ESL and Koreans Essay

The goal of every language course is the individual student progress in terms of writing proficiency, reading and speech (Ferris and Hedghock 2004, p. 73). This is done by constant feedback and encouragement from the teachers and the dedication of the students under the English as a Second Language (ESL) program Ferris and Hedghock 2004, p. 73). Developing the ability to grow independently with the support of the group exists in an environment of support and encouragement from within the group (Ferris and Hedghock 2004, p. 73). There is a basic procedure teachers must use to be able to attain the best possible performance from their ESL students. There are also different tools that are available that could enhance the learning process. Technology and computers as well as pop culture have been trends that teachers use to reach out and connect with the ESL students. Korean students are actually well-educated and have the basic background when it comes to the English language. Theoretically, they are well-equipped. They are very academically inclined. The important thing that would be developed would be the application process of learning English as their second language. In Korea, they are used to speaking only in their native language. They do not speak in English to converse with other people. They only learn in their English classes. The need for ESL lessons when they are in other countries, like in Australia, is because they do not know how to put into practice the theoretical concepts they have of English. Teaching ESL Process A syllabus must be developed that included the principles and procedures needed to teach a small ESL class (Ferris and Hedghock 2004, p. 88). The day-to-day planning of activities for the teachers should encompass the design of the curricula and the general principles that would be considered in constructing the syllabus (Ferris and Hedghock 2004, p. 88). The goals should be translated into objectives and the syllabus would be the framework for the classroom instruction. Goals are the general statement of the curriculum’s purpose while the objectives actually reflect the particular knowledge and skills that the students would develop by the end of the course (Ferris and Hedghock 2004, p. 88). The objectives that are set for the students must be precise and should focus on essential characteristics like performance, condition as well as criteria (Ferris and Hedghock 2004, p. 88). For example, the instructional objectives are stated like â€Å"by the end of the course, the students would be aware of their writing style and identify where they need to be improved in† (Ferris and Hedghock 2004, p. 89). The specific nature of such statements lie on the fact that these characteristics are observable (Ferris and Hedghock 2004, p. 89). When instructional objectives are clearly stated the teachers would have an easier time when it comes to planning individual class periods (Ferris and Hedghock 2004, p. 97). A way of putting it is like this: â€Å"Compose descriptive, narrative, and expository paragraphs† and in order to achieve this, the students must â€Å"compose a 250-word paragraph about one’s experiences in the country (Ferris and Hedghock 2004, p. 97) A lesson plan can actually take different forms that depended on the time frame, the personal style and experience of the individual teacher (Ferris and Hedghock 2004, p. 97). Despite the variety of formats a lesson plan may be, the important thing is for it to provide for a script for presenting materials in interacting with the students and the actual instruction for the activities in the ESL program (Ferris and Hedghock 2004, p. 97). It can also serve as the link that connects the curriculum goals of the teachers with the students as well as the step-by-step chronology of the classroom activities (Ferris and Hedghock 2004, p. 98). Lesson plans are practical and dynamic tools for meeting the student needs and achieving the instruction objectives (Ferris and Hedghock 2004, p. 98). The important thing to see is the flexibility of the lesson plan. ESL classes are more customized and mapping out the complete instruction for the class can be futile since the teacher needs to get to know the students first to make the program adaptable (Ferris and Hedghock 2004, p. 98). Knowing the Students To design a syllabus for a specific class, the teacher would have to assess the student’s needs first. This is so the teacher is enabled to identify and validate the needs so that priorities may be established. Factors like diverse background features, different skills, schemata and expectations from ESL students are important factors when it comes to planning the lesson for the students (Ferris and Hedghock 2004, p. 73). It is very important to know what the prior educational experience of the Korean students has (Ferris and Hedghock 2004, p. 77). The teacher must know if the Korean students had prior experience in studying with foreign schools or if it was the first time they have studied in school that speaks English as a native language. International students may find contrasting training instructions from the previous language training programs they have undergone (Ferris and Hedghock 2004, p. 78). Information about the students’ educational history is valuable for the teacher. Aside from such educational background, teachers must also consider the current language proficiency and literacy (Ferris and Hedghock 2004, p. 79). This can assess what areas they need to focus on and what areas they just need to review on. The immigration status of the students should also be considered as the international students generally intend to return to their own countries after they have completed their studies in Australia (Ferris and Hedghock 2004, p. 80). This tells how much of the primary language environments they have been exposed to as well as how exposed they are to English because of staying in the country long enough (Ferris and Hedghock 2004, p. 80). There is also such a thing as learner preferences, strategies and styles. The learner’s disposition towards classroom instruction and independent learning must be considered as it can be a determining factor as to brining out the best performance from the students (Ferris and Hedghock 2004, p. 84). Language Needs The educational programs need to cover and address what the students bring with them (Slavit et al. 2002, p. 116). There is a need for teachers to carry on what the students have instead of focusing on what they lack (Slavit et al. 2002, p. 116). The key is banking on the students own experiences that involves their language and their culture and mix that with the new principle and concepts offered in the present class (Slavit et al. 2002, p. 116). This is because the teacher is merely connecting the constructs from the past experiences and stimulates the learning to make them comfortable with the new environment they are in (Slavit et al. 2002, p. 116). Second language learning is a difficult process because learning the first language had been a process that has been done since the first day of the child. It is quite harder to acquire a second language because of the difference of the language and the culture from what the person has already been used to (Slavit et al. 2002, p. 116). There is often much reservation when it comes to having to begin to learn language skills. It is very important to consider how the students may feel inferior because of such circumstance. Fluency, then, does not end inside the classroom. It must be developed even after the class and do so in basic conversations. Errors may actually indicate progress. They can be replaced with the appropriate forms even without teacher intervention when done in an informal atmosphere (Slavit et al. 2002, p. 116). Unit Plan Free Conversation A quarter of the time, in the first part, middle, or the end, should be devoted to free-flowing conversation. Conversation versus classroom instruction can build relationship between students and teachers that would enable them to work together trustingly and more efficiently throughout the course. Actual body languages, facial expressions, gestures, intonation, and other things serve as cues that help the student in understanding the context of speaking in English (Drucker 2003, p. 22). Academic English can actually provide less contextual cues (Drucker 2003, p. 22). Conversation builds relationships between the students and the teachers. Once the conversation gets going, they get to find out each other’s interests and preferences (Drucker 2003, p. 22). Especially in the beginning of the course when the Koreans would feel reserved and inferior to have to learn a second language, it is important to gain their trust and their confidence for them to be able to perform well in whatever activity the curriculum may require. When the teacher is able to get the trust of the students, they are then made more comfortable to open up and use the English language to converse. This also makes them more open to commit errors and be open to the corrections of the teachers. Teachers can actually start by just conversing about their lives as individuals. Some teachers relate to male students who enjoy video games by translating and analyzing the words in the context of the games they are both familiar with. If the students love music, it can be in terms of the lyrics of their favorite songs. The teachers can provide the context for the student when they begin reading a specific text and challenge them by talking with them about it (Drucker 2003, p. 22). The teachers can start by relating selected reading passages that would be discussed with something that is relevant to the students in terms of their interests and skills (Drucker 2003, p. 22). Part of getting students to converse with each other is posing a question about the text or about a specific topic that would engage the students to provide their opinions about the topic in the English languages (Drucker 2003, p. 22). The teachers can also direct the students into discussing and looking for particular information and analyzing it. Another way of starting conversation is banking on pop culture. It has been known to provide for a rich and powerful classroom resource to show relevance between the students and the teachers (Duff 2002, p. 482). This makes the discussion more interesting, relevant and appealing to the students especially despite the language barrier and coping mechanism the students have in using the English language (Duff 2002, p. 482). This also builds the rapport between the teachers and the students. Discussion about current events can help the students’ voice out their opinions, only they are using the English language (Duff 2002, p. 482). Despite the fact that the teachers and the students may not share the same socio-cultural and psycholinguistic repertoires, practices and abilities and need assistance from others, this can be a standpoint wherein they can connect with their students and help them be more vocal (Duff 2002, p. 482). However, teachers must be aware that some of their students are not familiar with other pop culture icons because of the difference of their backgrounds. This can confuse them more. However, it is also useful to introduce such icons for them to gain the confidence in speaking the language, knowing that they are now more aware of Western icons (Duff 2002, p. 482). Elements of Instructional Conversation The theme is very important to serve as the focal point for the discussion (Williams 2001, p. 750). This can be viewed as the general plan as to how the conversation within the class would take place. There is a need to use the background or the relevant schemata of the student by activation or by providing background knowledge that is necessary to form a connection between the students and the teachers (Williams 2001, p. 750). Such knowledge is interwoven into the discussion. When necessary, the teacher provides the actual conventional teaching of the lesson to the students, as much as possible this is not applied too much to avoid disconnection and boredom (Williams 2001, p. 750). The teacher also promotes for the students to use more complex language and expression (Williams 2001, p. 750). They encourage them to elaborate on their answers in the discussion by elicitation techniques to would invite them to explain further like asking them to tell more about what they have said or to ask what they meant by it. It is also effective to have them restate their phrases saying â€Å"in other words† and phrases like that (Williams 2001, p. 750). Other elicitation techniques include the promotion of the use of different texts, pictures and reasoning to support the arguments made by the students without overwhelming them the teacher may gently probe for the student’s sentiments by saying â€Å"what made you say that †orâ€Å" how you came to that conclusion (Williams 2001, p. 750)? † It is also important to assure the students that there are more than once correct answers (Williams 2001, p. 750). This would encourage the students to try and try to provide more answers and not be pressured to provide the correct one. The teacher while being focused on the flow of discussion and maintaining the coherence of the discussion to the lesson as well as keeping track of the time, the teacher must also be responsive to the statements of the students and to watch out for the opportunities they provide. There must be discussion that has â€Å"multiple, interactive, connected turns; succeeding utterances build upon and extend previous ones† (Williams 2001, p. 750). Students must remain challenged so as not to feel like they are limited as well as not feel threatened by the teachers (Williams 2001, p. 750). The atmosphere must remain balanced and effective for improvement (Williams 2001, p. 750). The teacher must act as a collaborator rather than an evaluator (Williams 2001, p. 750). The atmosphere the teacher creates allows the students to negotiate and construct their own sentences as well as be subjected to training as well (Williams 2001, p. 750). There must be general participation amongst the students. The size of the class must be carefully considered in terms of the level of proficiency and skills of the students (Williams 2001, p. 750). By doing this, the students can each have their chance to participate in class and be trained to speak out statements in English. Students must be encouraged to volunteer to speak out (Williams 2001, p. 750). Those who are more reserved must be the ones the teacher would call upon. The important thing is for everyone to have their own turn to speak up (Williams 2001, p. 750). Correction and Interaction Students in the early stages of acquisition must be expected to commit errors in communication (Williams 2001, p. 750). The teachers must be sensitive enough to correct in a gentle fashion as Koreans may feel threatened by harsh criticisms from the highly academic backgrounds they have in Korea. This must be considered more so when it comes to vocabulary. The teachers would not want to the students to have negative experiences with learning English that they would be afraid to try the next time. This can discourage the students from attempting to use the second language and can hinder their efforts from developing (Slavit et al. 2002, p. 116). Rather than correction, modeling the correct form would be more efficient for the students (Slavit et al. 2002, p. 116). Language can develop when placed in a variety of setting that promotes informal talk and interaction (Slavit et al. 2002, p. 116). When there is talking and listening involved, activities involving reading and writing can actually help the learners develop a higher facility for the language and have control over social interaction (Slavit et al. 2002, p. 116). Literacy is part of language; it goes along the lines of reading and writing (Slavit et al. 2002, p. 116). The language learners must have the competence for oral language and learn the language as it is needed for new functions (Slavit et al. 2002, p. 116). The role of the teachers it to teacher the learners to use the resources they