Rhetorical Analysis The Science Of Persuasion - 970 Words

The science of persuasion is a well researched study that is used to persuade people s ideas, agenda s, and thought process by using psychological tactics that have been shown to alter people s judgement. Everyone has at one point either performed this method, or have been the recipient. These persuasion techniques can be used to our advantage into manipulating people s behavior using certain words, use of appearance, offering kindness to benefit ourselves later on. The video has demonstrated six shortcuts used in everyday life to persuade people into conforming with our way of thinking or our scheme. I have without a doubt participated in the shortcut of reciprocity, seen first hand scarcity at it s finest, and have followed authority based on merit. Reciprocity has been described as obligation to give, when you have received. Each and everyone of us have participated in this shortcut. It may be tacky to say this but we all do nice things for someone who has done something nice for us. Some of us may go out of our way to lend a helping hand, but most times that isn t the case. We often agree to something or feel compelled to get someone a gift our of obligation. For example: I ve had a coworker who I barely know anything about give me a $25 gift card, I couldn t just accept the gift card and be on my way. I felt I needed to reciprocate his kind gesture by returning the favor. Reciprocity can be a crafty tool to get what you want. In my opinion I believe peopleShow MoreRelatedAd Analysis : Snickers Commercial760 Words   |  4 PagesAd Analysis: Snickers Commercial The average person will watch approximately 2 million commercials throughout their lifetime. In this technologically driven environment, it’s the most effective method of appealing to an intended audience. However, there is a lot more to an advertisement than meets the eye. There are numerous methods being used in order to appeal to the audience. Corporations and businesses focus on rhetorical appeal when it comes to creating a successful advertisement. This artRead MoreInvisible Man By Ellison Told Burke2225 Words   |  9 PagesNovember 23, 1945) that his forthcoming novel, Invisible Man, would be his best way of thanking Burke for providing him with a robust and incisive theoretical framework through which to understand the contemporary world, especially its political and rhetorical challenges. â€Å"So, if in the little things I write from time to time you observe anything of value,† Ellison explained, then to that extent am I able to express concretely my appreciation for what you have done. That is a debt I shall never stopRead MoreConstructivism Essay1064 Words   |  5 Pagesbelieve that reality is based upon our own individual perceptions and thoughts, Delia’s constructivism theory is more objective. Within the objective approach, Delia’s theory falls primarily under the socio-psychological tradition, but dabbles in the rhetorical tradition of Griffins survey map. A socio- psychological scholar â€Å"believes that there are communication truths that can be discovered by careful, systematic observation†(Griffin, 2009, p, 42). It also displays a cause-and-effect relationship thatRead MoreClassical Analysis Essays1748 Words   |  7 PagesAlyssa Huskinson COMS 100B, Fall 2012 8 October 2012 Classical Analysis In an Absolut World Absolut vodka is based on 500 years of tradition originating in Sweden. Under the original name â€Å"Absolut rent branvin,† which means â€Å"absolutely pure vodka,† Absolut was introduced in the United States in 1979 and since has become one of the world’s most famous spirits. The advertisement campaign, In an Absolut World, was just another successful entry in the company’s advertising history, and AbsolutRead MoreHuman Communication : Objective Approach And Interpretive Approach904 Words   |  4 Pagesor conditions and that truth is waiting to be discovered through the five human senses; our sight, smell, sound, touch, and taste. Standing on the knowledge that human sensory data are within and any competent observer can utilize them; also with science being bias-free with no hostility or reservation. They acknowledge faithful representations of an underlying reality and/or mirrors of nature is derived from good theories that can be tested, useful an d supported by quantity of research. The Socio-psychologicalRead MoreEssay on Response to Bitzers Rhetorical Situation2241 Words   |  9 Pages In The Rhetorical Situation, Lloyd F. Bitzer argues that what makes a situation rhetorical is similar to that which constitutes a moral action as he writes that, â€Å"an act is moral because it is an act performed in a situation of a certain kind; similarly, a work is rhetorical because it is a response to a situation of a certain kind†.(3) By defining the rhetorical situation in this way, Bitzer further contends that rhetoric is a means to altering reality. (4) It is through the use of discourseRead MoreRhetoric And Its Impact On Politics1157 Words   |  5 PagesRhetoric Is Being Misused In Politics Philosophers, such as Plato, Gorgias, Aristotle, had always been debating about rhetoric’s definition. However, commonly, they agree that it is a very strong and effective art, in which aiming for persuasion. Throughout the history, rhetoric has always been in a strong relation with politics. Politics is a very vague and furious world however, most people approach in order to better demonstrate a balanced social community thus a balanced country. Despite allRead MoreHaving Dreams Of Being On The Moon By John F. Kennedy1294 Words   |  6 Pagesracing to the moon, on that exact day, Kennedy declared the he would go to the moon before the decade ran out. I think this has speech has a lot of astounding examples of rhetoric and motivation through persuasion. In this paper I will give an analysis of John F. Kennedy’s speech and the numerous rhetorical tools he uses to enthuse his audience at Rice University. After reading through this specific speech an abundance of times, I have found that it can be broken down into many parts, which each playRead MoreAristotles Rhetoric Theory2285 Words   |  10 PagesRhetoric Rhetorical Theory centered on the 4th Century BC writings of Aristotle. Aristotle’s Rhetoric was the seminal work which was later revised by others including Kenneth Burke (dramatism) and Toulmin (argument model). George A. Kennedy (2004) wrote the most respected, authoritative and explanatory translation of Aristotle’s Rhetoric but an older translation by W. Rhys Roberts (1954) is available online for free. Aristotle’s mentor, Plato (385 BC), reacted to theRead MoreRhetorical Analysis Of Jfk Inaugural Address1414 Words   |  6 PagesJFK Inaugural Address Rhetorical Analysis On Friday, January 20, 1961, in the midst of physical cold and mental Cold War fears, John F. Kennedy gave his inaugural address to the citizens of America and the world, assuring his audience that peace will prevail, and that America, as a unified superpower, will lead the world once again into a new era of peace. His speech, infused with rhetorical appeals, has an anxious and discontent tone, calling for change and the implementation of his vision. To

Anything but a Failure in Catcher in the Rye by J.D. Salinger

Throughout Catcher in the Rye, a novel by J.D. Salinger, the main character, Holden Caulfield has just been expelled from school because he failed almost all of his classes. Some may see Holden as a failure since he got expelled from school but I believe he is not a failure and that getting expelled is due to personal reasons. If you were to look up the definition of a failure you will find that failure is a lack of success. People may take different views of success. For Holden, he may define success as simply passing one or two classes at school. Others view success as getting an A in every class, always doing your homework and showing up to class every day. The view of failure and success varies from person to person. After failing†¦show more content†¦I felt so depressed, you cant imagine. What I did, I started talking, sort of out loud, to Allie. I do that sometimes when I get very depressed. I keep telling him to go home and get his bike and meet me in front of Bobby Fallons house.†(Salinger) This quote clearly shows Holden isn’t over the death of his brother. He loved Allie and still, when he gets very depressed, talks to him. If Holden had received proper treatment earlier for his depression and was able to talk with someone about the death of his brother, he would most likely not failed out of numerous schools. He wasn’t failing; he was trying to cope. In Catcher in the Rye, Holden was only in high school. He had so much more time left in his life and the best part of his life hadn’t even started. Your teenage years and high school is the time to make mistakes, learn from those mistakes and move on and fix them. The quote, â€Å"Fail early, fail fast, fail often† is significant and meaningful, especially at this age. Failure often leads to success. Yes, Holden had some failures in his young life but, Holden himself, is not considered a failure at all. Look at all the success stories of athletes, musicians, and politicians. What do they often start with? Failure. In order to succeed, you must fail. You are only considered a failure once you give up and Holden never gave up. He attempted the extra credit essay in a class, although he didShow MoreRelatedHolden Caulfield and the Pressures of Society: The Catcher in the Rye by J.D. Salinger1286 Words   |  6 Pagesnovel to life. In the bildungsroman, The Catcher in the Rye by J.D. Salinger, characterization is often found, especially regarding the protagonist, Holden Caulfield. Salinger also includes many themes in his novel relating to growing up in a corrupt society. Hence, this paper will compare, contrast, and evaluate literary criticisms regarding the themes and characterization of J.D. Salinger’s novel The Catcher in the Rye. Many critics of The Catcher in the Rye discuss in depth the characterizationRead MoreAnalysis Of Characters And Themes Of The Catcher Rye 1537 Words   |  7 Pages Analysis of Characters and Themes in The Catcher in the Rye J.D. Salinger was born in 1919 to a wealthy Manhattan family. He grew up in the same social conditions as Holden Caulfield does in The Catcher in the Rye. The last thing Salinger cared about was being a successful student because he was very lazy, without care for his responsibilities and tasks. Salinger flunked out of many prep schools, and his parents sent him to a military academy named Valley Forge in Pennsylvania, where he graduatedRead MoreJ.b. Salinger s A Perfect Day For Bananafish 1714 Words   |  7 PagesMatthew Silbernagel Ms. Clark English III 30 November 2015 J.D. Salinger her was born in New York City in 1919. He wrote in the post war time period where writers wrote mostly about aesthetic or social rather than political problems. J.D. Salinger is the son of a Jewish father and a Christian mother. After enrollment at both NYU and Columbia University he devoted himself to writing and by 1940 he had published some short stories. But his career as a writer was interrupted by World War IIRead MoreCatcher in the Rye984 Words   |  4 PagesENG 4U1 June 12, 2012 Catcher In The Rye Essay A role model can be can classified as one of many things, but what is it exactly that distinguishes a good one from a bad? The novel, The Catcher in the Rye, written by J.D Salinger is utilized to present the character Holden Caulfield as an unsuitable role model. Firstly, Holden relies on drugs for a way out of his problems instead of facing them. Also, he cannot find his place in the world, which arises, from his natural inclination to lie andRead MoreCatcher and the Rye Essay1382 Words   |  6 PagesRob Ferrara Ms. Groark English II Honors 26 February 2009 A World of Poor Choices The exciting novel The Catcher in the Rye by J.D. Salinger expresses the free will of choice. Salinger cleverly conveys how decisions can alter a person’s perspective of their peer. Holden Caulfield, the protagonist, is a young teenager who has emotional instability and behavioral concerns. Holden acts immaturely extensively throughout the book. Holden invents a world where adulthood is the emblem of superficialityRead MoreThe Catcher in the Rye900 Words   |  4 PagesIn the novel The Catcher in the Rye by J.D Salinger, the characters help portray many themes. J.D Saligner creatively infused his work with varying themes. Holden unknowingly magnifies the importance of the themes, of which he is often times oblivious. This novel is sophisticatedly written in a manner that allows us to see all the themes clearly. The themes portrayed in the novel The Catcher in the Rye by J.D Salinger include phoniness, psychological alienation, and futile protection of innocenceRead More Catch er in the Rye Essay: The Importance of Language1464 Words   |  6 PagesThe Importance of Language in The Catcher in the Rye   Ã‚  Ã‚  Ã‚   J.D. Salingers The Catcher in the Rye has captured the spirit of adolescence, dramatizing Holden Caulfields vulgar language and melodramatic reactions. Written as the autobiographical account of a fictional teenage prep school student named Holden Caulfield, The Catcher in the Rye deals with material that is socially scandalous for the time (Gwynn, 1958). As an emotional, intelligent, and sensitive young man, Holden puts his innerRead MoreHoldens Depression in The Catcher in the Rye Essay630 Words   |  3 Pagesfriends. The Catcher in the Rye is a book that takes us through the frazzled life of Holden Caulfield, who appears to be just a regular teen. But by hearing his thoughts and through heart-wrenching events in the book, the reader learns that Holden is not the innocent boy that he once appeared. In his book, The Catcher in the Rye, J.D. Salinger shows that Holden’s depression is not only affecting him, but also the people around him through Sally, Phoeb e, and Sunny. The first way J.D. Salinger shows thatRead MoreThe The Rye : The Expression Of Individuality1061 Words   |  5 Pages11/9/15 The Catcher in the Rye: The Expression of Individuality In the bildungsroman Catcher in the Rye, J.D. Salinger employs the struggle of individuality, inevitable maturation, and the childhood corruption of adulthood to reveal Holden’s alienation from society. Throughout the novel Holden is rejected and exploited by the society around him. As he is conflicted with himself to find a purpose in life he constantly tries to connect with a superficial society. The ongoing failure and fake personasRead MoreAnalysis of A Catcher In the Ryes Holden Caulfield: Enemy of Himself1686 Words   |  7 PagesJerome David Salinger’s only novel, The Catcher in the Rye, is based on the life events shaping main character, Holden Caulfield, into the troubled teen that is telling the story in 1950. The theme of the story is one of emotional disconnection felt by the alienated teenagers of this time period. The quote, â€Å" I didn’t know anyone there that was splendid and clear thinking and all† (Salinger 4) sets the tone that Holden cannot find a connection with anyone around him and that he is on a lonely endeavor

