Writing Locations posted on course website Essay Example for Free

Writing Locations posted on course website Essay Important Notice: Anyone who is not able to write the exam on the scheduled date must provide documentation validating his/her absence, i.e. doctor’s note confirming illness and inability to write exam dated the day of the exam. Once documentation is received and approved by your professor, the value of your midterm will be added to your final exam. If valid documentation is not provided, the midterm mark will be a zero. 20 Multiple Choice questions 15 Short Answer questions, 2 to 6 marks each (80 marks total) TOPICS TO BE COVERED: The relationship between the firm and its external environment Critical success factors: what they are, why they are important, how they connect to each other Diamond-E model: key variables, connections among variables, principal logic, examples External analysis what it is, how to conduct one, general vs. specific environments, benefits and challenges of conducting one PEST factors: elements, impact on business, questions to answer from PEST analysis Porter’s five forces model: explanation of each force’s impact on industry profitability, methods of reducing the impact of each force, strategic questions it answers, industry examples Entrepreneurship what it is, what the key elements are, its significance  entrepreneurial process elements, influences, and connection with Diamond-E components of opportunity recognition  how to screen and evaluate opportunities for viability and competitive advantage high versus low potential ventures  how to access resources, bootstrapping, pros and cons of financing options social entrepreneurship: what it is, key facets, stakeholders, how it compares to traditional entrepreneurship, how it compares to charity, examples Technological Factors  opportunities and threats of technology   technology standard wars – description, impact, scope  installed base, lock-in, switching costs, complementary goods, network effects – description, importance, example key assets and strategies to win technology standards wars sustaining technologies – what they offer, who they serve, examples disruptive technologies – what they offer, who they serve, examples, why disruptive innovations can cause large firms to fail, how different types of innovations challenge existing firms tactics for small companies to succeed and for large companies to avoid failure Citing sources and APA Formatting -objectives, rules, methodology Relevant Readings/Materials Pearson Textbook: Chapters 1,2 Lab Manual:Technology Readings (directions for accessing on pg. 199) Introduction to Writing and Using Sources How to Use Sources APA Documentation Style APA In-text Citation Format Pearson resources on citing and using APA format Cases are not covered on the exam. SUGGESTED STUDY APPROACH: For each topic identify questions that may appear on the exam. These questions can fall into four general categories: 1. What is it, what are the general elements of the topic 2. Why is it important, why are the individual elements important 3. How are the individual elements related to each other? How are they related to the topic? How does the topic or its elements relate to the topics? 4. Provide an example to help explain your answers and/or illustrate the elements and topics. YOU CAN DO IT – GOOD LUCK!!!

What can be gained by engaging in comparative education studies

What can be gained by engaging in comparative education studies It is in the very nature of logical activity to make comparisons. Comparing is a elementary part of thought process which enables us to make sense of the world and our experience of it. Indeed, it can be said that only by making comparisons can we properly defend our position on most questions of importance which requires the making of the judgments. Comparing causes us to make statements to the effect that one thing is intellectually or morally preferable to or more effective or better than the other, and this can be clearly exposed in the education field, where the quest for improvement for doing things better is always compelling. In a world which is mainly focused on intense global economic competition and growing beliefs in the key role of education as the source of potential advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. Educational policy is increasingly driven by national attempts to copy the perceived advantage associated with the educational strategies and techniques of other countries. Margret Brown argues that documenting practices in high-scoring countries that give ideas for change are very important (as cited in Broadfoot 2000, p.361). It would be at least as important to find out why similar projects have not been successful in other countries. (Shorrocks-Taylor Jenkins 2000, p.16) It is crucial to assess any suggested practices from one country to another. Teachers and the general public need to be informed about the problems of putting something borrowed into practice and reform ideas from other countries to our own system. The increasing international importance of a policy discourse of learning in relation to conventional educational institutions such as schools and universities, reflects the contemporary understanding of the implication of the knowledge society (Broadfoot 2000, p.358); It is of great potential and inevitability for the whole population to be capable and disposed to take advantage of the new methods for accessing new knowledge that information and communications technology is making available. This also reflects the growing recognition that learning is not equivalent with teaching. Todays growing concern is lifelong learning which is powerfully described in a recent European Commission report: The Treasure Within. (Broadfoot 2000, p.358) Different perspective of comparative education by different scholars Antoine Jullien de Paris in 1817 saw comparative education as an analytical study of education in all countries with a view to perfect national schooling systems with adaptation and changes from which policymakers can borrow ideas to implement in their own-country (Bray 2007, p.1). In Hans view the utility of comparative education was that type of education which analyzes comparative law, comparative literature or comparative anatomy in order to highlights the differences in the forces and origins that create the differences in the educational systems (C.S. Oni 2005, p.244). Lewis approached the issue of comparative education in terms of an Island formation. Lewis asserted that, no country is an island; that each is a part of the world; therefore, no educational system anywhere in the world is worth anything unless it is comparable to some other systems in the world.(Quoted from C.S. Oni 2005, p.244). Comparative education for Blishen is the branch of educational theory that has to do with analyzing and interpreting the educational practices and policies in different countries and culture (C.S. Oni 2005, p. 244). Le Thanh Khoi believed that comparative education is a multidisciplinary area when he said that it is not strictly a discipline, but a field of study covering all the disciplines which serve to understand and explain education (quoted from Bray 2007, p. 35). In addition to learning about other people and cultures, comparative education also helps the researcher to know about oneself. As George Bereday puts it: It is self-knowledge born of the awareness of others that is the finest lesson comparative education can afford.(Quoted from Kubow Fossum 2003, p. 11). With the enhancement of nationalism and the increasing importance of the nation states in the beginning of the 19th century comparative education was pushed ahead. The objective was to learn useful lessons from foreign countries, especially concerning education systems. This contained a very colonialist view of the western societies on the foreign countries. School systems were seen as a resource of new educational ideas, which could be borrowed to improve the own school system. Comparative education transferred itself from highly pure description level to a more sophisticated analysis. With the rise of the social sciences in the 1950s the historical aspect became insignificant. Instead comparative education was introduced as a true science by using statistical techniques and more quantitative methods. The main approach was structural functionalism. The aims of comparative education: The aims of comparative education are to describe educational systems, processes, and ending products as well as to assist in the development of educational institutions and practices. It also highlights the relationships between education and society and establishes generalized statements about education that is valid in more than one country. Comparative education also deepens our understanding of our education and society; it can be of great aid to policy makers and administrators; and can be of great asset in the education of teachers (Bray 2007, p.15). Comparative research also helps us understand better our own past; locate ourselves more exactly in the present; and see more clearly what our educational future may be. Comparative education gives the researcher the ability to describe what might be the consequence of certain courses of political and economical action, by looking at experience in a range of countries. From the theories mentioned above extracted from different sch olars, we can see that comparative education facilitates the researchers to learn from the accomplishment and faults that other countries have made in the process of solving similar educational problems. The focal point of comparative study in education is the collection and