need for the new language. The best performance for ESL students in classrooms comes when they are able to speak and listen as part of the integral â€Å"process of negotiating knowledge, exchanging personal experiences and thoughts, and the development of language and literacy abilities (Slavit et al. 2002, p. 116). † This comes from a demonstration of cultural diversity and a provision for equal opportunities for the students in the ESL classrooms (Slavit et al. 2002, p. 116). Proper implementation would fall upon the supportive nature of the school staff and the recognition of diversity as â€Å"an asset and not a handicap† (Slavit et al. 2002, p. 116). Games Most of the time teachers start every day’s session with a three to five minute game to get the lesson started. They are not merely icebreakers; they also tie into the lesson for the day. Aside from conversational way of training the students, the teachers find using games as effective ways to train the Korean students excel in English. The level of difficulty language learning has on the students are so high that the teachers wanted to provide easier methods for them by using games (Wright 1984, p. 1). Games actually help the students and encourage them to participate as well as sustain their interest (Wright 1984, p. 1). They help create contexts that are much more meaningful for the students that make them want to take part in the lesson (Wright 1984, p. 1). Games make way for students to practice their language skills and to practice different types of communication in a lighter environment (Ersoz 2000). This provides an effort to lessen the difficulty of language learning for the students (Ersoz 2000). It gives the students a chance to take a break from the conventional lessons and provide high motivation at the same time challenge and amuse the students (Ersoz 2000). It deviates from the principle that learning has to be serious and solemn (Kim 1995, p. 35). Games are used to practice the skills of speaking, writing, listening, and reading (Kim 1995, p. 35). At the same time, they can use games for vocabulary presentation and revision (Uberman 1998, p. 20). Some scholars even say that games should be treated as a central instead of merely a peripheral to teaching foreign language to students (Uberman 1998, p. 20). They give the students new experiences with the foreign languages that could not have been easily calculated by conventional learning (Uberman 1998, p. 20). Games actually promote fluency with the students because of constant and pressure-free use (Uberman 1998, p. 20). Ideal games are those that involve pictures. The students are made to pronounce the nouns that are in the pictures. They are then asked to describe the pictures using adjectives in forms of sentences and nor merely phrases. Whoever gets to describe the picture more wins the game. There are also games that would encourage the students to complete each other’s stories by taking turns in giving sentences. They take turns in filling in what can happen next in the story and the students would have to do it fast otherwise they would loose the game. This enables them to be creative as well as explore more vocabulary to be developed in the students. Lessons Sentence, Phrase and Text Construction. The sentence structure for the English language is very easy because of the rigid word order (Hinkel 2004, p. 65). Sometimes, it’s only a matter of proper translation that comes from understanding the rules of English sentence construction. Koreans usually directly translate their sentences to English that becomes their pitfall when it comes to the English grammar. Their sentence construction is different from English construction and that is where they need to be trained so that it can be adjusted. Although there are different kinds of structure that can be possible for the English sentences, there is still a pattern that can be easily identified and mastered through practice (Hinkel 2004, p. 65). For instance, when it comes to prepositional phrases, it cannot perform what a subject can do (Hinkel 2004, p. 65). Only noun phrases can act as a subject and a verb must be present in sentences for it to be grammatically correct (Hinkel 2004, p. 65). Generally, the English sentence can be broken down to see how they are ordered and sequenced in slots found in a sentence. There are certain basic principles that the learner must learn in order to fully understand sentence construction. The first principle would be the sentence units cannot be isolated from one another. They are in relationship with the other elements of the sentence even though they serve different functions and are labeled as different units (Hinkel 2004, p. 66). In most sentences, the subject goes before the verb. The context of the sentence elements determines the variation of the elements under the second principle (Hinkel 2004, p. 66). This is where we see that singular nouns use singular verbs. Although the sentence structures are dynamic they still follow predictable patterns that can easily be explained to the students (Hinkel 2004, p. 66). There are the subjects and object slots that can only be filled by words or phrases that are under the class of nouns or pronouns like proper and common nouns (e. g. Nancy, house or Australia); abstract and concrete nouns (e. g. love, book); gerunds (e. g. dancing, walking); compound phrases (e. g. corn soup, coffee table); pronouns (e. g. I, you, they); or sets of parallel nouns (e. g. shirts, shoes, and bags) (Hinkel 2004, p. 67). This is the basic core structure of a sentence, when this is mastered, the teachers can go into more complicated structures that are basically adhering to the same order of element (Hinkel 2004, p. 67). According to the third principle, the sentence states how the sentence elements are arranged and it is according to a hierarchy of importance for the sentence to be grammatical (Hinkel 2004, p. 68). The most important elements for a sentence would be the subject and the verb. Elements like the adverbs and prepositional phrases are more mobile and can appear in other locations (Hinkel 2004, p 68). To simplify the identification of core elements it is very helpful to identify the â€Å"subject, predicate verb phrase, and importance of subject-verb agreement† (Hinkel 2004, p. 69). The organization of the sentences accounts for the fluidity of the sentence construction and itself stylistic variation (Hinkel 2004, p. 69). Sentence Elements. The teachers must also run through the parts of the sentence. Even though, most Koreans have a strong background in the theories and rules involved in Basic English grammar, it is different when it is presented and emphasized in ESL classes. It is also helpful to present them in tables and other visual presentations in these manners: S – V Time Place Manner Reson (He eats/He ate†¦ ) (When) (Where) (How) (Why) Adverbs yesterday there quickly last night here sloppily Prepositional at 7:00 in the house with a fork For fun Phrase Adverbial Clause when he wherever he can as a good because he’s finishes work boy should hungry Other to get fat (infinitive) Table 1 Sentence Elements (ESLgold. com 2007). S – V Duration Frequency Contrast Condition (He works/worked/ (How long) (How often) (To show a (Under what has worked†¦ ) difference) conditions) Adverb forever sometimes anyway always Prepositional for two hours on Thursdays despite his for pay only Phrase illness Adverbial Clause as long as whenever he although he if he feels good he can has time doesn’t get paid Table 2 Sentence Elements (ESLgold. com 2007). Practical Techniques for Reading and Grammar Depending on the capability of the students, there must be essential elements that can design a flexible curriculum depending the reading and grammar proficiency of the students (Hinkel 2004, p. 33). Most lessons focus on sentence and phrase structure, nouns, pronouns, verbs, verb tenses, vocabulary and spelling. Activities must be created to develop the learners’ conversational fluency (Hinkel 2004, p. 34). Teachers must always check the level of reading comprehension of the students (Williams 2001, p. 750). The teachers must approach this with caution as sometimes the students can decode a text but can understand little from what he or she has read (Williams 2001, p. 750). Decoding is different from comprehension. The teacher should not always assume that the student can understand what goes on in the classroom conversations (Williams 2001, p. 750). The teacher must always test to see if the students are catching up, some may be getting what the flow of conversation may be but others are not. The teachers should have reading time wherein the students can actually hear how the words are pronounced and in what intonations sentence structures call for (Williams 2001, p. 750). This actually supports language development, therefore goes on to be literacy development (Williams 2001, p. 750). When it comes to introducing a reading text, the teachers must first start with discussing the importance when establishing a new topic (Hinkel 2004, p. 36). The students must be prepared and have already understood foundations that would let them study a new text (Hinkel 2004, p. 36). Using Other Tools Computer In the light of growing technology, students are expectant for the teachers to make use of such information and communication technology. The teachers must consider whether or not their students would develop faster with computers as a tool for their learning (Shin 2006, pp. 65+). Computer-mediated communication or using computers to communicate with each other is a new and innovative way of teaching ESL. Gauging the students’ skills in using the computer like typing skills and other language proficiencies must be prioritized as the teachers would not want to make the students feel more inferior in not knowing another area in the course (Shin 2006, pp. 65+). Class size is a critical point to consider when evaluating the efficiency of this tool. If the class is too big, a large group of chatters proves to be more confusing and frustrating than ever (Shin 2006, pp. 65+). According to research, the teachers should limit the number of students using CMC to an average of five (Shin 2006, pp. 65+). Using CMC is an option to use as a learning activity for the students. It is critical for the teachers to examine how relevant such a tool can be for the purpose of the activity and for the capabilities of the students for the planned learning task (Shin 2006, pp. 65+). Computer and Reading There are also studies that pertain to the integration of reading and computers to improve the reading skills of ESL students (Williams and Williams 2000, p. 98). There are a large range of computer applications that can be used for ESL student classes. This is to boost the skills of the ESL students with limited English application skills. Schools must make sure that the ESL students have access to educational programs and applications that can help them individually acquire the level of proficiency in the language (Williams and Williams 2000, p. 98). Even though there is technology available, computers are seldom used in ESL settings (Williams and Williams 2000, p. 98). Since constant exposure to English creates the best environment for students to learn the language, the teacher must be aware of different techniques to make this possible and to provide more sensitivity in issue facing the ESL instruction (Williams and Williams 2000, p. 98). English must not be limited to classroom instruction but should be integrated in other subject areas where English can be used (Williams and Williams 2000, p. 98). Studies have shown that an integrated approach of reading and writing with the computer has been more effective than traditional modes of instruction of lecture-type approaches (Williams and Williams 2000, p. 98). The students find interest in having such variety in instruction and improve on their logic and organizational skills of constructing sentences, one of their greatest weaknesses in learning the language (Williams and Williams 2000, p. 98). Reading Preparation is the most effective way to ensure the students can comprehend any reading assigned (Drucker 2002, p. 22). According to Drucker (2002), â€Å"Comprehensible input is spoken or written language that is delivered at a level the child can understand. † However, it is also important for the teacher to provide challenges that is a bit higher than the students’ current abilities (Drucker 2002, p. 22). Choral reading was seen to be a means of providing such comprehensible input for the students. Students can recite a poem, a short text together as well as be provided with gestures and motions that would enable them to understand what are reading more efficiently (Drucker 2002, pp. 22+). Repetitions of the reading selection give them the chance to recycle the language they have learned (Drucker 2002, pp. 22+). Contextual clues are also given through the motions and gestures taught by the teachers in reading the selection (Drucker 2002, pp. 22+). However, considering the individualize approach for ESL programs, it is important to note that teachers can only apply such technique for students who are in kindergarten to sixth grade (Drucker 2002, pp. 22+). If the students are much older or more mature, there are reading selections that can be provided and analyzed. For example, the teacher can provide a more sophisticated text like an article to be discussed in class like American Art in Delaware: Henry Francis du Pont (1880-1969) was an heir to Delaware’s DuPont Company fortune. He was one of the first serious collectors of American decorative art objects –furniture, textiles, paintings, and other objects made in the United States between 1640 and 1840. American furniture and household objects had been considered inferior to those from Europe. But du Pont helped develop a new appreciation for American decorative arts. He created a legendary showplace for these objects on his family’s estate just outside of Wilmington, Delaware. In 1951 it was opened to the public as the Henry Francis du Pont Winterthur (pronounced winter-tour) Museum. Du Pont assembled objects from his collection into 175 â€Å"period rooms,† each with examples of American antiques and decorative arts that followed a certain theme or period in early American history. For example, the du Pont Dining Room has furniture dating from the late 18th and early 19th centuries. And, because this was the time when the United States became a new nation, there is a patriotic theme in the room. Another example is the Chinese Parlor, which has furnishings that reflect Americans’ fascination with Asian culture during the 18th century. In these period rooms du Pont believed he could tell the story of the early United States through furniture and other decorative arts (America’s Library 2007). In the case of the article, American Art in Delaware, a warm-up question may be â€Å"You have probably heard of the DuPont Company, which was founded by a family of the same name. But do you know about the museum that one of the family members began (ESLgold. com 2007)? † There are also vocabulary words that can be taken out of the article that the students can learn in class, either through homework activity or drills within the classroom time. Words that can be taken out of this article are: â€Å"antique, assemble, century, decorative, estate, fortune, heir, inferior, patriotic, textile† (ESLgold. com 2007). The teachers can provide pre-reading questions that can enhance the interest of the students. Such questions can be, â€Å"What types of things do you like to collect or if you had some valuable artwork, what would do with it (ESLgold. com 2007)? † When the group is finished reading the text, silently or aloud, there are post-reading questions that are very important to determine the student’s comprehension. It can be in forms of true or false, or multiple choice questions. The important thing is to gauge the capability of the students. A set of post-reading questions may be in the form of the following; True or False: â€Å"Henry Francis du Pont’s art collection is displayed in a museum i