Outsourcing and Quality Management

Question: Discuss about the Outsourcing and Quality Management. Answer: Introduction: One of the crucial management strategies is Outsourcing which plays an important role in the progress of business organizations. There are a lot of activities in outsourcing; they are third party contracts, transfer of human resources and various assets to other companies, off shoring, transfer of the businesses from one to other stakeholders and many others. As per Lukic (2012), the primary objectives of outsourcing are giving a competitive edge to the organization by empowering and improving the business, to improve the core competencies of the business and to add value to the organization by reducing the cost of the operations. All these above mentioned aspects affects the performance development of the retail sector on the long term basis. As per Dolgui and Proth (2013), the definition of outsourcing is the act which obtains finished and semi-finished products or services from an outside company if the producers performed these activities traditionally and internally. There are many reasons behind the outsourcing like the focus and flexibility of the companies can be improved; the world-class capabilities can be accessed and the risk can be shared with a partner company. Many CEOs use to struggle to implement the outsourcing strategies in spite of knowing the advantages of outsourcing. As per Pyzik and Mar (2012), there are some biggest advantages of outsourcing according to the retailers and they are: high level of experience can be accessed by their companies; the workers become more talented and can think out of the conventional way; more resources can be gained and they become aware of the technology of art. However, along with many advantages and benefits, the retailers may face some risks which can affect the various business processes in a negative way. There are four areas which can cause the potential risks and they are I) competition II) lost of the production initiatives III) risks of transferring various products by ships and others in another companies IV) the numerous factors of strategies of offshore outsourcing (Dolgui and Proth 2013). In case of retail international company that operates overseas, the value of the company will be increased due to the impact of outsourcing (Lukic 2012). There are not much negative impacts of outsourcing strategies on the retail sector. For instance, where a third party is allowed to manage the business, it is easy for that company to gain access all the important data and information of the company and take the control over that company. According to Gaspareniene, Remeikiene, and Startiene (2014), there are three basic factors that can create an impact on the outsourcing process of a business. The first factor is the financial factors in which unexpected costs are dealt with. The second factor is the strategic factors in which the potential concentration loss on a businesss core activities and flexibilities are addressed. The third factors are other factors which includes the issues of safety and security and the in-house employee turnovers. The outsourcing of the non-core business activities of a retails sector can make sense as the main function of retail sector is to sale the products. However, the process of outsourcing in retail sectors is accompanied with risks. Quality Management Total quality management is an essential process of every organization. As pet the definition of quality management by Miller (1996), Quality management is an ongoing process where the management takes all necessary steps to include all the member of the organization in performing duties in order to achieve the objective and establish standards which is needed to meet the needs and expectations of the customers both internally and externally. The measurement of a firms success depends on various factors like how effectively they are managing and improving the quality of the business; how effectively the customers needs are satisfied; the maximization of the productivity by minimizing the costs; decrease the scrap and warranty cost from the operation; the increase in sales by the introduction of flexible prices; improvement of reputation; increase in profitability and many others. Quality is an important aspect to the small business retailers as they vastly depend on the good quality of goods and services to compete with their small as well as large competitors. Thus, quality can be considered as a strategic weapon or tool to get the competitive advantage over the competitors (Heckl et al. 2010). In order to get success and high profitability, the companies should follow five principles. They are measurement of performance, orientation of customers, continuous improvement, involvement of the employees, purchasing and supply management. The retail sectors have many factors that can have implications for quality. They are liability of products by reducing risks, relationship between the retailer and the suppliers, various practices of employees and the global effects of competition ability. Improved satisfaction of the customers, teamwork, productivity, effective communication and efficiency generates a lot of advantages in the retail sector and the retailers need to demonstrates their position in the market to gain these advantages (Idris, Mcewan, and Belvendram 1996). Now-a-days, some major challenges are faced by the retail sector. There are some CEOs and their subordinates who consider the management as the waste of time. According to them, setting up of functional and influential programs for the development of quality management is very mush difficult. Some solutions of these quality management issues are recommended for the insurance industry. As per Zaki (2010), one should emphasis on the need of creating awareness about the quality management department and there should have a specific budget for the quality improvement. As per the dissertation, there should be teaching and training session about the principles of quality for each and every member of an organization; the quality department should take the responsibility to resolve all the quality related issues. As per Zaki (2010), this process will cause in a large improvement in quality control and the company will be benefitted from this. References Dolgui, A., Proth, J. M., 2013. Outsourcing: Definitions and Analysis. Internal Auditor, [e-journal] 51(23/24), p 67696777. Available through: Dublin Institute of Technology Databasehttps://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5868eee4-b37e-4371-9858-ffe40641da87%40sessionmgr110vid=24hid=115 [Accessed 26 October 2015]. Gaspareniene, L., Remeikiene, R., Startiene, G., 2014. Factors Determining Employment Outsourcing in Public and Private Sectors. Engineering Economics, [e-journal] 25(2), p 203210. Available through: Dublin Institute of Technology Database https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5868eee4-b37e-4371-9858-ffe40641da87%40sessionmgr110vid=27hid=115 [Accessed 27 October 2015]. Heckl, D., Moormann, J., Rosemann, M., 2010. Uptake and Success Factors of six signs in the retail service industry. Business Process Management Journal, [online] Available at: https://www.emeraldinsight.com/doi/pdfplus/10.1108/14637151011049449 [Accessed 27 October 2015]. Idris, M., Mcewan,W., Belavendram, N., 1996. The Adoption of ISO 9000 and LukiĆ¡, R., 2012. Outsourcing in Retail.Economic Review: Journal of Economics Business,[e-journal] 10(1), p 63-75. Available through: Dublin Institute of Technology Database https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5868eee4-b37e-4371-9858-ffe40641da87%40sessionmgr110vid=21hid=115 [Accessed 25 October 2015]. Miller, W.J., 1996. A Working Definition for Total Quality Management (TQM) Researchers.Journal of Quality Management,[e-journal] 1(2), p 149. Available through: Dublin Institute of Technology Database https://web.a.ebscohost.com/ehost/detail/detail?sid=dbdab3bd-2663-420c-8a88-b7f5156b08ed%40sessionmgr4003vid=2hid=4112bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=9611082635db=bth [Accessed 04 November 2015]. Pyzik, K., Mar, S., 2012. The Pros and Cons of Outsourcing. International Journal of Production Research, [e-journal] 69(2), p 21-23 . Available through: Dublin Institute of Technology Database https://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5868eee4-b37e-4371-9858-ffe40641da87%40sessionmgr110vid=18hid=115 [Accessed 25 October 2015]. Total Quality Management in Malaysia. The TQM Magazine, [e-journal] 8(5), p 65-68. Available through: Dublin Institute of Technology Database https://www.emeraldinsight.com/doi/pdfplus/10.1108/09544789610146079 [Accessed 08 November 2015]. Williams, N., 1997. ISO 9000 as a Route to TQM in Small to Medium-sized Enterprises: Snake or Ladder?. The TQM Magazine, [e-journal] 9(1), p 8-13 . Available through: Dublin Institute of Technology Database https://www.emeraldinsight.com/doi/pdfplus/10.1108/09544789710159380 [Accessed 08 November 2015]. Zaki, A., 2010. Quality management and its role in development of the companies. Ph. D. International Virtual University.