categorization of information, both descriptive and quantitative. As Sadler stated in one of his lectures delivered in 1900: In studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the school, and govern and interpret the things inside. We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national education system of education is a living thing, the outcome of forgotten struggles and of battles long ago. It has in it some of the secret workings of national life. (Quoted from Philips in Alexander et. al 1999, p.19). On Comparing The comparative education researcher should go far from the familiar to see the unfamiliar to make the familiar strange, in order to broader the principles, geographical and epistemological view (Broadfoot 2000, p.363). When comparing in education researchers are producing a variety of descriptive and explanatory data which differ from micro to macro comparative data analysis, allowing us to see various practices and procedures in a very wide context that helps us to throw light upon them (Sultana as cited in Borg 2009, p.21). While less developed countries have a tendency to look at more developed countries to learn from them, more developed countries tent to look at countries that are on the same economic and educational level to make cross-national comparisons. Examples of this are number of countries that looked at USA as their model. Switzerland in mid-1990 apart from looking up to USA, it also hired American consultants to develop a reform package for schools (Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18). On the other hand, America learned also from other countries (Levin 2010, p.96 in www.kappanmagazine.org) like East Asia, (Bray 2007, p.21-22) where the US department of education made an intensive study of Japanese education and came out with 12 principles of good practices. Educators and policy makers went to Finland, which is the top-performing country in the first three rounds of PISA, in order to find the key to education success to achieve high marks in PISA. Private companies like Cisco and McKinsey, are issuing reports on the quality of education around the world. Comparisons across time provide information about improvement or decline over the years like comparing the different periods in the history of education. These comparisons though are limited in the nature of the reference groups or criteria used: that is they are usually limited to school systems similar to those being evaluated. When policy makers look at the past to learn for the future as the British policy makers used to do in 1980s to make comparisons with their own past rather than with other countries. Sometimes the reason to compare with the predecessors is to see how the society has developed as well as to learn from the mistakes that were done in the past (Bray 2007, p.23, Bradburn Gilford 1990, p.2). Comparisons with other localities or between states, provincials and regions compare similar local educational systems within the same state, or with those in other states or the nation as a whole. Comparisons with other states or the nation as a whole have the advantage of comparing between educational systems that are broadly similar. They provide information on particular nations level of achievement in education to the much broader area of the worlds education system (Bradburn Gilford 1990, p.2).Example of such comparison is the comparison between the education systems of Hong Kong (Bray 2007, p.131) or the education systems of Macao (Bray 2007,p.134). When comparing the researcher has to identify the areas; countries or places, and cannot be generalised. As Le Than Khoi (in Sultana as cited in Borg 2009, p.16) gave the example of the Mediterranean. There are too many differences in the region that we call the Mediterranean to make it the object of comparative analyses. Culture is an important factor when comparing places. An example of this is the result that Finland got in the PISA in 2002 compared to other places which was based on the reading competences. Finland achieved well as it has centuries of cultural tradition that long promoted the reading ability (Bray 2007, p.167). A comparative education researcher must try not to be prejudiced either on political, national, religious, racial, gender or ideological aspects. It is crucial that the paradigms used are relevant to all geographic areas and nations that are included in the study. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are often significant resource of cultural variation (Bradburn Gilford (1990), p.21). The contribution of developing countries in international studies adds information to the development of local research capacity and also widens the sample of participating countries. Third-world participation develops North South dialogues as well as East- West linkages as it serves as a good source for building trust and co-operation (Bradburn Gilford (1990), p.22). As the economic sector is increasing its value and the importance of having a sound education system, the business and industry sector may consult comparative educational studies in their international planning. Textbook publishers, developers of educational software and other educational traders use comparative education to categorize the needs and markets for new products. So the question raised is In whose interests do the education system and decisions taken, work? (My lecture notes). Though comparisons in education are of great benefit there are also who is sceptic and critic about it. There is the belief amongst these that comparative research will lead to a homogeneous-world approach to education that impede proper attention to each countrys unique history, culture, and people.(Bray 2007, p.178). This idea comes from experiences with international institutions that forced economic policies that had negative consequences in less-developed countries. It is vital for policy makers to keep in mind that not all the methods of any country can or should be put into practice in other countries. (Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87) It is important that insiders and outsiders work collaboratively in order to research and development work that is more sensitive to local, social constructions of reality. (Crossley 2002, p.82) Education research projects and organizations: As global economic competition increases, increases also the beliefs in the education as the source of marginal advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. However the issue and impact of power on the educational institutions differentiate form in society to another. It is becoming important more than ever as the decision making in education is changing considerably. The main actors are no longer those most affected by education like the students, parents and the teachers but rather private agencies and international financial institutions (Stromquist 2002, p.87). International agencies compare patterns and results in different countries in order to improve the advice that they give to national governments and policy makers. The UNESCO, World Bank and OECD are amongst international agencies each emphasising their own aims varying from pedagogy, curriculum, economic and financial matters, which play an important part in the education arena. Their aim is to assist countries in designing and implementing successful policies to address the challenges that the educational systems are facing. They also create schemes for promoting lifelong learning in relation with other socio-economic policies (Bray 2007, p. 31). New ideas gained from international studies such as PISA, TIMMS and Survey -Lang can be tried to see if they will improve the education system and to understand why the performance of students in different countries differs (Shorrocks-Taylor Jenkins 2000). Since the late 1950s with the founding of the International Association for the Evaluation of Educational Achievement (IEA) such large scale comparative studies have taken on considerable significance in education. From the beginning the IEA has been committed to studying learning in the basic school subjects and to conducting on a regular basis survey of educational achievement. Over time, these outcome data have been increasingly linked to analyses of the effects of curriculum and school organization upon learning and the relationship between achievement and pupil attitudes (Shorrocks- Taylor 2000, p.14). There are different methods on how to measure the comparative aspect which differs from theoretical grounded studies intended to build or test complex models of educational systems to descriptive studies whose purpose is to monitor different features of educational systems, practices and outcomes. The purpose of theoretically oriented studies is mainly to examine relationships among variables and look for casual explanations. It is designed to examine links between school achievement and such characteristics as curricula, teaching methods, family expectations and funding levels. These highlight the level of differences between schools or classes as well as on differences between students as the unit of analysis. (Bradburn Gilford 1990, p.5) Belatedly, the intensification of international competition, spurred on by globalization, neo-liberalism and marketizing, has major implications for cross-national studies of educational achievement, for those engaged in or dealing with the powerful influence of national and international league tables, and for the theoretical frameworks that we employ in our analyses. If the funding of research is increasingly linked to commercial interests, for example, the potential for critical theory, or for alternative cultural perspectives to influence the