Management and Leadership Paper

Management and Leadership Paper Leadership and management are the two most confused terms in the corporate world. These are the two expressions used interchangeably in the corporate parlance. One is thought to be the replacement of the other. However, managers and leaders are two different spheres of organizational culture with one sphere, at some places, overlapping the other. These two together make the organizational culture and are responsible for its health. We will look at the various aspects of leadership and management with respect to the company GE (General Electric) and see how the two integrate while maintaining the disparity to make this organization number one enterprise and the best training school for future leaders and managers. Management Vs Leadership â€Å"Management is doing things right; leadership is doing the right things† The above quote by Peter F. Drucker sums up beautifully the essence of leadership and management. Management involves the tactical aspect of day to day running of a function. A manager gets the power to direct the subordinates by the virtue of the position being held. He/she typically carries out the responsibilities laid out by the organization for him/her. A manager is more of a problem solver and takes care of work areas relating to people management, time management, decision making etc. A leader on the other hand is more of a visionary. He has the ability to energize others and is self motivated and self driven. He sets the vision for his organization and has the power to influence the people to walk the path he has envisaged. However, there are places where a person needs to have both management and leadership skills. A manager in a team role would need leadership skills to influence his team members and get work done from them. Similarly, a leader needs to have management skills to be able to execute his vision. Hence, success of an organization would require people with a blend of both virtues. What role they play would depend on the percentage of each character in the individual. Leadership and management roles case study – GE GE has acquired its leadership legacy from Jack Welch, one of the greatest leaders of all times to come. He propagated a leadership style alien to the organizations of the time he took over GE’s reigns and changed the organization culture completely. Jack’s major success as a leader was due to his concept of â€Å"boundary less thinking†. This is how he grew an American manufacturing company into a services giant spread across 100 countries all across the globe (beginnersinvest. about. com ). One of the evidences of this â€Å"boundaryless† culture can be seen in Jack’s initiation of e-business. He connected the company directly to the suppliers as well as the customers electronically. This helped in quick information flow and instant resolution to the customer’s woes (answers. com). The managers here also followed this behavior as propagated by the leadership. This can be seen by the enthusiasm they took in taking up 6-sigma quality projects and delivered immense profits when Welch initiated the six sigma drive to reap benefits of the quality initiative. The managers enthusiastically followed their leader and undertook rigorous quality trainings, learned from each other’s experiences and further fired the six sigma drive. In fact, the benefits derived from this vision of Welch and the immense participation by the managers all across the businesses lead to a productivity gains of $320 million in 1997 and even more at around $750 million in 1998 (beginnersinvest. about. com ). Developing leaders was an important strategy of Welch as this always ensured a lineage of good leadership for the company. To fulfill this vision he had setup a leadership development school at Crotonville. He used this school as a means of encouraging â€Å"boudaryless† culture as well as a forum for â€Å"best practice sharing† as managers from various businesses would share their experiences both theoretical and practical and use the learning from these class room sessions to improve their respective businesses. However, some of the managers from â€Å"previous era† were not very enthusiastic about participation in these sessions. So, Welch started what he called â€Å"work-out† sessions. The managers would not be included in these discussions which were facilitated by academic people hired from outside the organization. After discussing the problems and solutions within the work-out group, the points were then discussed with the concerned managers there and then and they had to decide about whether to accept the solutions or give their view points against them and provide better options or to setup a plan to execute in phases (answers. com). Finally, these sessions became a way of resolving problems and involving employee participation and are still being used by managers to solve issues. Managers were the key messengers of the leadership to propagate and implement their messages. Managers were encouraged to come up with new ideas and were invited to Crotonville to proudly share ideas in front of Welch and the proficient executive team of GE (answers. com). Jack spread the concept of informality in the organization. He would send personal notes to people wherever possible. On of his managers once turned down a promotion because of his inability to shift from the location where he was presently working. Jack wrote him a personal note which went as follows: †We like you for a lot of reasons–one of them is that you are a very special person. You proved it again this morning. Good for you and your lucky family. Make Diamonds a great business and keep your priorities straight. † (beginnersinvest. about. com). Woodburn was immensely moved by this as he said †It showed me he cared about me not as a manager but as a person . That means a lot. ‘ (beginnersinvest. about. com). From the discussion above, we can understand how leadership differs from the management at GE. The leaders here are visionaries and the managers support their vision by following and propagating their ideas. Managers here are experts in their areas of operation while the leaders groom them to be future leaders. There were times, though, when the managers were not ready for the change their leader was propagating. The leaders have the capability of finding ways of getting their vision implemented which is evident from the work-out sessions idea of Welch. Recommendations for achieving a healthy work culture in an organization The growth curve and sustainability of an organization is highly influenced by its work culture. The key to everlasting success is to nurture the spirit of high business ethics in the organization. Where leaders and managers succumb to unethical dealings to spur growth, the organization is bound reach a fatal end soon. Thus, with undeterred focus on values, the leaders can create a transparent and healthy work environment. Another important strategy to achieve positive organizational culture is not to put pounding pressure on the people to perform. The undue pressure caused by Jack’s aggressive vision, lead people to resort to unethical means to deliver results. GE was at one time weighed down by scandals like the Kidder, Peabody & Co. bond-trading scam of the 90’s which resulted in bogus profits (beginnersinvest. about. com). Works Cited Kotelnikov, Vadim. 25 Lessons from Jack Welch. February 16, 2010. http://www. 1000ventures. com/business_guide/mgmt_new-model_25lessons-welch. html coach4growth. com. Leadership vs. Management: What are the Characteristics of a Leader and a Manager. 2007. February 16, 2010. http://www. coach4growth. com/good-leadership-skills/leadershipvmanagement. html beginnersinvest. about. com. How Jack Welch runs GE. May 28, 1998. February 16, 2010. http://beginnersinvest. about. com/gi/o. htm? zi=1/XJ/Ya=1=beginnersinvest=money=22=160_651_610_315=10=14=1=1=http%3A//www. businessweek. com/1998/23/b3581001. htm answers. com. Business Biographies: Jack Welch. 2010. February 16, 2010. http://www. answers. com/topic/jack-welch

