Civil Right Movement Essay Example | Topics and Well Written Essays - 1250 words

Civil Right Movement - Essay Example They were the oppressed group as they were denied the equal rights and opportunities as white people. The end of World War II set a new tone for civil rights movement. The movement got prominence when in 1954 Supreme Court of US gave a landmark judgment in Brown vs. Board of Education case. In this judgment, Supreme Court declared racial segregation in school totally illegal and a punishable crime (Brown vs. Board of Education). Finally, the Civil Right Act of 1964 put an end to all discrimination that African Americans were suffering from since centuries. The Act eliminated obstacles that persisted for centuries preventing development of African-Americans. Over 45 years have passed since then; the status of African Americans when seen in the above perspective has improved a lot. Now they have not only equal voting rights to elect the government but they can also occupy any office in the US by their sheer ability. The segregation episodes that their children faced in the schools have been now buried deep into history books. They share all public places with equal rights. They can enter into any professions without any restriction depending upon their interest and ability. It is not surprising that African Americans have excelled in sports, politics, business and hosts of other activities. Their contribution in the US mainstreams reached to its pinnacle when an African American reached to the highest office of US in 2009. Several well-known figures such as Tiger Woods, Oprah Winfrey, Michael Jordan sprung into limelight in the post-civil movement era. Boxer Muhammad Ali, tennis star Arthur Ash, Michael Jordan in basketball, athlete Carl Lewis are some of the prominent names that have excelled in sporting activities after the end of Civil Right movement. Condoleezza Rice and Colin Powell became Secretary of State and many large cities such as Chicago, Los Angeles, New York have had mayors from African American community. Barack Obama occupying the highest office in US is a veritable testimony to the genuine change process that has taken place in the last few decades in the country giving equal opportunity, status and privilege to the African Americans as enjoyed by others. The law has given them equal rights and opportunities in all walks of life; this certainly proves that the status of African American has improved significantly since the end of the Civil Rights Movement. Answer 2. The US Law has taken its course giving African American full rights and opportunities but the African American community still faces numerous issues and challenges in the US society. Cedric Herring argues that African Americans still face job discriminations in the US. Giving an example of Texaco, the author states that the companies systemically deny promotions to the members of African American community. The New York Times produced evidence that how several Texaco Executives referred them as 'black jelly beans' and 'niggers' in their mutual conversations. Fi nally, Texaco admitted having excluded all black employees’ names from the list of next level promotions. Later, Texaco had to settle the case by paying $176 million in the largest ever discrimination suit seen in the US. Before 1964, discrimination to the African American community was overt but in the post civil rights movement era it has taken a covert route. Before 1964, no laws questioned the

Genetically Modified (Gm) Foods Essay Example for Free

Genetically Modified (Gm) Foods Essay The Term Genetically Modified (GM) foods refers to crops produced for human or animal consumption using the recombinant DNA techniques. The world population is growing in a fast pace such that it is expected to double in the next 50 years. Supplying food to this growing population is a major challenge. GM foods can be considered as the major solution for the food security. These foods are produced by the modification of crop plants in the laboratory to enhance desired traits, mainly biotic and abiotic stress tolerance, improved nutritional content, etc. These traits were earlier carried out through conventional plant breeding, but these breeding methods are very time-consuming and often not very accurate. However, with recombinant DNA technology, plants with the desired traits can be produced, very rapidly and with greater accuracy. Process Recombinant DNA technology begins with the identification and isolation of a gene which expresses a desirable trait, with the aid of restriction enzymes. Then a recipient plant or animal is selected, and the gene is inserted and incorporated into its genome through a vector such as agrobacterium, through a gene gun shooting an elemental particle covered in plasmid DNA, electro oration, or a virus. Once part of the recipient, the newly inserted gene becomes part of the genome of the recipient and is regulated in the same way as its other genes. For example, we can isolate a gene responsible for conferring drought tolerance, introduce that gene into a plant, and make it drought tolerant. Crops can also be transformed using non-plant genes such as the use of Bt genes, in cotton and many other crops. Bt, or Bacillus thuringiensis, is a naturally occurring bacterium that produces crystal proteins that are lethal only to insect larvae. Bt crystal protein genes have been transferred into cotton, soya, corn, brinjal, enabling the plants to produce its own pesticides against insects such as the American bollworm, European corn borer. Bt genes are lethal only in the acidic medium, insect gut environment and do not get activated in an alkaline environment, prevalent in humans and other animals that feed on these plants. BENEFITS OF GM FOODS Drought tolerance/salinity tolerance: As the world population grows and more land is converted for housing instead of food production, farmers need to grow crops in non-arable land, previously unsuited for plant cultivation. Creating plants that can withstand long periods of drought or high salinity in soil and groundwater will help people to grow crops in large, barren wetlands/dry lands in our country. Pest resistance: Insect Pests are causing devastating financial loss for farmers, sometimes starvation. Indiscriminate use of pesticides is also a potential health hazard, and the run-off of agricultural wastes from excessive use of pesticides and fertilizers poisons the water supply and harms the environment. Ex: Growing GM foods such as Bt brinjal helps reduce the application of pesticides substantially, as 80 per cent of brinjal crop are infested with pests. Disease resistance: There are many viruses, fungi