The rise and fall of Napoleon Bonaparte Essay Example

The rise and fall of Napoleon Bonaparte Paper First, how did Napoleon rise up and embrace his conquering persona? Second, how did Napoleons greatest flaws lead him to crash and burn towards the end of his life, but what does a great leader truly consist of? The definition of a good leader can go on and on, but there were specific details that made Napoleon rise as a conqueror, and also things that led to his inevitable downfall. In his life, Napoleon proved that he was not a person to be made an enemy of. There are many qualities that Napoleon held that made him the leader we know from history books. Many people argue that Napoleons quality as a commander led him to both his success and his downfall. Early in Napoleon! Career, he gained trust and support from many people by showing that he was for the people. Bonaparte made a display of republican virtues; cautiously avoiding all ostentation, and in this respect, put himself on a footing of perfect quality with persons of ordinary standards in society. 1 Napoleon created a reputation for himself and gained support of the pope. Smart man like Bonaparte knew that he needed to have the support of the people. In his career, whether it was just a normal citizen, or a soldier, Napoleon had a way with his words to gain supporters. Bonaparte played HTH ole of what politicians do today, which is to say what the people want to hear. For example, Napoleon preached about equality and liberty constantly so the hopes of the people and soldiers are constantly renewed. 2 Some people even thought of him as a military genius. 3 He made smart and spontaneous decisions on a battlefield. In addition, Napoleon also was adept at organizing and rounding up his troops. We will write a custom essay sample on The rise and fall of Napoleon Bonaparte specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The rise and fall of Napoleon Bonaparte specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The rise and fall of Napoleon Bonaparte specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He built moral for his troops by constantly encouraging them, and gave the soldiers medals as a positive reinforcement for their work. He proposed that a medal should be given to IM, with a sum of money, and in his honor he established a prize of sixty thousand francs, to be awarded to anyone who should make a discovery. 4 This example shows that Bonaparte not only gave medals to his soldiers, but also gifts of francs. Besides the anticipation of rewards, his charisma made him a leader people could willingly follow. These are one of the successful traits Napoleon had that led him to become a leader that was admired. He was well respected, because he constantly rewarded people for hard work, and he constantly raised people up. This is what a good successful leader olds on to. One Napoleonic scholar calculated that Napoleon had only lost out of 34 battles between 1792 and 181 5, during which he became a very powerful man. Carl von Casualties even hailed Napoleon as, the God of War. 5 With a record of accomplishment that fearsome, it is easy to see why many people were afraid of Napoleon, other than the sheer size of his army. With that name, Napoleon became well known and feared among the nation in Europe. Whenever a battle would break out, Napoleon would focus not on conquering the land, but on how to destroy the opposing army. There are n. Recipe or definite rules, Napoleon also stated, the art of war is simple, everything is a matter of execution. 6 Napoleon always had a clear goal, he believed that good timing and improvisation was all that was necessary. In this nature, Napoleon was successful. He always led in smart tactical ways, but also made adjustments according to what was best. Some people even might say he was more lucky than clever, but many of Napoleons battles were won by planning, but more importantly smart improvising. Napoleon made decisions based off of what he thought was best, he excelled at peopling his resources, using a keen understanding of terrain to slowly take key areas. 8 This was until later in his life, when he lost some Of his sharpen* as he became increasingly obsessed with conquering Europe, and with many years of war under his belt, his body could only take on so much. While in power, Napoleon established himself as a skilled as legislator and diplomat, study of these achievements could rival those of his campaigns for size and depth, but it is seen that his talents were deeply flawed and even fervent supporters admit that Napoleon made mistakes. G During the 1 sass, Napoleon was established as the First Consul, he was a dictator with a constitution written protecting his power. Without an extraordinary capacity for work, no man could have done this. Napoleon would work until eleven oclock at night, and be up again at three in the morning. Frequently he slept but an hour, and came back as fresh as ever. No secretary could keep up to him, and his ministers sometimes went to sleep in the Council, worn out with the length of the session. Come, citizen ministers, he would cry, we must earn the money the French nation gives us. 10 As you can see, Napoleon used his power somewhat responsibly. He preached to his ministers that the would have to use the French nations tax money usefully, and not waste it. He slept for very little and showed that he was very ambitious. Napoleon was not the best legislative leader, but he did a good job. Bonaparte wanted to create a great and strong country for the French. Even though later on in his career many people said, he became very power hungry. After years of battle, in order to fill the gaps of the empire, Napoleon was forced to start recruiting less skilled men. With the recruitment of less skilled men, tactics became less sophisticated and more wasteful in terms of human lives. Napoleon still gained success, but at the lost of great casualties. 11 Later on IR Napoleons campaign, he started sacrificing quality for numbers; this was a slow start to his slow downfall. In 181 2, he decided to start attacking Russia, with a vast army numbering in the six hundred thousand. An army like that is very hard to control and hard to feed. Napoleon was aiming to take the Russian army head on, because he would dominate the battle that way, but the Russians just kept retreating. They would slash and burn everything while they retreated, so the French would be traveling in the cold and at the same mime be without food. 1 2 Napoleon saw this, yet he didnt turn around and postpone the invasion, instead he kept going. His pride would not let him turn around, even though his men were losing moral and starving. The invasion of Russia, greatly hindered Napoleons power at the time. The success of many great leaders sometimes comes from a very humble beginning, but in the midst of all these years of battle, Bonaparte became very obsessed with gaining more and more power, that he forgot what he started with and lost power slowly. Heavy campaign after heavy campaign took a toll on his troops and himself as a person. If you see portraits of Napoleon, his health is clearly deteriorating. The emperors refusal to acknowledge anything except French self-interest eventually drove the other powers to reorganize and to coalesce for long enough to ensure his defeat. His inability to compromise forced them to conclude that there was no prospect of a lasting settlement and that therefore renewed war was the only course of action. 1 3 The quote clearly states that, Napoleon was a great leader to the French, but beca me self centered, because he started to try to conquer everything near him. Instead of making friends, he made enemies all around him. His hunger for power caused countries to form together and fight against him. This is one of the great flaws Napoleon had towards the end of his career. Bonaparte never compromised; he always strives to get what he wants. Towards the end of his long career, Napoleon had many countries against him. The dominance of Napoleon and the war of 1813 and 1814 united all the European nations, summoned by their monarchs and fired by the call of freedom and citizenship. 14 The quote stated that, because of Napoleons great power all these countries gathered together just to defeat Napoleon. Napoleon did eave allies for a certain time, but these allies were more allies made, because they feared the power of Napoleon. The allies lay on the right bank of the Rhine. The battle of Aviators had given the Spanish boundary to Wellington, and the English and Spanish armies were on the frontier. The allies that remained with the French were not to be trusted. All Europe was marching with us a year ago, Napoleon said; to-day all Europe is marching against us. 1 5 This quote states that during this battle to Wellington, the general talked about how their allies from a year ago, had become enemies. This was al from Napoleons selfishness to seek the best for the French. His single- minded patriotism led him to fall into a pattern he normally strays from. Napoleon was the first man to help perpetuate a European wide warfare that lasted for 20 years. 1 6 Just think about how Napoleon started out as normal general and eventually became one of the most feared persons in all of Europe. After seeing many success Napoleon had as a military and political leader. Napoleons great success was inevitably shattered by the later times in his conquests. He had serious flaws, we learned that Napoleon was very good t fighting decisive battles. It was proven in Russia that Napoleon seems to have lost his cool by chasing Russia with no steady food supply. The more serious flaw in Napoleons intellectual makeup was his impatience, his low boredom threshold, his sacrifice of reason in favor of imagination and his desire to make policy on the wing, to improvise and to sacrifice simple solutions for more complicated. 17 It can be seen throughout his lifetime that Napoleon was impatient and always wanted to jump into battle and improvise through everything. It is seen early in his career, that people were often thrown off guard and Napoleon was proven successful. It was until later in Napoleons career that these habits started to stab him in the back. His impatience proved to be a fatal flaw in his career, this led to the fall of his army when he split into two fronts. Even with early success in his strategies, as great leaders must learn, people must change with the times and cure needs Of the world. As we can see, Napoleon Bonaparte was a great milt leader. He had an almost never-ending list of success. Bonaparte proved he had many traits of a great leader. He was devoted, loyal to the nation, was easy to follow. Napoleon had charisma of a great leader. Many soldier followed him to their death, because of what he spoke and preached ABA Napoleon was truly a great leader, but in the end, he did fall. He made mistakes that many great generals make. Bonaparte underestimated his enemies when he split his army in two fronts. After splitting into two frown Napoleon struggled. Even when conquered and exiled, Napoleon still can back and tried to fight in Waterloo, 18 where he lost tragically. Overall Napoleon proved he was a strong and great leader, but in the end his owl pride, impatience and greed led to his inevitable downfall. Notes . Array Edward Marmoreal.