Change in Russia

The state of Russian individuals, particularly those of the working class, known as the proliferates, like the ranchers and the production line laborers were extremely woeful as contrasted with other European nations. It was principally because of the despotic legislature of the Czar Nicholas II who threatened these individuals step by step by his degenerate and abusive arrangements. The state of the plant specialists was woeful. They couldn't structure any exchange unions and political gatherings to express their grievance.They misused the specialists for their narrow minded finishes. Commonly these specialists completed not getting even the base settled wages. Their conditions were miserable to the point that they had not political rights or any trust of picking up any changes until the start of the Russian Revolution of 1917. The conditions in Russia after the upset were no superior to conditions some time recently. Deficiencies of nourishment and produced merchandise really expan ded as generation diminished.Laborer ranchers were compelled to offer their yields to the glistered under Linen's â€Å"war socialism† arrangement abandoning them with scarcely enough to survive. Workers soon lost motivation to develop more products or stored what they did develop. Workers who did this and were figured out were ousted, detained or executed. Mechanical yield really fell underneath the levels they had been at under the Tsar. Lenin distinguished this and expecting that the Russian individuals might rebel against him and the Bolsheviks, organized the New Economic Policy. It finished almost no assistance.Anybody voicing resistance or feedback of the way the Bolsheviks were running things was marked a counterrevolutionary and likewise banished, Imprisoned or executed. All things considered, the predicament of the workers and workers deteriorated. The Russians where experiencing, to a great degree of harsh times. For example, starvation, Issues In law enforcement an d requirements that the law hadn't met. A couple of capable Individuals saw this as a chance to seize power. They shaped the Soviet Union Intended to get once more on the world for what It had done to them.The union was structured not too long after World War II had begun. Their tradition became deceased, hence leaving Russia a communist country. The revolution had quite a few short term and long term effects. All of which Include, murder of the Czar and the royal family, along with Russia dropping out of World War 1 . A few long term effects were, Russia becoming the world's first communist country and thus the spread of communism. Not to mention Russia becoming a superpower. Change in Russia By drinkable likewise banished, imprisoned or executed.All things considered, the predicament of starvation, issues in law enforcement and requirements that the law hadn't met. A couple of capable individuals saw this as a chance to seize power. They shaped the Soviet Union intended to get onc e more on the world for what it had done to them. The union was structured not too long after World War II had begun. Their tradition quite a few short term and long term effects. All of which include, murder of the Czar and the royal family, along with Russia dropping out of World War 1. A few long term

Wall Street Journal Executive Summary Essay Example | Topics and Well Written Essays - 750 words - 2

Wall Street Journal Executive Summary - Essay Example The European Central bank decided to charge the commercial banks to avail money on deposits. To extenuate unnecessarily huge amounts of capital into the nation, the Central Bank of Denmark violently decided to print kroner. Countries that were in landmark of collapse, such as Spain, are able to recover their hope by selling treasury bills that are short-term. These treasury bills offer back to investors in the country less principals than they began with. A number of European countries, within and out of the Eurozone, sold away civil liabilities with maturities of not more than five years at a negative yield. This held investors responsible for the payment of privileges in holding it. If only they would sell the bonds at even higher prices, they would enjoy profits. Switzerland was not left behind either, as it sold out an aggregate of bonds maturing in 2025 and 2049. Ten years down the line, the yield was at a negative level as compared to the most modern similar bond around two months ago. Prices of Swiss bonds which were maturing up to eleven years in the days to come have moved up in the secondary market, in such a way that their yields have drafted into the negatives. Switzerland later got disturbed about the results that would follow the purchase of large amounts of euros to maintain the suppression of franc and so it chipped its upper limit on the franc and reduced the deposit rates by 0.75%. The foreign market therefore, was subjected to agitation. The fact that it took money to add cash as deposit renders the modest in negativity yield of the current ten year bond as appealing. An identical situation happens to be experienced in the Eurozone, as the Europe Central Bank has adjusted its deposit rates and reduced them by 0.2% then belligerently purchased bonds. This happened in January. Investors were scared away by the fact that deflation would possibly occur in the nation. They were also discouraged by the way

Great Days Out For Social Groups Article Example | Topics and Well Written Essays - 500 words

Great Days Out For Social Groups - Article Example The Isle of Wight is the ideal destination when it comes to sailing in the UK. It is most distinctively known for its yachting activities as well as the wide range of sailing events that take place all year round. Sailing is considered to be the most favorite pastime. It mostly takes place in August. There are entertainment facilities for both, the sightseers as well as the sailors. The sailors are offered hire equipments while bars and restaurants are present for the sightseers. One major attraction is also the fireworks that are held on the last Friday of the week.2 Camping is an outdoor activity that has attraction for all age groups and is considered to be one of the most entertaining and healthy outdoor activity and source of entertainment. Activities like swimming, wildlife nature etc is also included in the camping package. Children can take a swim in a nearby lake or pond and spend hours splashing and enjoying in the water, providing that it is safe. Another interest is the wildlife nature. Most people like things that are closest to the nature. Even a small insect can be a source of interest to them. Examination of rocks, flowers, butterflies etc are the major appeal. All these activities are very different from the normal routine life and hence the groups coma back home, relaxed and fresh.3

Cardio-vascular Diseases (CVDs) Essay Example | Topics and Well Written Essays - 1250 words

Cardio-vascular Diseases (CVDs) - Essay Example This report is made with a view to analyze the important aspects of heart disease with clear examinations of the biochemical, body-functional and symptomatic areas of the disease and the presently available treatment models for the better understanding of all cardio-vascular disorders. Biochemistry of the Disease The defective condition of the heart results in the inferior level of blood flow with a considerably deficit in the supply of oxygen to body cells, and the impact of such a serious lack of the life giving gas results in the damage of the functioning of the brain in some cases. Cardiovascular illness can be attributed to a set of health issues occurring when the fitness of the circulatory system stars declining due to various health disorders. In the biochemical angle, heart disease is grouped into different categories such as arteriosclerosis, atherosclerosis, angina, heart attack and stroke. The condition of arteriosclerosis occurs when the arteries harden enough to lose th eir flexibility to carry blood proportionately. Atherosclerosis is the thickening of the interior walls of the arteries which results in the diminished blood supply quantity. Also, when the heart doesn’t get enough blood for the functioning, it piles up pains in the chest and this condition is called angina. Clotting of blood or other obstacles in the blood circulation creates partial flow of the blood, which results in heart attacks. The most dangerous of all the conditions is the insufficient supply of oxygen to the brain cells, and it causes strokes which can be partial or complete paralysis of the body in a permanent way. The identified reasons for the cardiovascular disease are hypercholesterolaemia, hypertension and cigarette smoking in most of the cases. The risk factors gradually contribute to the oxidation and arterial inflammation which in the gradual course result in the formation of fibroids or fatty lesions in the arterial interiors. Although there is assumption that genetically transmitted reasons can increase the risk of heart disease, personal healthcare disorder stands as the phenomenal cause for the illness of many people. The disease is diagnosed with the presence of inflammatory CRP (C-reactive protein) and the cardiac myofilament protein troponin which can directly cause heart failure (HF). As Scott points out, although the presence of calcium suppresses the HF, hypertension causes cardiac hypertrophy and permanent loss of cardiac cells. The protein synthesis that occurs with the oxidation process in the arteries results in the accumulation of atherosclerotic plaque and a resultant HF. As a results, monocytes stick to the endothelian cells and gradually cause the blockage of arteries with CD36 and SR-A (Scott). The continuous process of plaque weakening has an increased risk of initiating platelet recruitment which may even result in the production of sarcomeric proteins, an immediate cause of death. In all these conditions, the ult imate impact of the dysfunctions is reflected in the weakening of the cardiovascular cells to a fatal condition. Body systems Heart disease and body systems have a peripheral relationship in every angle, as the circulatory system is the life guard of the entire body cells. It is