construction of new knowledge, may be increasingly challenged. Questions of power and whose knowledge counts?, in the process of development arise, perhaps, more strongly than ever before ( reference from my lecture notes). As Sultana stated, comparative education should go further than the concern with comparing like with like (Sultana as cited in Borg 2009, p.9). It focuses more on finding a particular point from where educational and related social phenomenon can be seen from different perspectives; create a deeper understanding of the dynamics as well come up with new ideas. Comparative education provides insights on higher education, educational innovation, teacher education, power and education researches each bringing the experience of the researchers country, or the country or the countries that researcher has studied and came together in order to share these issues in debating sessions. Comparative education and globalization: In a globalise world, schools have come under greater national enquiry regarding the ways they can contribute to or delay a national progress. Claxton (1998) has described the rapidly-changing times we are living as the Age of Uncertainty in which it is impossible to predict the state and shape of the world in few years time (as cited in Broadfoot 2000, p. 358). The educational world today encounters systems which may eventually prove to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, all its established systems were developed for a world that no longer exists (quoted in Broadfoot p.267). Accountability and educational transformation rose questioning on the education process itself. The heightened interest in and concern over education has encouraged educators to re-evaluate in the light of new global realities, the purpose of schooling, the underlying theories about the relationship between education and development and questioning about educator professionalism. (Watson as cited in Crossley 2002, p.81) The ways in which educators in different countries view these issues and the strategies employed to address them must be understood in the light of different cultural, social and political context in each country. By viewing the educational issue from the perspective of two diverse countries the researcher can identify factor that might be missed when viewing the issue within the context of own country alone. If the research area is related to researchers own cultural environment, it is not always easy to perceive its special characteristics. The case may appear too understandable and non-problematic. A fish cannot see that it is living in water (quoted in http://www2.uiah.fi/projects/metodi/172.htm). Multiple cultural perspectives thinking and analytic frameworks from a multiplicity of disciple the research would provide an international context as well as tools for opening perspective to enhance the way of seeing education. Critical thinking on Comparative education: Comparative education and the critical perspective taking that comparative inquiry, help the researcher to go into a deeper analysis of the relationship among society, development, education and the role that citizens either directly or indirectly play in the education process. Through the development of comparative thinking skills researchers should be able to undertake analyses of their home cultures and systems with a more understanding of the various cultural factors at play. Comparative education encourages both researchers and educators to ask questions like: What kind of educational policies, planning and teaching are appropriate and for what kind of society? The field of comparative education focuses attention on what might be appropriate and inappropriate policy while encourage awareness of philosophies underlying educational policies and encourages interdisciplinary critique. (Klein 1990, 1996, Epstein 1983 as cited in Kubow Fossum 2003, p.7). Comparative education is beneficial and necessary not only for scholars and policy makers but for education practitioners as well. As Gutek said, teachers function in two dimensions: as citizens of particular nation-states, they foster students national identity; and second as citizens of a global society, they recognize that possibilities of humans growth and threats to human survival going beyond national boundaries (Gutek 1993 as cited in Kubow Fossum 2003, p.251). Teachers must learn to look at other equivalent classroom and school practices throughout the world. As Stake (1978) said we observe that people intrinsically pursue the general by looking at the specific. People make sense out of the new circumstances they encounter by comparing that particulars to the universe that includes their own frames of reference. We have named the process of performing cross-cultural investigation and then deriving insights from these investigations the skills of comparative perspective takin g (quoted in Kubow Fossum 2003, p.252). Schools are compared with arenas which constitute tension and combination of forces. In order to understand and control such condition, involves critical skills and the ability to understand the political underlining of societal and educational circumstances (Kaplan 1991 as cited in Kubow Fossum 2003, p. 252). These kinds of critical thinking can promote critical questions like: What is the intention of schooling? What are the equitable education and who decides? What is the appropriate balance between educator authority and accountability? What factors reinforce or hinder teacher professionalism? (Quoted from Kubow Fossum 2003, p. 252). The field of comparative education continues to define its identity and significance in the new thinking about education, society, colonialism and development. Ideas from post-foundational thinking, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of progress, modernity, dominance and subordination that there have been the fulcrum of the main ideas in comparative education.(Mehta Ninnes 2003, p.238), Crossley 2002, p.82). Examples of Case studies: Case study 1: Comparing literacy The usefulness of comparative education is seen in the number of different case studies. An example of a case study is Literacy skills in Maltese-English bilingual children by Rachael Xuereb (2009). The study examines the reading and phonological awareness skills in English and Maltese of children whose mother tongue is Maltese and second language English. A sample of 50 typically developing Maltese children aging between 8 years 0 months to 10 years 5 months was chosen to participate in this study. The children acquired Maltese as a first language within the family and later acquired English as a second language through Kindergarten and/or the early school years. The participants in this study attend a church school situated in the south-western part of the island. Since children star going to school at the age of 5 years, the children have been learning to read in Maltese and also in English. For the purpose of this study, Maltese reading and reading-related tests were created to parallel the UK and US standardised assessments. All the children sat for the novel tests and the standardised tests. According to the results found by Xuereb, Maltese children read better in Maltese than in English, which is the language of instruction in most of the subjects. Each child was tested on the following measures in both languages: word and non word reading, non word repetition, spelling, segmenting words and non words elision, rapid naming of letters, numbers and colours, forward memory for digits. Increasing research has addressed this issue for bilingual students, in relationship to whether phonological awareness in the first language predicts phonological awareness in the second language (Quiroga, Lemos-Britton, Mostafapour, Abbott Berninger, 2002). Studies comparing first language and second language decoding skills in readers of different orthographies suggest that these skills are positively correlated and that individual differences in the development of these skills can be predicted on the basis of underlying cognitive and linguistic abilities such as phonological skills, memory, orthographic knowledge and speed of processing (Geva Wade-Woolley, 1998 as cited in Xuereb 2009, p.331). This study aimed to find answer for how do Maltese-English bilingual children perform on reading and phonological tasks and to verify whether prior findings of cross-language transfer from first language phonological awareness to reading or to second language phonological awareness be replicated in this sample of Maltese-speaking students. Case study 2: Comparing the role of gender and age on students perceptions towards online education. This study conducted by Fahme Dabaj, and Havva BaÃ…Å ¸ak, was conducted in order to question and analyze the perceptions and attitudes of the students to online distance education by means of email and the World Wide Web as the method of delivering instruction through on-line diploma programs offered by Sakarya University in Turkey with respect to their age and gender. The research was based on a questionnaire as a mean of data collection method. The findings of the analysis explained that although the students registered to the online program by will, they preference was for the traditional face-to-face education due to the difficulty of the nonverbal communication, their lack of ability in using the technology required, and their belief in traditional face-to face learning more than online education. The research methodology of this study used the quantitative statistical methods and techniques such as significance differences, correlation and the cross-tabulation distribution to find out if there is a