and bacteria that cause plant diseases and thereby contribute to yield loss. Plant biologists are working to create genetically engineered plants with resistance to these diseases. Ex: Developing sheath blight resistance in rice. Cold/heat tolerance: Farmers are facing the vagaries of weather, like unexpected frost or excess heat due to climate change. Researchers have identified an antifreeze gene from cold-water fish and introduced it into plants such as tobacco and potato to study the efficacy of the plant to withstand extreme temperatures. Also, research is on to identify plants that can survive excess heat, submergence tolerance etc. Nutrition: People in our country suffer from various nutrient deficiency diseases due to malnutrition. Most of the people rely on rice as a major staple food. But rice does not contain adequate amounts of all necessary micro and macronutrients. If rice could be genetically engineered to contain additional vitamins, iron and/or minerals, nutrient deficiencies could be alleviated. For example, MSSRF (M. S. Swaminathan Research Foundation) are working on improving the iron content. Phytoremediation: Soil and groundwater pollution continues to be a problem in many parts of the world. Plants such as poplar trees, brassica spp are being genetically engineered to clean up heavy metal pollution from soil contaminated with metals like lead, arsenic, and cadmium. Concerns Most concerns about GM foods fall into three categories Environmental hazards: Unintended harm to other organisms; reduced effectiveness of pesticides; gene transfer to non-target species are some of the concerns of the environmental concerns of GM crops. Human health risks: Allergenecity, unknown effects on human health are some of the main health concerns. For example, Pioneer Hi-Bred tested the allergenicity of a transgenic soybean that expressed a Brazil nut seed storage protein in hope that the seeds would have increased levels of the amino acid methionine. The tests (radio allergosorbent testing, immunoblotting, and skin-prick testing) showed that individuals allergic to Brazil nuts were also allergic to the new GM soybean. Economic concerns Environmental activists, religious organizations, non-governmental organizations have criticized agribusiness for concentrating on profits through GM Foods without concern for potential hazards. They also criticized the government for failing to start a regulatory body. All GM crops should be subjected to thorough regulatory processes and toxicology and allergenicity tests data needs to be shared with the regulatory authorities prior to commercialization. Government Role Many new plant genetic engineering technologies and GM plants have been patented, and patent infringement is a big concern of agribusiness. So, bringing GM food to market is a lengthy and costly process. This is a genuine concern and therefore it is important for the government to fund and support public sector research in reputed universities or agriculture institutes to ensure quality research and also keep prices under check. Conclusion Government should check all the hazards, environmental, health and economic concerns and then decisions should be taken to commercialize a GM product. Though ambiguity during the process, once they get regulatory approve, it implies that they have been subjected to stringent scrutiny and are safe for commercial release. So, the governments around the world are hard at work to establish an effective regulatory process to monitor the effects of and approve new varieties of GM plants. According to M S Swaminathan, the chairman of the National Commission on Farmers, GM foods have the potential to solve many of the worlds hunger and malnutrition problems, and can protect and preserve the environment by increasing yield and reducing reliance upon chemical pesticides. Yet there are many challenges ahead for governments, especially in the areas of safety testing, regulation, international policy and food labeling.

Model of Power within Organizations :: Legitimate Power, Reward, Coercive Power

Introduction To explain the statement: 'Power does not flow to unknown people in the organization', I will give an overview of the Model of Power in Organizations according to Mc Shane and Von Glinow, which includes a definition of the meaning of power, the different sources of power, and the contingencies that need to exist before sources of power will translate into actual power. Finally, I will provide a conclusion and recommendation. The Sources and Contingencies of Power in Organizations McShane and Von Glinow define Power as â€Å"the capacity of a person, team, or organization to influence others† (300). Furthermore, they state that power derives from five main sources and four main contingencies like the following figure illustrates. Figure 2: A Model of Power within organizations Source: McShane and Von Glinow 302 McShane and von Glinow determine that the first three powers - legitimate, reward, and coercive power - are granted to persons through the organization or co-workers, whereas the two other powers – expert and referent power - depend on the â€Å"power holders own characteristics† (301). The first source of power that can be assigned to members of the organization is Legitimate Power, which is defined as an â€Å"agreement among organizational members that people in certain roles can request certain behavior of others† (302). This source of power generally results from different roles in the organization (hierarchy). Like the manager can expect his or her employees to do what he or she requires. Another source of power that can be given to employees is Reward Power, which is defined as â€Å"the person’s ability to control the allocation of rewards valued by others and to remove negative sections† (302). Reward power offers incentives and is the opposite of the third source of power, which is Coercive Power. Coercive power is the last source of power that is assigned to people and involves â€Å"the ability to apply punishment† (303). The fourth source of power is Expert Power, which does not originate from the position but rather from within the person. Expert power is â€Å"the capacity to influence others by possessing knowledge or skills that others value† (303). For instance, an employee can develop expert power when gaining important knowledge for the organizations that others would also like to have. The fifth source of power that does not depend on the role or position of an employee, but on the person’s own characteristics is Referent Power, which is defined as â€Å"the capacity to influence others on the basis of an identification with and respect for the power holder† (303).