Criminal justice computer crime and patriot act Coursework

Criminal justice computer crime and patriot act - Coursework Example How has technology advanced these "crimes"? An evaluation on cybercrime legislation embraced by the different states of the United States of America is an informative exercise for various reasons. The states, which constitute the United States of America, have assumed fundamental cybercrime legislation that is completely different and unique to each State. There is a countless deal of disparity both in the coverage and in terms of methodology in the cybercrime legislation embraced by the different states. The cybercrime laws of states are seldomly modeled after federal registrations and as such, they contain very great variations (Schmalleger, 2012). This variation is the product of several reasons. One factor is the relative promptness with which cybercrime has risen as an individual problem. Cybercrime is a new phenomenon, and states, expectedly, differ extensively in the swiftness with which they address the kinds of behavior that can be classified as "cybercrime.† In additi on, the vague characteristic in the term of "cybercrime" are challenged by what appear to be completely new varieties of criminal action. This in turn needs the implementation of different substantive criminal legislation (Siegel, 2008). Other States are faced with "old wine in new bottles," For instance, the use of the Internet technology to enable the directive of long existing offenses such as fraud. This vagueness can produce misperception and delay among state legislators. Further, the complexity of the issue at hand, in that most of the criminal activity encountered in the real world unlike the types of illegitimate actions that transpire in cyberspace can be quite difficult and therefore present untrustworthy among lawmakers at both the state and federal level (Schmalleger, 2012). While one can validate the loopholes that presently exist in state cybercrime legislation, this situation should not continue particularly in a nation that takes pride in its technological progressi on. Breaches in the law, particularly in the law related to cybercrimes-benefits individuals who are involved in socially intolerable behavior at the expense of innocent people. Though it is an intolerable state of affairs, the effects of this failure to legislate can be predominantly be egregious in dealing with the cyber crime in the world in which persons can be ill-treated by people whom they have not met (Schmalleger, 2012). One feature of the cyber world is the ability to guard themselves from the frequently imaginative plunders of online criminals. Eventually, the implementation of applicable cybercrime legislation is a step taken towards identifying that cybercrimes characterize a different phenomenon in unlawful action such as the globalization of the conduct of criminals. In addition, the globalization of criminal conduct is a phenomenon, which all jurisdictions - national as well as sub-national - must combine to combat in order to handle the delicate issue of cyber crime . 2. Is it true that the only way to secure freedom is to curtail it during times of national crisis, such as free speech, right to privacy, etc? Why or why not? In America, freedom of speech is a cherished fundamental right. It is protected by the fourth amendment in the U.S constitution. However, in some cases this right can be withheld. This case include Incitement to crime, fighting words that might in themselves cause the hearer to breach peace since they are seen as a threat to the individual security and can easily cause violence (Jacques & Wright, 2010). The right to free speech faces the strongest challenges during times of crisis. In

The various potential opportunities for investment in the Essay

The various potential opportunities for investment in the international marketplace - Essay Example Center of discussion in this paper is foreign investment as summation of the equity capital which is measured in balance of payments. It may be long-term as well as short-term capital. It also refers to the inflows to acquire management power. Foreign investment is a measure of ownership of different assets such as buildings, factories and mines among others. Apart from these, economic globalization can be said to occur with the increase of foreign investment. Mainly, there are two types of foreign investment i.e. inward foreign investment and outward foreign investment. Foreign investment creates confidence among the investors into markets even in difficult situations and times. Foreign investment aims at developing attention by a resident entity of an economy (known as ‘direct investor’) in a unit resident of the other economy. The association in between the direct investor and the direct investment should last for a longer phase of time. Direct investment includes the initial transaction and the capital transaction and builds a healthy relationship between them. It is the type of investment that is made to acquire an effective control over the enterprise. Inward direct investment creates a value for net inflows of foreign direct investment and outward direct investment creates a value for net outflows of foreign direct investment. Inward direct investments are mainly made by non-resident investors and net outflows are made by residents of the enterprise. Foreign direct investment also bears the transfer of new technology in order to improve the management skills. (United Nations, n.d.). Portfolio Diversification Portfolio diversification is mainly done to reduce the risks that combine a number of investments such as real estate, bonds and stocks among others. To reduce the risk in portfolio is the main purpose of diversification. Diversifications lessen the potentiality and are more concerned about the performance that covers an extensive range of the economic conditions. Portfolio diversification creates a reduction in company-specific risk as with the increase in portfolio of assets or products an organization in its possession holds more than one product, which helps to significantly reduce any risk arriving from adverse condition of a product (Driessen & Laeven, n.d.). Reasons To Invest Internationally Major reasons to invest in foreign market are the growth and the development of an enterprise. By the proper development of the enterprise, it can emerge in markets very effectively. Certain investment risks are also found in foreign companies and their markets. Foreign investment is determined upon a few of the crucial factors such as economic growth and demand of investment for goods and services. High demand of goods is also beneficial as it can help to capture the market for a longer period of time. Every enterprise has a motive of earning huge amount of profit so they endeavor to invest internationally. Competition is one of the reasons to invest internationally and broaden the market. For accessing the foreign markets various types of strategies and valuable measures should be taken in order to increase the market size. At times, investing in foreign markets turn out to be complex and for this, the investor should invest through mutual funds in order to participate in the global markets (First

Media and Government Assignment Example | Topics and Well Written Essays - 250 words - 1

Media and Government - Assignment Example The companies moved away from publishing sexually sensitive paper with images of masculine men and half-naked women. They adopted a new policy that aimed at penetrating the whole market. The periodicals majored on stories of interest such as celebrity stories and general stories about fashion. In addition, they provided information on current happenings. In order to make the magazines attractive, the companies printed the publications on high-grade glossy papers. Fejes argument on gays and lesbian spending habits is still valid today. Majority of them spend a tremendous amount of cash on classy and sophisticated products in the market. They embrace new products and, as a result, producers and marketers exploit this. The auto industry is a perfect example of the industry that has realized this and works hard to satisfy gay consumers’ needs. Subaru is one of the companies that has successful exploited gays’ desire for classy products. This company has designed an expensive gay-friendly car. The fact that the vehicle is gay-friendly alone does not improve sales. Thus, the company has invested in advertising their new arrival in gay periodicals such as Advocate and Out. The sales returns are encouraging with the Subaru company claiming that gay men are 18 timely more likely to afford and own this car than other

The New Deal and Second New Deal Research Paper

The New Deal and Second New Deal - Research Paper Example The deal sought to relieve people from unemployment, and those who were at risk of losing homes and farms, business and agricultural recovery, as well as introducing reforms, particularly via the introduction of the vast TVA (Tennessee Valley Authority). However, the impacts of the New Deal had to take time since about thirteen million Americans were jobless by 1933. Additionally, banking industry had been shuttered. Body Herbert Hoover Although President Herbert Hoover introduced the New Deal, he lost the presidency to Franklin D after the 1932 election. Blames were raised concerning Hoover’s irresponsibility which led to the crashing of the stock market as well as causing depression. Franklin mightily opposed legislation of the New Deal via which the federal government worked with assumptions. These assumptions concerned the responsibility regarding the national welfare done by assuring high-level activities of the economy. According to Hoover’s critique, Roosevelt to ok long to reveal programs behind the New Deal during the campaign for the presidency, and was concerned that the newly come president would risk sinking America into deficit spending at the expense of the New Deal. There was consultation done between Roosevelt and Hoover, nor did Roosevelt involve Hoover in government at all while he was still the president. The "Hundred Days" President Hoover called for a unique session of Congress which happened on March 9. Promptly, Hoover started submitting reform as well as measures for recovery validation to be done through congressional. Almost every bill proposed by president Hoover got enacted by Congress. The 99-day session, counted from 9th March to 9th June was referred to as the "Hundred Days." The â€Å"Second Hundred Days" Additionally, Congress enacted a number of important reform and relief measures in 1935 — sometimes referred to as the â€Å"Second Hundred Days.† Some of the measures enacted within this Second Hund red Days included: a unified resolution to forsake the 5th June gold standard; National Employment System Act by 6th June which sought to generate the employment service for America; Home Owners Refinancing Act by 13th June, in order to create the Home Owners Loan Corporation (HOLC) with an intention of refinancing non-farm mortgages; Glass-Steagall Banking Act of 16th June 16, aiming to support varying reforms in the banking industry.  

