The Education System Essay Example

The Education System Essay Example The Education System Essay The Education System Essay Article Topic: Instruction This point has caused one of the principle reactions of taking a gander at social hardship as the purpose behind average workers underachievement. Pundits have contended that common laborers guardians appear to be less intrigued and less reassuring as a result of their circumstance and conditions. They need to show their youngsters what life resembles sensibly for the average workers, that high word related status is a fantasy. Another analysis of social hardship has been by the individuals who feel that material elements are increasingly significant. These pundits are structuralists, and imagine that it is critical to concentrate on what guardians can give materialistically that would urge their kids to improve at school, for instance a peaceful space for schoolwork and fitting books. In the event that there isn't sufficient cash for books, the understudy needs to find low maintenance line of work which is probably going to bring about less time spent on homework, accordingly not doing great in tests. There are different pundits of social hardship who feel it is essential to take a gander at components of the school which influence the presentation of various social class understudies. For instance, there are subcultures (against social, hostile to class) which common laborers understudies are bound to be brought into, thus their instructive execution is clearly influenced. The following clarification was an analysis of the last one material hardship, or material variables. These scholars accept the understudies homes foundation impacts and influences them the most. This is a lot of a structuralist see. The contention is that average workers guardians can't manage the cost of the materials important for their youngsters to progress nicely. The youngsters are probably going to impart rooms to different kin and dont have a tranquil spot for study, and my need to find low maintenance line of work if their folks are not monetarily secure. Common laborers guardians are likewise more averse to have the option to go to guardians gatherings since they have a conflict of time with work. Average workers understudies are more averse to keep on advanced education on the grounds that their folks just can't bear the cost of education costs and the additional necessities of college. All these negative parts of material hardship are the reason numerous sociologists contend that material variables are the reason common laborers understudies are relative disappointments in the training framework. Be that as it may, similarly as with legacy and heredity, and social hardship, material components have additionally been censured. The individuals who don't have confidence in material hardship center more around in school factors and how these influence execution. They contend it is increasingly imperative to take a gander at how the school can give materialistically, yet superseding this, socially. For instance, they take a gander at the prevailing society and worth arrangement of educators. In school, instructors have authority and understudies of common laborers, specifically, feel scared and don't have any desire to progress nicely. This frequently brings about an instance of instructor versus understudy esteems banter. Where the educator may empower the advantages of training, the understudy may feel that the instructors authority and pestering is disheartening. There are numerous other in school factors that sociologists have advanced, which turned into the following clarification interpretivist contentions. The interpretivist clarification for common laborers underachievement centers around in school factors. They accept there are numerous things that occur inside school which forestall average workers understudies proceeding just as white collar class understudies. One of these elements is subcultures, both enemy of school and hostile to social. Common laborers understudies wind up effortlessly brought into these subcultures, regularly with reasons, for example, the instructors singling out me so Im not setting off to his/her exercise. Friend pressure is additionally a significant issue in hostile to class subcultures. At the point when one understudy concludes that school isnt for them and doesn't join in, they need someone or a few individual understudies to truant with. Understudies who may have recently adjusted don't have any desire to be forgotten about and join the counter school feeling. Two significant in school variables of the interpretivist contention are instructor marking and gushing. Naming is the place an educator prejudges a common laborers understudy, marking them as futile, therefore giving working class understudies more consideration and backing. This drives average workers understudies away in hostile to class subcultures and keeps them away from instructive achievement. Spilling is the place understudies are part and instructed in gatherings of their apparent capacity. David Hargreaves, an interactionist, guaranteed gushing made an expanded measure of feeling second rate as lower stream young men progress to progressively develop ages. This influences how they feel towards training and more than regularly brings about poor test execution. As more established understudies feel mediocre and join against school subcultures, more youthful understudies end up without good examples and thus feel hostile to class. Both naming and gushing include educators generalizing understudies of every single social class, which can prompt segregation, e. g. sexism and bigotry. Once more, interpretivists have likewise wound up being reprimanded for their perspectives. The pundits are structuralists who feel it is progressively critical to take a gander at out of school factors and the understudies home foundation, as it were material and primarily social factors at home. Spotlights are on things, for example, the estimations of and perspectives to instruction at home, and strict and social qualities. Pundits contend that guardians of regular workers understudies have altogether different qualities and perspectives to instruction than white collar class guardians. For instance, average workers guardians may think that its critical to underline endurance as key in their childrens prospects, while white collar class guardians could have confidence in urging their youngsters to point as high as could reasonably be expected and accomplish all they can. Strict and social qualities are likewise significant in the structuralist see. Where highlights of religion may meddle with how understudies are instructed, their folks may decide to haul them out of the training framework. A current case of this is the prohibiting of the Muslim scarf in French schools. It is a crucial part of Islam for females to wear a scarf, so where I has been restricted, gigantic fights have been held and numerous Muslim guardians have taken their kids some place Islam can be rehearsed and the youngsters can be taught. Pundits of interpretivists likewise think peer pressure in the zone where the understudy lives is significant. In the event that there is an enemy of school subculture in the zone, the understudy is incredibly liable to be a piece of it as it its where they invest a large portion of their energy. As time has passed, every one of the clarifications offered for common laborers underachievement have gotten increasingly evolved, and have likewise confronted more analysis. The principal sociologists to investigate this issue accept insight