2). A design studio is the inhabitation and negotiation of space into place (3). A studio is social and densely interactive; political and functionally negotiating (4) and is activist, transforming circumstances with intention (5). The studio is where we begin to shape our imagination toward transformation (15). I see that each of these characteristics can happen both in physical space and in virtual space, suggesting that studio place can be successfully negotiated in either one. The collage below, Figure 1, shows a sampling of various design studios. The collage below that one, Figure 2, shows a sampling of graphic design studios. Even a casual glance immediately registers an impression that, while many design studios attend to material storage and the mood induced by artistic physical environments, graphic design studios rely primarily on computer

Peter Singer - Famine Affluence, And Morality Assignment

Peter Singer - Famine Affluence, And Morality - Assignment Example That first principle is that death and suffering as result of the shortage of shelter, food, and medical attention are bad. The other principle is that if it is in our power and ability to put to an end these bad things and suffering of the people from occurring, without sacrificing anything of equivalent moral significance, then we ought to honorably do it, as stated by. All these arguments put forward by Singer were to encourage most of the affluent countries to give more of their resources to the unfortunate that they are doing. This would help a great deal in dealing with some of the calamities such as famine and disaster. One of the counter-arguments presented by is the example of the drowning child, as it is only one person who can help out in that instance. In the case of disaster relief, there is a multitude of people who can help out. Replies to this by claiming that it does not matter morally to the question, how many people could help out, what matters is the ability of individuals to take up the moral obligation responsibility. Failure of anyone to act in a disastrous situation would be the failure of all. Thinking that others could help out, does not in any way, lessen the responsibility. If one person takes on the responsibility, the obligation of the others people lapse. One of the counter arguments is the example given about the child. The child is in need of help and what ponders is whether the child is the responsibility of the people around or other people around the globe? This is an indication of how the poor people around the globe are spatially distant and far away. Leaving the child without any help could lead to it drowning; however, in many scenarios donating to the relief agencies could help in the preventions of deaths occurring in the future.

Value Innovation at Johnson and Johnson Case Study

Value Innovation at Johnson and Johnson - Case Study Example For a large international corporation this would include the ability to manage across multiple dimensions of the business and having open communication throughout the organization. Without strong communication and the ability of skills and creation to move through the organization the value innovation would fail in Tidd, Bessant, and Pavitt's explanation of value innovation. Davilla, Epstein and Shelton (2006 p 15) examine that value innovation is technological: "research and development (R&D), or new product development" and strategic: "defining the business model." The Davilla, Epstein and Shelton (2006) definition offers a linear explanation, where there are two roads to value innovation. However, unlike Tidd, Bessant, and Pavitt (2005), Davilla, Epstein and Shelton (2006) do not examine the need to mobilize across multiple dimensions. They treat value innovation as a bilateral necessity, where one sector of management would focus on innovation of research and development while another management team focuses on strategic value. As with Tidd, Bessant, and Pavitt (2005), communication between the two divergent management sectors would be vastly important to creating and implementing any value innovation. Without it, technology may take a separate road than strategy. This would create confusion for the organization and for the consumer in deciding whic h ideals are concrete and which are fluid throughout the company. In contrast, O'Brien compares business strategies and defines a value innovation strategy as "Finding new ways of doing business" (O'Brien 2004 p 43). According to O'Brien, value innovation includes "the development of unique products and services, or entry into unique markets or market niches [and] making radical changes to the business processes for producing or distributing products and services that are so different from the way a business has been conducted that they alter the fundamental structure of an industry" (O'Brien 2006 p 42). O'Brien's definition is yet again different, where the focus is on the business as a whole and not as a segmentation of skill sets, technology resources, or strategy. Synthesis and Evaluation Is the assumption that value innovation must rely on technology and strategy to maintain a competitive business presence correct Authors Kim and Mauborgne (1999 p 58) do not believe that value innovation should rely on technology and strategy innovation. In fact, they treat value innovation as a separate concept. Kim and Mauborgne (1999 p 58) focus on the need of consumer value, where the "Value innovation links innovation to what the mass of buyers value." Kim and Mauborgne offer a more encompassing definition of value innovation, stating: "Value innovation also differs from technology innovation [] technology innovation is not a requisite for value innovation; value innovation can occur with or without new technology" (Kim and Mauborgne 1999 p 57). This is further supported by Holme, Mangusson and McKelvey (2007 p 32) who state that "One shortcoming is the narrow focus on