Beyond Products Case Study - Entrepreneurship Course Essay - 1

Beyond Products Case Study - Entrepreneurship Course - Essay Example In his design, Peter Van Riet considered the disadvantages and advantages of the two early and most popular designs which developed the product to be a better choice for snowboarders. Being himself a semi-professional snowboarder, Peter Van Riet was able to identify the need of professional and recreational snowboarders for a more comfortable and safe design. Another vital strength of the company was that it was free from financial constraints and had enough capital available from the four business angels. Beyond Products is recorded to possess few technical limitations which should be eradicated before the trade fair of 2006 which raises the challenge of successful launch for the company founders. From the commercial point of view, the company also possesses the weakness of dependence on loan with high interest rates. Further development of the product requires huge amounts of working capital which is estimated to be acquired from bank loans and further investments from the business angels. Thus, this will increase the liability of the company and hamper its financial strength to an extent. The snowboard market is recognized to be a rapidly growing market in the United States, European Alpine regions, Japan and other niche areas. The number of customers is recorded to grow in these key regions which can enhance the growth prospects of the product as a preferable design for the professional and recreational customers. There are only a few players in the market acquiring a proportion of the entire market share providing huge opportunity for new entrants. The overall market prospect is also recognized to be favorable for the launch of a fresh snowboard binding. Most of the well-recognized companies in the target market also emphasize upon the other categories of the industry product line. Furthermore, the companies also focus on sponsoring famous professional snowboarders for brand promotion which is stated to be quite significant for

A comparison of the development of tragedy Essay Example for Free

A comparison of the development of tragedy Essay This essay compares the differences and similarities in the way in which the tragedies develop in Macbeth and A View from the Bridge. Macbeth is a more intense tragedy, as innocent people die as a result of his madness, before he himself is killed. A View from the Bridge is a softer tragedy, dealing with two men who want the same lady. Straightaway, with such a high-powered storyline, Macbeth is going to be the more intense tragedy. The aim of a tragedy is to inspire a mix of emotions in the reader, where they have attachments to both sides, and to present an unfortunate sequence of events that cause an unfortunate ending. With so many more characters involved in Macbeth and a much longer sequence of events, it can be considered better at creating a mix of emotion in people, and thus might be considered the better tragedy. Both of the primary victims in Macbeth and A View from the Bridge performed a favour for the individual that murdered them, which adds to the tragedy. In Macbeth, Macbeth murders King Duncan in order to become king. King Duncan refers to Macbeth as his ‘worthiest kinsman’ and his ‘worthy Cawdor’ after he made Macbeth thane of Cawdor, which was a rank of nobility. Furthermore, upon staying within the Macbeth household, Duncan ‘granted many gifts’. He presented a diamond to Lady Macbeth for her ‘boundless hospitality’. This makes Duncan’s death evermore tragic and unjust, as he did not deserve to die. Similarly, in A View from the Bridge, Eddie offers two illegal immigrants a place to stay in his home while they find work, and insists he has to ‘buy a tablecloth’ to make his guests feel more welcome. Yes, Eddie’s relationship with Roldolpho sours, but his initial welcoming was an act of kindness. In both Macbeth and A View from the Bridge, the story started off well. During the development of the tragedies, Eddie went against advice from Alferi, which was to leave Catherine and Roldolpho to it. Had Eddie taken this advice, he would likely still be alive, so ignoring the advice lead to his demise. Contrarily, it can be argued that Macbeth took a lot of advice from Lady Macbeth and bended to her will. Macbeth was very uncertain about taking this advice, as he considered his loyalty to Duncan as his ‘kinsman and his subject’, and recognised that Duncan had his own noble qualities, as he ‘[h]ath borne his faculties so meek’. Had Macbeth not taken this advice and listened to himself, he would probably also still be alive. This is a difference in the development of the tragedies because both victims took opposite decisions, but ultimately ended up with the same fate. Macbeth was killed by Macduff, because previously Macbeth had murdered Lady Macduff and their children. Macbeth had not harmed Macduff himself, so he had not directly attacked the man who killed him, but the people who were close to him. Marco killed Eddie, though Eddie had not had problems with Marco, only Roldolpho. Thus, both characters were killed by people they had not directly attacked. This adds to the tragedy in both cases because it might cause the viewer to have some sympathy for the victim, or sympathy for the murderers who acted out of revenge in both cases. More sympathy might be afforded for Eddie than Macbeth, because the fate that Eddie got was not one he had inflicted on anyone else. While he lunged at Marco with a knife, it could have been that he was acting out of self-defence. However, Macbeth had ordered the deaths of absolutely innocent people. Lady Macduff, her children, Banquo and Duncan and the chamberlains, and had planned to kill other innocent people – Macduff and Fleance. Thus, in this case, it could be argued that Macbeth’s fate was a certain kind of karma. The same cannot be said for Eddie in A View from a Bridge, so this might cause the reader to have more sympathy for Eddie than more Macbeth. Macbeth focuses more on the depths of despair that its characters fall into more than A View from a Bridge. Lady Macbeth’s personal tragedy is explained, her blood-stained hands and her dreams and her eventual suicide may make the reader feel her tragedy as well as her husband’s. Duncan’s fall into the depths of despair are also poetically made apparent, through soliloquies and expressions such as ‘Will all Neptune’s great ocean wash this blood’, which is the expression of Duncan’s blood on his hands that haunts Macbeth throughout the play. The reader isn’t given the same insight into the raw mix of emotions in each character in A View from the Bridge, so the same mix of opinions of the characters is difficult to achieve. To conclude, while there are similarities and differences between the development of tragedy in both Macbeth and A View from a Bridge, Macbeth gives a much fuller and complex development of tragedy. It has so many elements in its plot and unfortunates in the sequence of events that lead to the end that it is difficult to fully explore its development of tragedy in comparison with such a short book.

An analysis of age gap relationships

An analysis of age gap relationships Views towards age-gap relationships should not be viewed through stereotypical eyes; instead they should be viewed with an open mind, for they are more than what you see. Age-gap relationships have been around since the dawn of human life. Historically age-gap relationships have been between an older male and younger female, and many cultures arranged marriages with this pattern. Age-gap relationships are not socially constructed, but have evolved. They are also seen often in nature. Stereotypes and negative opinions are heard often in media, by friends and by family. Many famous celebrities, royalty, and rock stars have been in age-gap relationships. In many cultures, arranged marriages have been between a young girl and an older man, this could have been to prevent marriage outside of the culture, to increase political power, for livestock, or to resolve inter political issues. Doing this helped to increase the number of the community members, because a young girl could produce many more children than an older woman. Older men had more resources to support the girl and her offspring than a young boy. By arranging the marriages in this way the parents were insuring a greater number of surviving grandchildren to pass on their genes, wealth, legacy and land. At an evolutionary stand point age-gap relationships should be more common as well as less criticized. .. men are predisposed to produce as many offspring as possible, to increase the probability that their genes will be passes onà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦women prefer a mate who has adequate resources, or the potential to obtain resources,à ¢Ã¢â€š ¬Ã‚ ¦.(Banks and Arnold 2001) By learning to seek these qualities we have subconsciously insured the survival of the human race. This evolutionary process is not much different from the way animals use to choose their mates. Mate preferences may have evolved, rather than being socially constructed (Banks and Arnold 2001), therefore age-gaps should be considered the social norm, and similar age relationships should be considered abnormal. Age-gap relationships have a rollercoaster history, where they were once accepted, then they werent, and now they are becoming accepted once again. Women older relationships however are still considered taboo, but that doesnt mean they should be discriminated more. Age-gap relationships whether female older or male older should be looked at as a regular relationship. The same challenges and problems should be considered when the relationship itself is being evaluated. Criticism of age gap relationships is similar in the way which different races and gay couples are criticized, people look at what is on the outside and not at what they really are. There is an old adage Dont judge a book by its cover and I feel that more people should follow this, not only when dealing with age-gap relationships but when dealing with all situations in which it is not as it appears. There are many different stereotypes put towards age-gap relationships. Such as: The younger partner is either looking for a parental figure or is in it solely for monetary gain, and the older partner is only after youth and physical attributes (Anisman-Reiner 2008). Sadly these stereotypes are true in some situations, but it does not mean that every age-gap relationship is like that. The relationship in question should be examined first, then the age of the partners. Many relationships that were healthy and actually had love in them, were broken up due to constant harassment from family, friends, and even strangers. Criticism that age-gap relationships receive are based on extreme instances. The older partner will get dirty looks and be called a cradle robber or be accused of cheating on their spouse (which other than the younger partner doesnt exist). Other things people say are: what could you possibly have to talk about, can they even keep up with you physically or they are holding you back from experiencing your youth this usually causes stress for the couple. These are not always true but it causes the couple to focus on what people say about them, instead of other things in their relationship. Its possible for couples with large age gaps to be able to have common interests, as well as have the same amount of physical activity. For example a 45 year old man can play a game of tennis at the same level as a woman in her 20s, or both could be into classic rock or horror movies. It is true that sometimes when you enter an age-gap relationship you are risking losing some life experiences, but yo u can create new ones that neither of you have had. That way the older partner is not repeating life experiences, and they younger partner is gaining life experiences. Either way age-gap couples get around these obstacles and have healthy lasting relationships. Many people will admit that they have been in an age-gap relationship or they know someone has. These relationships are becoming increasingly common nowadays and yet they still receive criticism. Although men and women report a preference for and openness to age gaps in their own relationships, they typically disapprove of age gaps in others relationships. (Lehmiller and Agnew 2008) Why would you be willing to consider something for yourself, but then tell your friend that they shouldnt do it? If it is because you know you could handle it and your friend couldnt, what makes you think you know your friends capabilities better than they do? Better yet if your friend doesnt know herself, then what makes you think you know your own self? These are questions you should ask yourself before you make the decision to discriminate against others being in age-gap relationships. My grandmother and her husband were 25 years apart and yet they did not receive criticism, but when I entered into a r elationship with a 14 year age difference she made a big deal about it. Sadly this occurs often to people by their family and friends. We are all born with an incest avoidance instinct, sometimes depending on your upbringing it could go away, but normally we tend to react to what we see before we have a chance to think about it. A difference in age of 15 years and greater would mean that a couple could, in terms of age be parent and child and so we suggest that social opposition to these age-differences will be greater, because people would wish to avoid the suggestion of incest (Banks and Arnold 2001). Due to the appearance of the couple we instantly think that the older partner could be the younger partners parent. Because of this instinct we become so focused on the difference in age that we dont notice anything else about the relationship. Parents are often worried that when and if their young son or daughter enters into a age-gap relationship, that the older partner will exploit them for sex and not truly love them, or that the partner is closer in age to themselves than their child. I feel that though the parents mean well, they should evaluate the relationship and get to know the older partner before being so quick to judge, and find out if it is healthy for their son or daughter. Let he who is without sin cast the first stone (John 8:7). Due to the different rates at which boys and girls mature, age-gap relationships could even be considered ideal to insure the survival of a relationship. Its possible for two people at different ages even with a 20 or 30 year age gap to be equally mature, however you define the term.(Anisman-Reiner 2008) Everyone growing up has heard that girls mature faster than boys, and it makes sense that this would make it easier for age-gap relationships to work and last. It also answers why many similar-age relationships (especially high school relationships) dont last. As you get older the age-gap in the relationship matters less, because both partners are maturing. Many famous couples both present and throughout history were involved in age-gap relationships. The gaps range from less to one year to more than thirty years. Billy Joel and Katie Lee had thirty-two years between them, and Tom Cruise and Katie Holmes have sixteen years between them. These are people we idolize, we watch on television, on movies, and whose music we listen to. One day the media will pick them for cutest couple and then the next day they criticize them, and we just go along with it, instead of using our own minds. The criticism increases more if the woman is the older partner, and they have been labeled by the media as cougars. Such as Demi Moore and Ashton Kutcher (15 years difference), they receive tons of criticism and yet remain happily married, so far for 5 years. It is not only in present times that age-gap relationships exist, they have been around for centuries. Cleopatra and Julius Caesar had more than 30 years between them when their romance began. Another co uple would be Frank E. Butler and Annie Oakley who had 22 years between them. During my personal experience in an age-gap relationship I have been lucky to have friends and family to support me, well most of my family. We do get dirty looks in public even though my boyfriend doesnt look that much older than me and definitely doesnt act older than me. If we just focused on what other people thought of us, we wouldnt last. Together we have accomplished so much, and continue to climb mountains! I guarantee that if we did not receive the support we have, we would not have made it. You should not discourage an age-gap relationship unless you know for an absolute fact that it would be damaging to one or both parties, you may find that age-gap relationships are a wonderful positive experience. In conclusion age-gap relationships are criticized, stereotyped, and put down. Even though they are becoming more common, have been around for centuries, occur in nature, and have proven to have lower divorce rates. Society should look at the relationship, not the ages of the people, and maybe more of these relationships would succeed. Age-gap relationships are just like normal relationships and should, according to evolution, be the social norm though due to social influences this is not the case. Nobody likes to be picked-on especially for something that makes them happy, so we should follow the golden rule Do onto others as you would have them do unto you. Age-gap relationships should be looked at for what they are, not what they seem.