Global supply chains

Empirical studies illustrate that globalisation of supply chains has changed economic patterns as well as production processes. The phenomenon has integrated trade activities and thus altered the manner in which global buyers and sellers interact with each other. It is not enough to study the extent of participation in global supply chains; one must look into how parties do so.Advertising We will write a custom essay sample on Global supply chains specifically for you for only $16.05 $11/page Learn More This must be done on a regional, national and organisational level. Such knowledge will equip players with the right strategies needed to survive in the global arena. At the national level, a conceptual understanding of global supply chains assists in knowing how production and economies are affected. Traditional global supply chain theories assume that distribution networks as well as production processes are mostly confined to products that yield low re turns. If one takes on this approach, then it is evident that immense control of production by global buyers tends to create oligopolies in targeted countries. Such countries may experience barriers to entry as power lies in the hands of those who manage distribution networks; that is, global buyers. In developing nations, global buyers may minimise developing country’s capabilities to nothing more than assemblers of imported material. Because of the disadvantaged power relations that such countries have in the global supply chain, many of them remain susceptible to heightened international competition as well as fluctuations in returns. Global buyers thus coordinate distribution networks in different locations and minimise developing nations’ power positions. Asymmetric power relationships between global buyers and their geographically-divergent suppliers cause the former to exercise power and control over their weaker partners. These supplies are dependent on one lar ge multinational for business, so many of them will bend backwards to meet their needs.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Global brands demonstrate this leverage by enforcing codes of conduct amongst their suppliers. They maintain a firm grip over their supply chain partners by only outsourcing non essential, labour intensive aspects of production. However, many of them still perform high value activities like research and development, marketing, and human resources. Such functions give multinationals power over their supply chain partners. A number of them even dictate the extent to which their suppliers can change production capacity or the commercial agreements that will govern their relationships. In essence, these groups have a dictatorial and uncompromising relationship with their global supply chain partners. On an organisational level, power relationships in the global supply chain may also be understood through the value chain governance concept. In this school of thought, a firm’s position of power rests on the level of detail that firms specify during the production process. A firm has the option of specifying only limited aspects of production. For instance, the buyer may simply define the problem to be designed and let the manufacturer decide on the technology as well as the design. In certain circumstances, the buyer may specify the design he or she wants while others may take it a step further and draw the details of the design. Some may even provide the parameters that govern production or set out the product standards. These buyers normally assist manufacturers to instil processes that will assist in achieving those procedures. During such circumstances, the firm will be a lead entity within the global supply chain. It, therefore, possesses a lot of power and dominates the chain. The above descriptions focus on buyers; in certain circumstances, suppliers may have an upper hand in the global supply chain. This depends on standardisation levels within the relationship. If a supplier only provides standard products with minimal interactions with buyers, then the company is a commodity supplier. Such a firm normally has lot of power. Alternatively, a business may make non standardised commodities that come from customised equipment. These organisations are known as captive suppliers. Conversely, a company may make non standard commodities through specific machines that depend on the amalgamation of capacity for various clients. In this regard, the latter firm has a greater lead in power relations than the latter.Advertising We will write a custom essay sample on Global supply chains specifically for you for only $16.05 $11/page Learn More Subtle power still exists between suppliers and their global purchasers. In places like Asia, where several electronics and shoe suppliers are dev eloping, several suppliers have come together to wield substantial power over other supply chain members. These organisations have developed regional capabilities in which they collaborate with similar entities to exert influence over global brands. Additionally, in some industries, suppliers wield substantial power over their buyers because they do not just depend on global brands. A case in point is the global apparel supply chain. Most leading apparel manufacturers in developing nations tend to dedicate only a small fraction of factory capacity to global brands. Therefore, the latter buyers have very little influence over their production processes. They may set standards and compliance expectations for their suppliers; however, few of them have the power to leave these factories if they fail to comply. Many global apparel buyers have too much to loose if they let their suppliers go. In essence, these manufacturers have greater power than their partners. Consumers are still part of the global supply chain, and in certain circumstances, their power has increased substantially over the years. Many clients are fully furnished with information about their respective products. Consequently, they have a superior position in the global supply chain. Consumers have forced global firms to cooperate in order to satisfy their needs. Manufacturers have had to work together with different members of the global supply chain in order to make the relationship work. Alternatively, others have had to increase their response rates and flexibility levels in order to meet client needs as they arise. Some retailers also dominate their global supply chains substantially. A case in point is Wal-Mart, which is the largest global retail chain. Because of its size, this company has redefined its relationships with members of its supply chain. The firm operates under the principle of every day low prices. Owing to its large size, it is in a position to control its manufacturers by dem anding certain prices. Many suppliers in the west, like Canada, have been forced to lower their production costs by pushing efficiency. On the other hand, the retailer also obtains its supplies from Asian countries. A number of them can offer low prices because they operate in low wage economies. Additionally, this has strengthened manufacturing firms in Asian countries.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More One may thus assert that a powerful retailer like Wal-Mart has redefined the relations of power in the North American and Asian regions. It has strengthened its power position in the global supply chain while at the same time empowered exporters in the Asian region. Conversely, Wal-Mart has diminished supplier power in its key markets. Power relationships between certain retailers are inclined towards the latter if the company is large. This essay on Global supply chains was written and submitted by user Rylee Sears to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Listening To Troubled Families Social Work Essay Essays