is acquired and quantifiable, and working class guardians are commonly increasingly astute. They likewise have faith in IQ tests and think they are an astounding method of estimating insight. Be that as it may, there are adversaries to this proposal who trust IQ tests are uncalled for and can't be utilized to test individual from various social classes and individuals of subcultures inside social classes and ethnic gatherings. There are numerous shortcomings and relatively few qualities to the contention of legacy and heredity. In spite of the fact that the sociologists contend that insight is acquired from guardians, there has not been an investigation to demonstrate this is along these lines, I. e. no proof has been given to back up this thought. They do, then again, not deny that there are less astute white collar class understudies and increasingly keen regular workers youngsters. I concur with the pundits who guarantee that IQ tests are out of line since when an IQ test is made, it will here and there be one-sided to a specific gathering (for the most part the white collar class). There would be inquiries on the test that common laborers youngsters would not be comfortable with, hence neglecting to perform well and being named unintelligent. This is an incredibly out of line approach to clarify why regular workers understudies are relative disappointments in the instruction framework. Social hardship was offered by those sociologists who felt common laborers youngsters were raised in a culture where individuals around them put a lower an incentive on instruction and where their folks were significantly less intrigued by their tutoring than white collar class guardians. I concur with the pundits who state that it is uncalled for to state common laborers guardians are uninterested in their childrens training since it is their conditions that put them in that position. A shortcoming of this contention is that albeit an analyst may have investigated a common laborers family and found that their contention was demonstrated right, not all regular workers families are like this and many do support scholastic achievement. As a purpose behind average workers underachievement, social elements are critical to take a gander at yet don't have any significant bearing to all common laborers families. The sociologists who contend that material hardship at home is the reason for common laborers underachievement have a solid contention. They guarantee that regular workers guardians can't manage the cost of the materialistic prerequisites of school and that this powers their kids to fall behind and perform gravely. In spite of the fact that this is an exceptionally substantial contention, it is essential to take a gander at different factors just as materialistic factors at home. For instance, material and social elements at school are similarly significant, and should all be thought about. The interpretivist contention concentrated on in school factors and how these influenced the presentation of understudies. The sociologists took a gander at things, for example, hostile to class subcultures and instructor marking and gushing. Like the sociologists who concur with material elements, interpretivists neglect to take a gander at different variables. They find in school factors as the sole explanation behind regular workers underachievement, which isn't right. Despite the fact that it is likewise a substantial contention like material hardship, it ought not be

Thomas Hobbes Essay Paper Example For Students

Thomas Hobbes Essay Paper Thomas Hobbes was one of the principal Western Philosophers that the world had seen. Hobbess methods of reasoning denoted a flight in the English way of thinking from strict accentuation of Scholasticism. Hobbes was conceived in 1588 in Malmesbury, Wiltshire. His dad was a vicar of the ward during Queen Elizabeth time. He esteemed not learning and just read the petitions of the congregation. Hobbes acquired his instruction from his uncle and moved onto Oxford at the youthful age of fifteen. When he arrived at Oxford he was a researcher in Latin and Greek. He left Oxford in 1608 and started his friendship with the oldest child of Lord Cavendish of Hardwicke, later know as Earl of Devonshire. Hobbes ventured to every part of the European mainland multiple times in the course of his life. These outings permitted Hobbes to get a large portion of his work down and he generally went with a student. His first outing he took was in 1610 were he visited France, Italy and Germany. This excursi on he took with is understudy, Lord Hardwick. He took in the French and Italian dialects en route. This first voyage through the landmass didn't permit Hobbes to get familiar with his life reason, however he gained experience that could help him along his way. We will compose a custom exposition on Thomas Hobbes Paper explicitly for you for just $16.38 $13.9/page Request now His second voyage through the European landmass occurred in 1629 and went on for a long time. In 1628 his student and companion Lord Hardwick gave and Hobbes had no obligations to satisfy in the house. The second outing Hobbes took he had another understudy the youthful lord, who was eleven when they left for the excursion. At the point when Hobbes showed up back he assumed control over the training of his new student. Around the time he was taught the youthful lord, his philoschical sees started to happen. It was not until his third excursion over the mainland that he started to fit in with different rationalists of the world. The third outing he was accessory by the youthful lord, Earl of Devonshire. The excursion endured three years, 1634 to 1637. The outing started another section in Hobbes life, he started to distribute books and his hypotheses were beginning to be worked out into books. During the excursion he was a close of Meresenne, who at the time was at the focal point of the scintitific circle. That circle incorporate the like of Descartes and Gassendi. His first distribution was the point at which he returned titled, Elements of Law and politic. This book demonstrated the speculations that he started to evovle for him during this third and last excursion. Hobbes fled to France for a long time as a result of the dread of getting captured from his book. He considered himself a man of ladylike boldness. In France he showed the Prince of Whales, later known as King Charles II, science. While in London he additionally composed his most well known book Leviathan. This book should Hobbes sees on all the speculations and moral choices. It was distributed in 1651, that year he moved back to England. He moved back on the grounds that he felt more secure now in England then he did in France. In fact he moved back on the grounds that his book made him dread capture by the authorties in France. He felt more secure in England as a result of his previous understudy assumed control over the seat and Hobbes came into favor with the House of Commons. In 1666 anyway the house passed a bill to examine his book Leviathan of charges of skeptical propensities. This investigation made Hobbes consume a large number of his papers and postponed three distributions of future books. His philosical speculations were that individuals could have all the more then one faithfulness and that they could be contending with one another. For the most part he was discussing the steadfastness to God. Religion was a serious deal in those days and he expressed that God could have a contending dedication and that individuals ought to choose what is best for them. Steadfastness to an individual or a ruler should stop