Silabus Introduction to Literature

INTRODUCTION TO LITERATURE COURSE OUTLINE Course Description: This course is an introduction to the fundamentals of literary study and analysis. Students will be introduced to the fundamental elements of poetry, drama, and fiction; basic literary terminology; and strategies for analyzing texts based on close reading. Students will also practice writing short literary analysis. Course Objectives †¢ Develop your basic understanding on what literature and its genre are. Develop your ability to respond to literary texts in class discussion †¢ Develop and articulate your own ideas about literary themes †¢ Present a coherent literary analysis including familiarity with literary devices (plot, character, characteristics, theme, setting, etc) †¢ Intended to support an argument through quotations and examples from primary, and in some cases, secondary texts (references) Student Outcomes By the end of this course, students should be able to do the following: 1. Correctly de fine commonly used literary terms and use those terms to discuss and analyze works of literature 2.Identify structural elements of works of poetry, fiction, and drama, and analyze how those elements help create specific meanings and effects Course Content: 1. Comprehensive Definition of Literature and of elements of literary work 2. Readings of a variety of poems, short fiction, and drama 3. Important literary terms and their application to the analysis of specific works 4. Several opportunities to compose written arguments about specific texts incorporating close reading skills and application of literary terms nd conventions. Teaching strategies: Lecturing is applied to give the students general guidance and theories used to analyze literary works. Besides, Class sessions will be structured to give students opportunity to discuss, analyze, and practice close reading of specific texts. Discussions should emphasize the application of course terms and concepts to the analysis of text s and the use of textual detail to defend opinions about the texts. Students’ Presentation is also needed in this subject.Course terms and concepts will be reinforced through quizzes and/or exams which ask students to identify terms and concepts as they appear in texts. Given the goals of the course, the use of film and videos are also recommended. Attendance: You will be allowed three absences. An extended illness would create an exception to these rules: please let me know as soon as possible if you will be missing a significant number of classes (i. e. 2 or more) due to illness or other long-term problem. REQUIREMENT Students are obliged to attend at least 80% of total meeting in a semester.If they are absent more than 20% of total meetings in a semester, they will not get their final grade as a consequence. Besides, students must submit all assignments in a due time. EVALUATION There are four elements of evaluation as giving score. 1. Midterm test (MT): 20 % 2. Final test (FT): 35 % 3. Assignment and quizzes(Ass/Q): 25 % 4. Attendance and class participation (A): 15 % 5. Personal Literature Anthology (final project): 15% Fixed Score = 3(Ass/Q) + 2(MT)+3(FT) + 1,5(A/CP)+1,5 (PLA) 10 Attendance = P x 100TM (total meeting) Class Policies Grading Scale: |81 – 100 = A 4,0 |76 – 79 = B+ 3,5 |61 – 70 = C+ 2,5 |45 – 50 = D 1,0 | |71 – 75 = B 3,0 |56 – 60 = C 2,0 |51- 55 = D+ 1,5 |0 – 44 = E 0 | Academic Dishonesty: Plagiarism does not refer only to flagrant copying; it includes also the unaccredited use of any phrases, quotations, or ideas. Please be sure to cite any outside sources which you use.That said, I will not tolerate cheating in this class. If you are caught plagiarizing or otherwise cheating, and the assignment is a minor one, you will immediately lose two letter grades off your final grade. If the assignment in question a major assignment, you will automatically fail the course. Consultation: If y ou are unsure about the reading, want feedback on discussion/assignment, or would like to talk about a text or idea, please come to my office for a consultation. If you can't make it to my office hours, feel free to make an appointment with me.Course Books: Hawthorn, Jeremy, Studying The Novel: An Introduction, Routledge, Chapman and Hall, Inc. 1989 Kearns, George, editor, Appreciating Literature, Macmillan Publishing Company. 1984. Kenney, William, How To Analyze Fiction, Monarch Press Inc. 1966 Luxemburg, Mieke Bal and Willem G. Weststeijn. Pengantrar Ilmu Sastra, Jakarta, Gramedia. 1989 Reaske. Christopher R. How To Analyze Drama. Monarch Press, INC. 1966 Siswantoro, Apresiasi Puisi-Puisi Sastra Inggris. Muhammadiyah University Press, 2002 Week |Expected Competence |Topic |Activities | |1 |The students are expected to |-Orientation |brainstorming | | |have comprehensive orientation on the course |-Definition of Literature |giving lecture | | |Understand the basic concept of liter ature | |discussion | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |2 |The students should be able to | -Genre of Literary works |brainstorming | | |recognize the genre of literary works | |giving lecture | | |identify the characteristics of literary works | |discussion | |3 |The students are expected to comprehend plot, |Short Story by Doris Lessing entitled A Woman on|Analyzing intrinsic elements of the short story | | |suspense and character. A Roof |Giving Lecture and discussion | |4 |The students should understand setting, point of |Short story by Alice Walker entitled Everyday |Analyzing intrinsic element of Walker’s story | | |view dan theme. |Use |Giving Lecture and discussion | |5 |Quiz | | | |6 |The students can identify basic elements of poetry |A poem by Sylvia Plath entitled Mirror and by |Analyzing intrinsic elements of the poems | | |such as rhyme and figurative languages. Walt Whitman entitled Cavalry Crossing a Ford |entitled Mirror and Cavalry Crossing a Ford | | | | |Giving lecture and discussion | |7 |The students can