significant relationship between the independent and the dependent variable questions, measuring the role of age and gender of students towards their perceptions regarding distant education. The quantitative data was collected by survey questionnaire and was analyzed via quantitative statistical methods. All the students enrolled in the distance education programs and the online courses in the autumn term of the 2005/2006 Academic Year took part in the research. Regarding gender, the results proofed that the female students have a better awareness of the online education contrasting to the male students. Regarding age, the results showed that the older the students preference moves towards attending face-to face classes. Case study 3: Comparing different Art methodologies. I also attempted to make a small comparative study in which I compared Art methodology adopted in a state school compared with that adopted by the Verdala International School. The Verdala International is a co-ed international school in which foreign students resident in Malta can attend. The Art department in this school in based on two Art Programs; the IG which is equivalent to O level exam and the IB which is equivalent to the A level exam. My research was aimed at bringing out the difference in teachers and students approach towards the subject. The first difference which I pointed out was the level of organization in the state schools Art room in comparison with the organized chaos that ruled in the Verdala International. Both teachers response to my comments about the Art room environment was that it reflects the methodology they adopt towards the subject. Art lessons in the state school are more structured; students have to follow rules which hinder them from using their imagination freely. In both schools the lessons where introduced in the same manner there was a lot of teacher talk with the teacher orchestrating the whole thing. The children were only asked to participate when the teacher asked them for suggestions. The two lessons differed in the way they developed while in the state school, the students followed the traditional method by copying the teachers examples from the whiteboard and were very limited in experimentation, at Vedala international the students were much freer to experiment and be creative. The reason was that although the Art syllabi of both schools are very similar, the methodology adopted is different. The teacher at the state school believes that in order to break the rules in Art first the student has to learn them by using the traditional method by copying. While Art lessons at the state school are more exams oriented, although at Verdala International they do have an end of year test, the focus is more on helping students develop creative ideas. During my observation sessions at the state school, which were carried out in the beginning of November, the teacher consistently reminded the students about the exam. On the other hand at Verdala International the final test was never mentioned. At the Verdala International I also tried to compare Maltese students who have been to a state school and are now attending Verdala International with foreign students who had been attending to Art classes in their own countries are now at Verdala. The aim of such comparison was to identify students perspectives of the methodologies used for the teaching of Art in Malta and abroad. The foreign students interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodology used in Maltese state schools is very similar to that in Russia and in the early years of the middle school in Germany. Lessons at Verdala International are more similar to those in Italy where the students are active participants and able to take decisions on what they should do. While in state schools every lesson planned out by the teacher following the syllabus that is to be covered, at Verdala International the lesson is in the form of a group discussion. Each student decides on a theme that he/she would like work on and the teacher will facilitate his learning. This way, different students might be working on different projects unlike in state schools where everyone would be doing the same thing. Maltese students prefer more the methodology used at the Verdala International than the Art methodology used in the state school. The research methodology of this study consisted of observation sessions, interviews with students both on individual bases and in groups, and interviews with four teachers (one at Verdala International and 3 at state school). The number of students that took part in this study was 45 students (22 at Verdala International and 23 at state school). Conclusion The comparative education area is composed by what researchers declare about its nature, origins, purposes, futures, by the truths people support and by the struggle over what made true comparative education (Mehta Ninnes 2003, p.240). The significance in studying this area using intellectual accuracy, the working and foreign systems of education will result in our better fitted to study and understand our own while helps to extend and d

The Many Ways that Educational Technology Can Help Students Essay

The Many Ways that Educational Technology Can Help Students Abstract There are many ways that educational technology can help students develop literacy. First, reading programs, such as the Reading Computer-Assisted Tutoring Program can provide students with effective reading remediation, even when the schools cannot. Students can work with paraprofessional tutors and the Reading CAT, in order to receive necessary specialized instruction, which schools could not otherwise afford to provide. Second, educational technology is a powerful tool for motivating students to develop literacy. Students are able to actively construct their own learning, which has been proven to make learning more intrinsically motivating. Third, Electronic stimuli of sound text and visuals, and the wide variety of enjoyable literacy games, grab students’ attention and motivates them to read. There is also a wide variety of software that makes literacy easier and therefore motivational. Students can use talking books to follow along and listen to, at the some time that the books are read aloud. Also, students can use reading assistant programs, which alert students to mistakes they have made, by pronouncing misread words correctly. There is also computer software that can be used to assist in developing comprehension, vocabulary and writing. Fourth, educational technology can help remediate dyslexia through extended practice, which targets the phonological, and word decoding skills areas i n which students with dyslexia are most deficient. Lastly, English as Second Language Students can use educational technology to increase verbal interaction, and to develop phonetic reading, comprehension, vocabulary and writing skills. There are many w... ...1998). Turn on to Reading Through Technology. Library Talk, 11 (4), 16-18. Fawcett, A., Lynch, L., & Nicholson, R. (2000). Computer-Assisted Reading Intervention in a Secondary School: An Evaluation Study. British Journal of Educational Technology, 31 (4), 333-349. Green & Ybarra. (March, 2003). Using Technology to Help ESL/EFL Students Develop Language Skills. Retrieved on October 11, 2002, from: http://iteslk.org/Articles?ybarra-Technology.html Lafferty, I. (2002). Ready, Set, Read! Technology and Learning, 23 (2), 20-27. Lalas, J., & Wilson, T. (1993). Focus on Multicultural Schools: New Technologies for ESL Students. Media and Methods, 29 (4), 18-20. Quenneville, J., (2001). Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms. Preventing School Failure, 45 (4), 167-170.

Essay --

In the case against the topic statement, the first area we are going to be looking at is regards to the â€Å"White Hats†. White Hat is a term that was originally used to describe some on sound moral character. Today it used to describe a special kind of hacker, that uses their skill set in order to expose weakness in a system with intent of having them fixed. ggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg gggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggggg...

Comparison Between Merchant of Venice and The Bible Essay -- William S

SHYLOCK: What says that fool of Hagar's offspring, ha? The Biblical Story Genesis 16: 1-16 1 Now Sarai Abramï ¿ ½s wife bare him no children, and she had a maid an Egyptian, Hagar by name. 2 And Sarai said unto Abram, Behold now, the Lord hath restrained me from child bearing. I pray thee go in unto my maid: it may be that I shall receive a child by her. And Abram obeyed the voice of Sarai. 3 Then Sarai Abramï ¿ ½s wife took Hagar her maid the Egyptian, after Abram had dwelled ten years in the land of Canaan, and gave her to her husband Abram for his wife. 4 And he went in unto Hagar, and she conceived. and when she saw that she had conceived, her dame was despised in her eyes. 5 Then Sarai said to Abram, Thou doest me wrong. I have given my maid into thy bosom, and she seeth that she hath conceived, and I am despised in her eyes: the Lord judge between me and thee. 6 Then Abram said to Sarai, Behold, thy maid is in thine hand: do with her as it pleaseth thee. Then Sarai dealt roughly with her: wherefore she fled from her. 7 But the Angel of the Lord found her beside a fountain of water in the wilderness by the fountain in the way to Shur, 8 And he said, Hagar Saraiï ¿ ½s maid, whence comest thou? and whither wilt thou go? And she said, I flee from my dame Sarai. 9 Then the Angel of the Lord said to her, Return to thy dame, and humble thyself under her hands. 10 Again the Angel of the Lord said unto her, I will so greatly increase thy seed, that it shall not be numbered for multitude. 11 Also the Angel of the Lord said unto her, See, thou art with child, and shalt bear a son, and shalt call his name Ishmael: for the Lord hath heard thy tribulation. 12 And he shall be a wild man: his hand shall be against every man, and every m... ...tian: those who are "gentile" Christians (the vast majority) and those who are Jewish Christians (in other words, ethnic Jews who belong to the second category (above) of both "Jews" and "Christians." David was descended from Abraham through Abraham's great-grandson Judah, whose father was Jacob, and whose grandfather was Isaac. Judah was the fourth son of Jacob, who had twelve sons corresponding to the twelve tribes of Israel (actually, not quite, because Levi became a tribe without a land of its own (they were the assistants to the priests and lived in specific cities throughout the land), and Joseph's sons, Ephraim and Manasseh were given a double portion of the inheritance (both of them had their own tribe, in a way)). - Peter Gaultney Works Cited ï ¿ ½Ishmael.ï ¿ ½ Smithï ¿ ½s Bible Dictionary. April 5 2005. http://www.ccel.org/ccel/smith_w/bibledict.i.html?term=ishmael