when passing could happen to you. He expressed that steadfastness is a social demonstration and that anything an individual does is self-serving. Anything a person comes round trip and advant ages them as it were. A hypothesis that Hobbes had, that I accept was truly huge, was that an individual living in a world with moral standards is in an ideal situation then an individual living in a world without them. I didn't comprehend what he implied yet I do see now. Hobbes was attempting to state that without moral guidelines and qualities that individuals would be at every others throats and assaulting one another. With rules and ethics individuals coexist with one another and are glad to enable each other to out. The motivation behind why Hobbes made this point was on the grounds that he expressed that individuals are narrow minded animals and he would do anything we could to get what we needed. This would possibly work in the event that we implemented the guidelines, and that would prompt wellbeing and guarantee individuals that they could confide in one another. .u45244f9dd28e28b52274663e45a62ab1 , .u45244f9dd28e28b52274663e45a62ab1 .postImageUrl , .u45244f9dd28e28b52274663e45a62ab1 .focused content territory { min-stature: 80px; position: relative; } .u45244f9dd28e28b52274663e45a62ab1 , .u45244f9dd28e28b52274663e45a62ab1:hover , .u45244f9dd28e28b52274663e45a62ab1:visited , .u45244f9dd28e28b52274663e45a62ab1:active { border:0!important; } .u45244f9dd28e28b52274663e45a62ab1 .clearfix:after { content: ; show: table; clear: both; } .u45244f9dd28e28b52274663e45a62ab1 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; haziness: 1; change: obscurity 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .u45244f9dd28e28b52274663e45a62ab1:active , .u45244f9dd28e28b52274663e45a62ab1:hover { mistiness: 1; progress: murkiness 250ms; webkit-change: mistiness 250ms; foundation shading: #2C3E50; } .u45244f9dd28e28b52274663e45a62ab1 .focused content zone { width: 100%; position: relati ve; } .u45244f9dd28e28b52274663e45a62ab1 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content embellishment: underline; } .u45244f9dd28e28b52274663e45a62ab1 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u45244f9dd28e28b52274663e45a62ab1 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; textual style weight: striking; line-tallness: 26px; moz-outskirt sweep: 3px; content adjust: focus; content adornment: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .u45244f9dd28e28b52274663e45a62ab1:hover .ctaButton { foundation shading: #34495E!important; } .u45244f9dd28e28b52274663e45a62ab1 .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .u45244f9dd28e28b52274663e45a62ab1-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u45244f9dd28e28b52274663e45a62ab1:after { content: ; show: square; clear: both; } READ: RwandaGenocide or Civil War EssayHobbes said tough individuals prey off the shortcoming of frail individuals. Individuals have their own ethics and their own ethics will figure out what faithfulness they have to another. Hobbes likewise said that no man should surrender self-declaration. Hobbes was a befuddling individual to attempt to see however the increasingly more you read a big motivator for he, you understood that what he was attempting to state. He implied that when you may have two contending values, take the worth that will help you the most, as long as it doesn't prompt demise. He likewise said that individuals, during the condition of war, have three characteristic causes:competion for restricted suppliesdistrust of one anotherglory to the extent that individuals stay threatening to protect their ground-breaking notoriety. During this satisfy of was he expressed that no profound quality existed. Hobbes was expressing what is on his mind by advising individuals that all in all that others will successfully stay on top. Hobbes says that we additionally need to end war in light of the fact that until the condition of war closes every individual has the option to another people life. Next to that inspiration others that Hobbes stated:the dread of deaththe want to a sufficient livingUnless we stop the condition of was and qurlling among ourselves, individuals are going to have a go at anything they can to do what they need with whom ever they need. In view of this I entered the gathering conversation confounded yet knowing a big motivator for he. I truly could contend whichever way for the subject on specialist George however after the primary gathering and tuning in to others I found that Hobbes would have persuade that specialist George is beneficial thing and could spare people groups lives. Hobbes said that everything must act naturally serving and the demonstration of self-serving was the cash that the program chief was going to make. I despite everything didn't know until I heard a portion of different scholars and what they thought on the theme. Part of the way through the main conversation I truly felt that I could contend more for the show then I could against it. Bibliography1. Edwards, Paul, ed. Reference book of Philosphy. fourth ed. London, New York. The McMillian Corportion and Free Press, 1982. 2. Fieser, James. Morals. The Internet Encyclopedia of Philosphy. 1998. 15 Oct. 2000. 3. Honderich, Ted, ed. Oxford Companion to Philosphy. New York, Oxford. Oxford Unversity Press, 1995. 4. Thomas Hobbes. The Internet Encyclopedia of Philosphy. 1997. 15 Oct. 2000. 5. Turner, Ron. Thomas Hobbes. 15 Oct. 2000.

What Marijuana Does to Your Brain

What Marijuana Does to Your Brain Addiction Drug Use Marijuana Print How Marijuana Affects Your Brain By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on September 18, 2019 skodonnell / Getty Images More in Addiction Drug Use Marijuana Cocaine Heroin Meth Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery More is known about the short-term effects of marijuana on the brain that is known about the long-term effects that the drug produces. Marijuana affects cannabinoid receptors which are found in brain regions that influence learning, memory, appetite, coordination, and pleasure.?? Affecting those receptors is how marijuana use produces the effects it has on users. What researchers do not fully understand is what effect that marijuana can have on the brain when someone uses the drug regularly over a long period of time. MRI imaging studies show that there are differences between the brains of marijuana users and non-users.?? Impaired Neural Connectivity According to the National Institute on Drug Abuse, what scientists do not know is what the differences seen on the MRI images mean and how long the difference last, if someone quits using marijuana.?? MRI image studies of teen brains show that those who regularly use marijuana display impaired neural connectivity in specific brain regions involved in a broad range of executive functions like memory, learning, and impulse control compared to non-users.?? Loss of I.Q. Points A large, longitudinal study in New Zealand found that frequent marijuana use by adolescents was linked to an average loss of 8 I.Q. points in mid-adulthood.?? That same study also found that teens who used marijuana in adolescence but quit using as adults did not recover the lost I.Q. test points. Largest Effect on Young Brains Researchers believe that marijuanas strongest long-term effects occur with young smokers who brains are still developing neural connections.?? Research into the effects of marijuana on the brain has been hampered by the fact that most people who use marijuana also drink alcohol, or other substances, which can have their own negative effects on the brain.??