recognize types of poetry ( |A poem by Robert Frost entititled The Tuft of |Analyzing the poems | | |narrative, lyric dan dramatic) |Flowers, by William Wordsworth entitled My Heart|Discussin | | | |Leaps Up and by Frank Horne entitled To James | | |8 |Mid-term test | | | |9 |The students can recognize types of poetry ( |A poem by Robert Frost entititled The Tuft of |Reading the poems | | |narrative, lyric dan dramatic) |Flowers, by William Wordsworth entitled My Heart|Analyzing the poems | | | |Leaps Up and by Frank Horne entitled To James | | |10 |The students are expected to be able to define drama| |Giving lecture | | |and know the dramatic convention. | |discussion | |11 |The students understand the intrinsic elements of |Drama by Anton Chekov entitled Marriage Proposal|Giving lecture | | |Drama | |Discussion | | | | |Assignment | |12 |Continuation of The World of Drama. Drama by Anton Chekov entitled Marriage Proposal|Analyzing Marriage Proposal | |13 |Quiz | | | |14 |Tugas Terstruktur |Film adaptation from Shakespeare’ drama entitled| | | | |Othello | | |15 |The Correlation between Literary works and Other | |Brainstorming | | |disciplines | |discussion | | |(Wrap up Session) | | | |16 |Final Test | | | Period |Topic |Core Reading |Topic for Discussion | |Week 1 |Course Outline |Appreciating literature, How to | | | |What’s your |Analyze fiction | | | |orientation? | | | | |Literature: | | | |Definition, types,| | | | |and literary | | | | |devices (General) | | | |Week 2 |Introduction to |Appreciating literature, How to |I Remember Mama (John Van Druten) | | |Drama, Elements of|Analyze Drama | | | |drama | | | |Week 3 |Plot, Character, |Appreciating literature, How to |I Remember Mama (John Van Druten) | | | |Analyze fiction/drama | | |Week 4 |Theme, symbol |Appreciating literature, How to |Grandpa and the statue (Arthur Miller) | | | |Analyze drama | | |We ek 5 |Staging and |Appreciating literature, How to |Grandpa and the statue (Arthur Miller) | | |dialogue |Analyze drama | | |Week 6 |Quiz on Drama |Quiz |Quiz | |Week 7 |Introduction to |Appreciating literature, How to |The road not taken (Robert Frost) | | |Poetry.What is |Analyze Poetry | | | |poetry and how | | | | |might we begin to | | | | |discuss it | | | | |analytically? | | |Week 8 |Structure and |Appreciating literature, How to |First Lesson (Philip Booth) | | |kinds of Poetry, |Analyze Poetry | | | |Meaning of Poetry | | | | |Middle Test |Middle Test | | |Week 9 |Discussion of |Appreciating literature, How to |Acquainted with the Night (Robert Frost) | | |selected poems, |Analyze Poetry | | | |and some writing | | | | |exercises | | | |Week 10 Figurative |Appreciating literature, How to |The Eagle (Alfred Lord Tennyson) | | |language |Analyze poetry | | |Week 11 |Quiz on Poetry |Quiz |Quiz | |Week 12 |Introduction to |Appreciating literature, Studying|The woman Who Ha d no Prejudices (Anton Chekov) | | |Prose |Novel: An Introduction, How to | | | | |Analyze fiction | | |Week 13 |Analyzing Elements|Appreciating literature, Studying|The leader of the people (John Steinbeck) | | |of Prose (Short |Novel: An Introduction How to | | | |Story) |Analyze fiction | | |Week 14 |Discussion |Appreciating literature, How to |The leader of the people (John Steinbeck) | | | |Analyze fiction | | |Week 15 |Genre of Prose |Appreciating literature, Studying|In another Country (Earnest Hemmingway) | | |(Short Story and |Novel: An Introduction How to | | | |Novel) |Analyze fiction | | |Week 16 |Final Test |Final Test | |

Land use in Covent Garden

Aims: * Land use in Covent Garden is characterised by commercial retail and office functions. We will be looking at how buildings are used vertically what functions are present on each floor of every building. This will help us distinguish fact from fiction about land use in Covent Garden * It is possible to identify distinct vertical land use zones in Covent Garden. How easy is it to tell how levels are being used in Covent Garden? * The CBD suffers high levels of traffic congestion. This can be investigated by doing a traffic survey. We will monitor traffic on different streets for 10 minutes each and the record the information and compare it to other streets. * The CBD is the most accessible part of the city. This is shown by high pedestrian densities. Like the traffic survey people counts will help us judge how densely populated Covent Garden really is with pedestrians. Background / History of Covent Garden: In the 1630s land formerly owned by Westminster Abbey was redeveloped by the 4th Earl of Bedford. He commissioned Architect Inigo Jones to design a piazza (a square). The piazza was designed with arcaded houses to the north and east (These are now all gone). This piazza was a public one. But this approach lead to its social downfall. The distinguished people who occupied the houses around the square soon began to get agitated by the lack of privacy. This set off the trend of people leaving Covent Garden. The Covent Garden began in a very small way in 1649 but expanded quite a lot when the Great Fire of London in 1666 destroyed other markets in the City. In the 1760s, the market occupied much of the piazza. The market, the nearby theatres in Drury Lane and Bow Street and the many public houses, Covent Garden acquired an extremely dubious reputation, though it was still popular. Soon the market began to dominate the piazza. The main building in the piazza which is seen today was erected in 1830 by Charles Fowler, but at the time did not then have a glass roof – that came in the 1870s. The first part of the Flower Market was put up in 1872 – it is now used by the London Transport Museum and the National Theatre Museum. By this time Covent Garden market had become the principal fruit & veg market of the country. Even before World War II, it was becoming evident that the market had to move from this very congested area of London. A long time after the war, a decision was made to move the market to Nine