Listening To Troubled Families Social Work Essay Essays Listening To Troubled Families Social Work Essay Essay Listening To Troubled Families Social Work Essay Essay The intent of this essay is to critically analyze a study Listening to Troubled Families ( Casey, 2012 ) . To carry through this it will be necessary to give a brief historical overview of societal policy and legislative developments from 1979 to the present twenty-four hours. It will travel on to debate the drivers for modern-day pattern and schemes that promote kids safeguarding and household support. The essay will use statute law, counsel and policies that give societal workers a legal authorization to work with households whose kids are deemed to be at hazard. The essay will besides consider a choice of societal work accomplishments whilst using theories and methods that are in conformity with social work values ( Teater, 2010, p. 4 ) . The study entitled Listening to Troubled Families is a snapshot of 16 household s lives who have entrenched, long-run rhythms of enduring jobs and doing jobs ( Casey, 2012, p. 1 ) . The phrase long-term rhythms is really similar to an look that the Prime Minister at the clip Tony Blair ( 2006 ) used in a address to depict households with problems [ that ] are multiple, entrenched and frequently passed down the coevalss ( Blair, 2006 cited in Welshman, 2008, p. 77 ) . Both statements can be compared to Joseph s ( 1972 ) cycle of want hypothesis ( Joseph, 1972 cited in Welshman, 2008, p. 77 ) . This is of import because harmonizing to Welshman ( 2012 ) it is an passage of the argument refering the deserving and unworthy hapless and popular beliefs aimed at scroungers in British society. This has led Featherstone et Al. ( 2012, 630 ) to reason that old and consecutive authoritiess since 1979 have demonstrated a cross-party consensus in respect to cut down political support for the public assistance province . The households in the study had been compelled to work with the Family Intervention Project or hazard facing action on kid attention continuing ( Casey, 2012, p. 3 ) . However, the study is really based on 120,000 households that have been identified as troubled ( Casey 2012, p. 5 ) and who have cost the Government some A ; lb ; 9 billion in the last twelvemonth entirely ( HM Government, 2012, p. 1 ) . This equates to †¦around amp ; lb ; 75,000 per household ( hypertext transfer protocol: //www.number10.gov ) . The figure of a 120,000 households is based on a study conducted by the Social Exclusion Task Force ( SETF ) ( Levitas, 2012, p. 4 ) . That carried out some secondary analysis ( Levitas, 2012, p. 4 ) from the Family and Children longitude survey ( FACS ) in 2004. Which highlighted that 2 per cent ( p. 4 ) of families in Britain had legion disadvantages. Levitas ( 2012 ) notes that the Coalition authorities have deliberately sought to misdirect the electorate, i nto presuming that multiple disadvantage ( Levitas, 2012, p.12 ) equates to households that are troubled, to households that are or cause problem ( Levitas, 2012, p. 5 ) . In order to work efficaciously with households where disregard and maltreatment put kids at hazard it is indispensable that the subject cognition, understanding and accomplishments ( QAA, 2008, p. 8 ) . That the pupil has acquired in professional preparation underpin all intercessions with persons to let an understanding of situations ( Trevithick, 2012, p. 4 ) . To understand a state of affairs it is of import that a societal worker has first-class communication accomplishments Koprowska, ( 2009, p. 1 ) considers that these are a cardinal demand for social work appraisal and intercession ( Koprowska, 2009, p. 72 ) . Research conducted by Levin ( 2004, p. 5 ) substantiates this as service users require societal workers who are skilled in listening, reding, measuring, instance managing and happening practical ways to ease. Sedan ( 2005, p. 22 ) notes that communicating comprises of an synergistic procedure affecting the giving, having and look intoing out of intending . Having the accomplishments to pass on would enable the practician to prosecute with health professionals and kids to carry on an appraisal ensuring an effectual and just procedure and result ( Holland, 2010, p. 110 ) . Crippling ( 2009, p. 28 ) reiterates this claim by asseverating that the Assessment procedures should promote an progressively clear apprehension of a kid s state of affairs ( Laming, 2009, p. 29 ) . To carry through appraisals societal workers are required to utilize the Framework for the Assessment of Children in Need and their Families ( DoH et al. 2000 ) . This is a holistic ( DoH et al. 2000, p. 26 ) and ecological tool that has been influenced by the work of Bronfenbrenner ( 1979 ) who proposed that persons are shaped by their macro, exo, meso and microsystem s ( Bronfenbrenner, 1979 cited in Trevithick, 2012, p. 325 ) . When an appraisal is conducted with an ecological attack it gives a sociological context to the whole individual s life and can estimate the impacts of authorities policies on persons who are frequently in poorness ( Trevithick, 2012 ) . A practician who utilises an ecological position will understand how the constructions of society ( Jack, 2011 ) and the inequalities and hardships that some persons face within it can encroach on their life opportunities ( Trevithick, 2012 ) . It avoids individualising ( Trevithick, 2012, p. 326 ) jobs. Using the apprai sal model facilitates the practician in determining if a kid is in demand and how best to respond ( Ward and Glaser, 2010 ) which the societal worker will establish on current research findings ( DoH et al. , 2000 ) . Information is recorded about the kid s developmental demands ( Ward and Glaser, 2010, p. 160 ) and the health professionals capablenesss to react appropriately ( DoH et al. 2000, p. 12 ) . Whilst taking history of all other beginnings of household support and any environmental influences ( DoH et al. , 2000, p. 12 ) . Another important component in the appraisal model is information sharing between multi-agencies for best involvement determinations for the kid and household ( Rose, 2010, p. 44 ) . This is to avoid what has frequently been referred to as a silo manner of working ( Miers, 2010, p. 75 ) . Brandon et Al. ( 2009, p. 49 ) in their serious instance reappraisals have highlighted the lack of information sharing within and between professional bureaus ( Br andon et al. , ( 2009, p. 49 ) which has led to kids deceasing or enduring unnecessarily. Furthermore, under Working Together to Safeguard Children ( DCSF, 2010, p. 31 ) there is a legal demand to implement effective ( DCSF, 2010, p. 31 ) collaborative joint working ( DCSF, 2010, p. 31 ) between bureaus and multi-professionals who bring a scope of cognition and expertness into treatments. However, it is imperative that the societal worker consults with the household and seeks appropriate consent ( Rose, 2010, p. 44 ) except when or if a kid is suffering, or is at hazard of agony, important injury ( HM Government, 2012, p. 22 ) . This would be in harmony with authorities guidelines Information Sharing: Guidance for practicians and directors ( HM Government, 2012 ) . This is to protect the household from any over-zealous ( Brammer, 2010, p. 126 ) intervention and a consideration of the Human Rights Act 1998 Article 8 should be applied to the households state of affairs by any professionals involved in their lives. A practician should besides see the Rights of the Child under The United Nations Convention 1989 ( Brammer, 2010, p. 178 ) . Although these rights are non recognised under the United Kingdom domestic jurisprudence and normally the Gillick competence applies ( Brammer, 2010, 179 ) . Angela and Carl ( a instance survey within ) the Troubled Families study had asked for aid in relation to their boy Sam , unluckily this was non forthcoming. An entreaty for support and Sam s showing behavior should hold been an chance for early identification of any additional demand ( DCSF, 2012, p.84 ) . Professionals in wellness or instruction could hold implemented the Common Assessment Framework ( CAF ) with informed consent ( CWDC, 2012, p. 20 ) . Performing a CAF would hold identified Sam s extra demands as above and beyond cosmopolitan services ( CWCD, 2012 ) . The CAF is a combination of integrated frontline ( CWCD, 2012, p. 8 ) service proviso that is incorporated into statutory counsel ( CWCD, 2012, p. 8 ) of the Children Act 2004 under subdivision 10 ( multi-agency coaction ) and subdivision 11 ( protection and publicity of kids ) ( CWCD, 2012, p. 8 ) . Significantly, the local authorization, wellness and instruction ignored Angela s concerns and displayed an individualised attack ( Davis and Smith, 2012, p. 14 ) to Sam and his household. This may hold been because of the rationing ( Davis and Smith, 2012, p. 14 ) of services in societal attention. As a consequence of legion local governments losing 50 per cent of their kid in demand budget ( Community Care, 2011 ) . Professionals involved should hold endeavoured to understand the life issues ( Davis and Smith, 2012: p. 14 ) for Sam and contacted wellness and instr uction professionals that Working Together to Safeguard Children ( DCSF, 2010 ) requires. As an option, to an individualized attack the societal worker concerned could hold employed a choice of politically nuanced holistic theoretical accounts ( Davis and Smith, 2012, p. 18 ) to the intercession. These theoretical accounts harmonizing to Davis and Smith ( 2012 ) would let the societal worker to recognize that they are non the entire expert in state of affairss and accept that there are many forms of expertness ( Davis and Smith, 2012, p. 18 ) . The societal worker should hold identified Angela as the expert on her household and listened to her concerns. Dolan et Al. ( 2006, 2008 ) have differentiated several procedures to help the practician in family support work ( Dolan et al. 2006 cited in Davis and Smith, 2012, p. 19 ) . They propose that by placing a service user s resilience and strength ( Dolan et al. 2006, 2008 cited in Davis and Smith, 2012, p.19 ) a publicity of partnership working will be established for all persons concerned including the kid. ( Dolan et al. 2006 cited in Davis and Smith, 2012 P 19. ) . A societal worker should be accessible and listen to a kid s petitions and positions while sing their well-being and safety ( Dolan et al. 2006, 2008 cited in Davis and Smith, 2012, p.19 ) . This is a demand under subdivision 17 of the Children Act 1989 ( CA 1989 ) as amended by subdivision 53 of the Children Act 2004 ( CA 2004 ) to find the wishes and feelings of the kid ( hypertext transfer protocol: //www.legislation.gov.uk ) . Using an ecological position to Sam would hold facilitated the practician into recognizing the impact of poor lodging on his mind, organic structure and emotions ( Davis and Smith, 2012, p.16 ) . An chance was missed by societal services to prosecute the household with a minimum intercession service ( Davis and Smith, 2012, p. 18 ) and connect Angela via a systems attack with some community resources and webs ( Mantle and Backwith, 2010, p. 2381 ) . The Framework for the Assessment of Children in Need and their Families recognises the deductions of poorness and is determined to tackle the root causes of poorness and societal exclusion ( DoH et al. 2000, p.1 ) . However, Brewer et Al. ( 2009 ) challenge this claim, and note that in 2007 08 ; poorness for persons in the United Kingdom had increased to a total of 13.5 million . This has led to the highest degrees of income inequality since 1961 ( Brewer et al. , 2009 cited in Mantle and Backwith, 201, p. 2380 ) . It is critical hence that whilst carry oning an appraisal that the societal worker does non exhibit poverty sightlessness ( Becker, 1997 ; Dowling, 1999 cited in Gupta and Blewett, 2008, p. 462 ) and has consciousness of the effects poorness and how it can impact on rearing abilities. Service users in a collaborative research undertaking were asked their positions about what makes a good societal worker. They wanted practicians who were open and honest and could demon strate an apprehension that society every bit good as persons can make neglect ( Gupta and Blewett, 2008, p. 465 ) . The Listening to troubled households study was lacking in its deficiency of mention to poorness or social inequality ( Palmer, 2010 cited in Trevithick, 2012, p.77 ) . It did non discourse the multiple signifiers of subjugation ( Hick and Murray, 2009, p. 88 ) that dominant constructions ( Hick and Murray, 2009, p. 88 ) create. Hick and Murray, ( 2009, p. 88 ) suggest that the societal worker who uses a structural position would seek to underscore the class analysis of the oppressed person by the forces of dominant economic power ( Hick and Murray, 2009, p. 88 ) . They posit that this position has been influenced by a feminist analyses and the patriarchal ( Hick and Murray, 2009, p. 88 ) effects on household kineticss and work environments. As most societal workers and the receivers of services are adult females ( Balloch, 1997 ; Howe, 1986 ) a societal worker could use a feminist position to inform their pattern and advocator for fairer rights and chances ( Orme, 2009, p. 6 7 ) with these peculiar households. The societal worker should be politically enlightened to enable them to run for the collective involvements of working-class ( Orme, 2009, p. 67 ) groups. Leading to a acknowledgment of full economic and societal rights ( Bryson, 1999 cited in Orme, 2009, p.67 ) . Nicole who was a participants from the study had been raped at the age of four by her stepbrother, started enduring depression, it all got excessively much ( Casey, 2012, 34 ) and was subjected to domestic maltreatment and colza by an ex-partner. Nicole was devouring intoxicant and a speed nut and was showing with anti-social behavior ( Casey, 2012, p.34 ) . Research from Widom Spatz and Sturmhofel ( 2001 ) note that the experience of being abused as a kid can increase a individual s likeliness for intoxicant related jobs as an grownup. It could be hypothesised that Nicole was utilizing intoxicant and drugs as a signifier of self-medication and to derive control of an oppressive life state of affairs. Research indicates, that Dylan Nicole s boy or kids of parents who abuse substances may be at hazard of hapless fond regards to health professionals ( Brooks and Rice 1997 ; Klee et Al. 1998 ; Howe et Al. 1999 ; Flores 2001 ) , hard interpersonal household relationships ( Cleaver et al. 1999 ; Velleman and Orford 1999 ; Harbin and Murphy 2000 ) and a well increased hazard of force ( Brookoff et al. 1997 ) . The histories of kids whose parents have or are misapplying substances have been procured by an rating of research surveies by Kroll, ( 2004 ) . Subjects that emerged from the research surveies were attachment, separation and loss ( Kroll, 2004, 133 ) kids spoke about being 2nd best and maintaining secrets. †¦When you see em make drugs long plenty you know you re non figure one ; you know you re ever put 2nd and the drugs are put first†¦ ( Jessica aged 15, in Howland Thompson 1998, cited in Kroll, 2004, 133 ) . The research highlighted the kids s losingss and deficiency of reliable, consistent and antiphonal ( Kroll, 2004, 133 ) parenting, their deficiency of confidence and self-worth, ( Kroll, 2004, 133 ) and the loss of an ordinary life in which they would be able to ask for friends place or attend school systematically ( Cork 1969 ; Howlan d Thompson 1998 ) . In the kids s narrations they wanted professionals to appreciate their hurt on the interior ( Kroll, 2004, 136 ) and non to be invisible ( Kroll, 2004, 136 ) . The local authorization are compelled under the CA 1989 portion III to back up households who need aid conveying up kids and work in partnership with health professional s ( DoH et al. , 2000 ) . However, after the execution of the CA 1989 it was discovered through Messages from Research ( DoH, 1995 ) that a concentration on child protection had created a famine of services for the kid in demand ( Morris, 2012, p. 14 ) . This was supported by the Victoria Climbi A ; eacute ; enquiry as Laming ( 2003, p. 6 ) asserted that normally the safest protection for the kid was timely intercession of household support services†¦ In response to the enquiry, the Green Paper, Every Child Matters ( 2003 ) was introduced ( Parton, 2006, p. 151 ) . Its remit was to concentrate on universal ( Parton, 2006, p. 152 ) services for all kids and targeted ( Parton, 2006, p. 152 ) services for kids with any farther auxiliary demands. The Laming enquiry ( 2003 ) made recommendations that were instigated by New Labour who envisaged service commissariats that were based around preventative services and early intercession ( Driscoll, 2009, 335 ) . These services took the signifier of Sure Start, the Children s Fund and Connexions ( Morris, 2012, 16 ) . However, the commissariats that New Labour implemented failed to prosecute the households with the most abiding and complex ( Morris, 2012, p.16 ) demands. Therefore, like the predating CA 1989 which had ignored children in demand ( Morris, 2012, p. 17 ) and the subsequent Children Act ( 2004 ) which had failed to make more complex households, policy drivers had become confusing and sometimes contradictory ( Morris, 2012: 17 ) . The argument around early intercession ( DoH et al. , 2000: eleven ) have evolved from New Labour s modernisation docket and their effort to run into the demands of a globalised economic system ( Frost and Parton, 2009, 25 ) . However, these constructs can be traced back, to when the Conservative authorities who had ab initio gained power in 1979 ( hypertext transfer protocol: //news.bbc.co.uk ) and introduced managerialism and a assorted economic system of attention into the administration of societal services sections ( Frost and Parton, 2009 ) . Equally good as advancing economy, efficiency and effectivity ( Frost and Parton, 2009, p. 24 ) the Conservatives were concerned with encouraging services that were transparent and accountable ( Frost and Parton, 2009, p. 25 ) . When New Labour was elected in 1997 they adopted ( Chard and Ayre, 2010: p. 96 ) many of the Conservative policies and enforced performance marks, review governments and conference tabular arraies ( Frost a nd Parton, 2009, p. 25 ) . However, Ferguson ( 2004, p. 4 ) postulates that New Labour went further and has embraced the market with a passion and enthusiasm which frequently leaves the Conservatives standing Numerous observers ( Dixon et al. , 1998, cited in Chard and Ayre, 2010, p. 95 ) assert that managerialism has been regarded as a market goaded solution to a public service problem . Lonne et Al. ( 2008 ) argue that a managerialist position does non appreciate the significance of organizing trusting, professional, relationships with service users. Ferguson ( 2010 ) clarifies this as the absence of societal work engagement with kids and households as societal workers have been progressively drawn into an office based environment. Therefore, any direct contact with households is limited with the societal worker orchestrating services and carry throughing disposal responsibilities. This leaves no clip harmonizing to Peckover et Al. ( 2008 ) for interpersonal communicating betwe en the practician and household. Broadhurst et Al. ( 2010, p. 363 ) bemoans this result as the infinite between help-seeker and help-provider is steadily widening . Munroe ( 2011 ) in her concluding study on child protection stressed that professionals have found it progressively hard to prolong any direct work with kids and their households. This is because of the load of statutory counsel, marks and local regulations ( Munroe, 2011, p. 6 ) . Crippling ( 2009: 10 ) reiterates these claims by asseverating that †¦ultimately the safety of a kid depends on staff holding the clip, cognition and accomplishment to understand the kid or immature individual and their household fortunes . In decision this essay has explored the Listening to Troubled Families ( Casey, 2012 ) study and as Levitas ( 2012, p. 4 ) notes The job is non the research itself, but its abuse and the Coalitions effort to misdirect the populace. It has applied societal work theories and methods to some persons and debated It has debated modern-day

