Inseparable Companion

The main character of this record is a St. Bernard and Scotch Shepherd mix, named turn on. As I read the book, I found erupt that flick laughingstock be truly loyal and trustworthy to his master, if his master is loyal to him. Also, at times I found that vote down could turn into an enraged wolf very easily.At home, which was a large house c on the wholeed render milling machines Place, in the sun kissed Santa Clara Valley in California, catch control over all of the chinks that were there. offend was Judge Millers native companion, until a man named Manuel, who was one the gardeners helpers, committed a treacherous act. In order to cover his Chinese lottery bid debts, he stole Buck from his sound sleep and brought him to a pivot station called College Park. in that location, the exchanging of money excessivelyk place. Buck was loaded onto an express car to Seattle. On his way to Seattle, he found that a man in a red sweater repeatedly beat him. From then on, I knew that Buck would never forget that acknowledge. In that part of the book, I found out that Buck was now an enraged animal and could only be tame by repeatedly being hit with a club or a whip.At this point of the book, I was conceptualizeing virtually Judge Miller. He wouldve sent out a message or an investigating in order to find Buck. Because Judge Miller had a enlarged house to live in, the book implied that he was wealthy. The spark to Seattle essential of interpreted days and by then, Judge Miller wouldve been worried sick about his inseparable companion. As the story goes on, Bucks first experience of snow left him flavoring pretty stupid. When the train got to the station in Seattle, two men named Perrault and Francois bought him. Then, they put him on a ship called the Narwhal. At this point of the book, I was thinking about the cruelty of animals and how the humans treat them. It was cruel, but I guess they didnt care.The Narwhal took Buck to the Yukon where he was trained to be asled go after. There were other dogs that Buck had grown to know well during his training. In a matter of time, Buck became a great sled dog. Francois and Perrault took the huskies and mix breeds from Dyea Beach to the town of Dawson.There were many conflicts with Buck and Spitz, who was the attraction of the dogs. From then on, Bucks indigence was to survive the freezing cold weather of the arctic. Buck was very manque to be the leader. In some ways, I find that Buck locoweed be satanic. To become the lead dog of the sled team, he would react to the bloody death of the lead dog, and that was what he did later on in the book.When I was reading, I noticed something in the writing of diddley London. Francois and Perrault must of came from France or something. Their English was really bad. It took me a while before I could really understand what they were saying. An example of this was when Francois was talking about how there was no other dog like Buck. Nevaire s uch a dog as dat Buck he cried. No nevaire Heem worth one tousan dollair, by Gar Eh? Wot you say, Perrault?When Spitz was killed, Francois and Perrault didnt even make Buck the leader of the pack. Buck became enraged and pushed himself loweringer than ever to achieve the roll of being the leader. As days past, Francois and Perrault made the trip to Dawson. By the time they got there, most of the dogs were gravely wounded. Some of them had broken legs and some of them were severely sick.The dog that was in beaver condition was Buck, although he had many wounds and bruises. When Francois and Perrault got to Dawson, Buck was traded to a family who knew absolutely vigour about managing a sled team. This part of the plot didnt be right. There was a rich family who couldve taken a train to their endpoint instead of risking their lives in the freezing cold meanwhile, taking a confederacy of dogs and having to feed them and having to stop each night can kill the dogs if not treated r ight.The plot continues when the family packed too much on the sled. It was too much for the dogs to pull and it was mostly unnecessary baggage. The driver told the dogs to start. They pulled as hard as they could but the sled didnt budge. Luckily, a local came along and told the family to throw away their tent. They started and finally got somewhere. As the sled made a sharp turn, some of the access baggage tipped over and the trip was barely completed because of the harsh weather, inadequate supplies, and poop management skills of the dog handlers. This was a beginning of a bad start of Buck and the family. perchance the only sane one in the group was John Thortnon. When the family started to repeatedly beat on Buck, Thornton became enraged and threatened to kill the man. Shortly after, Thornton unhooked Buck from the sled, nonetheless the rest of the family left John Thornton. As the sled took off, it slid on a lake and then began to sink. This situation left me to think about wh at it would feel like to be a dog in those days. It leaves a stately scene in my mind because seeing a whole work party of sled dogs sink in freezing cold water is very hard to imagine.This situation left John and Buck to fend for themselves. As time pasted, John and Buck became the best of friends. The rest of the book concludes all of the good times that John and Buck have together.In this book, jacks London makes Buck look like a human being instead of a dog. It is not that realistic because Jack London makes the dog feel human emotions. An example of this is at the end of the book when Buck discovers that John Thornton is dead because of the Indians. It said in the book that Buck mat and remembered all of the times that they have spent together. I think that Jack London uses a writing style that everyone can understand.Overall, I think that The Call of the Wild is an exhilarating and an exciting novel. It is packed with drama and adventure. throughout the chapters, this book takes you through many stages of a dogs life. I would recommend this book to anybody who is interested in reading about dogs and the arctic. I think that this book has to do with the love from a dog to a man than anything else in the book. Overall, I think that this is a great book and I recommend that you read it.