Elms. It was relocated there in 1973, leaving empty market buildings and many vacant premises. It is called the New Covent Garden Market but many people want the name to be changed to Nine Elms Market. One of the proposed redevelopment plans was to knock it all down and build a brand new metropolis of through highways, hotels and conference centres. There was a major barrier in this though, the residents of Covent Garden and the general public. Instead the market was transformed into a very popular shopping centre. Covent Garden has been associated with theatres for a very long time, the longest established being The Theatre Royal on Drury Lane. Covent Garden wasn't always just a market and theatrical home, it was at one time thriving with coachmakers (especially in Long Acre), there have been lots of famous publishers and printers, notably Odhams Press. Sainsbury's began in Drury Lane. Moss Bros. began on the site of Tesco in Bedford Street, Moss Bros. are still located in Covent Garden. Samuel French, (Theatrical publishers) began in Wellington Street. Sotheby's, the auctioneers began in the same road. Also Covent Garden was the birthplace of Punch & Judy. Covent Garden has Protected Lands which are the Central Market, 25-31 James Street, 7, 9, 10 Floral Street, Bedford Chambers and Cubitts Yard and the Museum Blocks. The market itself has a very interesting history, it started life as a small market trying to balance out the lack of markets after the Great Fire but became the busiest fruit, vegetable and flower market of possibly the whole nation. Every morning at 4am market workers and retailers arrived to buy and sell their stocks in bulk. This continued for a long time and in the end the decision was made to move the market to Nine Elms to ease the pressure on the area put forward by the early morning congestion. Space was also fast running out is Covent Garden as it was continuously getting more and more popular with retailers and tourists alike. Background to Urban Geography Land use in a city varies from place to place, in one part of the city land use could purely be for housing and in another it could purely be for offices and commercial use. Many geographers make models and concentric diagrams; one of the most widely used is Burgess' Model. Burgess' Model has five zones; I. CBD – Central Business District II. Zone of Transition III. Low Class Residential IV. Medium Class Residential V. High Class Residential Another land use model is the Hoyt Model which shows how cities are laid out. Hoyt's model also has five zones with the same names but is set out differently: There are other ways of showing how land is used in a city one being transect maps, these are diagrams showing land usage across from one end of the city to the other, with the CBD in the middle. Land values also mean a lot and these are shown with Bid-Rent curves;

Using Teams in Production and Operations Management

Using Teams in Production and Operations Management Introduction Coca Cola Company is a global multinational with operations in many countries. The company is a manufacturer and retailer of various beverages and non-alcoholic drinks. All withstanding, the company is well known for its flagship brand Coca Cola although it has more than 500 brands.Advertising We will write a custom assessment sample on Using Teams in Production and Operations Management specifically for you for only $16.05 $11/page Learn More As far as a wider global presence is concerned, the company has 500 brands in more than 200 countries (Coca Cola, 2011, p. 4). This therefore underlines its desire to conquer more markets around the world because it has been coming up with new products and brands that can suit different market interests. As far as its business is concerned, the company operates a franchise system that has proved to be successful in the markets that it has a presence. In this case, it only produces syrup that is sold to dif ferent bottlers that have exclusive rights throughout the world. When it comes to financials, Coca Cola Company is listed on the New York stock exchange market and is part of other indexes. As of 2010, the company recorded revenues of US$ 35.119 billion (Coca Cola, 2011, p.12). The company’s operating income in the last financial year was US$ 8.449 billion while its net income was recorded at US$ 11.809 billion (Coca Cola, 2011, p. 15). As far as its asset portfolio is concerned, Coca Cola Company is valued at US$ 72.921 billion. Based on the fact that the company operates in many countries around the world, it employs 139,600 people (Coca Cola, 2011, p. 9). To enhance its operations, it has other subsidiaries that have enabled it to diversity thereby serving its customers and market well. When assessed from a market share point of view, Coca Cola Company has a market share of around 50% while its share in the US has increased to almost 42%. This means that the company is sti ll a major player in the global beverage industry. To continue establishing itself as a force to reckon with in the market, it has introduced new products to suit individual markets because of different global diversity issues. The company’s production or operations management Coca Cola Company has embraced the best production and operation management practices and that is why it has continued to be successful as time goes by. It is not a mean task to have operations in more than 200 countries and coordinate them effectively which shows that the company is doing well as far as operations and production management are concerned.Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More As far as production is concerned, the company operates a franchise system that it has relied on to reach its wide market. This means that the system needs effective management in relation to overa ll brand strategy (Tucker, 2009, p. 23). The company has built a good strategy on concentrate production that it sells to different bottlers for production of beverages. This is not an easy task because the concentrate syrup is supposed to be supplied to more than 200 countries that it has a presence. All this withstanding, the company’s franchise model has come under pressure because of intensifying competition that has been necessitated by health conscious customers who want health oriented drinks. To be successful as far as operations and production management are concerned, the company has occasionally rejuvenated its core product line for long term sustainability. In this case, to expand its operations in new markets, it has relied on key acquisitions mostly in the non-carbonated drinks sector. This has been made with an aim of expanding its presence in the growing market. As a matter of fact, this has been coordinated by a strong and dedicated team for efficiency and su ccess. Business management that is oriented towards operations management is the strategy that the company has used to grow and expand its market in recent years. This means that it has increased its cooperation with key partners’ to streamline its operations. The company prides itself in upholding the quality promise that has enhanced customer loyalty all along from diverse and distinct customers (Coca Cola, 2011, p. 11). All this can be well explained from its concentrate production, bottling and product delivery that is unique in the market. Production management is evaluated through software that minimizes production downtime that can be costly to a global company like Coca Cola. This has therefore enabled the company to serve its market on a global scale without any problem which can be tiresome without such measures.Advertising We will write a custom assessment sample on Using Teams in Production and Operations Management specifically for you for only $16.05 $ 11/page Learn More The company’s approach to pricing has been very good because it has enabled its partners and bottlers to continue being committed to its true business ethics and values. Sustainability has been embraced with a long term objective of ensuring that the company’s production activities are not affected in any way thereby disrupting market activities. In this case, the company is always flexible as far as its business model is concerned which enhances operations management because managers are able to come up with alternatives that will enhance productivity. All this withstanding, Coca Colas production and distribution system has been unique in the market thereby enabling it to realize different opportunities on a global scale. It should be understood that as much as issues might arise as far as the company’s operations and production management is concerned, it has been successful on a wider business scale (Plumb, 2009, p. 31). Coc a Cola’s use of teams in production and operations management Coca Cola’s use of teams in production and operations management has been reinforced by the fact that the company is the world’s largest producer and distributor of Coca Cola products. In this case, strategic management has been well managed by teams to ensure and enhance sustainability. Most of the company’s programs have been adjusted as time goes by to accommodate the changing business environment which has therefore enhanced the use of teams. Coca Cola uses teams effectively to reduce the impact of the changing business environment on the company’s operations management. Because it relies on a franchise system to do business, teams have been well coordinated to ensure that everything is running well and successfully. The use of work teams has mostly been embraced in production activities (Coca Cola, 2011, p. 15). This has been widely used in concentrate production because it is at th e core of the company’s success. In this case, the worldwide management team has ensured that local operations are organized in good and coordinated teams for enhanced production of Coca Cola products in different markets. For enhanced production, teams are embraced and given enough time to execute their ideas so long as they are in tandem with the company’s objectives and expectations in relation to set targets (Plumb, 2009, p. 62).Advertising Looking for assessment on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Proper production and operations management requires good teams for execution of strategies and this is what Coca Cola has capitalized on for success and long term sustainability. Management teams are competitively selected for each country to be in charge of operations thereby serving markets well. In this case, the company’s operations are divided into six operating units that are in charge of different markets (Coca Cola, 2011, p. 27). Most notably, these teams produce an attractive combination that has kept the company going as far as its operations are concerned. The use of teams has been capitalized on for individuals to make final and good decisions that will enhance productivity. Company’s ability to adjust Coca Cola is a global company and this means that it operates in a unique and competitive business environment. The recent global financial crisis posed a lot of challenges to the company based on the fact that it has operations in many countries around the world. The financial crisis affected incomes in a great way thereby compromising the company’s sales margins. In this case the company should be able to communicate effectively with its customers and employees on any changes that will be made to enhance sustainability. The company was not hurt by the global financial crisis in a broad way because it was able to adjust effectively through proper communication. It should be known that the company has the ability to adjust its approach to pricing which gives it an advantage to respond to emerging market needs and trends. This is because it only sells concentrate to its bottlers and not the finished product (Coca Cola, 2011, p. 35). The company’s ability to respond to any financial crisis is enhanced by its