Globalization and the Government Essay Example | Topics and Well Written Essays - 1500 words

Globalization and the Government - Essay Example Hence, it can be stated that globalization has weakened governance and dominance of government and has also restricted its role for the betterment of the society. The essay highlights the supporting ideas for the argument â€Å"globalization has reduced the ability of the government to govern† (Weiss, 2000).   International Monetary Fund (IMF) has stressed on the growing interdependence of economy worldwide on the increasing volume of cross-border transactions of goods or services and widespread transmission of technology. Dr. Ismail Shariff has defined globalization as a global process for homogenizing products, prices, wages, profits and interest rates. It depends on three main global forces of development such as the role of human migration, rapid movement of capital and international trade and lastly integration of financial markets (Poggi, 1978).   Globalization has been confounded by political and technical instruments such as policies of trade, information technology, and financial liberalization. Thus, these instruments are defined as the main drivers of globalization. However, there is a distinguishing feature of globalization, which has been identified by IMF and the World Bank. The feature refers to the wide scope of revenue for the economy that is engaged in cross-border transaction. These two institutions have given its decision in the economic affairs and have limited government intervention into globalization. Free trade and growing mobility of capital to promote the supranational decision making of the companies have reduced the power of the governments globally.   These factors have undoubtedly developed greater economic and social inequalities as globalization brought new realities to the market through its laissez-faire approach (Held, 1991).

FOOD SERVICE MANAGEMENT MODULE Speech or Presentation

FOOD SERVICE MANAGEMENT MODULE - Speech or Presentation Example Based on figures shown below, what is the current labor cost percentage of gross income? 1. University Hospital served 2012 meals last week. Their patient census had a daily average of 205. 14 FTEs were working a standard 40-hour week in food service. Calculate how many meals were produced for each labor hour. 2. The Food Service Director of a new school facility has to budget for her staff for the upcoming year. She will be expected to provide breakfast and lunch for all the 95 special education children attending the facility five days a week. How many FTEs will she need to hire? The industry average is 3.5 meals/labor hour. You have 8 FTE diet technicians who have the primary duty of providing selective menu service to all patients. This is a 7-day a week function. The diet techs work a 5-day, 40-hour week. How many full-time relief employees do you need to cover this function 7 days a week? 5. Hillside Cafeteria is an independent business operating on the ground floor of a retirement center. The residents of the center are the primary customers of this cafeteria. The owner/ operator employs 10 FTE to run the cafeteria 6 days a week, 2 meals per day. Cash register receipts indicate that 4,800 meals were served during the month (four weeks). Food cost per meal= (beginning inventory-ending inventory)+food purchase/number of meals per month; this is to say that the food cost per meal will be equivalent to food purchase/number of meals per month minus beginning and ending inventory, Mary Smith is the Food Service Director in a private 100-bed long term care facility. It is three (3) days before Christmas. Carl, the head cook, has a severe cold and cough. Due to the facility policy, Carl has used up all his vacation and sick time for the calendar year. One day, Mary received complaints from several of her employees concerned about his spreading of his germs to the staff and residents.

REAT Task 11 Essay Example | Topics and Well Written Essays - 1000 words

REAT Task 11 - Essay Example Pre-testing can be administered at every stage of learning process to cue students to the concepts to be mastered. Instructors use pre-testing to invoke students’expectation, which is an important ingredient in concept learning. Instructors use post-testing to monitor the leaning progress for students. Post-testing is also a useful tool to determine the differences in learning process between students. It reveals fast learners and slow-learners. This helps the instructor to adjust accordingly to accommodate all types of learners, (Kormos, 2008). At administrative level, curriculum developers monitor the effectiveness of their programs using post-testing results. The results also help them adjust their curriculum to improve individual student performance. By adjusting their programs, they can develop model curriculum used to develop other programs. Cognitive Domain of Bloom’s Taxonomy is a sequence of recognition learning process that involves six stages in the order of increasing difficulty. The stages imply that the learning process cannot begin at an advanced stage before the preceding one is mastered. The stages are knowledge, comprehension, application, analysis, synthesis and finally evaluation, (Price & Nelson, 2010). At knowledge level, the learner is expected to have the ability to remember and state previously learnt information or data. Other learner’s abilities that characterizes learners at this stage include ability to describe, to define, to identify, to outline, to reproduce, to label, to list and to know. At comprehension stage of learning, a learner is expected to understand and infer problem or concept and to express given information in one’s own terms. The abilities that characterizes learners at this stage include being able to paraphrase, to infer, to interpret, to rewrite differently the same concept, to explain to convert and to predict. The third stage is the application of the concept. It involves the