Fiction and Literature Outdoor Literature

â€Å"When I read great literature, great drama, speeches, or sermons, I feel that the human mind has not achieved anything greater than the ability to share feelings and thoughts through language. â€Å"- James Earl Jones The major types of literature across the world are English, Greek, Latin, Roman, African, Indian, American, French, Irish, Spain, Chinese, Italian, Japanese, Persian, Sanskrit, Nepali, Russian and Canadian literature. Literature is a well-considered form of a language that influences the minds of readers of all age.Italian Renaissance is the age of Michelangelo and Leonardo da Vinci, whereas Greece Literature mostly comprises the literature of Greek Gods and Goddesses. Romanticism of Wordsworth is the literature which is oriented towards nature and can be considered to be reverse of classicism. Today's era of Modernism and Post modernism uses artificial language based on ambiguity, satire and parody. Some authors choose long composition methods to link more than one story. Moreover, literature being a part of scientific language is also used to analyze grammar, usage, lexis and semantics. Kinds of Literature Fictional LiteratureDrama: Drama is the theatrical dialog performed on stage, it consists of 5 acts. Tragedy, comedy and melodrama are the sub types of drama. e. g William Shakespeare, an Elizabethan dramatist composed the plays Hamlet, Romeo and Juliet, King Lear that are famous because of its combination of tragedy and comedy. Problem play, farce, fantasy, monologue and comedy of manners are some kinds of drama. Tragedy: It is a story of the major character who faces bad luck. Tragedy, elements of horrors and struggle usually concludes with the death of a person. The Illiad and The Odyssey by Homer are the two famous Greek tragedies.Comedy: The lead character overcomes the conflicts and overall look of the comedy is full of laughter and the issues are handled very lightly. The elements used in the comedy are romanticism, exaggeration, surprises and a comic view of life. Melodrama: Melodrama is a blend of two nouns – ‘melody' and ‘drama'. It is a musical play most popular by 1840. Uncle Tom's Cabin is one of the most popular plays describing cruelty of labor life. It has happy ending like comedy. Tragicomedy: The play that begins with serious mode but has a happy ending is tragicomedy. Prose LiteratureHistory, journalism, philosophy, fiction and fantasy writings, scientific writings, children's literature authors and writers are included in Prose Literature. Myth Myths are the fairy tales with lots of adventure, magic and it lacks scientific proof. Nursery rhymes, songs and lullabies are forms of myths that strike the interest of children. Creative and nature myth are stories of the stars and moon. Magic tales are wonderful tales of quests and fantasy. Hero myths are ideal heroes of adventure. Short story The small commercial fiction, true or imaginary, smaller than a novel is known as short st ory.Short stories are well-grouped that followed the sequence of easy and no complexity in beginning, concrete theme, some dialogs and ends with resolution. They are oral and short-lived which have gossip, joke, fable, myth, parable, hearsay and legend. Novel Novel can be based on comic, crime, detective, adventurous, romantic or political story divided into many parts. The major kinds of novels are: Allegory: The symbolic story revolves around two meanings. What the writer says directly is totally different from the conveyed meanings at the end. Political and Historical allegory are two forms of Allegory.Comedy: Satire is very common form in comedy novels and tries to focus on the facts of the society and their desires. Epistolary: The collection of letters or mails is the epistolary novels. Samuel Richardson's Pamela and Henry Fielding's Joseph Andrew are the few examples of Epistolary novels. Feminist: These types of novels are written by women writers around the world to describ e the place of women in a male dominated society. E. g Virginia Woolf's â€Å"A Room of one's Own†. Gothic: Gothic fiction is the combination of both horror and romance. Melodrama and parody were grouped in the Gothic literature in its early stages.Ironic: Ironic novels are known for excessive use of narrative technique. It is satire on the contemporary society about cultural, social and political issues. Realism: The realistic novels are based on the truths of ordinary society and their problems. It focuses on the plot, structure and the characters of the novel. Romance: Love and relationship topics are handled optimistically in the romantic novels. It originated in western countries; basically the story revolves around love affairs of main characters. Some popular sub categories of romantic novels are paranormal, erotic, suspense, multicultural and inspirational romance.Narration: In narrative style, writer becomes the third person who narrates whole story around the charac ters. Naturalism: Naturalism is based on the theory of Darwin. Picaresque: It is opposite to romance novels as it involves ideals, themes and principles that refuse the so-called prejudices of the society. Psychological: It's the psychological prospective of mind with a resolution. Satire: Satirical novels criticize the contemporary society. The most famous novels are Jonathan Swift's Gulliver's Travels (1726), Kingsley Amis's Lucky Jim (1954), George Orwell's Animal Farm and Randell Jarrell's Pictures from an Institution (1954).Stream of Consciousness: James Joyce's stream of consciousness is all about the thought coming up in the minds of the readers. A novel also constitutes categories on social and political aspects like proletarian, psychological, protest novel, government, didactic, materialist novel, allegorical novel, novel of engagement, naturalistic novel, Marxist novel, radical novel, revolutionary novel, anti-war novel, utopian novel, futuristic novel, anarchist novel, p roblem novel, social philosophy novel, novel of ideas, problem play and speculative novel. Folk TaleFolk Tales are traditional stories that have been creating interest since ancient times. The children and old persons like religious story, magic and superstition as well. Fable, tall tales, cumulative, trickster and proverbs are the sub categories of folk tales. Mythology or legend is the ancient religious stories of origin and human civilization such as story of Robin Hood. Types of poetry Poetry is the spontaneous overflow of powerful feelings recollected in the tranquility. Greek poetry is found in free verse and we have rhymes in the Persian poem. Are you wondering how to write a poem, here are the followings forms of poem?Sonnet: Sonnet is the short poem of 14 lines grouped into Shakespearean and Italian sonnets. Ballad: The poems that are on the subject matter of love and sung by the poet or group of singers as telling readers a story. Elegy: This type of poem is the lamenting of the death of a person or his near one. Elegy Written in Country Churchyard by Thomas Gray is one of the famous poems marked as sad poems of the ages. Ode: Ode is the formal and long poem serious in nature. Allegory: Allegory is the famous form of poetry and is loved by the readers because of its two symbolic meanings.One is the literal meaning and another is the deep meaning. Epic and Mock epic: Epics are the narrative poems that convey moral and culture of that period. The Odyssey and Iliad are one of the largest philosophical epics written by Samuel Butler. Rape of the Lock is the great mock epic focusing on the minor incident of cutting of a curl. Lyric: It has Greek origin that gives a melody of imagery. It is the direct appeal of a poet to the readers about any incident or historical events. Lyrics are most of the time similar to ode or sonnets in the form. Nonfiction Literature:Nonfiction Literature is opposite to fiction as it is informative and comprises the interesting f acts with analysis and illustrations. Main types of Non- fiction literature Autobiography and Biography An autobiography is the story of the author's own life. ‘Family Life at the White House' by Bill Clinton is focused on his life and achievements. ‘Wings of fire' by Dr. A. P. J. Abdul Kalam, Mein kampf of Adolph Hitler are the autobiography books on real life. Essay Generally the authors' point of view about any particular topic in a detailed way is an essay.Essay has simple way of narrating the main subject; therefore they are descriptive, lengthy, subject oriented and