corporate social responsibility programs that have endeared it close to its customers. This means that customers have always stood with the company even in hard times. Employees are put at the heart of the companyâ€⠄¢s operations which means that they are always in contact with the top management which promotes communication thereby enhancing its ability to respond to different problems. This is because employees have felt that they are part of the company which implies that any problem will be shared together as a family. The company’s greatest strength is in its ability to respond to emerging market challenges which has been as a result of its experience in diverse and distinct markets (Coca Cola, 2011, p. 17). Creativity and problem solving skills have been instilled in employees to make them good ambassadors of the company’s products in different markets. This means that employees can be able to interact with different customers thereby informing them on the crisis without compromising products and services. Reference List Coca Cola. (2011). Our Company. Web. Tucker, S. (2009). Coca-Cola’s $2.4bn China deal at risk. Hong Kong: Financial Times. Plumb, T. (2009). Coca-Co la to unveil mini cans in D.C. New York: Harper Business.

Learning Mechanisms Associated with Referent Selection and Retention in 18-24 Month Old Children Essays

Learning Mechanisms Associated with Referent Selection and Retention in 18-24 Month Old Children Essays Learning Mechanisms Associated with Referent Selection and Retention in 18-24 Month Old Children Essay Learning Mechanisms Associated with Referent Selection and Retention in 18-24 Month Old Children Essay Learning Mechanisms Associated with Referent Selection and Retention in 18-24 Month Old Children Children are different from the adults especially in the way they visualize and conceptualize ideas and synthesize complex information as compared to adults. The learning environment in which a child is brought up dictates how fast the child is able to integrate into the formal school setup. In researching and studying how a child synthesizes information, it gives much insight into what are the strengths and weaknesses of the child as he or she grows, and also it exposes a niche in the development of the child and especially if one concentrates on the formal and developed learning environments and setups where children grow in. Learning Mechanisms Theories Some researchers have formulated theories suggesting that young children have complex cognitive senses that are used by the young children to comprehend what is around them (Piaget, 1920). Swiss psychologist argued that the cognitive structures of the young children developed gradually through various stages. He concluded that the external and internal environment surrounding the child leads to the gradual intellectual development of the child and mostly depends on the coordination of childs senses of hearing and touch (Gibson, 1973). Many scholars researched the childs sense of sight and hearing and some researchers, for example, Gibson (1973) noted that a childs learning ability was so rapid since the child was able to conceptualize the objects that were around them, and this made some scientists suggest that the mind of a child operates like a computer since the mind processes information very quickly Garner (1970) did a research on the social background of a child and how it influenced the childs thinking and the power to apprehend various things that were in the childs surrounding. He was also interested in understanding on how people and culture influenced development thinking of a child and he found that there was a zone of proximal development where there is a bandwidth of competence (Brown Reeve, 1987). It suggests that whatever a child can do with assistance of adults can also be done by a child without any assistance, underpinning the rapid development of a childs brain (Dore, Franklin, Miller Ramer, 1976). A Standard View: Acquiring Lexical Knowledge In this concept, word learning is fast developing (Bloom, 2000). Nazzi and Bertoncini (2003) described children as efficient learners. Though children being efficient learners, the main obstacle is that people in the society use ambiguous words to refer to an object or person just present making it difficult for the child to comprehend the new word. Despite the children going through all these challenges, it is somewhat seen as the start of social skills that enhance word learning Learning Mechanisms Used for Teaching Children Children and community where the child grows, play a great role in the development of the child. This greatly influences the childs behavior and intelligence hence making them acquire the various behavior that is present in the society. Though some behavior may impact the children positively or negatively. The physical world also influences the learning of children. They understand that objects vulnerable to fall are supported, immovable objects are moved with application of force and that the children stare longer to unusual happenings in the surrounding showing that they are conscious of their physical environment as much as the adults are conscious of their environment (Behl-Chadha, 1996). The early number concept shows that the human brain recognizes representation of the series of pictures and numbers. In a research done by Gibson (1973) some children aged from 6 to 8 months were subjected to the viewing of photographic slides which were grouped into two or three pictures per slide. As the children viewed the pictures, the interest of the children in viewing the photos fell by fifty percent and as the photos went on being repeated, the interest of the children fell further. In any case, when a new photo not previously viewed popped up, the interest of the children towards the photo grew and they got interested in viewing it. This shows that the children are able to process what they view either pictures or numbers (Garner, 1970). Early