Persuasive organic food Essay Example | Topics and Well Written Essays - 250 words

Persuasive organic food - Essay Example Organic foods are very safe for the health of the new born babies. At an average it has been recorded that when babies are born they have consumed ample amount of toxins due to consumption of inorganic food and as they grow older the level of toxins reach deadly limits. According to Cousens, in United States most of the babies are born with 200 toxins in their umbilical blood. If mothers consume organic food at the time of their pregnancy, several children may be delivered with better health conditions. Organic foods are even good for the health of the adults. Adults consume inorganic food that contains toxins and these toxins result in deadly diseases such as heart related issues and cancer issues. Organic foods contain ample levels of antioxidants which can decrease the risk that an adult may face of developing these deadly diseases. It is essential for individuals to replace inorganic dietary practices with organic ones in order to keep the environment safe from pesticides. Organic food should be considered by pregnant women as this can help in delivering healthier children. Organic food contains antioxidants which keep individuals safe from deadly diseases such as heart

Value Innovation at Johnson and Johnson Case Study

Value Innovation at Johnson and Johnson - Case Study Example For a large international corporation this would include the ability to manage across multiple dimensions of the business and having open communication throughout the organization. Without strong communication and the ability of skills and creation to move through the organization the value innovation would fail in Tidd, Bessant, and Pavitt's explanation of value innovation. Davilla, Epstein and Shelton (2006 p 15) examine that value innovation is technological: "research and development (R&D), or new product development" and strategic: "defining the business model." The Davilla, Epstein and Shelton (2006) definition offers a linear explanation, where there are two roads to value innovation. However, unlike Tidd, Bessant, and Pavitt (2005), Davilla, Epstein and Shelton (2006) do not examine the need to mobilize across multiple dimensions. They treat value innovation as a bilateral necessity, where one sector of management would focus on innovation of research and development while another management team focuses on strategic value. As with Tidd, Bessant, and Pavitt (2005), communication between the two divergent management sectors would be vastly important to creating and implementing any value innovation. Without it, technology may take a separate road than strategy. This would create confusion for the organization and for the consumer in deciding whic h ideals are concrete and which are fluid throughout the company. In contrast, O'Brien compares business strategies and defines a value innovation strategy as "Finding new ways of doing business" (O'Brien 2004 p 43). According to O'Brien, value innovation includes "the development of unique products and services, or entry into unique markets or market niches [and] making radical changes to the business processes for producing or distributing products and services that are so different from the way a business has been conducted that they alter the fundamental structure of an industry" (O'Brien 2006 p 42). O'Brien's definition is yet again different, where the focus is on the business as a whole and not as a segmentation of skill sets, technology resources, or strategy. Synthesis and Evaluation Is the assumption that value innovation must rely on technology and strategy to maintain a competitive business presence correct Authors Kim and Mauborgne (1999 p 58) do not believe that value innovation should rely on technology and strategy innovation. In fact, they treat value innovation as a separate concept. Kim and Mauborgne (1999 p 58) focus on the need of consumer value, where the "Value innovation links innovation to what the mass of buyers value." Kim and Mauborgne offer a more encompassing definition of value innovation, stating: "Value innovation also differs from technology innovation [] technology innovation is not a requisite for value innovation; value innovation can occur with or without new technology" (Kim and Mauborgne 1999 p 57). This is further supported by Holme, Mangusson and McKelvey (2007 p 32) who state that "One shortcoming is the narrow focus on