The Dancer Disorder Hungry - 1824 Words

Jacquelyn Maxwell Professor Hecksel Writing 150- 07 16 April 2015 The Dancer Disorder Hungry, but always fighting to eat. You look in the mirror and always think that you could lose just a little more weight and you are never happy with your body. This is how I felt in my freshman year of high school. I was intensely training to become a professional ballerina, dancing six days a week. This was also around the time when puberty started and I was beginning to fill out more in places I did not want to. I wanted to have the perfect â€Å"ballerina† body; a slender frame, firm muscle tone, long, elegant limbs, and a strong, supple back. I would constantly judge myself in the mirror and think that I could lose a few pounds. I started to obsessively†¦show more content†¦Anorexia nervosa, usually shortened to anorexia, is defined as an emotional disorder characterized by an obsessive desire to lose weight by refusing to eat (Mayo Clinic). Some of the factors of anorexia are a refusal to maintain a healthy body weight, an intense fear of gaining weight, and a distorted body image (Segal). People with anorexia place a high value on controlling their weight and shape, using extreme efforts that tend to significantly interfere with activities in their lives. Thoughts about dieting, food, and one’s body may take up most of the day, leaving little time for friends, family, and other activities they used to enjoy. Life turns into always trying to lose weight. The people living with anorexia have distorted minds. They have a phobia of gaining weight and will go to extreme circumstances to achieve their ideal body image. Anorexia is not just about the food, however. Usually anorexia is an unhealthy way to manage their underlying emotional problems. When one has anorexia, they often equate thinness to self-worth and happiness. Anorexia nervosa affects millions of people worldwide, but the prevalence of them in dancers, particularly ballet dancers, is said to be nearly 20 times higher than in non-dancers (Shoker). Neve rtheless, anorexia can damage health and even threaten lives. There are many symptoms that go along with the anorexia nervosa disorder. It might be hard to notice the signs at first because people living with the

First Social Impact On Changing Career Models - 1453 Words

As the variation of workers’ income levels, status and values about business and the character of the U.S. government, significant social impacts are generated from these changes (Earl, as cited in Knapp, Sharma King, 2007). First social impact involves changing career models. According to Sullivan (as cited in Terjesen, 2006), conventionally, careers have followed an upward, linear series through one or two firms or consist stable employment in one progression. Terjesen (2006) claims that globalization and technology have changed the essence of careers and of the psychological employment agreement which was initially regarded as exchange of employee loyalty for job security, and this contract has moreover been damaged by the pressure of outsourcing, particularly when employees are required to train individuals from overseas who are possibly take their jobs. A study of technology laborers found that 20% of them had trained an individual from overseas (Terjesen, 2006). Therefo re, for the purpose of maintaining employability in the new career model, the U.S. workers are individually required to exploit portable, specific knowledge, skills and core competencies. Furthermore, the offshoring of jobs in the U.S. has generated the backlash, which can be defined as a strong negative reaction by a large number of people, such as one reaction to something that has recently changed in society (Oxford Learners’ Dictionaries, 2015). According to Terjesen (2006), the considerationsShow MoreRelatedTo What Extent Does Social Identity Determine Job Choice1328 Words   |  6 PagesTO WHAT EXTENT DOES SOCIAL IDENTITY DETERMINE JOB CHOICE The literature review focuses on the collection of secondary data on the research topic, which is the extent to which social identity determines job choice. The literature review is conducted under three major themes, which act as the pivotal basis for constructing theoretical meaning to the larger research problem. 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English Language and Students Free Essays

string(92) " the consequences of the lack of speaking skill while giving military presentations abroad\." 1: Introduction At present, speaking a foreign language represents one of the essential requirements of today? s society. Besides other skills and knowledge, it is considered as one of the most influencing factors while applying for a job or sustaining in a particular work position under the condition of advancing the language level. Based on my work experience, I can confirm that knowing a foreign language is a necessity for everyone in general, mainly for my students – soldiers. We will write a custom essay sample on English Language and Students or any similar topic only for you Order Now These people are required to reach a sufficient level in a foreign language in order to accomplish military assignments in missions abroad. Teaching foreign languages, mainly English, for these military purposes is provided by the Defence Language Institute in Vyskov where I have been working as an English teacher for almost three years. My principal goal is to provide the soldiers with as efficient English lessons as possible because it will be them who will have to deal with international relationships and take measures for solving various situations. The main reason for choosing this topic for my bachelor thesis was realizing how important speaking is in everyday situations. No matter where we are, either in the Philippine Republic or in a foreign country, English conversation plays a crucial role in understanding each other and dealing with different kinds of uncovered problems. It means school teachers need English to communicate with their colleagues – native speakers.. Even if they come from America, England or Australia and their accents differ, it is just a question of time for teachers and also students to adjust to their speech and distinguish differences in pronunciation. Being able to keep a fluent conversation with a native speaker is viewed as the main goal of students, which underlines the importance of speaking skills in a student? s point of view. Therefore, in my thesis I decided to concentrate on communicative activities which might be helpful for English teachers and enhance their students? communicative skills. 1. 1: Statement of the problem This research would â€Å"What is the effectiveness of implementing speaking zone at the University campus? † 1. 2: Objective of the study The objectives of my studies are: 1. To review the concept and importance of speaking skill. 2. To analyze the factors that are effective in speaking skill. 3. To explore the new ways of speaking skill. 4. To recommend how they improve speaking skill in English at University campus. * * 2: Discussion 2. 1. SPEAKING * 2. 1. 1 Speaking as a skill For most people, the ability to speak a foreign language is synonymous with knowing that language because speech is for them the basic means of human communication. English learners no longer expect the traditional approach of their teachers based on developing mainly the grammatical competence and using methodology popular in the past. Today, teachers are expected to provide their students with useful active knowledge of the foreign language, not just theory about the language. Communicative approach focuses on a balance between fluency and accuracy and is the most suitable for those students whose aim is to gain confidence in speaking and conversational abilities. Nevertheless, speaking in a foreign language has often been viewed as the most demanding of the four skills. â€Å"While listening and reading involve the ability to correctly receive messages and are therefore referred to as receptive skills, speaking and writing, on the other hand, involve language production and are referred to as productive skills. † (Harmer 1995, 16) Producing spoken language has often meant a difficulty and an obstacle for English learners. There might arise a question why. The answer is obvious. In the natural spoken language students are required to be aware of characteristics of fluent speech, such as reduced forms, use of slang or idioms, fixed phrases, collocations and most importantly the pace of speech. All of these have to be taken into consideration while practising conversation in class. Without these, our spoken language would sound bookish and unnatural. To avoid this, it is essential to introduce and practise â€Å"real† communication with our students ithin the learning process. If it is neglected, it may be a reason why students are often shocked and disappointed when using a foreign language for the first time whilst interacting in foreign environment. They have not been prepared for spontaneous communication and could not cope with all of its simultaneous demands. The embarrassment is usually caused by students’ inability to adjust to native speakers’ speech. This is natural and adjures patience while learning to sp eak or communicate in a foreign language. As I already mentioned, native speakers are a great support and the opportunity to communicate with them means even greater encouragement for our students. Although it is quite demanding for students to keep up in conversation with them, they take it as an advantage in their studies. Most English learners are actually familiar with the fact that the best way to advance their speaking skills is adjusting to it in an English speaking environment. 