Cross Linguistic Influence English Language Essay

Cross Linguistic Influence English Language Essay The research area of this paper is a cross-linguistic influence or as otherwise known transfer. Specifically, I propose to examine orthographic transfer and its potential effects on English native speakers pronunciation of segmentals in German as their second language. The fact that orthography can influence second language pronunciation is recognized by many foreign language teachers. Nevertheless, there is not enough evidence for such influence and more research is needed (Bassetti, 2008). Previous research on orthographic transfer has mainly looked at its effects on reading and spelling (Jarvis Pavlenko, 2008). Cook and Bassetti (2005) argue that writing system transfer is separate from language transfer maintaining that it is not so much aspects of the language that may be carried over as the attributes of a particular writing system (p. 29). Jarvis and Pavlenko (2008) concur with the above statement; however they also emphasize the importance of the connection between orthographic transfer and language use, since it relates to the orthographic effects on phonology and vice versa. According to Jarvis and Pavlenko, during the development of L1literacy skills, which uses the phonetic alphabet, important sound-letter correspondences are acquired which later can be transferred to the acquisition and use of the second language. Before proceeding any further, the discussion of two key terms that are extensively used in this paper as well as their definitions as proposed by the researchers in the field of SLA is required. The terms are writing system and orthography. The first term to define is writing system. Coulmas (1999) defines writing system (WS) as a set of visible or tactile signs to represent units of language in a systematic way (p. 560). There are various types of writing systems depending on what type of linguistic units they represent (Bassetti, 2005). Consequently, there are writing systems whose linguistic units are consonants hence the name consonantal WSs (for example, Hebrew and Arabic). Morphemic WSs are represented by morphemes (Chinese) and alphabetic WSs are represented by phonemes (English, German, and Spanish). In addition, there are also syllabic WSs whose linguistic units are syllables (Japanese). This paper will specifically focus on alphabetic writing systems of English and German languages which use the same script the Roman alphabet. The term writing system relates to orthography which is the second term and is defined as a set of rules for using script in a particular language, such as symbol- phoneme correspondences, capitalization, punctuation, etc. (Coulmas, 2003, p. 35). For example, in English orthography the letter Ë‚s˃ is read as /s/ and in German orthography as /z/ (Benware, 1986). Thus, the same script- the Roman alphabet- is used differently in the English and German orthographies. Orthographies of the same type of alphabetic writing system and script are also varied in their regularity of sound-symbol correspondences (Cook Bassetti, 2005). For instance, in English, the letter Ë‚a˃ maps to different phonemes in words such as park, bank, and ball, whereas in German the same letter Ë‚a˃ has only one pronunciation /a/ as in German nouns Park, Ball, Bank (Goswami, Ziegler, Richardson, 2005). English orthography is very inconsistent in terms of its sound-letter correspondences thus it is considered to have deep orthography. Languages such as German, Italian and Spanish have relatively consistent letter-to-sound correspondences, so their orthographies are shallow or as otherwise called phonologically transparent (Cook Bassetti, 2005). Thus, it should be easier for English native speakers to acquire German sound-letter correspondence rules than for German native speakers to acquire English sound-letter correspondence rules. Nevertheless, there has been observed a considerable number of segmental mispronunciations by English native speakers learning German as a foreign language. Therefore, the question arises whether the knowledge of L1 orthography has an effect on how English native speakers pronounce segmentals in German or are there any other factors such as cognate status or the age of acquisition that contribute to the orthographic transfer?. Literature review The focus of this paper is to explore whether the knowledge of L1 (English) orthography, namely its sound-letter correspondence rules, is transferred to L2 (German) and whether it has any positive or negative effects on L2 pronunciation of segmentals in adult language learners of different proficiency levels. The paper also aims at investigating whether there is a significant difference of orthographic transfer produced by learners at different proficiency levels (beginning, intermediate and advanced). Finally, the study will examine whether a lexical factor such as cognate status has either positive or negative effect on the acquisition and use of German as a foreign language. A number of studies have examined orthographic effects on either spelling or reading. Many studies also have looked at the effects of L1 orthographic experience on L2 word learning and decoding. However, there has been little research examining the effects of orthography on phonology and vice versa. According to Hayes-Harb, Nicol, and Barker (2010) no research has examined spelling conventions of the native and second languages where both share the same script. Although there is some evidence of the relationship between orthographic and phonological representations in learning new vocabulary, more research is needed to shed light on this phenomenon (Hayes-Harb et al., 2010). As this study examines orthographic transfer from English to German, the notion of cross-linguistic similarity should be taken into consideration especially given the fact that both languages share a significant number of cross-linguistic similarities in cognate, lexical, phonological, and writing systems areas. Ringbom and Jarvis (2009) discuss the importance of cross-linguistic similarities in foreign language learning. Specifically, they maintain that learners rely on their previous linguistic knowledge and look for similarities rather than differences between the L1 and the TL. Ringbom and Jarvis also state that second language learners refer to their previous linguistic knowledge mostly at the beginning stages of second language acquisition. Another important factor such as phonetic awareness and phonetic sensitivity should not be neglected. Piske (2008) maintains that children develop phonetic sensitivity to speech contrasts specific to their L1 long before they begin read and write and at the same time their ability to perceive non-native speech contrasts (L2) weakens with age. So for adult language learners perceiving non-native speech contrast and sounds that are particular to the target language is difficult. To develop phonological awareness and sensitivity would require an extensive practice and frequent exposure to target language. Considering this fact, Piske states that adult language learners are influenced by writing systems of their L1 during L2 acquisition. Consequently this results in learners pronunciation errors which are linked to the reliance on L1 grapheme-phoneme correspondence rules. Especially this refers to the cases when sound-letter correspondences are inconsistent between the L1 and L2. Odlin (1989) also provides ample evidence compiled from different studies that demonstrate the clear effect of first language influence on L2 speech production and orthography. Odlin states that similar writing systems in L1 and L2 represent a much easier task for learners acquiring a new language. The same however, cannot be said of pronunciation, as other variables may influence decoding of written symbols in L2. Flege, Freida, Walley, and Randaza (1998) examined whether lexical factors such as frequency, familiarity, cognate status and the age of acquisition have an effect on production. The authors provide an insight into what role the cognate status of words can play and how it effects speech production. More specifically, Flege et al. state that degree of perceived relatedness can vary depending on degree of cross-linguistic similarities the L1 and L2 share. Specifically, they point to the proximity of cognate pairs in L1-L2 in their meaning and especially in sound. This paper will also examine whether cognate pairs influence L2 pronunciation of target sounds. Based on these statements it is also likely that English-speaking learners of German will rely on their knowledge of English sound-letter correspondence rules when speaking or reading in the target language. This may result in either mispronunciation of certain sound-letter correspondences that are inconsistent with English orthography or it may have facilitatory effects on L2 phonology acquisition. In terms of findings several studies particularly stand out. Young-Scholten (2002)1 provides evidence of orthographic effects on the production of German consonants by English speakers. Another study conducted by Young-Scholten, Akita, and Cross (1999)2 also shows evidence of the effects of written representations on the pronunciation of consonant clusters in learners of Polish as a second language. These findings led the researchers to conclude that there is a relationship between orthographic representations and L2 phonology. Other studies investigating the effects of orthography on second language phonology demonstrate that second language learners pronunciation can be influenced by orthographic input (Bassetti, 2007). Bassetti (2007) examined the effects of pinyin (a romanized version of the Chinese language) on pronunciation in learners of Chinese as a foreign language. The author predicted that orthographic representation of pinyin would result in learners not pronouncing the main vowel in the rhymes whose transcription does not represent that main vowel as in rhymes /iu/ which maps to [iou], /ui/ [uei] and /un/ [uÓâ„ ¢n]. The results of the study suggest strong influence of pinyin orthographic rules on the pronunciation of Chinese rhymes. Specifically, learners of Chinese as a foreign language would delete the main vowel, which is not present orthographically; however they would always pronounce the same main vowel in the rhymes /you/, /wen/, and /wei/ (Bassetti, 2006; Bassetti, 2007). One of the most recent studies conducted by Hayes-Harb et al. (2010) provides some evidence of orthographic influence on the acquisition of the phonological forms of new words. In this study, Hayes-Harb et al. recreated conditions in which subjects experienced learning new vocabulary in a new language. The aim of the study was to investigate whether the presence of the written form of the new words affected the learning of their phonological form. Thus, native speakers of English were divided into three groups. The first group was provided with the written forms of new words that were inconsistent with English spelling. The second group was presented with words that were matching the English sound-letter correspondences. The third group had only an auditory input and no written forms of the new words were provided. The results demonstrated that L1 orthography interfered with students ability to learn new words especially when new vocabulary differed from English sound-letter correspo ndences. While Hayes-Harb et al. (2010) provide some evidence of orthographic effects in the process of learning new phonological forms of words, the authors admit that the method is a novel one and in the future should be controlled by learners spelling ability. Previous studies show clear effects of a relationship between orthography and phonology in second language acquisition. Much of the research has analyzed orthographies that use different writing systems, and as Hayes-Harb et al. (2010) point out very little research has been done investigating the effects of orthographies on L2 pronunciation within the same writing system and script. Therefore, the purpose of this paper is to investigate further the notion of orthographic transfer by analyzing the relationship between orthography and phonology of two languages that share the same script and the following research questions are addressed in this paper: Is orthographic transfer statistically present in the sample? Do results vary and are they statistically significant between different proficiency levels? What is the nature of relationship between error score and students perceptions of cognate status? Method 2.1 Participants The participants of this study were 28 undergraduate American English speakers from Ohio University. The students were enrolled in the 100, 200 and 300 levels of German as a foreign language. The levels differ by proficiency. The 100 level is offered to beginners, the 200 level is an intermediate level, and the 300 level is taught to the advanced students respectively. Each proficiency level consists of a three quarter sequence meeting four hours per week with regular homework assignments. Each year sequence of German series focuses on developing all four language skills (listening, speaking, reading, and writing). 