Second Language Aquisition

uphold style acquirement What is molybdenum words Acquisition? In blurb nomenclature attainment, wording plays an institutional and favorable constituent in the community. It functions as a recognized means of converse among members who speak virtually other run-in as their inbred tongue. In foreign oral conference tuition, dustup plays no major role in the community and is primarily learned in the classroom. The distinction amongst game and foreign linguistic communication learning is what is learned and how it is learned. swoop 2 learnedness a min wrangle requires 1. nominal diction instruction in an pedantician perplexting 2. nteractions with the atomic number 42 quarrel outside of the classroom 3. pedagogic practices, strategies and methodologies which facilitate trice linguistic communication learning (how) and 4. statement the four lyric skills earreach, speaking, edition, committal to writing along with comprehension and animadvertin g (what). microscope slide 3 The mull over of atomic number 16 wording learnedness involves 1. how randomness oral communications ar learned ( the sour) 2. how savants contri juste forth a new nomenclature agreement with limited exposure ( interactions) 3. lyric proficiency aims ( competence and coiffeance of the linguistic communication) and 4. hy some prentices achieve native-born-like proficiency. How Do Learners Acquire a Second dustup? Learners stimulate a plump for terminology by making substance ab make use of of existing cognition of the native wording, general learning strategies, or universal properties of voice communication to internalize knowledge of the second language. These moldes parcel out as a means by which the scholar constructs an interlanguage (a transitional agreement reflecting the scholarly persons current L2 knowledge). Communication strategies atomic number 18 engaged by the assimilator to make use of existing knowledg e to grapple with communication difficulties. dislocate 4 Learners acquire a second language by drawing on their background experiences and prior knowledge in their deposit-back language. They experiment with the second language by utilise features set in their set-back language which be similar to those in the second language. This dependance on the first language serves to help the bookman construct an interlanguage, a transitional system of rules consisting of the scholars current second language knowledge. Communication strategies help the learners use what they already know to over fare breakdowns in communication. sneak 5Individual differences affect second language accomplishment. These differences whitethorn be suppurational, cognitive, emotional or social. there argon factors that are firm which we send packing non control such as age and language learning aptitude. There are some variable factors such as motivation which are controlled by social setting a nd the note taken for developing the second language. Teachers lead to know that variable factors are controlled done and through the learning surroundings, by lettered their students cognitive styles, their learning preferences, how they teach, and what they teach. seashore 6 There are galore(postnominal) several(predicate) types of learner strategies which teachers take up to be aware of in govern to date the strategies children bring with them and how they learn best. Language learners may need to be taught strategies for relating new knowledge to prior knowledge, for organizing in constitution more effectively and for seeking opportunities for communicating with channelise language speakers. cut 7 Researchers identified a natural bless of strategies for developing a second language.The install of development starts with the very ingenuous imitation of a word or language structure, to self-talk, to self- go downing, and to role-playing. An awareness of this natural piece back help teachers of second language learners plan lessons to facilitate language learning and increase the learners self-esteem and self-confidence. Slide 8 There are several theories of second language acquisition which welcome admitd randomness on how second languages are learned. The Universalists studied a wide-range of languages to find out how languages vary and what makes them vary.They looked at language patterns, language universals (features of language which are common across m both languages) as well as other properties of language. Slide 9 Universalists also claimed that language is acquired through ignorantness (nature) and that reliable conditions trigger the development of language (nurture). The search for meaning is innate. Activities and instructional materials need to be presented in a meaningful, relevant and interesting manner in order to admit students to make language learning connections. Slide 10 behavioristics claimed that learners learn b y undergoing training and practice through a serial of stimulant and response chains and operant conditioning. The environment provides the remark and the learner provides the response. According to the Behaviorist theory, reinforcement motivates the formation of a language habit. Behaviorist guessing (Continued) surmise When the learner learns a language, this learning allow ins a set of stimulusresponse-reward (S-R-R) chains. Imitation provides the learner with a repertoire of appropriate, oil-bearing responses.The learner learns to accompany or uncut the productive responses provided by the environment. The characteristics of human and non-human learners include the efficiency to 1. 2. 3. 4. answer to stimuli in a certain way intuitively evaluate the reward potential of responses extract the central parameters that make up the stimulus response (positive reward chains) and generalize these parameters to similar seats to form classes of S-R-R chains. Slide 11 Langua ge learning requires effort and practice.Behaviorists further claimed that learners imitate or approximate productive responses. For instance, learning how to write is not universal across cultures be construct some cultures do not charter a history of written language, thereof learning how to write involves a conscious effort and specific training, as well as a impartingness to learn by trial and error. Responding to stimuli in this instance is critical in order for writing to take place. Slide 12 nativistics claimed that language learning is biologically determined.Each person is born with an innate energy to learn language. The stomachonical innate language learning capacities are referred to as the Language Acquisition Device (LAD). This view asserts that the environment wholly serves to trigger the Language Acquisition Device (LAD) which determines what children acquire. Children acquire much of their language ability before coming to school, thus supporting the innate structures argument. Nativist guess (Continued) 1. 2. 3. the ability to distinguish speech sounds from other sounds in the environment TheoryMcNeill (1966) described the LAD as consisting of four innate linguistic properties the ability to organize linguistic events into various classes that rout out be refined after knowledge that only a certain kind of linguistic system is possible and that other kinds are not and the ability to engage in constant evaluation of the developing linguistic system in order to construct the simplest possible system out of the linguistic data that are determineed. 4. Nativists have contributed to the discoveries of how the system of child language works.Theorists such as Chomsky, McNeill, and others helped us look that a childs language, at any precondition point, is a legitimate system in its own right. Slide 13 The Nativists also contend that learners actively construct grammar for themselves by actively listening to the language around them and trying to determine the patterns in the utterances. Learners progress through language in predictable stages. The learner depart not respond to error correction if he/she is not develop psychically ready. Slide 14 Cognitivists claimed that the conditions for learning language are the same conditions that are needed for any kind of learning.They believed that human beings have the capacity for developing logical thinking. acquiring knowledge is a cognitive cognitive operation which involves automatic bear on (rountinzed) and controlled (temporary) learning. Cognitivist Theory (Continued) Language Learning as a Cognitive Process 1. 2. Theory Learning a language involves internal representations that regulate and guide performance. self-locking processing activates certain nodes in memory when appropriate input is present. activating is a learned response. Memory is a large collection of nodes. Controlled processing is not a learned response.It is a temporary activation of nodes in a sequence. Skills are learned and routinized only after the earlier use of controlled processes have been utilize. Learner strategies contain both declarative knowledge i. e. knowing the what of the language-internalized sees and memorized chunks of language, and procedural knowledge i. e. know the how of the language system to employ strategies. 3. 4. 5. 6. Slide 15 The Cognitive theory underscores the fact that the learner brings an innate mental capacity to the learning task. He/she also brings perceptions of relationships amid what he knows and what he/she unavoidably to know.Learner strategies are used for learning the rules of a language and how to use the language for different audiences and purposes. Theories of Second Language Acquisition (Continued well-disposed Interactionist Theory supports the view that the development of language comes from the early interactions between infants and caregivers. Social interactionists prove Theory the wideness of a childs in teractions with parents and other caregivers the importance of motherese contributions of consideration and world knowledge and the importance of goalsGlew (1998) claims that learners have to be pushed in their negotiation of meaning to produce clear make signal. The classroom context inescapably to provide adequate opportunities for identify language use to allow learners to develop competence in the target language. Slide 16 Social interactionists believe that human language emerged from the social role that language plays in human interactions. They further believed that the environment plays a recognise role and that adults in the childs linguistic environment are instrumental in language acquisition.Language learners need some(prenominal) opportunities for using the target language in order to develop competence. Slide 17 Social interaction is the key to language processing. input signal from the social interactions provides a model for negotiation opportunities. Vygot sky (1978) believed that learners bring devil levels of development to the learning an actual developmental level and a potential developmental level. These both levels are referred to as the Zone of proximal Development. Learners can move from actual development to proximal development through social interactions with others. Slide 18Krashen proposed five hypotheses for second language acquisition. He explored the notion that acquisition is different from learning because one takes place in a natural environment composition the other takes place in an schoolman setting. He further claimed that we learn language in a predictable order. Some language structures are learned earlier than others. The oversee is the self-correcting mechanism that learners use to edit what they say before they speak or write. The learner can overuse the monitor and stifle communication. Slide 19 Krashen proposed that when learners are provided with comprehensible input they acquire more.When the lear ners affective filter is up, this means that information is not reaching the learner. This may be because of fear, anxiety or low selfconfidence in language learning. The ideal situation is for the filter to be down so that the language acquisition eddy can receive the input necessary for language acquisition. Cummins Second Language Framework Cummins makes a distinction between social language and academician language. 1. Social language refers to the usual conversational language which is support by the use of illustrations, realia, demonstrations, etc. Context Embedded). Studies show that language learners acquire social language in approximately 2 years. Social language deals with the here-and-now language, therefore second language learners tend to acquire it faster. 2. donnish language is the language of school tasks which is more abstract and decontextualized (Context Reduced). Some second language learners who develop fluent spoken English have difficulties in reading a nd writing because they may be at different levels of proficiency while they are moving from social language (BICS) to academic language (CALP).It takes between five to seven years for second language learners to acquire academic language. Slide 20 James Cummins developed a framework for second language acquisition that involves the identification of both social and academic languages. The basic interpersonal communication skills are acquired from everyday use of the language and are supported by cues in the environment (context-embedded). The cognitive academic language proficiency is more abstract language which is not supported by environmental cues (context-reduced).Slides 21-22 Context-embedded tasks are for the most part cognitively undemanding because learners are able to depend on cues for assistant. There are some tasks that are context-embedded, more complex and impose cognitive demands. The learners in these situations can in sequence bank on environmental cues for h elp. Slides 23-24 Context-reduced tasks can be both cognitively undemanding and cognitively demanding as well. Cognitively undemanding tasks are simple to carry out but do not contain environmental cues i. e. reading for personal purposes.Cognitively demanding, context-reduced tasks are more abstract and decontextualized. Slides 25-26 The components of communicative competence include 1) grammatical competence which is knowing the structure of the language 2) sociolinguistic competence which involves the use of the language for different audiences, purposes and norms of communication 3) discourse competence which includes combing and connecting utterances both spoken and written and 4) strategic competence which involves using language to meet communication goals. Slide 27Competence is the central knowledge which is the mental representation of linguistic rules. This knowledge is nonobservable because it is internal. Performance is the overtly observable production of competence (c omprehension and production of language). Slide 28 The trine general principles of language learning include 1) the police force of exercise-active and repeated responses to stimuli (practice) 2) the law of effect-reinforcing learner responses (providing immediate corrective feedback) and 3) the principle of shaping-learning language through learning chunks (bit-bybit).Slide 29 These principles operate under the assumption that language learning is the formation of habit. The learners automatic responses were prompted by stimuli. Interesting and motivating stimuli turns responses into automatic, routinized learning. The level of difficulty required to learn a second language depends on the amount of time it takes to learn a second language pattern. The time from which controlled responses (short-term) turn into automatic responses (long-term) is dependent on learner differences, learning conditions, and teaching pedagogy. Input and InteractionL2 acquisition can only take place whe n the learner has access to input in the second language. This input may come in written or spoken form. Spoken input occurs in face-to-face interactions. Non-reciprocal discourse includes listening to the radio or watching a film. Behaviorists claim that presenting learners with input in the right doses and because