2. 1. 2 Difference between speaking and conversation Although the terms â€Å"speaking† and â€Å"conversation† may seem clear, they often get misunderstood. Speaking as a skill taught at schools presents the student’s ability to express his or her opinions, thoughts and ideas to a particular matter. Speaking practice, which is usually based on storytelling, giving speech or presentation, is the necessity for later successful conversation. Nevertheless, the focus on speaking activities has diminished in recent years. This has been caused by many factors, especially by realizing the need of everyday communication. As I mentioned above, giving speeches or presentations is not what we concentrate on in our lessons. Even though these are crucial prerequisites for later conversational practice, the teachers tend to focus on communicative activities as the main goal of speaking lessons. I have no objection to this, but it is essential to mention the importance of presentations for military English learners working for the Ministry of Defence and the consequences of the lack of speaking skill while giving military presentations abroad. You read "English Language and Students" in category "Language" For this reason, it is very important for teachers to think through the purpose of speaking and communicative activities being prepared for lessons and also the target group of learners. Nolasco (1987, 3) mentions that being able to speak reasonably correct and even fluent English is one thing, but being able to engage in on-going, interactive, mentally satisfying conversation is another. Conversation is such a natural part of our lives that many people are not conscious of what happens within it. However, conversation follows certain rules which should be obeyed in order for participants to feel relaxed and be satisfied with it. Arthur (1987, 5) adds that the main purpose of conversation is the exchange of information among people. While communicating, our students may find themselves in different social situations playing various social roles and the main task for language teachers is to prepare them for these real situations they might participate in. This also includes leading students to develop the ability to initiate and sustain conversation whenever it occurs. 2. 1. 3 Students’ motivation to participate in a speaking lesson When students learn a foreign language, they very often accumulate a lot of knowledge (grammatical rules, lists of vocabulary items), but then they find out that they cannot actually use this language to communicate when they want to. Scrivener (2005, 147) claims that there seems to be some difficulty in moving language from passive knowledge into active usage. Without experience in using the language, learners may tend to be nervous about trying to say things. Partly they may fear seeming foolish in front of others, they may worry about getting things wrong they may want to avoid teacher’s comments or correction and so on. It takes quite a long time for some students to express themselves, which leads to long embarrassing pauses while learners are trying to find out how to say what they really want to say. One of the best ways of helping learners to activate their knowledge is to put them in â€Å"safe† situations in class where they are inspired and encouraged to try to speak a foreign language. Teachers should try to create such activities in which learners feel less worried about speaking and less under pressure. Nevertheless, the teacher is not the only one whom the students’ success in speaking is based on. There are also motivational factors, differing from student to student, which influence his progress in the spoken language. Harmer (1991, 4-6) distinguishes extrinsic and intrinsic motivation. He claims that students? attitude to speaking the language may be affected by different factors from the outside, such as people in close surroundings, previous speaking experience in a foreign language or the job opportunities offered after mastering foreign language communication. All of these represent extrinsic motivation. Although extrinsic motivation is nowadays a driving force for most students, without intrinsic motivation no goal in improving the speaking skill could be achieved. Success is also based on students? willingness to learn to speak a foreign language, which may be influenced by the teacher? methods used in teaching communication and, above all, his or her personality. Considering these, teachers should realize how important role they play in encouraging the students to learn to speak a foreign language. Students’ personalities also play an important role in determining how quickly and correctly they will manage a speaking task. Those students who are risk- takers, unafraid of making mistakes, are generally more talkative but usually make many errors. Those who are shy may take a long time to speak confidently, but when they finally manage it, their English contains fewer errors. The aim of both types of students is the same, indeed – to use the language correctly and fluently. To achieve this goal the teachers should try as much as they can to break the silence in the classroom and get the students speak no matter how many mistakes they make or how long it takes them to produce sentences. In order to decrease shyness while speaking in front of the whole class, students may be offered the opportunity to work in groups or pairs, which is a suitable approach for enhancing the active language use. Harmer (1991, 7-9) points out different motivational factors depending on the age and level of the students. Children’s and adolescents’ motivation to speak a foreign language is irrelevant for the purpose of my thesis because, as mentioned above, I deal with adult English learners and their motivational needs for a foreign language communication are substantially different from the others. I concentrate on intermediate students who represent the majority in my classes. Their English is good at this stage but they are motivated by a primary goal of achieving a more advanced level of the language. They already know a lot and are able to have a conversation about every day matters but sometimes there might occur some problems. One of them is often the feeling that they are flooded with the new complexity of the language and cannot cope with it. Teachers, when having found this out, should focus on building up the knowledge students already have and assure them they can speak the language well enough to understand and be understood. Ur (1991, 274-280) declares that â€Å"motivation is very strongly related to achievement in language learning. † This statement results from teaching practice showing that eager learners willing to invest effort in speaking activities are likely to make greater progress. On the contrary, those sitting silently at the desk without desire to be involved in any kind of speaking activity, may find themselves stuck to be able to improve their speaking skill. Having noticed this, teachers should encourage low-motivated students to develop the interest in communicative activities. Ur (1991, 281) describes some strategies to enhance students’ motivation to speak in a lesson. The principal one is selecting the topic carefully to make it as interesting for students as possible. If the teacher’s choice fails in the class, there should be no panic or embarrassment. The possible solution to this situation may be asking the students to vote for a topic they would be interested in talking about. Varied tasks are also suggested for a successful and efficient speaking lesson as well as using visuals to enhance students’ motivation to speak. Average pictures copied from different sorts of textbooks and workbooks do not encourage adult learners to speak anymore. Based on my teaching experience, adult learners prefer to be set into real situations, dealing with real and current news items concerning today’s world and society. To satisfy students’ expectations, teachers should be supplied with sufficient amount of authentic materials, such as newspapers and magazines. The speaking tasks could be based on describing the photos to each other and guessing the place in the world where the action has happened. Connection between the picture and reality makes it even more tempting for students to express their points of view to a particular event and, at the same time, the teacher’s goal is achieved as well – getting students to speak and communicate with each other. 