comparative. Different types of essay: Personal essay, expository essay type, response essay, process essay, persuasive essay, argumentative essay, critical essay type, interview essay, reflective essay type, evaluation, observation essay, comparison type of essay, application essay, compare and contrast essay and narrative essay type. Literary criticism It is the critical study of a piece of literature . Here critics apply different theories, evaluation, discussion and explanation to the text or an essay to give total judgments.Plato, Aristotle, T. S. Eliot, Saussure and Frye are some of the famous critics. Travel literature It is the narration of any tour or foreign journey with the description of the events, dates, places, sights and author's views. Francis Bacon's natural philosophies in the middle of Seventeenth century is one famous example of travel literature. Diary Diaries are the incidents recorded by the author without any means of publishing them. It is the rough work of one's daily routine, happenings, memorable days or events in their life. E. g.Anne Frank's ‘Diary of a Young Girl' was published by her father in 1940s; it's a story of a girl trapped during German invade Amsterdam. Diaries consists of business letters, newsletters, weather listing. In today's world of Internet, writers write in blogs, forums, polls and social networking sites to convey their thou ghts. This also is a form of diary writing. Some profound forms of diaries are online diary, travel, sleep, tagebuch, fictional, dream and death diaries. Journal Journal is one of types of diaries that records infinite information. They are of following types:Personal: It is for personal analysis. In this journal one can write his goal, daily thoughts, events and situations. Academic: It is for students who do research or dissertation on particular subjects. Creative journals: Creative journals are the imaginative writing of a story, poem or narrative. Trade: Trade journals are used by industrial purposes where they dictate practical information. Dialectical: This journal is use by students to write on double column notebook. They can write facts, experiments, and observation on the left side and right side can be a series of thoughts and response with an end.Newspaper It is a collection of daily or weekly news of politics, sports, leisure, fashion, movies and business. Magazine Mag azines can be the current affairs or opinions well collected covering various content. Frame Narrative The psychoanalysis of human mind is present in a frame narrative. Here we find another story within the main story. Some of the popular narratives are Pegasus, Wuthering Heights, The Flying Horse, The Three Pigs, A Time to keep and the Tasha Tudor Book of Holidays. Outdoor literature Outdoor literature is the literature of adventure that gives whole exploration of an event.Exciting moments of life such as horse riding, fishing, trekking can be a part of literature. Some outdoor books are ‘The Adventures of Tom Sawyer' by Mark Twain, ‘Treasure Island' by Robert Louis, ‘Voyages' by Richard Hakluyt and ‘A Short Walk in the Hindu Kush' by Eric Newby. Narrative form of Literature Today we find movies, audio and video CD's and Cassettes that present current literature in use. Digital poetry is an upcoming trend too. Comic books, cartoons, eBook and Internet games are the learning methods for children. Literature includes centuries, human nature, cultures and souls. Isn't it?

Example Solution Manual: exploring strategy text & cases

A key danger to highlight is of long lists of forces or influences that are too unwieldy for practical action. So the second question challenges students to assess which of the forces are likely to be of most significance in driving Industry change. Here students should justify their views In terms of the evidence from the past and the likely Impact In the future of any particular Influence. The end-chapter case example on the European brewing Industry also asks students to do a PESTLE analysis. Illustration 2. Scenarios Scenarios help students think long term and very broadly: here the World Economic Forum and its members are looking a decade ahead, and thinking about gee- economics in general as well as just the market in a narrow sense. The question asks about whether companies have more influence over government policy or gee- economics. It then goes on to ask about how companies might influence government. This also obviously touches on issues of corporate social responsibility, pursued in Chapter 4.Companies probably do have more influence on policy coordination, but the Issue Is which governments they should be talking to (the united States, China? ) and whether It Is only governments that matter (United Nations, International Monetary Fund, World Trade Organization? ). They should also consider how they can best Influence governments, Individually or collectively through, for example, the World Economic Forum or the Business Roundtable, the group of Coos of leading American corporations.To some extent, the power is likely to be exercised negatively: through lobbying against and criticism of proposals for financial re-regulation. It is worthwhile also asking about the influence these corporations can have themselves on gee-economic shifts: some Western company headquarters are shifting away from their home-countries, for example, the global headquarters of American civil engineering conglomerate Hallucination moved to Dublin and Swiss/Swedish engineering company ABA moved its global robotics business headquarters to Shanghai. Illustration 2. The Steel Industry The steel Industry provides a fairly easy-to-understand case of rapid structural change, and one led by industry actors. Understanding how the leading companies in other words, a sense that structures are given rather than changeable. The first question particularly invites a comparative analysis using the radar-plot introduced in Exhibit 2. 5. The radar-plot might look roughly like the following, with the mutinous lines indicating rough positions in around 2000 (10 years earlier than the illustration) and the dotted lines indicating positions in 2010.The comparative positions highlight the increasing power of suppliers such as the iron ore producers (negative); the high power of sophisticated buyers, somewhat mitigated by the declining power of the Big Three (mildly positive perhaps); and the beginning of decreased rivalry (positive) as the larger steel companies such as Imi tate try to consolidate the industry. It might be said that the new entry threat has stabilized and even reduced, though continued investment by Chinese players may increase rivalry especially if they turn to overseas markets.Overall, comparing the size of the two radar plots over time suggests only a marginal change in favor of the steel producers. With regard to the second question, the acquisition strategies seem driven by the desire to reduce rivalry by reducing the number of players and even capacity. You might ask students what is necessary to make this work: here you might highlight the importance for reduced rivalry of both simultaneous cuts in capacity investments by, for example, the Chinese and strong barriers to new entry. With Edgar to the third question, success in raising barriers to entry (e. . Through technological change) and in reducing rivalry (through continued consolidation) would make the industry more attractive. Vertical integration strategies into sources o f supply (e. G. Iron ore) would help too. A potential negative is significant progress with substitute materials. This depends on technological progress, hence providing a useful link between the Porter 5 Forces and PESTLE. Illustration 2. 4 Chugging in the Charity Sector The aim of this Illustration of course is to show that industry structure analysis is elevate to not-for-profits as well.Indeed, charities appear ruthlessly competitive – hence the High Street chugging. The first question points to at least three of the Praetorian forces as causing problems: (I) There are low barriers to entry, with ‘constant refreshment' of the industry by new charities; (it) there is strong buying power on the part of local authorities commissioning services; (iii) there is intense rivalry because of the number of competitors and tendency towards overlap and duplication of charitable services.In addition, they face substitutes in the form of coal authorities and other agencies perfor ming services in-house, but at this point the trend in that respect was in their favor. The suppliers of funds – donors – have many alternative charities to give to. The mergers and increasing concentration levels (the largest are growing fastest) imply growing industry consolidation. At the moment, the industry structure might be described as highly competitive, but there may be widespread advantages to it moving towards a more oligopolies situation. Illustration 2. Cycles of Competition The Wisdom' in strategy theory has been that competitiveness is about building up a Eng-term competitive advantage and then defending it against competitors. The idea industry will work its way out over time. It also highlights the potentially destructive nature of competition (at least from the point of view of industry players) and the value of trying to avoid it. Indeed, a key point is that these competitive cycles are not inevitable. Signaling to competitors, and interpreting the signals of others' competitive moves, can help avoid head-on competition.Retaliation (Section 2. 