2.2 Materials and procedures The study consisted of two phases: the screening phase and the data collection phase. During the screening phase, students enrolled in all three proficiency levels volunteered to fill out an online language background survey. The purpose of this survey was to select potential participants for the study by controlling several variables that could have had an effect on the results. It was set up in such a way that participants could be screened based on their responses to the first three questions. Thus, those who did not qualify for the study were automatically eliminated without going over all of the survey questions. First of all, it helped eliminate the students with any reading or speech disorders. It also helped exclude those students who were taking another foreign language class along with German. The survey also eliminated the students who had taken a foreign language other than German less than a year ago, which could have contributed to transfer from that language into their knowledge and use of German. In addition, information such as students motivation, number of years they have studied German and the time spent in German speaking countries was collected through this survey. As a result, out of 63 students who had volunteered to fill out the survey, 28 were qualified and participated in the data collection phase. The selected participants included nine beginners, eight intermediate-level students, and eleven advanced-level students. The data collection phase consisted of three tasks administered in the following order: an informal reading aloud task, a formal reading aloud task, and a perception task. All three tasks were performed by the students during individual single session meetings lasting fifteen minutes. Reading aloud is considered to be the best way to test the knowledge of sound-letter correspondences. It provides good control and allows for comparison of speech samples from different subjects. Reading aloud is also a technique that is widely used in a foreign language class thanks to which participants feel more comfortable during data collection (Madsen, 1983). During the informal reading task, students were asked to read aloud a German text which was adapted in order to target certain German consonants and consonant clusters as detailed in Tables 1 and 2. The inventory sets (see Table 1) include incongruent grapheme-phoneme correspondences students presumably would have had the most difficulty producing. Table 1. Incongruent grapheme-phoneme correspondences Sounds exist in both languages, but are represented with different letters German phoneme-grapheme correspondences English phoneme-grapheme correspondences 1 Ë‚w˃ / [v] e.g., Wind [vÉ ªnt] Ë‚v˃ /[v] eg.: van [và ¦n] 2 Ë‚v˃ / [f] e.g., Vogel [foË gl] Ë‚f˃ / [f] eg.: fan [fà ¦n] 3 Ë‚s˃ / [z] e.g., sinken [zÉ ªÃƒâ€¦Ã¢â‚¬ ¹knÃÅ' ©] Ë‚z˃ / [z] eg.: zone [zoÊÅ  n] 4 Ë‚s˃/[ʃ] when followed by e.g., Sport [ʃpɆrt] Ë‚s˃ / [ʃ] when followed by eg.: shine [ʃaÉ ªn] 5 Ë‚s˃ /[ʃ] when followed by e.g., Student [ʃtudɆºnt] Ë‚s˃ / [ʃ] when followed by eg.: shed [ʃɆºd] Sounds are different in both languages, but are represented with the same letters 6 Ë‚t˃/ [ts] e.g., Tradition [traditsioË n] Ë‚t˃/[ʃ] e.g., tradition [trÉâ„ ¢Ãƒâ€¹Ã‹â€ dÉ ªÃƒÅ Ã†â€™http://sp.dictionary.com/dictstatic/dictionary/graphics/luna/thinsp.pngÉâ„ ¢n] 7 Ë‚z˃/ [ts] e.g., Zimmer [tsÉ ªmÉ ] Ë‚z˃ / [z] e.g., zone [zoÊÅ  n] 8 Ë‚ch˃/[à §] e.g., sportlich [ʃpɆrtlÉ ªÃƒ §] Ë‚ch˃/ [tʃ] e.g., rich [rÉ ªtʃ] Also is included a set of congruent phoneme-grapheme correspondences that exist in both English and German languages (see Table 3). Table 3. Congruent grapheme-phoneme correspondences Grapheme-phoneme correspondences existing in both languages German examples English examples 1 2 3 4 5 Ë‚b˃ maps to [b] Ë‚n˃ maps to [n] Ë‚l˃ maps to [l] Ë‚t˃ maps to [t] Ë‚p˃ maps to [p] Bank [baņ¹k] Nuss [nÊÅ  s] Land [lant] Tag [taË k] Park [park] Bank [bà ¦Ãƒâ€¦Ã¢â‚¬ ¹k] Nut [nÊŒt] Land [là ¦nd ] Tag [tà ¦g ] Park [pÉ‘rk ] To test students pronunciation of the targeted German segmentals in relation to potential transfer effects, each grapheme-phoneme correspondence listed in Tables 1 and 2 was encountered at least twice in the informal reading task and once in the formal reading task. Students readings in both tasks were recorded in a soundproof recording laboratory using audio recording software. During the first task, students had one minute to read the text silently before being recorded. The formal reading task followed the informal one and required the participants to read words with the targeted sounds in isolation. The words in the formal task were a subset of those used in the informal task and some of them were cognates with English. Finally, during the perception task students had to categorize a list of both cognate and non-cognate German words in terms of their similarity to any of the English words. Students had to rate the words on a three-point scale (1=same; 2= similar; 3= dissimilar) relying on their own perceptions. Table 3 below contains examples of words students rated in the perception task. Table 3 Categorization of cognate and non-cognate words Same meaning Form Same Similar Dissimilar Ger. Wind Eng. Wind Ger. Sturm Eng. storm Ger. Viel Eng. many Ger. Student Eng. Student Ger. Milch Eng. Milk Ger. Vogel Eng. bird Ger. Winter Eng. Winter Ger. Temperatur Eng. Temperature Ger. Zeit Eng. time Ger. Warm Eng. Warm Ger. Wetter Eng. Weather Ger. Zimmer Eng. room Ger. Sport Eng. Sport Ger. Naturlich Egn. Naturally Ger. traurig Eng. sad Ger. Tradition Eng. Tradition Ger. Sportlich Eng. sporty Ger. Information Eng. Information Ger. Sonne Eng. Sun Ger. Strudel Eng. Strudel Results from these tasks revealed whether the reliance on first language orthography had a positive or negative effect on students pronunciation of segmentals in German. The mispronunciations in the recordings were quantified, categorized and recorded in a data file. Their performance was then codified and entered in the data file. Finally, student survey responses and identifying information collected through the questionnaire were matched with participants reading performance results and the perception task. Once the survey information and performance results were merged, the data was de-identified to ensure the confidentiality of the participants. Data analysis and results In order to address the first research question of whether orthographic transfer is statistically present in the sample, the Wilcoxon Signed-Rank Test, the nonparametric alternative to the paired-sample t-test was used to examine whether the participants pronunciation errors were statistically more prevalent in cases of incongruent sound-letter correspondences between the L1 and L2 than in cases of congruent sound-letter correspondences. That is, we tested whether the participants distribution of errors and successes is keyed to the specific ways in which the L1 and L2 are related in terms of sound-letter correspondences. The results of the test revealed that orthographic transfer is statistically present in the sample (p=.00). Students indeed produced more errors in cases of incongruent sound-letter correspondences and there were zero number of mistakes in cases with congruent sound-letter correspondences. In order to address our second research question concerning whether there is any difference in the mean scores between proficiency level groups, The Kruskal Wallis test was performed. This test was conducted on the results of the reading tasks of the experiment to test whether the subjects from the three proficiency level groups differed significantly in producing German segmentals [à §, f, ts, ʃp, ʃt, z, v]. It was assumed that the distribution of errors would be more prevalent in the beginner level group as opposed to intermediate and advanced level groups. The results demonstrated a significant difference in mean scores between all three proficiency groups for both informal and formal reading tasks (p =.009). The results of the descriptive statistics are summarized below in Table 5.   Table 5 Mean error scores for each proficiency level Beginners group mean score Intermediate group mean score Advanced group mean score Group Mean Informal reading task 22.50 15.58 8.00 14.83 Formal reading task 20.42 13.85 5.41 12.64 Cumulative error mean 43.37 30.43 13.41 27.90 Valid N 9 8 11 28 Finally, in our last research question we examined the relationship between students performance results in both reading tasks and their perceptions regarding cognate status of the words. For this purpose a correlation analysis was conducted to examine what kind of relationship there exist between the number of errors produced in the target sounds and the number of students rating the words as same or dissimilar. As a result, correlation coefficient between error score and a number of students rating the words as same revealed a weak negative relationship between these two variables, with correlation coefficient r = -.47. On the other hand, correlation analysis between error score and a number of students rating the words as dissimilar showed a moderate positive relationship between the variables with r = .57. Discussion The present study is exploratory in its nature yet the results show evidence of orthographic transfer in the sample. By that we mean that students do tend to rely on their L1 knowledge of sound-letter correspondence rules specifically in the cases of incongruent sound-letter correspondences between the L1 and L2. The results also indicate a significant difference in mean error scores at different proficiency levels. Thus, the beginner level students produced the highest number of errors in targeted segmentals than students from intermediate and advanced levels. These findings support the idea Ringbom and Jarviss (2009) stated that the second language learners rely more on their previous linguistic knowledge at an early stages of second language acquisition. This especially applies to the languages that share a significant number of cross-linguistic features in cognate, lexical, phonological and writing systems, as in case of English and German. The results of this study are also in line with previous findings of Piske (2008), which suggested that adult learners are influenced by the writing systems of their L1. A considerable number of errors were observed in producing in seven out of eight German segmentals [à §, f, ts, ʃp, ʃt, z, ts] with the exception of [v] which maps to Ë‚w˃ in German. For example, the highest number of errors students produced was the German consonant Ë‚g˃ in word final which maps to palatal fricative [à §] when preceded by front vowels as in traurig and consonantal cluster Ë‚ch˃ in word final which also maps to palatal [à §] in words such as Milch, natà ¼rlich, sportlich. Students produced these two sounds as [k]. They also confused German Ë‚v˃ which maps to [f] with its English counterpart [v]. The same was observed with the other two German consonants Ë‚s,z˃ which map to [z,ts] respect ively and were pronounced as English phonemes [s, z]. This can be explained by the fact that all German consonants mentioned above are represented by the same graphemes in English, which resulted in students mispronunciations. Interesting results were obtained from the words that contained labio-dental [v] which in German maps to Ë‚w˃ grapheme. None of the students had errors producing this sound despite the fact that the same grapheme /w/ maps to an approximant [w] in English. This could be interpreted as following: it appears easier for students to produce sounds that are far apart in terms of their place of articulation than for instance, the sounds that vary only in their voicing. Thus students in this study had difficulty to devoice fricative [f] in German because it is represented by grapheme Ë‚v˃, which in English maps to voiced fricative [v]. Participants of this study also struggled producing consonantal clusters Ë‚ st, sp Ã⠀¹Ã†â€™ which in German language map to [ʃt, ʃp]. Although English has phoneme [ʃ], it exists in different phonetic environment and is never followed by [p,t] phonemes in onset. Therefore students confused these two consonantal clusters with their English counterparts and produced them as [sp] for example English sport or [st] as in English student. Lastly, the perception task yielded somewhat ambiguous results. It appears that there might be a relationship between the error score and a number of students rating the words as dissimilar. Nonetheless, this needs to be investigated in the future research using a larger sample as there was insufficient amount of data to strongly support the findings. For more details regarding error score and the students perceptions see Table 6 in Appendix A. Conclusion The purpose of this study was to find out to what extent English-speaking learners of German rely on the English orthography and whether the presence of cognate words results in mispronunciation in the target language or vice versa helps learners to acquire L2 phonology. Given what was found (a) evidence that English orthography, namely its grapheme-phoneme rules interferes with learners pronunciation of German segmentals, (b) evidence that learners were influenced by L1 writing system mostly at the beginning stages of second language acquisition, and (c) some evidence of potential relationship between the errors produced and students perceptions of cognate status, we might consider some practical implications for foreign language classroom as well as future research implications. As Hayes-Herb et al. (2010) suggested language teachers might find it beneficial presenting new vocabulary using initially auditory input only. This may particularly refer to the non-cognates words as students in this study made more errors in words that they rated as dissimilar with English. At the same time, it may be helpful for learners to receive written input of the words that contain German Ë‚w˃ in word initial, as students produced zero errors, which might suggest that in this particular case written input positively influenced learners pronunciation. Therefore it is important for language instructors to be aware of orthographic transfer and its positive and negative effects so that they can address this information accordingly in their classroom. On the other hand more research is needed to support these findings. For this purpose a more comprehensive study with a larger sample would help to expand the current analysis of data and make the findings general izable for a larger population of students studying German as a foreign language. Teacher surveys might reveal whether language instructors focus on orthographic transfer or is it something new to them as well as to what extent they focus on pronunciation of those specific sounds that might be problematic due to the reliance on L1 sound-letter correspondence rules in their classroom. The results can provide valuable insights that can be applied to the teaching of German as a foreign language. Furthermore, given the scope of this study only eight German segmentals were investigated. Examining other segmentals whose orthographic representations exist only in German (for example, Ë‚Â Ã‚ ¢Ãƒâ€¹Ã†â€™, Ë‚Ã ¼, à ¶, à ¤ ˃) or segmentals whose sounds exist only in German but are represented by the same graphemes (for example German Ë‚r˃ which maps to several phonemes [Êâ‚ ¬, Ê , r] depending on the in word position) would clearly provide better results on the way English and German orthographies interact with German as a foreign language phonology. To conclude, while the this study attempted to address questions on how orthography of L1 and its sound-letter correspondence rules can be transferred to L2 phonology resulting in mispronunciation of certain segmentals still more research on this topic is needed.