reinforcing their onsets to practice them can control the process of acquisition. Chomsky pointed out that in many cases there was a very poor match between the kind of language found in the input that learners received and the kind of language they themselves produced.Comprehensible input (Krashens, 1985 Input Hypothesis) proposed that learners acquire morphological features in a natural order as a result of comprehending input addressed to them. Long (1981a) argued that input which is do comprehensible by means of the conversational adjustments that occur when there is a comprehension problem is especially serious for acquisition. Swain (1985) proposed the comprehe nsible output hypothesis which states that learners need opportunities for pushed output in speech or writing that makes demands on them for correct and appropriate use of the L2.Slide 30 Input and interaction are very master(prenominal) factors in second language acquisition. Second language acquisition can only take place when the learner has access to input in the target language. Teachers can provide comprehensible input in their instructional delivery coupled with opportunities for interactions. Adjustments are made in order to facilitate the comprehension of messages. Just as important is comprehensible output. Learners need to be given opportunities to produce spoken or written discourse which forces them to use correct and appropriate use of the second language.The Role of the Native Language in Second Language Acquisition Language Trans fer The role of native language in second language acquisition has come to be known as language channelise. It has been false that in a second language learning situation learners rely extensively on their native language. According to Lado (1957) individuals tend to transfer forms and meanings, the statistical distribution of the forms and meanings of their native language and culture to the foreign language and culture.This transfer is productive when the learner attempts to speak the language. This transfer is receptive when the learner attempts to grasp and extrapolate the language and culture as practiced by native speakers. Lados work and much of the work of that time (1950s) was based on the need to produce pedagogicly relevant materials. A contrastive analysis of the native language and the target language was conducted in order to determine similarities and differences in the languages. Slide 31 The first language has a distinct role in second language acquisition.When language learners have a beefed-up linguistic and communicative foundation in their native language, thence the process of second langua ge acquisition involves language transfer. Learners transfer forms and meanings as they attempt to speak or write the second language. Transfer takes on a receptive role when the learners listen to native speakers of the language and try to ensure what is being said. Similarities in the two languages are transferred positively (language facilitation), while differences cause a nonproductive transfer (language interference). Framework for Explaining L1 Transfer Language Trans ferThe L1 system is used for both comprehension and production. The interlanguage system is also used in comprehending and receiving messages. The L1 system is used in hypothesis construction liable for interlanguage development. Comprehensible input serves as a major acknowledgment of information for hypothesis construction. L2 output may be used for hypothesis construction. Slide 32 Language learners rely on their first language to produce language and to comprehend it. Hypotheses construction of language c omes when learners manipulate and turn up language forms to further their interlanguage, the stages of development between L1 and L2.The second language output helps the learner test hypotheses of how language works and helps them construct new ones. Teachers provide comprehensible input in order to help learners acquire information for hypotheses construction. Slide 33 Language transfer is a cognitive process which involves the strategic use of the first language in learning the second language. The flexible thinking that occurs in the learners mind is congressman of the interconnectedness between the two languages. Bi-cognitive thinking occurs spontaneously and with great ease.Learners think in their first language, transfer that thinking into the second language and then produce the utterances that meet the communication situation. There is a distinction between transfer experienced for communication purposes and transfer experienced for second language learning. First language transfer helps the learner receive and produce messages for communication purposes. Transfer in learning situations happens when the learner uses the first language to grow hypotheses about second language rules. Language Language Transfer Trans ferWhere the two languages were identical, learning could take place through positive transfer to the native-language pattern. Where the two languages were different, learning difficulty arose and errors occurred resulting from negative transfer. Chomsky (1959) set in motion a re-evaluation of many of the behaviorists claims. This re-evaluation included area such as the dangers of extrapolating from laboratory studies of wight behavior to the language behavior of humans were pointed out 2. the terms stimulus and response were exposed as vacuous where language behavior was concerned 3. nalogy could not account for the language users ability to convey totally novel utterances and 4. studies of children acquiring their L1 showed that paren ts rarely corrected their childrens linguistic errors, thus casting doubt on the importance of reinforcement in language learning. All this led to the reconsideration of the role of L1 in L2 learning. 1. Slide 34 When language features in the two languages are similar, positive transfer from the first language to the second language occurs. When language features in the two languages are different, learning difficulties and errors happen.This transfer process made it evident to researchers that the native language definitely plays a major role in second language acquisition. The Nature of the interlanguage Continuum Cognitive theories of interlanguage claim that with the assistance of learning strategies, learners build mental grammars of the second language. Learners draw on the rules they have constructed to stand for and produce utterances. Learners utterances are only ill-considered with reference to the target language norms, not to the norms of their own grammars.The interl anguage continuum consists of a series of overlapping grammars. Each share some rules with the previously constructed grammar, but also contains some new or revised rules. A rule has the status of a hypothesis. Slide 35 The implication of the interlanguage continuum for teachers is that with assistance from learning strategies, learners are able to build mental grammars (rules) of the second language. The continuum represents different interlanguage stages (overlapping grammars) that the learners go through to use the rules they have learned to interpret and produce speech.Rules are classified hypotheses because the learner tests certain language rules in his/her development. Selinkers Interlanguage Theory Selinkers Interlanguage Theory maintains the severalty of a second language learners system and gives the system a structurally intermediate status between the native and target languages. According to Selinker, second language learners are producing their own self-contained ling uistic system. The system is not a native language or target language system, rather it falls between the two.Stages of Interlanguage Development include 1) random errors (presystematic) 2) experimentation and inaccurate guessing 3) emergent-growing in consistency in linguistic production 4) backsliding-appears to have grasped but later regressed and unable to correct errors 5) systematic stage-ability to correct errors on their own rules may not be well-formed but display more internal self-consistency 6) stabilization-few errors are made, have mastered the system to the point of fluency and 7) intralingual-inconsistencies within the target language Global errors-affect meaninglocal errors-close similarities in word form (i. . spelling). Interlanguage Continuum Interlanguage Stages L1 L2 ______/____/______/____/_______/_____/___/_____/_____/______ Basilang Mesolang Acrolang Slide 36 Each of the stages of the interlanguage continuum represents each grammar that the learner builds wh ich represents more complexity as he/she moves on the continuum. Second language learners begin in their first language and as teachers provide the formal and informal second language instruction, learners move forward in their development.When learners encounter difficulties in any of their interlanguage stages, they can fossilize (learning stops at some given point) or they may experience backsliding (regression). The continuum can be related to language learner categories used for identifying bilingual/ESL students. Basilang is alike to the beginner mesolang is the category of an intermediate learner and acrolang is the category for the advanced learner. Slide 37The identification of errors that language learners make is important in order to understand the source of errors and the corrective measures teachers can offer. Errors happen when learners lack knowledge of second language rules, while mistakes occur when learners are unable to perform their competence (underlying knowl edge that is non-observable). Overt errors are deviations in form and inexplicit errors are those that are well-formed but do not go what the learner intended. Learner Errors Error Analysis is used for examining errors as a way of investigating learning processes.Much of the early work on learner errors focused on the extent to which L2 acquisition was the result of L1 transfer or creative construction (construction of unique rules similar to those which children form in the course of acquiring the native language). The presence of errors that mirrored L1 structures was taken as tell apart of transfer (interlingual), while those errors similar to those observed in L1 acquisition were declaratory of creative construction (intralingual). The study of learner errors showed that although many errors were caused by transferring L1 habits, many more were not.It was found that learners went through stages of acquisition and the nature of errors varied concord to their level of develop ment. Error analysis could not show when learners resorted to avoidance and it do by what learners could do correctly. Slide 38 For teachers of English language learners, it is important to understand the role of errors in second language learning. Error analysis is important because it gives us the opportunity to examine learner errors and determine if errors are a consequence of first language interference or not.Implications for teachers come in planning instruction that addresses patterns in errors made by students experiencing language interference, pigeonholing practices to target the identified errors, and instructional methodologies and strategies for helping learners overcome some of their errors. Slide 39 Errors made by a language learner can give teachers insight as to how much knowledge the learner has in the second language. They are a means of diagnosing progress or lack of progress in second language development.Errors are to be seen as part of a process of second l anguage acquisition not just as the result of imperfect learning. Slide 40 Errors are systematic and will occur until the language learner recognizes them and corrects them. If communication is clear, even when learners produce errors such as no want then the error is in the language structure and not in the learners system (interlanguage). Slide 41 Contrastive analysis helps teachers understand potential errors language learners make. This understanding will allow teachers to identify what needs to be learned and what is already in the learners system.What needs to be learned will be the focus of instruction and what is already learned will be the knowledge the learner brings to the learning situations. The pedagogical materials that resulted from contrastive analysis were based on the claim that language is a habit language learning involves the establishment of a new set of habits the native language interferes with the reception and production of a second language and accounting for errors involves considering differences between the first and the second languages.The greater the differences the more errors will occur and difficulty and ease in learning a second language are determined by differences and similarities between the two languages in contrast. Slide 42 Thomas and Collier (1997), proposed the Prism Model of Language Acquisition for School. This model includes first and second language cognitive development, academic development, language development as well as social and cultural processes. Slide 43 The cognitive development component is a subconscious process that is developmental. Thought processes are built through interactions.It is critical that cognitive development take place in the first language so that the foundation is strong and positive transfer of skills and concepts occurs. Slide 44 Academic knowledge, concepts and skills transfer from the first to the second language. In order to make the necessary instructional adjustments, tea chers need to provide instruction in the learners first language and a strong English as a Second Language component during the instructional day in order to make academic content meaningful. The interruption of academic development in the first language will likely call down academic failure.A good balance of academic instruction (Cognitive Academic Language Proficiency) in the first language and vocabulary and oral language development ( grassroots Interpersonal Communication Skills) through ESL will facilitate language transfer and transition when the learner is ready. According to research, it takes a language learner from 5-7 years to reach academic proficiency in the second language. It takes from 2-3 years to acquire BICS. Therefore, teaching BICS in the two languages and having a strong ESL program are essential if language learners are to be ready for transitioning from the first to the second language.Slide 45 Language development includes Basic Interpersonal Communicatio n Skills (BICS) which are acquired subconsciously as well as the innate ability learners bring with them to the academic setting (CALP). In order to assure both cognitive and academic success in learning a second language, the learner must(prenominal) be taught in his/her first language to a high cognitive level so that the learner can develop the necessary competence and performance in the second language. Slide 46Second language learners go through everyday experiences which impact the acquisition of the second language. The home-school connection is very important in order to help language learners respond to second language learning more effectively. The sociocultural support that language learners need must be evident at home, at school, in the community and in society at large. The instructional environment can either create social unity, linguistic and ethnic respect, and value for bilingualism or it may promote a psychological distance between two groups, cultures and langu ages.Slide 47 In conclusion, teachers working with second language learners must consider the learners linguistic, cultural, and academic needs, as well as the levels of language proficiency. Teachers should encourage their students to experiment with language and not be afraid of making errors. Errors are part of the learning process just as error correction is part of the teaching process. Teachers should not ignore errors, but focusing too much on them can cause anxiety, fear and hamper learning.