3 under barriers to entry) is a key principle here, as are the basics of game theory (Chapter 3). With regard to question 1, Francesco might have slowed down or rebuffed entirely Deceptiveness's invasion of the French market by retaliating hard against its initial move: even though the youth niche was not so important to Francesco, a determined response there would have signaled the likelihood that attacking the core French market would be so fiercely opposed that it might not be worth Deceptiveness's while even to try.With regard to question 2, Francesco would have been hard-pressed to avoid escalating competition in the business market. However, one possibility might have been for Francesco to focus on a particular selected niche (say the small firms segment). By signaling clearly through advertising or similar that this niche was the extent of their ambitions, Francesco might have enc ouraged Descriptive to concentrate on its best opportunities, leaving the French get on with their specialist in peace.Illustration 2. 6 Key Debate: How Much Does Industry Matter? This debate addresses an enduring source of controversy in strategy research, and allows students to review the importance of the contents of Chapter 2 (particularly the five forces'), at the same time as introducing the more internally focused issues of Chapter 3 that follows. For Porter, industry matters a lot. The aseptic might argue ‘he would say that, wouldn't he'?After all, this is exactly what his training in industrial economics and the standard products of his consulting firm would favor. However, the important thing here is to recognize the extent of the research he (and collaborators such as Anita McGowan) draw upon to make their case. It is worth pointing out to students that strategy theories are more than ‘Just theories': there is solid empirical research involved too. When meetin g a new theory, students should et used to asking: where is the research evidence?What the research seems to suggest is that an industry is not the be-all and end-all, but that choosing an attractive industry is a very good starting point in strategy: industry accounts for about two-fifths of the explained variance in the Porter and McGowan study (leaving aside control variables etc. ). Turning to the precise question, the kinds of industries that influence members' profitability's more than others seem generally to be service industries (explaining the greater industry effects in the Porter and McGowan study than in Runlet's).But to go on from here, industry influences are most likely to be strongest in highly competitive and mature industries. In such industries, sources of firm-specific differentiation are likely to be few, easily imitated and easily competed away, so making it hard to earn above-normal profits. At the same time, standard recipes for competing would have been est ablished, so only the incompetent would perform substantially below the norm (and competition should have eliminated most such incompetents by the industry maturity stage).These conditions would probably prevail in service industries such as hotels, restaurants and retail. Newer industries commodity competitors and suppliers, so allowing persistent variability in profitability. Video Questions Hoicks Hoicks is a specialist insurer in the Lloyd of London insurance market. The company specializes in niche areas such as property and casualty insurance for high net worth individuals and companies, as well as cover against such risks as hacking, kidnapping and satellite damage. The video case is quite complicated, so best viewed after a thorough working through of the chapter material. . The industry is facing more buyer power, with the rise of online price comparison sites. On the other hand, there is a process of consolidation with the rise of ‘consolidators' (companies such as R esolution), who are acquiring weaker companies in order to build position. This is likely in the long term to reduce rivalry. Major failures such as that of the American giant Alga (American Investment Group) are likely to reduce rivalry too. It is clear that general recessionary pressures are also influencing the market at the time of the video, reducing demand and likely to make it more price-sensitive. . Hoicks has a specialist position, aside from companies like Alga or the general insurers that Resolution is trying to buy, and its power in its niche is reinforced by its brand (well known in the United Kingdom). It also has the advantage of having both an underwriting (issue of insurance policies) and investment business, which mean that Hoicks is protected from short-term cycles or crises in one part of the business, probably helping to buffer it from price competition in the short term too. Assignment 2. PESTLE Analysts PESTLE analysis is a useful starting point for environmen tal analysis. Illustration 2. 1 provides a model. A ‘blank of the basic template of illustration 2. 1 can be provided to dents who can then be asked to complete it for the forces at work in a particular industry. The danger is that long lists of forces or influences can be generated by this device. So the second question challenges students to assess which of the forces are likely to be of most significance in driving industry change.Here students should justify their views in terms of the evidence from the past and the likely impact in the future of any particular influence. See the discussion of the PESTLE for the end- chapter case on the European brewing industry for an example. Assignment 2. 2 Building Scenarios Assignment 2. Requires students to focus on change in industry characteristics and competitive forces through the construction of scenarios. Guidelines for the construction of scenarios are given in Section 2. 2. 2 it is recommended that students follow these, buil ding either two or four scenarios for a given industry.The work done in Assignment 2. 1 should provide the bases of identifying the key industry forces or influences which will enable them to do this. Some of the problems of scenario building should be emphasized to students: Students may try to build in too many factors and, therefore, not be able to limit the number of scenarios. They may find difficulty in generating scenarios with a coherent and compatible set of factors. Some may be wary of having to exercise Judgment; and others will confuse Judgment with hunch.Try to encourage a realistic debate that tests out assumptions and students to build scenarios for an industry for which there is a company case (or for their own industry/company if possible) and then to assess the company's strategic position in the light of the different scenarios (e. G. See the notes above on the brewing industry). One of the issues that might surface is the ease or difficulty with which scenarios c an be constructed. It usually emerges that scenarios are much easier to construct where the number of key forces at work in an industry is relatively few.They are less easy to construct if the number of important forces is high because the number of variables the student is trying to handle becomes too great. This, in turn, raises another issue. Scenarios are of particular use in uncertain environments as a means of helping managers to think through possible futures. However, uncertainty may arise for a number of reasons. If uncertainty arises because of the unpredictability of a few forces, then arguably scenarios may be very lawful, but what if uncertainty arises primarily because there are a large number of forces at work: to what extent are scenarios of use in such circumstances?There are a limited number of very important forces at work in the brewing industry: but what of fast-moving hi-tech industries where there are many different forces at work? Assignment 2. 3 Five Competi tive Forces Five forces analysis is an absolutely fundamental technique in strategy. Section 2. 3 should give students the ability to carry out a basic five forces analysis of any industry. They should be encouraged to consider all of the elements of each of the vive forces: so for example, under barriers to entry, scale and experience effects, channels, retaliation and so on.The radar-plot technique of Exhibit 2. 5 should only be used as a summary once the full analysis is complete; the danger is of it being used to short-circuit the analysis. Students should be expected to do more than simply list elements; they should clearly identify the implications (positive or negative) of each. The second question about conclusions for industry attractiveness should underline the importance of drawing out implications, rather than Just listing. Assignment 2. 4 Comparisons between Industries and Over Time This assignment allows students to build on Assignment 2. In order to consider the inves tment implications of differences between industries and change over time. The assignment is a substantial one if relying on students' own research. However, time can be saved if two case studies are used (e. G. Brewing, pharmaceuticals or hi-if, perhaps looking backwards at change over the past three to five years, rather than change in the future). Similarly, students may save time by using the radar-plot technique (Exhibit 2. 5), as in the discussion of Illustration 2. 3. It is important to note the two follow-up questions.Explicitly asking for Justification helps students avoid the superficial analysis which is easy to do with five forces. Asking the question about investment helps students think about concrete implications, again something that five forces analyses often neglect. By looking over time, students will learn to be cautious about investing in industries with declining attractiveness. By comparing industries, students can also consider industry attractiveness in thei r diversification decisions, an issue picked up in Chapter 7.At the same time, it is worth countering attractive are likely to have high barriers to entry, so the costs of entry may outweigh the benefits of entering. An industry that is becoming relatively unattractive may be neglected by competitors, and, if you enjoy a strong competitive advantage in that industry, it may still be a source of profit to you. Assignment 2. 