2. 1. 4 Accuracy versus fluency Accuracy and fluency are terms characteristic for a successful and fecund conversation. Scrivener (2005, 160-162) declares that accuracy is the ability to speak correctly without making serious mistakes and therefore a greater use of instant teacher’s correction within a speaking activity is appropriate. On the contrary, fluency is the ability to speak confidently without irrelevant pauses or hesitation, however, often with making major mistakes. In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity. Teachers should be aware f whether their main goal in a speaking activity is accuracy or fluency and adapt their role in class eligibly. If the main aim is to get students to speak, then one way to achieve that would be reducing teacher? s contribution. It is supposed that the less he or she speaks, the more time and space it will allow the students to. If the main aim is accuracy, the teacher should concentrate on student s? mistakes and devote time to their correction. However important speaking without mistakes is, a promoted trend at present seems to be to lead students to a fluent conversation in every day situations. Taking this into consideration, this approach best fits the needs of today? s society which is based on fast exchanges of information. Nevertheless, it would be injudicious to qualify accuracy as less important in communication and underestimate its importance. It is also essential for the ability to speak a foreign language well. 2. 1. 5 Correcting students’ mistakes Fluency Activities In a fluency activity the teacher is expected to monitor the class and encourage the students to speak with minimum interfering and correction. This technique is called scaffolding. Scrivener (2005, 162) states that â€Å"it is a way a competent language speaker helps a less competent one to communicate by encouraging and providing possible elements of conversation. † In practice it means to encourage the weaker one by nodding, eye contact, repeating the last word in order to encourage the speaker to continue, asking tag questions, etc. The aim of this encouragement is to make a student speak as much as he or she is able to. Considering a fluent activity, correcting the mistakes should be done after finishing this activity. Suggested techniques are the following: ) writing the sentences used during the activity on the board and discussing them with the whole class b) writing incorrect sentences used during the activity on the board and encouraging the students to make correction c) inventing and writing down the story that includes some errors the teacher overheard during the activity and students try to find them and correct them d) writing out two lists A and B – each list contains ten sentences from the activity but some of them are correct, some of them incorrect. Students work in two groups and their task is to decide if the sentences are either correct or incorrect and why Accuracy Activities In an accuracy based activity the teacher is required to correct students? mistakes whenever possible. While practising accuracy, students become aware of their own mistakes in speaking straight away because the teacher does not wait until finishing the task. This approach is suitable while focusing on grammar mainly and enables the students to realize and correct their mistakes and also prevent their recurrence. 1. 2 COMMUNICATIVE ACTIVITIES Every speaking lesson should be based on communicative activities which fulfil two important language learning needs. They encourage the learners to acquire language knowledge and prepare them for real-life language use. Achieving the outcome requires the participants to interact, which means not only speak with a person but also listen to what he or she is saying and react to it. 2. 1. 6 Importance of pair work and group work Pair work and group work present ways of organizing the class while teaching speaking. The teacher? s responsibility is to choose a suitable communicative activity depending on what is going to be practised – either fluency or accuracy – and organize the students into pairs or groups. In some activities such as role plays and guessing games, pair work is essential. On the other hand, discussions and debates require group work and enable the students to express their opinions on a given topic within the group. After that, the spokesman of each group notifies the rest of the class about the conclusion they have reached. This may lead to a following discussion among groups and if the topic is amusing, the speaking lesson seems to be enjoyable for both students and the teacher, too. Advantages of pair and group work There are many reasons for pair and group work to be used in the lessons. First of all, they provide the students with a lot more practice than working as a whole class. Students also feel more comfortable to speak to one or two people rather than the whole class and the teacher. Moreover, speaking to just a few people is closer to real-life situations. Pair and group work allows each student to work at the pace of his or her small group or pair. The teacher is no more considered the only source of information but the students learn from each other. This creates opportunities for learners? knowledge to be shared. In order to be successful, learners need to become accustomed to using English without the teacher? s permanent support. Therefore, working in pairs or groups helps them to build up their independence and confidence for further conversations. The advantages of pair and group work can be noticeable not only from the learner? s but also the teacher’s point of view. It provides the teacher with more time to work with weaker students and encourage them, by participating in a role play or discussion, to communicate. Teachers can also benefit from a great availableness of different communicative activities being offered in bookshops and on the internet nowadays. The variety of materials for pair or group work speaking practice is praised by most of them and their use has proved to be very efficient for speaking skill improvement. Slight disadvantages of pair and group work However efficient and useful pair and group work is, it may sometimes cause little problems while practising speaking. According to Doff (1989, 141) the noise belongs to these obstacles the teachers have to overcome during lessons. Usually the students themselves are not disturbed by the noise, it is more noticeable to the teacher observing pairs or groups. However, the noise created by pair and group work demonstrates learners? engagement in a speaking task and gives the teacher visual evidence of students? involvement. Considering this, the success in working in pairs or groups depends mainly on the students? and the teacher’s approach. Another fact Doff (1989, 141) mentions is the difficulty to control the whole class during a communicative activity. To stop activity getting out of control, it is important to give the students clear instructions, define the speaking task clearly and set up a routine, so that students accept the idea of working in pairs or groups and know exactly what to do. 2. 1. 7 The role of a teacher in communicative activities The teacher is a facilitator of students? learning and as such he has many roles to fulfill. Freeman (1986, 131) describes him as a manager of classroom activities. In this role, one of his major responsibilities is to set up activities that promote communication. During the communicative activities he acts as a consultant answering students? questions, offers advice and provides necessary language items. One of the most important roles is to make sure that students know what they are supposed to practise and check if they do it effectively. These roles are called a conductor and a monitor. Although there is a great number of various activities which may be used in speaking lessons, their use would be confusing and pointless if they would not be logically organised. Being a good organiser should be an ability possessed by every skillful teacher. Considering the facts mentioned above we can conclude that the teacher? s personality in a learning process is very important not only while participating in the activity but also while monitoring the students. The teacher? s less dominant role in communicative activities offers the students the opportunity to be involved in conversation and improve their speaking skills to be able to cope with the real-life situations. * 3: CONCLUSION In my thesis I tried to deal with speaking as one of four basic skills and highlight its importance in everyday situations. My aim was to distinguish speaking and conversation since these terms are commonly used but often get mixed up. I pointed out that conversation plays a crucial role in our lives and without it we would not be able to exchange the information and share our knowledge. I also dealt with motivation as an essential factor for language learners and classified its types – extrinsic and intrinsic, with