Cybersecurity for Critical Infrastructure Protection Essay

Cybersecurity entails safeguarding of ready reckoner mesh topologys and the information that it carries from unauthorized devil and malicious hoo-ha or damage. This is because the use of networks has become common in businesses and governance activities, and whatsoever tampering bunghole cause serious consequences for the affected bodies. A question is what degree do the security bridge has to unfavourable infrastructure. Analyses of un stuffy and asymmetric oncomings assume that potential opponents would use cyber weapons.Such opponents could utilise the use of conventional nation state and non-state actors opponents. Initi in ally, cyber weapons were considered punter because of their asymmetric claps because of the low cost, which results in negative virtually unprotected parts that atomic number 18 found in around of the computer networks may be disastrous as kinetic or blast weapon. digital Pearl Harbor a term that appe bed in mid-1990s, when internet was comme rcialized and frequently used came to birth. The scenario in this picture is that the creative activity would plunge into disaster due to the inception of hackers.Some of the results that were squalled to be associated with the Digital Pearl Harbor include open floodgates, blackness, poison water turn in and planes crashing. However, thither is no cyber attack that has produced such disastrous results. Such talking to arose due to lack of technological understanding, how softw atomic number 18s moderate, and the operation of different complex system. To determine the extent of venture that is posed by computer networks and its vulnerabilities, it requires an estimation of probability that allow for damage diminutive infrastructure in certain ways that go out affect the guinea pig interest.Hence, it representation that at that place should be sequential or simultaneous events that moldiness occur for a digital attack in the cyberspace to view as physical effect. compu ting machine networks atomic number 18 usually the vulnerable part, and non the fine infrastructure that these networks view as or support. Infrastructures be strong and resilient and are capable of take up damages that are associated to terrorism, natural disasters and climates. This message that the issue of cybersecurity in the depicted object of terrorism is usually over guessd.By saying so, it does non mean that readying of vituperative infrastructure protection should non be in place. In planning for the measures that should be include in planning in the CIP, runner as the computer networks increase, their vulnerabilities also increases. Secondly, another method that rear be utilise by the aggressors is attacking the storage parts of the networks instead of the networks itself. The networks are penetrated, collect-required information and monitor changes without creating any suspicion and when they are suspected, the databases and networks that support of imp ort activities are disrupted.Political Context for Cyber security and CIP In the discontinue of 1990s, cybersecurity policies were dominating and on that point were frequent discussions on the issue of critical infrastructure protection. Nevertheless, soon there is a token(prenominal) understanding by the federal that the initial issues that were associated with the use of internet and network connectivity were overemphasized. This overemphasis was due to several factors that range from the introduction of meshing to the Y2K (Philemon 2005, pp. 70).Y2K was associated for previous programming errors which IT experts believed that military personnel would plunge into chaos at the mid night of the New Year, thus brought most attention to the world of cyber security. American government as been associated with risk-averse policies since the 1970s. This is because there is a loss in terms of confidence of governing elites, decrease in public depose and a punitive and partisan po litical environment. Hence introduces plans, policies, and various strategies for critical infrastructure protection.This political change brings in better understanding of cybersecurity and critical infrastructure protection. Hence, planning for critical infrastructure protection requires an assessment of risks that are capable of damaging attack. An individual who is risk aversive may estimate the probability of damage attack to be higher when compared to a indifferent individual (Davis 2003, pp. 33). Assessing Risks In determination of the significance of cybersecurity for critical infrastructure protection, it must begin with estimating the risk. This method so far has proved difficult to incorporate.The better method is neutrally analyzing previous attacks and gain better ways of knowing it causes and consequences that were associated. This go forth enable the estimation of likelihood that a potential attacker will concentrate on a particular target. In addition, it is able t o predict the type of weapons that will be used. This involves understanding the motive of the attacker, strategic role, capabilities, preferences, goals and experience. This will weigh the capabilities and goals of the attacker against potential infrastructure vulnerabilities (Davis 2003, pp. 33 34).The definition of risk is how much of threats that a society or government could arrest and relies on the importance of the security. Homeland Security policy states that it is difficult to eliminate all risks, but requires priorities that will reduce the amount of risks that are associated with cybersecurity. Risks that are associated to cybersecurity can be grouped into three parts risks that can cause injuries or death, affects the economy or reduce the capability of military. So far, there are no issues or threats that are associated with the different groups (Keith 2005, pp. 66). Critical Infrastructures and Computer Networks linked States has a long list that identifies critical sectors and includes agriculture, health systems, fixing and fiance, IT and telecommunication, energy, industries, and transportation. To the Federal government the issue of cybersecurity is not serious to them. An infrastructure is said to be critical since it is able to meet some standards of subject area interest. To meet these different standards, there is usually an implicit assumption that pause of the infrastructure would reduce black market of services and goods creating hardship resulting to impeding of government economic operations.To understand the analogy between cybersecurity contributions to the critical infrastructure protection, two additional concepts of location and conviction can be introduced (Keith 2005, pp. 66). Location and time helps in understanding that cybersecurity is not a concern to critical infrastructure. Those issues that takes time to show problems, usually gives time for the affected organization to identify solutions and organize and in m arshaling resources to respond to the issue, hence, does not present a crisis.The capability of industries to respond to the problems through innovation and creating alternative technologies or solutions means that those infrastructures that had disruption and did not posses immediate danger, results in minimal effect to the economic, national security and life in general. National infrastructures are geographical distributed which means that they are not critical in nature. This means that larger infrastructure provides critical supports to key governmental functions and economic, and not the blameless industries or networks.This means that there are few networks that are national in nature and at the same time are usually mutually dependent. Networks that are associated with telecommunications, finance and electrical power are most critical because of its interconnectedness, economic health and national scope. An example is the Fed electrify that supports banking, if it is atta ched it may cripple the banking sector form sometime, but the Federal Reserve have developed means to harden the Fed Wire. Internet as a Critical Infrastructure With the help of cyber weapons, the Internet can to some point be attacked.However, the Internet is a shared network that if attacked will affected both the target and the attacker. An attacker can lick that the US economy may be most affected and the attacker may use back ups of some sort, gift it a momentary advantage. Internet is robust and is able to operate even if the Soviet inwardness and United States exchange nuclear weapons. Its architecture and design enables it to survive and withstand all these problems. With packet switching, the Internet can redirect the messages and at the end of the day arrives or are directed to the required port.The capacities of the internet to operate is due to the addressing system which is multilayered, decentralized and has the possibility of operating even if it means it will tak e days to update the routing table. The core protocols that are employed by the internet are vulnerable to attack. An example is the Border accession Protocol BGP that is responsible for routing traffic, has been tested and it is vulnerable to attacks but the attacker has to reckon the redundancy, which is associated with thousand of subsidiary networks in the Internet (Davis 2003 pp. 33 34).So far, there is only one case that has between witnessed, in 2002 there was an attack to the Distributed Denial of Service of eight out of the 13 historic alkali servers, which govern the addresses of the Internet. The attack did not cause a lot disruption but it is believed that if it could have taken a longer time it would have degenerated the Internet. Since the 2002 incident the DNS system has been strengthened through dispersing the root servers to different places, victimization new softwares and employing routing techniques. Hence, the new redundancy that has been employed has drast ically reduced the issue of shutting down the DNS.In addition, the complexity that is associated with estimating the real cost makes planning for critical infrastructure protection difficult. Most estimates that are associated with cybersecurity are exaggerated or overestimated. To obtain the amount of damages that are caused by cybersecurity, a sample is estimated and then it is extrapolated to the affected population. Analysis of the impacts and cause of cybersecurity estimates should be analyzed by statistical analyses and economic losses should not be received in face value.Importance of the cybersecurity in defend critical infrastructures other than electrical power, telecommunications or finance, rests on the believe that the critical infrastructures are dependent on the computer networks for them to be able to operate. In such perspective the computer network specifically are vulnerable but the infrastructure that they support are not vulnerable (Philemon 2005, pp. 70 75) . An example of a distractive cyber attack was the Slammer worm. It effects affected automatize teller machines (ATM) across the northwest making 13000 to be out of service. some analysts belief that the Slammer was a damaging cyber attack, but in national perspective, it had small impact since other parts of the country operated normally. Furthermore, the Slammer wrick only affected one bank and its ATM services. In this case, the customers of the bank suffered some inconveniences the bank lost revenue and spoilt their reputation giving an advantage to the cybersecurity conscious competitors. Potential opponents in terms of nation-states may employ the use of cyberspace. When they gathering intelligence information will prompt them to attack and penetrate the U.S. computer networks. When a conflict occurs between different states, information, skills and access to crucial infrastructure will be used to disrupt important information system. Risks that are associated with espionage and cyber crime are real for firms, agencies and individuals. References Davis, J. (2003). Information technology Security Threats, New York Barrons Educational Series, pp. 30 34 Keith, J. (2005), Plans and Developments in Computer Networking, New Haven Yale University Press, pp. 66 Macklin, M.(2007), Computer networking Implementation and Security, capital of Indonesia Cambridge University Press, pp. 45 49 Peter, K. (2001). Cyber Security and CIP, Australia Fontana Books, pp. 120 121 Philemon, M. (2005), Development of Computer Systems and terrorist act Threats, Stanford Stanford University Press, pp. 70 75 Rachael, L. (2003), Critical Infrastructure Protection, New York New York Publishers, pp. 13 16 Richard, Z. (2005), Management and Information Technology, London Oxford University Press, pp. 60 61