The Process Control Management In Linux Information Technology Essay

The Process Control Management In Linux Information Technology Essay Linux began to develop in 1991 when a Finnish student, Linus Torvalds, wrote a tiny self-contained kernel for the 80396 processors. Linux source code was available free on the internet. Due to that Linux developed by many users from around the world. Linux is a free operating system and modern based on UNIX standards. A complete Linux system contains many components that were developed independently of Linux. The core of Linux operating system kernel is completely original, but it allows many existing free UNIX software to run, resulting in a complete UNIX compatible operating system free from proprietary code. Introduction A process is the basic context between all user activity and user-request within the operating system. Linux needs to use a process model familiar to other versions of UNIX to be compatible with them. Linux operates same as UNIX and differently few key places. Section 1: Operating Systems Process control management in Linux Processes and Threads Linux prepares a fork () system call with the customary functionality of replicating a process. Linux provide ability to create threads through the clone () system call. However, Linux cannot mark as different between processes and threads. Actually, Linux usually uses the term task when applying to a flow of control within a program. When clone () is requested, it is passed a group of flog that determine how much sharing is to take place between the parent and child duties. Thus, if clone () is approved the flags CLONE_FS, CL0NE_VM, CLONE_SIGHAND, and CLONE_FILES, the parent and child duties will share the same file-system information, the same memory space, the same signal handlers, and the same set of open files. Using clone () in this style same as creating a thread in other systems, since the parent duty shares most of resources with child duty. The lack of difference between processes and threads might be possible because Linux does not hold a entire process context within the main process data structure. It keeps the context within autonomous sub-contexts. The process data structure basically contains pointers to these other structures, so every number of processes able easily shares a sub-context through pointing to the same sub-context as suitable. The arguments to the clone () system command it which sub-contexts to copy, and which to share, when it makes a new process. The new process constantly is given a new personality and a new scheduling context; in accord with arguments passed, however, it may either make new process use the same sub-context data structures being used by the parent. The fork () system call si special case of clone () that duplicate all sub-context and nothing to share. Process Scheduling Scheduling is allocating CPU time to different tasks within an operating system. Commonly, being the running and interrupting of process are normal thinking about scheduling, but another aspect of scheduling is also important to Linux which is running of the various kernel tasks. Kernel tasks surround both tasks that are requested through a running process and tasks which execute internally on behalf of device driver. Linux has two separately different process-scheduling algorithms. First one is a time-sharing algorithm for fair, preemptive scheduling within multiple processes; the second one is designed for real-time task, where particular priorities are more important than fairness. The scheduling algorithm used for routine, time-sharing tasks received a major overhaul with version 2.5 of the kernel. Before version 2.5, the Linux kernel made a variation of the scheduling algorithm in traditional UNIX. Problems with the traditional UNIX are among other issues that it does not provide sufficient support for SMP systems and that it does not scale very well as the number of tasks on the system grows. The renovation of the scheduler kernel with version 2.5 now provides a scheduling algorithm that runs in constant time without consideration of the number of task on the system. The new process scheduler also provides reduced support for SMP, including processor affinity and load balancing, besides maintaining fairness and interactive tasks supporting. The Linux scheduler is a particular, priority-based algorithm with two priority ranges separately: a real-time range from 0 to 99 and a nice value ranging from 100 to 140. These two ranges map into universal priority scheme through numerically lower values indicate higher priorities. Linux assigns higher-priority tasks longer time quanta and vice-versa. Due to unique nature of the scheduler, this is suitable for Linux. A run able task is considered qualify for execution on the CPU while it has time remaining in its time slice. When a task has expended its time slice, it is considered expired and is not eligible for twice execution till all other tasks have also exhausted their time quanta. The kernel support s a list of all run-able tasks in a run-queue data structure. Due to its support for SMP, each processor maintains its own run-queue and schedules itself independently. Each run-queue includes two priority arrays which are active and expired. The active array contains all expired tasks and each of these priority arrays contains a list of tasks indexed according to priority. The scheduler selects the task with the highest priority from the active array for execution on the CPU. On some multiprocessor machines, this means that each processor on the single machine is scheduling the highest-priority task from its own run-queue structure. So when all tasks have expended their time slices which is th e active array is empty, the two priority arrays are replaced as the expired array becomes the active array and vice-versa. Tasks are allocated dynamic priorities that are based on the nice value minus or plus until value 5 based upon task interactivity. Whether a value is subtracted or added from a nice value task depends on the task interactivity. A taskà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s interactivity is determined by how long it has been sleeping during waiting for I/O. Tasks that are more communicating typically have longer sleep times and so are more probably to have an adjustment closer to -5, as the scheduler supports such interactive tasks. in an opposite manner tasks with shorter sleep times are in many cases more CPU-bound and therefore will have their priorities decreased. The recalculation of dynamic priority task happens when the task has depleted its time quantum and is to be moved to the expired array. Therefore, when the two arrays are exchanged, all tasks have been assigned in the new array to new priorities and similar time slice. Real-time scheduling in Linux is simpler still. Linux performs the two real-time scheduling classes required by POSIX.1b: first come, first served (FCFS) and round robin. Each process has a priority extra to its scheduling class in both of them. Processes of different priorities might be competed with one another to some extent in scheduling of time sharing; in real time scheduling, however, the scheduler most of the time runs the process with the highest priority. Among equal priority processes, it runs the process which has been waiting longest. The only difference between round robin and FCFS scheduling is that FCFS processes continue to run till they either exit or block, but a round robin process will be acquired after a while and will be moved to the end of the scheduling queue, thus, equal priority round-robin processes will automatically time-share between themselves. Unlike usual time-sharing tasks, real-time tasks are allocated static priorities. Real-time Linux scheduling is soft rather than hard real-time. The scheduler gives strict guarantees about the relative priorities of real time processes, beside the kernel does not offer any guarantees that how quickly a real time process will be scheduled once that process become run able. Section 2: Computer Systems Architecture Microprocessors Single-Processor Systems Most of computer systems use a single processor. The diversity of single-processor systems may be surprising, however, since these computer systems range from PDAs through mainframe systems. There is one main CPU capable of performing a general purpose instruction set on a single processor system that including instructions from user processes. Almost all computer systems have other special purpose processors as well. They may come through device specific processors, for example graphics controllers, disk and keyboard; or, on mainframes, they may come from of more general processors, such as I/O processors which move data quickly among the component of the system. All of these special purpose system processors run a CPU limited instruction set in most of the time and do not run user processes. Sometimes they are administered by the operating system, in that the operating system sends them quickly information about their next task and then monitors their status alternatively. For instance, a disk controller microprocessor in a system receives a sequence of requests from the main CPU and executes its own disk queue and scheduling algorithm. This arrangement releases the main CPU of the overhead of the disk scheduling. All the PCs contain a particular microprocessor in the keyboard to change the keystrokes into code to be dispatched to the CPU. In some systems special purpose processors are low-level ingredient built into the systemà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s hardware. The operating system cannot communicate correctly with these kinds of processors; they do their task independently. The use of special purpose microprocessors is usual and does not change a single processor system into a multiprocessor. However, the system is a single-processor system if there is only one general-purpose CPU. Multiprocessor Systems Although single processor systems are most ordinary, multiprocessor systems known as parallel systems are growing in importance also. These systems have two or more processors in close communication, sharing the computer bus and sometimes the clock. Multiprocessor systems in computers have three main advantages: Increased throughput: it is expected to get more work done in few time by increasing the number of processors. When multiple processors work together on a task, a specific amount of overhead is incurred relevant all the parts working well. Economy of scale: Multiprocessor systems can sometimes cost less than multiple single processor systems, because they can share accessories, mass storage and power supplies. If several programs tasks operate on the same set of data, it costs little money to store those data on one hard disk and to have all the processors share them than to have many systems with local disks or many copies of the data. Increased reliability: if tasks can be distributed properly among several processors, so the failure of one processor will not stop the whole of system, only slow it down. For example; if we have five processors and one fails, then rest of the remaining four processors can obtain a share of the work of failed processor. So, the entire system runs only five percent slower, and not failing altogether. Increased reliability of a system is critical in many programs. The capability to continue providing service balanced to the level of surviving computer hardware is called graceful degradation. Some computer systems go beyond graceful- degradation and known fault tolerant, because they can tolerate a failure of any single component and then continue operation. Fault tolerance requires demands a mechanism to permit the failure to be detected, examined, and, if possible, corrected. The system is composed of multiple pairs of CPUs working in lock step. Both processors in the pair perform each instruction and compare the results. One CPU of the pair is at fault, and both are stopped if the results differ. the process which was being performed is then moved to another pair of CPUs, thus, the instruction that failed is restarted. This way is expensive, since it involves special system hardware and considerable hardware duplication. These days the multiple processor systems in use are of two types. The first types systems use asymmetric multiprocessing, that each processor is assigned a specific task. Thus, a master processor controls the system; and the other processors take instructions or have predefined tasks from master. This plan defines a accurate master-slave relationship. The master system processor schedules tasks and then allocates work to the slave processors. The most common computer systems use symmetric multiprocessing (SMP) to process the task, in which each processor executes all tasks within the operating system. SMP means that all system processors are peers; and no any master slave relationship exists among processors. Solaris is a commercial version of UNIX designed by Sun Microsystems that is a model of the SMP systems. A Solaris system might be configured to activate many of processors, all running Solaris. The difference between asymmetric processors and symmetric multiprocessing may result from either hardware or software. Some special hardware can distinguish the multiple system processors, or the computer software can be written to permit only one master and multiple slaves. A recent trend in CPU design these days is to comprise multiple compute cores on a single chip. Essentially, these are multiprocessor chips. Twoà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬way multi processor chips are becoming mainstreams, while N-way chips are going to be common in high end systems. Except architectural consideration such as memory, cache and bus, these multi-core CPUs look to the operating system. Lastly, blade servers are a recent development in which multiple processor boards systems, I/O boards and networking boards are placed in the same foundation. The difference between traditional multiprocessor systems and these is that each blade-processor boards are multiprocessor also, which makes difference between types of computers. In essence, those servers composed of multiple independent multiprocessor systems. Conclusion The Linux kernel is executed as a traditional en bloc kernel for performance reasons, but it is standardized enough in design to allow most drivers to be dynamically loaded and unloaded at run time. Linux is a well done multiuser system, arranging protection between processes and running multiple processes according to a time sharing scheduler. Recently produced processes can share selective parts of their execution environment through their parent processes, allowing multithreaded programming.

