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.

Music Lyrics Essay

The lyrics of a song define everything about it. Sometimes, the musical score and the tunes playing in the background can dominate the lyrics. Therefore, the listeners tend to pay less attention to the lyrics. How a particular song is worded can make or mar the meaning of what it means to its target audience. Today, we have censor boards and authorities who rate movies and let the hoi polloi know what category of movies are fine for kids, families and adults to watch. This demarcation becomes very tough and cumbersome when we take the lyrics of a song into account. Songs take almost no effort to make and they just need a person’s good voice and a rhythm to be set to music. However, sound judgment is the prerogative of the person who writes the lyrics and the singer who breathes life into the song. If we could vote and get a few well-known names in the music industry who are already established to form an official council for judging the lyrics of all these songs, that would be an excellent idea. The panel must include musicians, singers and directors who are open to all kinds of music and any kind of language used, but at the same time can be trusted to exercise some degree of control when it comes to the lyrics of the songs given to them for their approval or their rejection, as the case may be. They need not necessarily be from the upper echelon of the society. They need to be rational individuals who like music and understand where they need to draw the line when it comes to the songs being heard by children, adolescents, etc. To sum it up, we must allow some degree of freedom and be a little lenient to promote creativity and talent among the masses and for the masses. Who can be the best judge should be left to the people to choose from their icons. References M. William Krasilovsky, Sidney Shemel, John M. Gross, Jonathan Feinstein (1997): This business of music: the definitive guide to the music industry