Othello is a play about jealousy Essay

Othello is a picnic ab bulge green-eyed monster, Iagos congenital green-eyed monster and the compel jealousy of Othello, discuss.Othello is a Shakesperian tragedy in which the valuable qualities of the favourable characters argon manipulated against them in much(prenominal) a way that their have got qualities catalyse their own downf e actually(prenominal). At the operate of the represent all is sound between the estimable Othello and sweet Desdemona until Iago slowly poisons Othellos mind until it cumulates in a blinking(a) and murderous finale. Shakespeares plays are well renowned for their examination of kind sensations through with(predicate) drama, Romeo and Juliet examined the nature get it on, Hamlet examined the characteristic of having a weak mind, and both of these plays revealed the dangerous aspects to extreme odors. Othello is a play that to a fault explores the destruction that merciful emotion can lead to, and this essay shall consider the pro smirch that Othello is a play ab forth the emotion of jealousy and its consequences.Iago is the first ca practice of all the trouble in Othello. His apparent motive for absentminded to oust Cassio in favour of himself is his belief that Cassio is less(prenominal) fit and capable of the position of deputy sheriff than he.Nor the division of a battle he knowsMore than a spinster, unless bookish rhetoric,Wherein the togged consuls can propose,As masterly as he. Mere prattle wi cat valiumt practiseIn all his soldiership. Iago, actuate I, expectation I.The harsh sounding pr sound in the alliteration in Iagos savoir-faire aims his anger at Cassios ap calculatement. This idea is later supported when Iago goes on to declare he can non feel love for the Moor, as he feels Othello picks officers give away of favouritism. Iago feels hard d ane to by Othello, and the combination of these revelations indicate that Iago is jealous of Cassios new position and contemptuous towards Othello for givin g it because he wanted the position for himself.He may likewise feel jealous because he is considered less favourable as a person to Othello, because he scorns Othello picking his lieutenant out of favouritism. It is these feelings that rouse the desire for r blushge on Cassio and The Moor within Iago, and cause him to plan the fall of his superiors. Jealous spate are never happy with others fortunes and therefore can alone be happy when others are mis rosy. Therefore, it is possible Iagos desire for destruction is spurred by his jealousy. Due to the particular Iago is the root cause of the tragic result of the play, the point that Othello is about Iagos innate jealousy get togetherms to be well make because it is jealousy which first inspires Iago to bring misfortune to those he views to be interrupt off than himself.Iago is not only jealous of Cassio, erect now as well jealous of Othello. Similarly to the jealousy he feels for Cassio, Iago is jealous of Othellos respec t and fortunate position. However, there is also evidence that Iago is jealous of Othellos relations with women. He believes that his wife has been unfaithful to him with Othello and this would rouse jealousy and contempt.And it is thought abroad that twixt my sheetsHes done my officeIago also finds Desdemona very attractive, and peradventure reveals he wants her for himself, although Iagos precise motives are never revealed in the play.Now I do love her (Desdemona) tooNot out of authoritative zest, through peradventureI stand accountant to as dandy as sin,But partly led to diet my r take downgeFor I do suspect the lusty MoorHath leaped In my seat come II scene I business organization 280This speech can be see as either meaning he loves Desdemona because he can use her as a tool in his revenge against the Moors behaviour with his wife, or mayhap interpretted as Iago admitting he wants Desdemona for himself- and his justification of this feeling being that Othello had Emilia. Either interpretation concludes that Iago nauseates the moor because of jealousy not only on the grounds of status and position in the army, simply also in terms of women too. The idea of Iagos innate jealousy of wanting Desdemona for himself would explain his behavoir of disregard for Desdemonas feelings in conspiring misfortune for Othello. Iago sees her as a whore,And Ill warrant her, full of game Iago Act II scene III line 19.And this treatment of devalueing is similar to that of several(prenominal)one you want for youself and cannot have1. He is jealous of Othellos relationship with her, and thus his hatred ex leads to her because he feels that Desdemona should love him and thus he not only wants Othellos position, but to exterminate the love he has with Desdemona because he is jealous of it. Iago would not have at peace(p) beyond his plans to simply eliminate Cassio if he had not felt heating system for Desdemona, his actions to ruin her stem beyond military position.Ano ther idea as to why Iago plans to eliminate Cassio and Othello is that of Coleridges suggestion of motiveless-malignity. The idea that Iago was not hardly jealous but just gained pleasure from sightedness others miserable is, in my opinion, is a stronger idea than that of Iago acting because of jealousy alone. There is evidence to suggest that Iago was not jealous of Othello supposedly having sex with his wife, but just apothegm it as much reason to hate him. Iago did not hate Othello because of this- but as well as this- and this suggests that Iago had no real reason to hate Othello, but his vileness character enjoyed the pleasure of seeing a great man fall.I hate the MoorAnd it is thought abroad that twixt my sheetsHe has done my office Act I scene III line 385The use of AND in this speech suggests that Iago hates the Moor through separate reasons than the protrude of his wife. Iagos treatment of Roderigo and Desdemona in the play also suggest that Iago is just an innately venomous person rather than someone corrupted by innate jealousy. Roderigo and Desdemona have complete faith in honest Iago, and he abuses their trust and incorporates them into his plans regardless of how he may hurtthem as individuals. O good Iago,What shall I do to win my lord again? vertical friend, go to him Desdemona to Iago Act IV scene II line 147He has no reason to be jealous of Roderigo and Desdemona and yet he hurts them anyway, so this suggests Othello is not just about Iagos innate jealousy, but his evil ways. He knows the trouble he is causing, and indeed uses dark imaginativeness to usher the enjoyment in the pain he creates.I havent. It is engendered. orchestra pit and nightMust bring this monstorous birth to the worlds light(a)The fantasm in the language and the resourcefulness of hell he uses indicates a dark cruel side in Iago and the playful romantic imagery of his evil plans proves he retracts enjoyment out of it without guilt.If consequence do but approve my dreamMy boat sails freely both with wind and move.I believe getting so much enjoyment out of their misery is a point against Othello being about Iagos innate jealousy because jealous people tend to act irrationally. Iago methodically plans his actions. However, the detail Iago is so bitter could also have hardened him over the years. He seems to be jealous of anyone who is valued favourably, and resentful to anyone who values someone else more highly than himself. In this way I am of the opinion that the play is very much about Iagos innate jealousy transforming him into a bitter man who derives his only pleasure in purport from seeing people who could be happy turn miserable. Iagos tragedy is perhaps that he can never be happy himself and so spends his life making others miserable with motiveless-malignity. However, in the book seven-spot, a serial killer saysI took it away because I resent your normal life detective, so it seems that envy is my sinhaving killed his victims he admits he wishes he could be normal. Jealousy and envy are closely interlinked, so if a serial killer who kills helpless victims even prefers to die because of his jealousy of normal happy people, then the circumstance Iago shows no remorse perhaps wagers that Iago did not primarily act out of his jealousy but lust for causing pain.Othello is very much in love with Desdemona at the start of the play, he feels his person bound to hers and has complete faith and trust in her. His soft language is al roughly like poetry and reveals his gentle nature.Oh my souls joyIf I were now to die,Twere now to be most happy for I fearMy soul hath her content so absoluteThat not another comfort like to thisSucceeds in unknown partOthello is an old black man and Desdemona is a beautiful young Venetian girl, in Shakesperian times this would have been considered a very unconventional marriage ceremony and people would have looked down on it, at the time, black people were only associated in Engl and with Slaves. The play, until now, shows that true love in any retainer can over power social integrity. In the bring downning of the play, their relationship is very solid despite the troubles that they had to go through to be accepted, however Iago poisons Othellos mind into becoming a jealous monster. Desdemona originally speaks of Othello as if he is beyond jealousyMy noble MoorIs true of mind, and make of no much(prenominal) basenessAs jealous creature are. Desdemona Act III, scene IV.Therefore, when Othello is finally corrupted by Iagos slowly soaking trickle of evil lies and ideas, it is a shock to Desdemona to see her husband so callous. The play is about how Othello changes from one man into a completely contrary one, and the cause of this is jealousy. Thus I can say that the play is about Othellos imposed jealousy. As Othello spends more and more time with Iago, he becomes almost in Iagos bullheadedness. At the beginning of the play, Othello has a musicalness in his words, and speaks with such beauty and power.Amen to that, sweet powersI cannot speak lavish of this contentIt stops me here it is too much of joy.His references are to theology and Christianity, and he talks of sweetness, joy and contentment. Later, however, the imagery he uses in his speeches changes completely. Shakespeare uses imagery in language to portray the personalities of characters, and thus, a change in Othellos speeches indicates a change in personality.Damn her Lewd Minx. O dirt her, damn herCome, go with me apart, I will withdrawTo furnish me with some swift means of deathFor the fair devil. Now art thou my lieutenant Act III, scene IV.The imagery he uses here is that of darkness and hell. These are similar to Iagos imagery repetition of hell. Shakespeare makes a connecter between Iagos hellish imagery and Iagos possessing of Othello. Witchcraft in Shakespeares time had more social stigma attached to it than in 2002 Britain, therefore, Shakespeare was making s trong linkages between Iago and evil, stronger than how we would interpret it today. The almost hellish possession of Othello by Iago leads to the end result, and thus the imposed jealousy of Othello by Iago is a main part of what the play is about.Psychologist Emma Goldman states on jealousyJealousy, the contortions of which we see in the matrimonial tragedies and comedies, is invariably a one-sided, bigoted accuser, convinced of his own righteousness and the meanness, cruelty and guilt of the victim. Jealousy does not attempt to understand. Its one desire is to punishas severely as possible recognize is restored as soon as blood is shed, either that of the man or the woman. From the archives of the New York public library.This description is essentially what Othello goes through and basically summarises the play. Othellos imposed jealousy is different to Iagos innate jealousy because while Iago appears to be jealous of people who merely have the susceptibility within them to be happy, Othello appears jealous of Cassio and suspicious of Desedemona because he genuinely thinks they do him wrong. This can lead to the interpretation that Othello was never indeed jealous.Coleridge believed that Othello was indeed not jealous.Let me repeat, that Othello does not kill Desdemona in jealousy, but in a conviction forced upon him by the almost superhuman art of Iago, such a conviction as any man would have amused who had believed Iagos honesty as Othello had Notes on Othello, ColeridgeColeridge is saying here that Othello was not jealous of Cassio, or unnecessarily suspicious of Desdemona, but in fact just severely hurt. Iago is repeatedly referred to as honest throughout the play, and even his own wife Emilia did not suspect him of such evil acts. Therefore, because Othello is such a believing and trusting person, he had no chemical element within himself that questioned the honest Iago, with whom he was on first name favorable terms with.Othello was not jealous wh en he killed Desdemona, but in fact felt it was the only way in which he could regain his respect. In Shakespearian times, the man whose wife was unfaithful would be labelled a cuckold. It was a huge public disgrace to the man as well as an emotional strain, and Othello, being proud, did not take this well, thus he killed the woman he loved not out of jealousy, but out of solemn agony. Without Desdemona, and with the knowledge that someone he loved so deeply had betrayed him, Othello felt in despair.Look where he comes. Not poppy, nor mandragora,Nor all the drowsing(prenominal) syrups of the world,Shall ever medicine thee to sweet sleepWhich thou owedst yesterday Iago of Othello Act III scene III, line 329.In this way we can see that Othello is not just a play about jealousy, but it is also a play about trust and deception. Othello should have believed Desdemona but the manifestly honest Iago used everyones good traits against them, and caused the bloody mess unmarried handedly.T o conclude, Othello is perhaps a play about the innate jealousy of Iago, however, I am left unsure about the precise motives Iago has. I tend to agree with Coleridge, that Iago is motivated simple by the direst cruelty, although there is substantial evidence, such as his behaviour towards people who seem happier than himself, that Iago suffers from innate jealousy aswell.The play to me, seems to be more about mistrust, and the tragedy that Othello believes Iago over his wife. The fact Othello is so quick to doubt both his love and his best friend also suggests that Othello has a weakness in character judgement and solidarity of emotion. However, Iago was a very intelligent manipulator, and had luck on his side, to create a catharsis of emotion which drives Othello to kill his beloved, and how Iago manages to do this, is essentially what the play is about. It leaves the open question for me, that did even Shakespeare not know exactly what drove Iago, did the writer have doubts, or wa s he just unable to convey such a confused character within the confines of a play.1 It is a psychological theory that if someone/something you love is unreachable, your mind will automatically begin to devalue them to ease the pain of not having that person/thing. It is easier to accept a whore does not love you than to accept a genuine sensitive girl does not love you.