Dr Jekyll And Mr Hyde :: essays research papers

DR. JEKYLL AND MR. HYDE A character analysis is usually based on one character, however in this case there are two. I say this because they are both one. Sound confusing? It should, I had to read lines over and over just to understand it. You see its quite simple, there is one Dr. Jekyll and he is a typical nice doctor. However he is not satisfied with him self thus he creates another side of him, a bad side who pushes over little kids without a hesitation or feel of guilt. This side is come to known as Dr Hyde. Dr. Jekyll is a man who is “caring“ and was “very well educated';, he like was the good side, and he had morals, and he was able to determine the difference between right and wrong when he was Dr. Jekyll. Once the potion started to backfire in Jekyll’s face because Hyde turned to evil and wants to kill him, Jekyll is upset and says only, “ Oh what a lesson I have learned! “. This shows that at least Dr. Jekyll realizes he made a mistake in the first place, he says to “ let him (me) alone to suffer for a great evil deed that I have committed';. He realizes that morally what he did was wrong. And that one shall just be as they are, and not try to change that. He tried, and he failed. Dr. Hyde on the other hand is the evil side of Dr. Jekyll. Enfield points out that “ he (I) saw a strange, deformed man round the corner and bump into a young girl. The strange man did not stop but simply walked right over the young girl.'; This man was later figured to be Dr. Hyde, This obviously shows that he was an evil man who had no worries about anything in his life (pushing over a little kid as one of them), and he would peruse doing what he did, not letting anyone stop him. Dr. Hyde and Jekyll have one common trait even though they have two different personalities. This trait is that they are the same people! This is uncertain until the end, there are hints by the notes and the handwritings how they are similar but with a slant but until the end it was unsure. They share a characteristic; they both are real sneaky, sneaky enough to even fool the reader.

Seminole Patchwork :: Essays Papers

Seminole Patchwork â€Å"Cross† or â€Å"sacred fire†, â€Å"arrow†, â€Å"zigzag†, â€Å"bird†, â€Å"wave†, â€Å"mountains† and â€Å"diamondback rattlesnake† all have something in common. What do all of these names have in common? They are all names of Seminole patchwork designs. What exactly is patchworking? It can be defined as the process of sewing pieces of solid colored cloth together to make long rows of designs, which are then joined horizontally to other bands of cloth to form a garment (Downs, 1995, 88). This Native American artwork is closely associated with the Florida Seminoles. The history of this tribe and how they came to make patchwork garments is rather interesting. In making patchwork garments, things to be considered include how it is done (process), what elements of design are used, whom the garment is to be made for and who actually makes it. Presently, there are less artists in this craft and the future of patchwork may be at risk. Seminole patchwork has been done for over a century, and it’s beauty and uniqueness needs to be revealed and recognized by Americans. The Seminole Indians were not always located in Florida. In the early 19th Century the Seminoles lived in the cool areas of Georgia. They wore animals hides and furs to keep warm. This all changed in 1830, when President Andrew Jackson passed the Indian Removal Policy of 1830, which forced the Seminoles to flee to Florida. In fleeing to Florida they left behind their homes, some relatives who refused to leave and their cool climate. In Florida, there was no longer a need for the warm furs and hides and they turned to the use of cloth. In 1840, they disappeared into the Everglades and lived there in peace, with no influences from other tribes. The Everglades were rich with exotic items that were worth a lot in trade markets. Once a year, the Seminoles would take a voyage on the Miami River to Miami. In Miami they could trade items such as alligator hides and egret plumes for rolls of cotton cloth. The Seminoles would use the cotton to make various pieces of clothing. One ye ar, a voyage could not be made to Miami to attain more cloth and the Seminoles were forced to use scraps of cloth, sewing them together to make a large piece of cloth or garment.

Changes in the twenty first century workplace Essay example -- Technol

It was once a common belief that if employees worked hard, showed up on time and followed the rules that they would be guaranteed a job for life. However, over the last decade there have been changes in the workplace. There are two main causes for this change. The changes in the work place in the twenty-first century are being caused by advancements in technology and expansions in globalization through the Internet. The advancement in technology across the world is a major cause of the changes in the workplace. For instance, the advancements in computers are astounding. Mainframe computers have given way to personal computers, then laptop computers, and now hand-held tablets. Findings of a study by IDC, a market research company, showed that by 2015 more people will be connecting to the Internet using tablets, smart phones, and other mobile gadgets compared to those who use the Internet through their desktop computers (Schroeder). Cell phones have also seen a revolution by becoming faster, more efficient and more feature-rich. It is even possible to check email on the way to work using a handheld device. A Nielson fact sheet outlining the usage of various devices in America shows that â€Å"there are 223 million cell phone users over the age of 13, and 25% of the mobile devices sold during Q3 of 2009 were smart phones. That is estimated to go up to between 40-50% during 2010† (Heimbuch). Individuals can text, status update, tweet, or reach other seamlessly by mobile devices that can fit in their pockets. Even the printed word may become obsolete according to Aaron Bradley, as outlined in his online article called â€Å"A Modest Proposal for Newspapers in the 21st Century.† In his article, he discusses how the printing of newspapers is be... ...in the new â€Å"flat world† individuals need to figure out how to become â€Å"untouchable.† He explains that â€Å"untouchables are people whose jobs cannot be outsourced, digitized, or automated† (184). He explains that in a â€Å"flat world† there is no longer a job based solely on geographic, but rather in most cases an available job â€Å"will go to the best, smartest, most productive or cheapest worker-wherever he or she resides† (183). He goes on to show that companies and individuals have to look at the global picture today in order to succeed (183). The work place has changed through the course of the centuries. Technology and globalization are the causes of the change in the workplace in the twenty-first century. Who does what work, when, and how will continue to evolve as technology becomes increasingly more advanced and communication across the globe becomes more seamless.