5 Strategic Groups This assignment builds on the notion of strategic groups and strategic space outlined in Section 2. 4. 1 in the text. Figure 2. 8 provides an example of how the exercise could be carried out.This could, for example, be applied to the European brewing industry: Key strategic dimensions might come under either of the scope or resource commitment characteristics in Section 2. 4. 1 – for example, product range or extent of vertical integration. Possible key strategic dimensions in the European brewing industry might include geographical cover age, strength of brands, diversification, size of firm, type of distribution, and so on. Students are encouraged to draw more than one strategic group map if they believe that more than two dimensions are important.It is useful to ask them to consider the extent to which different bases of such maps give rise to similar or different configurations. They might find, for example, that however the maps are drawn up, some companies always tend to end up in the same groups. In other words, some companies may have a very similar set of strategic characteristics along many dimensions. Students are asked to examine the strategic group maps to see if there are any under-populated White spaces' in the industry.For example, in brewing, is there an opportunity for a giant specialist in making ‘own brand' beer for the large retailers? However, students should assess carefully why there are few competitors in any such white spaces. White spaces can often turn out to be dangerous ‘blac k holes' rather than attractive opportunities. Assignment 2. 6 Critical Success Factors and the Strategy Canvas It is very likely that students will concentrate on success factors that are salient to them as consumers – for example, the product ranges of a clothing retailer.Less visible elements, such as ownership by a diversified parent company, may be neglected. However, for a short assignment, this need not matter too much: the essence is comparison in order to identify areas of (potential) competitive advantage. The key insight of a strategy canvas is to encourage competitors to compete where it s relatively easy to secure a significant advantage (Blue Ocean), and not necessarily to compete fiercely over the top-rated success factors if advantage can only be obtained at very considerable cost (Red Ocean).You can introduce less visible, but strategically significant elements after they have done their basic analysis. Integrative Assignment Full Analysis of an Industry or a Sector This assignment would be a demanding research project over a significant part of the course. It is however a very good test of students' ability to apply tools to real data appropriately, as well as developing their research skills. Students will see it as practical and, if allowed a choice of sectors, relevant to their own interests. Good research resources are essential.As well as free web-based resources such as company reports, trade association statistics and some government or supra- access resources such as the business press and Journals available through Businessperson Premier, Fictive or Prosiest, and reports from organizations such as Remuneration, Key Notes and Minute. Your institution's librarian will advise you on what is available to students and how proficient they are likely to be in using such resources. You would also want to guide students on which industries or sectors to choose.Very broad industries – for example, the world airline industry †“ are likely to overwhelm students with data. It might be helpful to encourage focus – for example, the airline industry in India, or similar. Industry focus also reduces the risk of plagiarism. There are many student assignments of a similar nature available for a fee on the web, and it would definitely be wise to avoid allowing students to research the same industries in successive years. Requiring a specific focus on particular homes (e. G. Internationalization) or some less common concepts (e. . The strategy canvas, cycles of competition etc. ) can also reduce plagiarism. Insisting on precisely citing sources for key data and points (through an end-note system or similar) makes simple plagiarism harder too, as well as being good practice. If allowed, students will find very helpful a couple of example assignments from previous years to guide them roughly on what they are supposed to do. A report length limit of around 2000-2500 words would encourage students to focus on what is really important.Requiring an executive summary would also force students to consider what is really important and what are the key implications. Over a two semester course, this assignment could be stage one of a two-part assessment regime; the second semester could have as an assignment asking students to consider implications of the first part for the strategy of a particular company in the original industry or sector. Case Example The European Brewing Industry This case focuses on the key techniques of PESTLE and five forces analysis that are central to this chapter.Full cases such as the pharmaceutical industry can be used evolve students' skills in seeing trends in industry data and drawing conclusions as to the likely impact of those trends on particular companies in an industry. PESTLE Here it would be helpful to ask the students to draw on wider knowledge or research (you may have beer drinkers from many countries in your class). Depending on how extensive students ' additional research and thinking are, a wide-range of issues may be raised. To highlight some for the purposes of illustration: Political: government campaigns against drink driving Economic: the rise of the Asian economiesSocial: rise of beer consumption in southern Europe Technological: few clear in the case, but innovations around products such as ice- cold lager might be raised Environmental: few clear in the case, but packaging issues are likely to be important Legal: few clear in the case, but changes in licensing laws and permitted alcohol limits for driving are relevant. Pestles can often seem somewhat inconclusive, so it is important to pull out key issues and conclusions. The increasing hostility to drinking (under P and L) and the rise of Asian economies and southern Europe (under E & S) seem particularly important trends.One way of drawing some simple conclusions is to assess the overall balance (positive or negative) under each of the PESTLE headings: in the case of t he European brewing There has traditionally been a wide variation of industry structures across Europe. The United Kingdom is fairly competitive. Denmark, Holland, Italy, Belgium and France, on the other hand, have been in near monopoly situations. However, with increasing exports and imports and cross-border acquisitions, national markets are becoming less protected. An interesting issue, then, is at what level to conduct industry structure analysis.If at a European level, the broad issues to consider under each of the five forces are as follows: Buyers: With more than one fifth of beer sold through supermarkets, and increasing resort to ‘own-label', these buyers are increasingly powerful (underline that buyers are not the ultimate consumers). Suppliers: The high concentration of the packagers suggests that these are becoming increasingly powerful. Substitutes: Wine is clearly a dangerous substitute. New entrants: Internationalization through M and increased trade is introduc ing new entrants into previously protected markets: most countries see increasing imports (Table 2).Enhances-Busch and Gabrielle are two obvious new entrants into Europe. Students might be alerted to the potential threat of Toasting and the other Chinese brewers. Although not prominent in the case, there is still the potential of small new brewers entering using micro-breweries or contract brewers (e. G. Cobra). Rivalry: falling demand, international entrants and over-capacity obviously increase the scope for rivalry. However, note that sales values are rising, that innovation and branding can mitigate price-competition, that there has been a history of price-fixing cartels, and that leading players are attempting consolidation through M.It might be useful to ask the students to compare industry concentration ratios in 2000 and 2009: that is, the share accounted for the top three or five players (Table 3). As ever, it is important to draw conclusions. On balance, the European brewin g industry does not seem attractive, and unlikely to become more so until the current round of consolidation is completed and brewers achieve greater leverage against their buyers and suppliers. Impact on Particular Brewing Companies The three companies are chosen to represent different types of ‘player'. A-B Ellen is the largest player, after a succession of spectacular mergers.It is remarkable how the company is withdrawing from fast-growing China and Eastern Europe, however. Greene King is tiny in comparison to A-B Ellen, with Just one key domestic market, the United Kingdom. However, domestic focus and its own pubs may be giving it a strongly defended local position. You might ask whether there are competitors who might be tempted to buy such a company. Tossing Tao is the wild-card here. It is strong in its booming home market, but it is also interested in moving overseas. But would it make Europe a priority region for expansion, or choose another market?