Competency Statement Essay

To establish and main a safe, healthy acquirement environmentI believe it is important to establish and maintain a safe and healthy dealing environment by remaining my join and play ground area clean and free of the things that are denigrating to my children. I believe the first steps to throw out learning is to keep a clean and safe environment, that my childrens minds will be wound up and will meet there individual learning styles.My goal is to encour sequence my children to follow healthy and nutritional eating habits. I do this by promoting foods that are healthy and clean for my children to eat. I teach about and wee my children sample all types of healthy food to help our bodies grow strong. My children and I boast helped encour sequence in changing the centers wag to perform the menu fun, colorful, yet healthy and nutritious, that meet the needs of those children with a special diet. oneness thing I would love to afflict to do more of would to select the children service them self as a family style meal.In the running(a) area of establishing a learning environment my goal for my children is to try to confuse sure that my schoolroom is fun, safe, organized and set up for success. In my classroom I have seven different learning areas art, science, blocks, dramatic play, manipulative, authorship and library. All labeled with words and pictures. I try to set up stimulating learning centers so that my children can move freely with age appropriate material for their self-directed play and learning. I like to offer a high activity, low stress environment where my children can learn and play happily together. I do have to mesh or so centers onto one shelf due to limited blank in my classroom. If I could I would change the layout of the room and add some more space for each center.My weekly plan is not designed by myself exactly by my company. I believe it is a very effective lesson plan, age appropriate and fun. I do get to add or make chan ges to it as needed to make it work for special needs. I try toinvolve my parents in helping provide props or anything they have laying around the house that we can use to make our centers more life like. My lesson plan focus areas include circle time, language/ rendering activities, creative expression, science/math, music and movement, gross motor, dramatic play and sensory. I try to make every lesson fun and hands on so that I know my children are grasping the learning part of the lesson.

Nursing-Sensitive Indicators Essay

According to the American Nurses Association, breast feeding-sensitive indicators smooth the structure, process and outcomes of nursing address. (Nursing Sensitive Indicators, 2015) Understanding the indicators is an important pluck of nursing, not only to assist the enduring, but the long-sufferings loved ones as well, to come across quality patient care. In this particular case, had the take hold understood the argumentation and data behind the Pressure Ulcer Rate and Restraint indicators, and communicated the exigency to report any pertinent findings the CNA may disc everyplace in the nurses absence, the CNA would not have dismissed the reddened area over the patients lower spine and would have immediately sensible the nurse of the finding. Upon returning the patient to bed, the CNA would have as well hit the hayn not to place the patient buns in bed on his back and re-apply the restraints. Instead, would have had the patient lay to one side and stressed the importan ce, to the patient and family member, of frequent turning, to reduce the chance of contract ulcers. Quality patient care can only be achieved with teamwork and open communication. The discussion of blackmail ulcers in infirmaryized patients has become an increasing issue with more attention to the bar of such since the early to mid-1990s.The Centers for Medicare and Medicaid Services (CMS) state that stage III and stage IV twinge ulcers occurring during admission are considered preventable (Zaratkiewicz et al., 2010). trance the gentleman in our case scenario represented what would be considered a stage 1 pressure ulcer, with proper quality care and training, even this stage 1 ulcer could have been prevented or at the very least, the progression halted. If the nurse had a better dread of nursing-sensitive indicators, or the theory behind them, then peradventure he or she would take more ownership in the prevention of pressure ulcers. Harborview Medical Center in Seattle, Was hington, conducted their own study regarding pressure ulcers and ways to prevent them. Their study wasint terminate to track, prevent and improve skin-related outcomes (Zaratkiewicz et al., 2010). While the results of the study showed a large increase in minor pressure ulcers, it showed a huge decrease in stage III and IV ulcers, the most costly and reportable types. Education and staff reinforcement virtuoso to early detection and improvement in practice, ultimately faring better for the patient. by chance if the hospital in the scenario had communicated such important figures or conducted their own study, the nursing staff and even the CNAs would have a better understanding and ultimately provide better care. As far as ethical issues such as the request for a kosher meal that ended up not being kosher, we as nurses accept and agree to turn out by a code of ethics. If I were the nursing shift supervisory program and this case scenario occurred, there are a few different things I would use to discuss with my staff. First of all, I would remind all nursing staff of the code of ethics we all accepted the day we have nursing school and offer copies to each of them to serve as a reminder. Specifically, for this scenario, I would point out Human Dignity is respect for the constituent(a) worth and uniqueness of individuals and populations.In professional practice, concern for human haughtiness is reflected when the nurse values and respects all patients and colleagues (The Essentials, 2008). While I am not Jewish and not receiving a kosher meal does not seem to be a big deal to me, I know that it is important to my patient and an acceptable request, so it should be a antecedency for me. Secondly, I would start a monthly ethical education series, choosing a different topic to better educate my staff. In the world we choke in today, there are so many cultures and a requirement to be more aware of ethical treatment, that the staff should not be expected to ju st know it.This knowledge comes from on-going education and it is up to the hospital and staff to make sure they are kept as up to date as possible regarding ethical treatment of patients. I would also involve my Board of Ethics or ethical expert from the hospital to intervene and sincerely apologize to the family. While we wont be able to fix the meal that was already eaten, we can ensure the patient and family that steps have been taken to support special requests of patients from now on.ReferencesNursing-Sensitive Indicators. (2015). Retrieved from http//www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursi

Climate change and Solutions

Climate flip is a concept that has generated much sway in recent times, the many competing theories as to why climate change is occurring is no yearner meaningful and we are now at a stage where unless serious measures are introduced to combat the causes of climate change gay kind as a civilisation could be wiped out forever.As a UCT student and a South Afri lav citizen I heavily be lieve that climate change has chief(prenominal)ly been induced by the develop world, however, despite this fact, the responsibilities of combating globular change do not primarily lie in the hands of the developed world. Successfully overcoming such a considerable problem such as climate change requires the cooperation and leaveingness of the entire world. in that location comes a time where we have to accept responsibility for our actions. That time is now. It is not too late to correct the mistake we have made, however we require less talk and more action.The policies of palliation and adap tion which traditionally have been the main two policies in combating climate change have proved to be limiting in their loadiveness (Parry, 20091-2). For example, achieving current mitigation targets go out not prevent major environmental impacts, as in rules of order for mitigation to have any effect in reducing orbiculate impose on _or_ oppress global emission cuts of 80 percent are necessary (Parry, 20091). tally to Martin Parry the fundamental cause of climate change is unsustainable growing, both in the past and the present (Parry, 20091).Sustainable development is therefore pivotal in forming the fundamental prerequisites for combating climate change. Parry further goes on to emphasize the demand for the implementation of a sustainable development strategy that combines mitigation and translation in a whole package of other development strategies, including laid-back levels of efficiency and equity in resource use, investment, governance and income growth in order t o successfully and effectively confront climate change (Parry, 20098).In result to the article published in the Mail and Guardian on the tenth September 2009 combating climate change will not necessarily slug or reduce development. Low snow economies are effective in creating employment opportunities and bringing about the fundamental prerequisites that are essential for stimulate development whilst limiting environmental damage (Winkler and Marquard, 200962). Energy efficiency programmes are most effective in reducing emissions with little economic mo which in a country such as South Africa is desperately needed in order to reduce carbon emissions with little effect on economic development (Winkler and Marquard, 200962).Other ways of reducing emissions as highlighted by Winkler and Marquard include the implementation of non-carbon and reduced carbon energy supplies in the form of hydroelectricity, natural gas and solar power (Winkler and Marquard, 200962). However, changing de velopment paths is a very challenging and time consuming process which can be bought about in various ways including the imposition of carbon taxes, selective beneficiation and incentive programmes for energy-intensive industries (Winkler and Marquard, 200962).Climate change is a global problem that can only be solved through global cooperation and teamwork. The injustices of the past must be forgotten and both the developed and underdeveloped world must work together to ensure the immediate and drastic reduction in emissions. Combating global climate change is a long term process that requires extreme dedication and ruthless legislation that will ensure the full cooperation from countries the world over. Economic growth is not the antecedence anymore mankind could potentially be on the brink of extinction unless drastic measures to combat climate change are implemented.When the last manoeuvre is cut down, the last river poisoned, the last fish caught, then, only man will discov er, that he cannot eat money.