attention should be paid to a language a child is able to learn and develop according to where he or she has been brought up. They have the ability to differentiate between linguistic and non-linguistic languages and also they can differentiate different languages and sounds. Some research showed that a 2-month-old American born child reacted to some English utterances in more active way than to the Spanish utterances. Also, the child was able to notice the intonations in the utterances and this ensured that the child understood well the language spoken and the reaction and meaning of the statement made. The importance of gaining capacity, strategies, and knowledge which ensures that children are more intelligent and competent as they grow and mature (Behl-Chadha, 1996) As the children grow up they are able to make more complex decisions and thus grown up children are able to perform complex tasks in a more effective and efficient way and this ensures that the limited space and time they have are used in an efficient way to produce better results (Behl-Chadha, 1996)There are also more ways to ensure that there is retention of information for easier remembrance and apprehension of an idea. Metacognition is another learning mechanism that ensures referent selection and retention to children in the age of between 18 and 24 months. This is a phenomenon where a person has a higher level of thinking capacity. It also includes self-correction, controlling of ones mind, planning and execution of one own plan for efficient learning and the continuous gaining of knowledge (Bereiter ; Scardamalia, 1989). If children are not introduced to self-thinking and to self-control of their actions and decisions, in future they will be poor implementers of crucial decisions and tasks thus jeopardizing the effective running of their personal affairs. Though this phenomenon grows gradually as one grows up, some aspects of self-decision making should be introduced earlier in a childs life. Multiple strategies or strategy choices should be effectively enhanced for children to start reasoning and solving various challenging tasks as early as possible. This coupled with multiple intelligence which largely deals with the logical, linguistic and interpersonal intelligence (Gardner, 1997). This should be nurtured at an early stage of growth of the childs life to ensure flexibility of the childs decision making. Children should be motivated to learn, read and tell stories. This will ensure the growth and easier understanding of a language by the child. Reading of the pictured story books enable children to form mental illustrations in their mind to enhance concentration. To ensure that the book is readable to the child, questions may be asked throughout the book and in case the child encounters any hitches, the adult may help with it ensuring that the child is able to effectively answer the question. For example, asking the child the question what happened next? will develop the narrative skills of the child at an early stage. Cultural variations in communication are crucial in how a child grows and develops and it also impacts a childs learning culture (Newell, Shaw Simon, 1958). Though each society has its own unique way in how it communicates, children should be able to understand how to communicate in at least one language since this will inculcate various kinds of knowledge and interaction between the child and other people in the society. Conversing and observation are another way that learning can be enhanced in a child. In different interactions with the people in the society, children observe and reciprocate what they see the adults doing in the society. For example, the Pueblo children are given a chance to experience the adult life and they are allowed to choose what and whom to associate with (Gibson, 1973). In other communities, children are not allowed to directly converse with adults and when the adult talks, the child should better listen, since talking when the adult talks is abominable according to their culture. Conclusion Children behavior and language are always influenced by the community that they have grown up in. Children are able to comprehend what is happening around them and their brain develops rapidly as the child advances in age. Children are actively engaged in making their own decisions that will eventually shape their future destiny. Their zeal and will to know something make them be able to understand and comprehend the various aspects that life offers them on display. Children have the reasoning capacity but they lack the knowledge and experience of life and that is why children are able to adhere to the discipline instilled by adults on them. References Behl-Chadha, G. (1996). Basic-level and superordinate-like categorical representations in early infancy. _Cognition, 60_ (2), 105-141. Bereiter, C. Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved from http://ikit.org/fulltext/1989intentional.pdf Brown, A. L., Reeve, R. A. (in press). Bandwidths of competence: The role of supportive contexts in learning and development. To appear in L. S. Liben, D. H. Feldman (Eds.), Development and learning: Conflict and congruence? Hillsdale, NJ: Erlbaum. Garner, W. (1970). Principles of Perceptual Learning and Development. Eleanor J. Gibson. Appleton-Century-Crofts, New York, 1969. Century Psychology Series. Science, 168(3934), 958-959. http://dx.doi.org/10.1126/science.168.3934.958 Dore, J., Franklin, M., Miller, R., Ramer, A. (1976). Transitional phenomena in early language acquisition. Journal Of Child Language, 3_ (01). http://dx.doi.org/10.1017/s0305000900001288 Howard, G. (1997). Extraordinary minds; portraits of exceptional individuals and an examination of extraordinariness. Retrieved from: www.gurteen.com/gurteen/gurteen.nsf/id/x004DD0DA/ Newell, A., Shaw, J. Simon, H. (1958). Elements of a theory of human problem solving. Psychological Review, 65(3), 151-166. http://dx.doi.org/10.1037/h0048495