the emphasis on the teacher? s personality which influences the students? willingness to participate actively in the learning process. I mentioned native speakers as a great source for our teaching practice and described the ways they may encourage the students to carry on studying a foreign language. To feel confident while learning to speak a foreign language, the students are supposed to be put in a „safe environmentâ€Å". This prevents them from embarrassement or anxiety when they are asked to express themselves. I tried to explain this term and suggested possible ways to decrease students? concern about speaking. Due to students? different personalities and also abilities to speak a foreign language, I dealt with pair work and group work as the ways of organizing the class. I mentioned the advantages of this kind of work, especially reducing tension in class, creating a pleasant atmosphere and building up students? independence and confidence. Pair work was evaluated as more useful since it is closer to real-life situations and dealing with them is the main aim that the students are heading for. Another area I focused on, were communicative activities and their categorization : information gap activities, discussions, role plays, simulations and guessing games. I characterized them and evaluated the interaction they offer to prepare students for real-life language use. In connection with them, I dealt with terms accuracy and fluency and explained the importance of distinguishing them due to teacher? s objective within the lesson. I introduced different techniques for correcting mistakes in either accuracy or fluency communicative activities and also described the roles of a teacher and requirements which he or she has to fulfil to manage the roles successfully. By means of this thesis I realized how important it is for the teacher to have a great amount of information concerning teaching speaking to be able to provide the students with efficient conversational lessons. The methodology literature I was reading through enabled me to have a look at a speaking skill from a different point of view and think about this issue more deeply. All the theoretical information I gained from this literature was used in the practical part of my thesis. Based on that, I reached several findings. One of them was realizing how important role motivation plays in the learning process. It was proved that students? progress in speaking a foreign language depends on motivation and encouragement from their teachers. I found out that if there are no stimulating factors and the students are not motivated, it leads to boredom in class. To prevent this, entertaining communicative activities and interesting topics proved to be very useful and effective. Another fact which I found reasonable while evaluating presented activities, was distinguishing them according to the teacher? s objective. The fluency activities proved to be essential while practising fluent conversation to prepare students for the real world. On the other hand, the accuracy ctivities focused on grammar and due to them the students were given the opportunity to practise the correct use of foreign language. Since using various types of communicative activities proved very beneficial in my classes, I would like to recommend them to all teachers whose aim is to improve their students? communicative skills. 4: Recommendation 1. Living through a situation and finding to use the language as a compelling force always helps in acquiring a s ound language habit. Can be teacher of English devise such situations when it is the second or the third language to learn?. It is not uncommon to find that the child even when he is at play he uses the new sounds as he hears them being used by other children in his play groups, without even knowing what each sound or word means. In a very short time he has learnt the meanings of the words by using them in the right place at the right moment. 2. Meaning of words must be allowed to be explored and they are learnt and remembered better. Equivalents, if used, often weaken the impression of the new word and thus tend to damage pupils interest in learning a language. Certain though around a great deal of difficulty stimulators learning. It must be guaranteed that the living personality of the teacher makes use of new word in all kinds of contexts and situations. 3. The proper plan is to adopt new sounds, words and structure patterns into well designed course which ensures gradual yet through repetition so that correct forms, construction are established in the mental habits of the pupils. Pupils should not have a free choice of grammatical form and structure. * * * * * * * * * * 5: References 1. Harmer, J. (1991). The practice of english language teaching. Essex:Longman, 296p. , ISBN:0-582- 046564 1. Scrivener, J. (2005). Learning teaching. Oxford:Macmillan Publishers Lim, 431p. , ISBN:1- 4050- 1399- 0 2. Ur, P. (1991). A course in language teaching. Cambridge:Cambridge University Press, 375p. , ISBN:0-521-44994-4 3. Thornbury, S. (2005). How to teach speaking. Essex:Pearson Education Limited, 156p. , ISBN:0-582-85359-1 4. Littlewood, W. (1994). Communicative language teaching. Cambridge:Cambridge University Press, 108p. , ISBN:0-521-28154-7 5. Celce, M. M. (2001). Teaching english as a second or foreign language. Boston:Heinle;Heinle, 584p. , ISBN:0-8384-1992-5 6. Ladousse, G. (1987). Role play. Oxford: Oxford University Press, 182p. , ISBN: 0-1943-7095 7. Doff, A. (1989). Teaching english. Cambridge: Cambridge University Press, 286p. , ISBN: 0-521-348641 8. Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford University Press, 142p. , ISBN: 0-1943-4133 9. Nolasco, R ; Arthur, L. (1987). Conversation. Oxford : Oxford University Press, 150p. , ISBN: 0-19-437096-8 10. Hadfield, J. (1990). Intermediate communication games. Essex: Jill Hadfield, 105p. , ISBN: 0-17-555872-8 How to cite English Language and Students, Essays

Management and Contextual Factors Free Samples -Myassignment

Question: Examine Critical Issues related to Business and Management Context. Answer: The business organizations refer to the entities or group of individuals which collaborate to achieve certain commercial goals. The business organizations operate in a specific external environment. The external environment of the organization impacts its operations and business profitability. The management of the business organization also plays a crucial role in business development, collaboration with business partners and government (Alkhafaji Nelson, 2013). The business corporations have the same rights as other individuals. They can own property, hire employees, sue other or be sued. The business corporations have a specific business structure which depends upon the legal and regulatory system of the geographical location and the economic system of the country (Freeman, 2010). In the present context, the organization of Optus has been selected to gain the understanding of impact of contextual factors on the business decision making. Optus Australia is the second largest telec ommunication company and an independent subsidiary of SingTel, a Singapore telecommunication company. The company provides a range of services under in the telecommunication category such as providing telecommunication backbone, customer network and mobile telephony. The present essay will examine the internal and the external contextual factors which can impact on the managerial decisions of the organization. Optus is the leading telecommunication business organization in Australia. It is an independent subsidiary of the Singapore organization, SingTel. Although the company is an independent subsidiary of the company, its vision and mission are inspired by its parent company. The subsidiary and the parent company remain separate legal entities for liability, tax and the regulatory reasons; however, the parent company has significant control over the subsidiary. The amount of control that the parent company chooses to exercise depends upon the tax liability and the regulatory compliance requirements. Optus Telecommunication is a wholly owned subsidiary of SingTel, which means that all the common stock of the company is owned by the parent company. It remains an independent legal body; however, the day-to-day operations of the company are directed by the parent company. Therefore, the current organization structure of the company impacts on the success and the regular operations of the orga nization. Optus Telecommunication has established well-defined corporate governance process which has increased the efficiency of the organization (Optus, 2017). Along with the internal factors, there are a number of external factors which can impact on the operations of the organization. The external factors refer to the macro-environment factors which influence the operations of the organization; however, the organization cannot resist these factors (Kalay Lynn, 2016). The macro-environment factors can be categorized as the political factors, economic factors, social factors and the