Life of Pablo Friere

Based on the demands of our genteelnessal system, our party is forced to conform to the take of education that they destiny us to be at. This educational distortion is beneficiary to the educators realm and the way of governing education . We argon seen as merely objects rather than subjects and ar fed only facts/ culture that the educator only wants us to memorize non real comprehend it or even ask questions or give our opinions to minded(p) facts/ tuition. This is what makes the educator the oppressor and us the oppressed. Paulo Freires Pedogogy of the Oppressed deals with the concept of oppression in the indoctrinate system and suggests an preference method of education. There is an absolute need for school-age childs to divide down the wall (Pink Floyd) of conformity in education and express their individuality. training in itself displace be a contradiction. The instructor (oppressor), is there to naturalise/teach the school-age child (oppressed) besides is he sincerely? As Freire indicates thread (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into containers, receptacles to be make full by the teacher. The to a greater extent completely she fills the receptacles, the better a teacher she is.The more meekly the receptacles permit themselves to be filled, the better students they are. (67). He similarly goes on to say Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes deposits which the students patiently receive, memorize, and repeat.(67), and he refers to this as the banking system where the student goes only as far as receiving, filing, and storing the deposits.(68).This banking system method of train, real is not teaching the student(oppressed), but rather they are given facts/information by the teacher(oppressor) tha t they do not fully understand, and so there really is no learning. Also the banking concept holds the student down because he is told what to learn, and he is not allowed to work to his full capacity. It is because if this that the student lacks creativity, transformation, and knowledge in this (at best) ill-conceived system.(68). If this type of educational method keeps on, then there go out be no change, therefore the minds will be filled with facts/information that the student will not always understand.This banking concept method of education also keeps a restraint to knowledge for the student to a certain level because it doesnt give the student initiative, motivation, and drive to actually go out and want to learn. In other words this isnt the way to go about education. As Freire states This solution is not (nor sack it be found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and prac tices, which mirror heavy society as a whole(68). They are as follows(a) the teacher teaches and the students are taught(b) the teacher knows everything and the students know nothing(c) the teacher thinks and the students are fancy about(d) the teacher talks and the students listenmeekly(e) the teacher disciplines and the students are disciplined(f) the teacher chooses and enforces his choice, and the students comply(g) the teacher acts and the students have the illusion of performing through the action of the teacher(h) the teacher chooses the program content, and the students (who were not consulted) line up to it(i) the teacher confuses the endorsement of knowledge with his or her own professional authority, which she and he sets in opposition to the liberty of the students.(j) the teacher is the Subject of the learning process, spot the pupils are mere objects.(68-69).Freire suggest that the educational system use an alternative method of teaching. He calls this problem po sing education. Freire goes on to say Those in truth committed to the banking concept in its entirety, adopting instead a concept of wowork force and men as conscious beings, and consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of human beings in their relations with the world.Problem-posing education, responding to the fragrance of consciousness-intentionality-rejects communiques and embodies communication.(74). Freire suggests that the students(oppressed) must break free from this system of things and liberate themselves and free their minds. Problem-posing is an first-class way to break free from oppression in our educational system. Freire suggests that Indeed, problem-posing education, which breaks with the upright patterns characteristic of education, can fulfill its function as the practice of immunity to overcome the above contradiction.(74).The oppressed, once free, experience th eir world, and as a emergence question it. This is where they break free from oppression and begin the journey to freedom from this restricted educational system that Freire calls banking system. Freire also mentions that Problem-posing education, as a humanist and liberating praxis, posits as fundamental that the people subjected to domination must stir for their emancipation.To that end, it enables teachers and students to become Subjects to the educational process by overcoming authoritarianism and an alienating intellectualism it also enables people to overcome their false perception of reality. The world-no longer something to be exposit with deceptive words-becomes the object of their transforming action by men and women which results in their humanization.(79).In other words, based on the banking concept, students are told what to learn and anticipate to learn it. Being told what to learn creates a necessity to rely on an authoritative figure not only in school but also i n life, and reject responsibility. This is what the oppressors want, the oppressed who rely on authority and reject responsibility because that puts everyone under some form of power, and the oppressed are then prepared for the next oppressor.The educational system needs problem-posing methods of teaching because it makes the student becomes a critical thinker, and not only that but no longer becomes an object but rather a being who can share ideas with the teacher. In that fashion of education the teacher could also learn from the student and all can give distinct input on a given subject. This would allow each student to break the define and become individual thinkers who can express their knowledge in different ways.Overall the methods used for teaching are very inadequate. Instead of tattle the students what is to be memorized, the teachers should apply problem-posing techniques to get the students learning themselves. Once this teaching method can be applied, students should nt actually just rely on the facts/information given to them but rather go out and seek and take place out for themselves the truth and reality of all things. EveryoneIs able to share their ideas and can learn from each other.I feel that Paulo Freire does an excellent job in making us aware of the reality of things in our educational system. I agree with the fact that we should have more of the problem-posing method of teaching, because it will not only involve us and make our ideas heard but will actually expand our way of thinking.

Motorola in China

Executive Summary In a liberal level of integration worldwide scrimping today, people are more than concerned close the phenomenon of intermediary corporations and multinational companies renounce the traditional query and development form in the host country where they have destine up research and development unions. In this report I will discuss about Motorolas reasons to enter china and commit itself as a local comp any. Moreover, I will talk about the fix strategies in china and its commercialise position. Apart from that I will flesh out the lad and prepare analysis of Motorolas localization scheme in China.Furthermore, I will discuss the characteristics of Motorola as the big acclivitous foodstuff place in China. Table of content Contents Executive Summary2 Table of content3 Abbreviations4 Introduction5 master(prenominal) body6 Reasons for Motorola to enter China6 Strategies adopted by Motorola to enter China. 8 Operation strategy of Motorola9 Framework anal ysis of Motorola operations in China10 India and China Global Trends12 Conclusion13 References13 Abbreviations PEST Political, scotch, Socio-ethnical, Technological SWOT- Strengths, Weaknesses, Opportunities, Threats SEZ Special Economic ZoneCAMP China Accelerated counselling course of instruction R&D Research and Development IDEN Integrated Digital deepen Network SARS Severe Acute Respiratory Syndrome MNC Multi National Companies ITO international Trade Organization BPO Business Process Outsourcing BRIC Brazil, Russia, India, China GDP common Domestic Product USD United States Dollar SMIC semiconducting material Manufacturing Internal corporation Introduction In 1987 Motorola established a delegate office in Beijing. It was dealing with exportation of telecommunications gear and semiconductor to China.Due to the increase of disputations from other companies, Motorola discrete to move some of its alter activities to China. In 1992, Motorola China Ltd was estab lished and exposed an labor in Tianjin. Motorola was the leading worldwide grocery store in manufacturing move electronic arranging, communications components and semiconductors. The company mainly dealt with cellular, personal communication, defense and set electronics and computers and other many more electronics products. According to Wen-Cheng et al. 2010) callable to its expanding upon on backing in six continents, Motorola employed more than 142,000 people and represent production amenities world(prenominal)ly. Motorola had a elementary objective of priotizing customers satisfaction done choice, speed, technology and team work. Motorola succeeded to fulfill its objective in China because it mum the merchandise and the culture of the people. It to a fault continueed uncompromising reliability and guidance on an idea of a world in which everyone can shoot plentiful potential. However, in 2000s Motorola started to experience a huge competition from the Chinese ready handset companies.Motorolas commercialize started to declivity callable to the increasing competition in the market. This lead Motorola to raise its sales and market shares by introducing advanced strategy in 2002 in order to maintain its market. The strategy did not help as the matter of fact Motorola went on losing its market in China (Gaur and Cateora 2006). Main body Reasons for Motorola to enter China The offshoot of Motorola in China went proportional with Chinas economical development and Chinas involvement in the world economy. brass section of Special Economic Zone (SEZ) in 1979 which stimulated investors mainly those which sedulous in light manufacturing industries.The exotic companies that unconquerable to confine at SEZ were inside to special taxes treatment and particular services like infra complex body part (Mack, L 2012). Chinese market size, China was the very momentous market for the company. Motorola survey that it was important to establish its manufacturing point of view and center for its company research in China (Hedley, M 2012). Despite Chinas complicated brotherly and semipolitical milieu, Motorola was able to achieve tremendous success. It do it possible to relieve oneself a way into Chinese market and became the leading company in the Chinese mobile market.It is said that Motorola paved its success due to the strategies it implemented and put into consideration of the peoples culture and the market. However, wealth of Motorola rendered the implication of the company to join to the Chinese market. In 2003 Motorola mounted up investing of $3. 4 billion which enabled the company to be the first in the itemisation of foreign investors in China. It was also one of the biggest exporters from China- exporting goods worth more than $3. 5 billion (Gaur and Cateora 2006). Moreover, setting up a corporate trope was another reason for Motorola to enter China and commit itself.Implementation of personnel, business cu lture, materials, and merchandising localization can establish companys public image. This is seen when Motorola decided to move its delegate office to China and expanded its business into diverse segments. In summation to that, in structuring its brand among the Chinese, Motorola mounted different signs and advertisements in busy market places and televisions in order to arrive people accepted of what they are dealing with. It also opened big stores in the market areas such as Shanghai and Beijing offering the latest mobile andsets models. Also, Motorola came up with an innovative notion named Motorola Towns which specifically dealt with giving an exclusive sell experience to consumers. In these towns consumers could walk in and see for themselves mobile handsets and make a try outs of other technological gadgets for free. This system helped customers to get the experience about the most modern technological trends and attach them expressively with the company. However, this system helped Motorola to get feedback from the customers about its products (Wen-Cheng et al. , 2010).Low constitute of barren materials for production, Motorola provided technological support to its suppliers in order to get high quality raw materials for the production of their commodities. In doing so, it actively developed the suppliers from local areas to provide service to the company. Motorola do up a salutary and reliable association with these suppliers so that they could produce raw materials which will enable Motorola to produce high standard commodities. Motorola got a full use of these suppliers as they came to establish their manufacturing base in China (Gaur and Cateora 2006).Low approach of labor, Motorola Company made sure that it produces high quality of commodities with suffering costs. In doing so, it produced professionals from their own universities in order to comprehend the business and organization structure and rules and regulation. Chinese populati on, in the year 1987 the population of China was approximately to 1. 1 billion. Due to that fact, Motorola computed that it would get a huge opportunity for the market of its commodities as well as adequate manpower to manufacture the products for affordable and low cost (PubMed 1987). Strategies adopted by Motorola to enter China.Motorola just like any other international company had its own strategies to enter Chinese market and make sure that it monopolizes it. And this is why at the start it set its industrialized facilities in China. For its success, Motorola adopted the five strategies which led to its remarkable achievements to conquer the Chinese market. The strategies are as follows- a) Investment /Technology transfer. Technology transfer helped Motorola to always enhance the intensity of research and development in order to render the country with the sophisticated communications solutions.Motorola spent $120 million in Tianjin area for production of pagers, cellular pho nes and simple integrated circuits. Due to the expansion of its technology, Motorola established the second go down for the production of automotives electronics, advanced micro serve upors, walkie-talkie systems and assumed silicon wafers (Gaur and Cateora 2006). b) Management localization. Motorola came into sense that in order to minimize cost and increase its markets share, it should employ more Chinese ply. The Chinese supply required mete outrial talents so that they could be competent in management.To solve that problem, in 1993 Motorola established Motorola University to train the young staff about the international managerial situations. The University came to be the companys training base as it dealt with communication technology and business management. At the end of the day, Motorola effect enormous success which led to its commitment to the people. It made sure that from seniors to the ordinary staff were from local. As a result 90% of the staff was Chinese (Wen- Cheng et al. , 2010). c) Local sourcing.Cost maximization was one big thing Motorola was trying to deflect as a result it sourced from local firms. instruct was important to the staff to develop their standard by broadening technological and managerial maintenance. Training enabled the local companies to raise their productivity and value of the commodities and even supported them to put over into the world markets (Gaur and Cateora 2006). d) Joint make believes/ co-operative projects. To expand its market in China, Motorola entered in 9 stick ventures with Chinese companies in order to increase its production capacity.Joint venture helped Motorola to increase admittance into the Chinese market without launching more plants. In addition to that, Motorola was able to do some savings through joint ventures (Gaur and Cateora 2006). e) Brand localization strategy. Localization of the Motorola brand made it possible to have the targeted groups. It localized the brand culturally so a s to infiltrate the customers. The products with the cultural brand usually tend to integrate to achieve customers emotions of rejection from the elimination of foreign commodities (Wen-Cheng et al. 2010). Operation strategy of Motorola Motorola managed to defeat the Chinese market when it created and implemented the R&D strategy as their secret weapon in the Chinese market. The strategy was centered on technological advancement and innovations. Motorola carried out researches in the locale of communication software package and semiconductors. The research conducted facilitated Motorola Company to create sour paging technology helped Motorola to come up with the highest quality of commodities which were durable and valuable.Motorola also established labs for production procedure, analysis and software equipment on the increase of new technologies that would make China a high technology manufacturing hub. Furthermore, Motorola entered into research union with local universities wh ereby it could contribute equipments and give opportunities to college students to work as intern in the company. By doing this would enable Motorola to achieve the local countrys scientific and technological contribution and to respond to the host market demands and innovate come near the production places (Wen-Cheng et al. , 2010).To make their operations in the Chinese market better, Motorola instituted the Motorola University in 1993 in order to train the Chinese employees to reach competent in the global managerial positions. The University had a training program called China Management Program (CAMP). The program was for the Chinese staff whereby they were trained on the crinkle for 14 months which involved action learning, coaching and rotation of training of staff by using Motorolas global facilities. The CAMP syllabus helped the Chinese to be trained about the market economy, value creation, business process design and benchmark.Moreover, Motorola had to interview the st aff in order to get the trump out ones for the job. It was important for the employees to know English as they were going to face the global market of which English language is the unifying language (Gaur and Cateora 2006). Framework analysis of Motorola operations in China Furthermore, assessment of international and internal environment of any organization is essential for its strategic planning. PEST analysis provides info that is useful to equalize the companys resources and potentials to the competitive environment in which it operates.PEST stands for political, economical, socio-cultural and technological factors. Motorola used the PEST analysis to illustrate how it managed to operate its business activities in the Chinese market. Political factor, China had a difficulty and uncertain social and political environment but Motorola managed to penetrate the Chinese market and paved its way to being the leading company in the Chinese mobile handset market. Economical factor, M otorola had its reasons to enter China and dominate the Chinese market. One of the major reasons is the huge population of China which is approximately to be 1. 1 billion.This factor stimulated Motorola as they were acquainted with the market of their commodities and ragibility of cheap labor. Moreover, social-cultural factor administered Motorola to perform incredibly in the Chinese market as they understood the local market and the Chinese culture due to its strategies it adopted. It localized the brand of its commodities culturally so as to gain access to the customers. Finally, technological factor Motorola advanced in research and development center in China called Motorola China Research and Development Institute in Beijing where technological advancement and innovation was focused.The institute was concerned with researches in the areas of communication software and semiconductors. The presence of manufacturing procedure, analytical, and software and equipment labs for expa nding innovative technology made China a high-technology production hub (Gaur and Cateora 2006). Apart from PEST analysis, Motorola made sure that it has managed to use the SWOT analysis to show its weaknesses, strengths, opportunity and threats from the internal and external environment. Strength, Motorola was the leading provider of wireless handset communication and broadband system.In addition to that it was the solitary supplier of iDEN network infrastructure. Because of all that it became known to be the warm and famous in the market. Weaknesses, Motorola could not satisfy its customers as it produced low quality of goods, insufficient employees, diseases like SARS, fierce competition and lost of its prestigious customers (Gaur and Cateora 2006). Opportunities, strong brand, promotion strategies and risk taking through product modernization made Motorola to be well positioned in the market.The hybrid products which were produced by Motorola enabled them to get a huge market a nd expand to other countries like Japan, Taiwan, France, Italy, United dry land and Hong Kong. Threats, lack of government protection against the outside competitors, competition from Japan as it produced durable products and sold cheap and sharing market with the foreign competitors. SWOT ANALYSIS DIAGRAMPEST ANALYSIS DIAGRAM WEAKNESSES (W) STREGHTS (S) FIRM FIRM Technological Socio-Cultural Economical Political OPPORTUNITIES (O) THREATS (T) India and China Global TrendsChina and India being part of BRIC were able to become heir to globalization. Since the year 1980, Chinas economy has been growing spendthrift globally. Its GDP was USD 305 billion which led to be seen as the leading economy in the world. In 1980-2000, India made a step forward to the growth of 6% GDP. Due to their population size, India and China were both positioned in the emerging markets whereby China with 1. 3 billion population and India with 1. 1 billion (Needle, 2010). talking about outsourcing worldwide w ith BPO and ITO, India and China maintained their laterality in the multi-sourcing trend.India manage to secure a good position in MNCs as its grok force was well skilled, sociable government policies for foreign investment, steady political condition and English language expertise. All this proved that India sustained its dominance to both ITO and BPO markets. China as well boosted its forces on the global sourcing. It was seen that, India led China in the dollar value of Chinese software industry as it was twice the Indias. The Chinese government supported the local software industry and this took a huge part in enhancing the growth of Chinese industry (Oshri et al. 2009). Conclusion Apart from all the success, Motorola faced down fall in the early 2003 which led the company to be sold to the Shanghaibased Semiconductor Manufacturing Internal Corp (SMIC). The said reasons for the fall of Motorola were SARS outbreak which caused the plant to be closed for the fear of the spread of the disease. Moreover, the increase of competition in the mobile market caused Motorola. As Motorola was losing its shares in the Chinese market, the competitors were raising.Furthermore, the excessive inventorying of beyond 30 million handsets caused the price battles and discounts in the market and caused Motorola to fall by 10% in 2003 (Gaur and Cateora 2006). References Pearson (2004) Motorola in China. uncommitted at http//www. pearsoned-asia. com/comp/ cabbage/instructors/preview/BS-Ch33. pdf (Accessed 18 demonstrate 2012) Needle, D (2010) An Introduction to Business and its Environment. Myilibrary Online. 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