technological factors. These factors impacts the operations of the organization and the companies have to create strategies which make resist the negative impact of these factors (Freeman, 2010). In the telecommunication industry, the intervention of the government is significantly high. The government makes several laws regarding the bandwidth allocation, use, user privacy and the licensing requirements. There are a number of regulatory authorities in Australia such as Department of Broadband and Australian Competition and Consumer Commission. The companies ne ed to abide by the regulations and the privacy laws formulated by these agencies (Adekola Sergi, 2012). The economic factors are crucial in the business profitability of a company. All the business organizations benefits from robust and growing economy as it increase the profitability of the organization (Hill, Jones Schilling, 2014). The economy of Australia is developed and the customers are keen to spend money for the best services. In the telecommunication industry, the customers are attracted towards the 4G services, efficient and the fast telecommunication services. The taxation structure and the expenses of the business organization right on the pricing plan of the company. If the building of the towers and the resources is expensive in some geographical locations, it will drive the prices of the telecommunication companies in the organization. The social factors refer to the lifestyle, culture and other factors such as family, religion and wealth which can impact on the consumer behavior of the customers (Alkhafaji Nelson, 2013). The telecommunication companies have limited h orizontal growth. The establishment of the telecommunication infrastructure is expensive in the rural areas and the companies have limited options of horizontal growth. The customers are also attracted towards the fast services, discount offers and the network of the telecommunication organization. Presently, the customers are getting attracted towards the 4G services which are the latest technological development of the organization. The GDP of the organization is directly correlated with the consumer use of the internet and the calling services. The administration of the organization is responsible for taking the strategic decisions which can combat the impact of these contextual factors. Along with it, the business organizations should also make strategies to address the uncertainty in the near future. It refers to the likelihood and the impact of an event which can influence the achievement of the organizations objectives. The severity of the risks can be measured upon two factors, its likelihood or probability and the extent of its impact of consequences (Sadler, 2003). The corporate risk can arise due to the negligence of the poor market assessment, poor selection of suppliers, poor monitoring of competitor activities and poor responses to the economic downturns. The risk can be categorized as macro risk or micro risks. The macro risk focuses on the risk which can impact on all the companies in a particular industry. The micro risk refers to the risk associated with a particular industry. Other than that, there are also other kinds of risks such as legal risk, economic risk and societal risks (Thompson Martin, 2010). Optus is a telecommunication organization which deals in a highly regulated environment. The companies need to either transfer to mitigate the risks. The financial risks can occur when the organization is unable to extract values from the network assets and has poorly defined growth objectives. The political risk or the compliance risk can occur when the companies disregard the existing compliance and the regulatory laws. In the telecommunication sector, there are a number of laws related to privacy, security and market structure. The strategic risk can occur when the organization fails to develop strategies to achieve growth. It denotes that the organization is incapable of adopting faster innovation methods and understanding the needs of the customers. In this regard, the management of the organization has developed various strategies to mitigate the operational risks (EY, 2014). Th e company conducts regular audits to check its compliance to different regulatory laws. Moreover, the company also has a separate department for the business intelligence and market research. The company remains aware of the latest trends, competitors strategies and consumer preference to remain competitive in the organization (Kronsbein, Meiser Leyer, 2014). It has also implemented an advanced consumer service system to resolve the customer queries more quickly. The customer service is the most significant factor in building the customer loyalty in the companies. Therefore, it is important for the organizations to adopt customer-friendly services. The company also has a division for the strategy development and implementation. The strategic team of the organization is responsible of the strategy development and implementation (Thompson Martin, 2010). It evaluates the current competitive environment of the organization and identifies the emerging business opportunities. This department engages in extensive research to identify the upcoming opportunities for the organization (Bingemann, 2013). The management of the organization is uses the information collected by the department and uses it to provide a strategic growth and direction to the organization. Other than that, the research and development team of the organization is also focused on the innovation and invention so that the companies can offer innovative products to the customers (Optus Media, 2016). The organization practices and the operations also impact on the productivity of the organization (Hill Jones, 2011). A business organization can create a high performance work practice system to ensure that the employees are positively engaged with the organization and the system will be effective. In order to create a positive work culture, the organization uses following strategies, namely, power, information, knowledge and rewards. The employee should be given autonomy and knowledge so that they can function independently. The business organization should also create a reward system wherein the companies offer rewards according to the performance of the individual employees. Optus Telecommunication has adopted a number of strategies which can increase its competency in the market (Optus, 2017). It can be concluded that the contextual factors have a significant impact on the operations and the strategy development of the organization. The companies need to develop strategies so that they can combat the impact of these contextual factors. The organization structure and the corporate governance influences on the operations and the strategy development of the organization. The companies also need to consider the external factors such as the government policies, economic downturn and the customer preference in the strategic management of the organization. The organization can develop culture of high performance by engaging employees by providing them with power, autonomy and reward system References Optus. (2017). Governance. Retrieved 9 April 2017 from https://www.optus.com.au/about/sustainability/responsibility (2014). Top 10 risks in telecommunications 2014. Retrieved 9 April 2017 from https://www.ey.com/gl/en/industries/telecommunications/ey-top-10-risks-in-telecommunications-2014 Optus Media. (2016). Optus Accelerates Transformation Strategy. Freeman, R.E. (2010). Strategic Management: A Stakeholder Approach. Cambridge University Press. Adekola, A., Sergi, B.S. (2012). Global Business Management: A Cross-Cultural Perspective Innovative Business Textbooks. Ashgate Publishing, Ltd. Nieuwenhuizen, C. (2007). Business Management for Entrepreneurs. Juta and Company Ltd. Bingemann, M. (2013). Strategy brightens up Optus image. Weekend Australian. Retrieved 9 April 2017 from https://www.theaustralian.com.au/business/companies/strategy-brightens-up-optus-image/news-story/a7b0c4ef81c419026aad450cf57901de Sadler, P. (2003). Strategic Management. Kogan Page Publishers. Alkhafaji, A., Nelson, R.A. (2013). Strategic Management: Formulation, Implementation, and Control in a Dynamic Environment. Routledge. Thompson, J.L., Martin, F. (2010). Strategic Management: Awareness Change. Cengage Learning EMEA. Freeman, R.E. (2010). Strategic Management: A Stakeholder Approach. Cambridge University Press. Hill, C.W., Jones, G.R., Schilling, M.A. (2014). Strategic Management: Theory: An Integrated Approach. Cengage Learning. Hill, C.W.L., Jones, G.R. (2011). Essentials of Strategic Management. Cengage Learning. Kalay, F., Lynn, G.S. (2016). The Impact of Organizational Structure on Management Innovation: An Empirical Research in Turkey. Journal of Business, Economics and Finance 5(1), 125-137. Kronsbein, D., Meiser, D., Leyer, M. (2014). Conceptualisation of Contextual Factors for Business Process Performance. Proceedings of the International MultiConference of Engineers and Computer Scientists 2014 Vol I.