Chipolte External Factor Evaluation Essay Example for Free

Chipolte External Factor Evaluation Essay Analysis of the External Environment Within the fast casual segment, there are certain external trends and forces that Chipolte must address. Some of these trends and forces can lend themselves to being opportunistic in nature; however there are some that can threaten the well-being of the restaurant. The success of a company ultimately depends upon how well it can use its strengths to take advantage of external trends. By utilizing an External Factor Evaluation Matrix (EFE) a company’s chief strategist can analyze and determine crucial external opportunities and threats important to the future of their organization. Another growing trend that the fast casual industry can capitalize on is the growing health trends among consumers. More and more people are becoming aware of the foods that they consume and are making strides to eat healthier. In fact, according to a recent survey by the National Restaurant Association, 19% of all customers are actively seeking out healthy alternatives when dining out (franchisedirect.com, 2011). This is a direct result of obesity rates constantly rising in the United States. Furthermore, several restaurants competing in the fast casual sector have made conscious efforts to offer rather healthy meals to their customers. Certainly, realizing that customers are seeking out healthy options when dining out will prompt the industry to enjoy much success in the coming years. A third trend is the expanding interest in, and availability of, organic food ingredients. Several restaurant chains have dedicated their mission and vision statements to seek out the finest ingredients. It is no secret that many fast food chains use cheap ingredients that even compromise the nutritional value of the food it serves. However, several fast casual chains refuse to compromise the integrity of the ingredients used in its menu options. The use of produce that comes from sustainable practices is becoming more and more important to customers after so much light has been shed on how animals are treated before being used for food. This has even  prompted many chains to purchase pro duce from locally-owned organic food producers. In fact, according to the National Restaurant Association, 70% of adults say they are more likely to visit a restaurant that offers locally produced food items (franchisedirect.com, 2011). The recent advances in technology have also enabled various restaurants to offer customers a more customizable way to order food. There are currently applications that allow customers to order food via their smartphone. Capitalizing on an idea from pizza parlors, fast casual restaurants also allow customers to order food online and specify a particular time for pick up. As these restaurants offer its customers more ways to place an order, the business can maintain a larger propensity for growth as ordering food becomes more convenient. The fast casual segment has also begun to enter into the construction of sustainable restaurant designs. Currently, there are numerous initiatives for developing LEED and other sustainable buildings. These buildings are very environmentally friendly, and offer advant ages to the communities that they are erected within. At the head of this curve is Chipotle, which has received the first certifications for LEED-designed restaurants (fastcasual.com, 2008). Using sustainable buildings to house its restaurants is not only advantageous because it would appeal to customers, but there are also other governmental incentives in the form of tax credits and deductions (irs.gov, 2011). Thus, not only are sustainable buildings great for attracting and maintaining new customers, but it also makes great business sense too. Diversification of food concepts is a tremendous way to attract a wider audience with a differentiated taste. As the fast casual segment continues to grow and prosper, the companies competing can afford to implement spinoffs much in the same way as the giants of the fast food industry have done through the years. Many of the key players within the industry attract a customer with a specific taste profile. As these restaurants continue to expand and grow, they too can spinoff another brand of restaurant with a differentiated menu. Accompanying the numerous opportunities to the segment, there are also several existing threats that must be navigated in order to remain successful. The first of these potential threats pertains to rising food prices. The fast casual segment must especially take note of this because it already uses the highest quality ingredients which lead to higher costs. However, if food prices  continue to rise, the industry would be forced to either cut costs or raise the prices on its menu. This is a very touchy subject as the restaurants within the segment cannot afford to raise prices too high without facing adverse effects to its normal business operations. The ease of entry into the market is also another threat that the organization must combat. Although fast casual restaurants offer a distinct experience for consumers, its products are not necessarily revolutionary by any means. This leaves them somewhat vulnerable to competitors to enter the market and attack the brand; especially given the low startup costs for restaurants. However, with adequate marketing and utmost customer satisfaction, these restaurants can maintain their customer base and thwart any potential competitors. Increasingly inclement weather and the apparent increasing threat of natural disasters always remains a possible hardship. This would cause food shortages and a st eep rise on the price of ingredients. This makes it absolutely necessary for organizations to diversify their distributors to different parts of the U.S. in order to prevent catastrophic shortages. This way, if a flood destroys the supply of one supplier in an area, the restaurant can use another supplier elsewhere in order to maintain adequate distribution to its restaurants. The threat of recessions also can be a harmful blight to the segment’s success. Economic downturns often affect most businesses in negative ways and the fast casual segment is not protected from such an event. Although it did enjoy moderate growth and prosperity through the most recent recession, the segments growth was stunted a bit, as was the case for a majority of industries. However, restaurants were steadfast in maintaining prices and a quality experience and customers continued to support the food segment. The threat of consumers’ taste preferences changing is always of concern. Although most people are creatures of habit, diff erentiation of taste preferences can change, leaving the restaurant vulnerable. Knowing this, it is crucial that restaurants constantly improve upon food quality and the dining experience. Doing so will keep the entire experience â€Å"fresh† and entice the customer to come back. One of the obstacles in restaurants expanding into different areas that most do not realize, is the fact that there are often difficulties in acquiring the necessary agreements to open new stores (Chipotle 10-k, 2011). These consist of building permits if the company is  looking to build a brand new fixture for the new restaurant, to lease agreements for current buildings. Different cities have different zoning and ordinance codes, making the decision to rent a preexisting space a plausible alternative. However, the restaurant management typically has a target number of what it wants to pay on a monthly basis. Often, there can be a discrepancy between what management feels is fair and what the lessor feels is fair. This can hinder the expansion rate of a restaurant until both parties come to grips on fair terms of a lease agreement. It is important that fast casual organizations constantly analyze opportunities and threats that are presented outside of the organization. If companies do not exploit its advantages within the market, it cannot grow at a pace that it should be. On the other hand, if it does not properly navigate and combat the external threats presented, it will surely not be in business for the long term capacity which is often hoped. Thus, an EFE is extremely important in developing and maintaining a successful business. Works Cited David, Fred R. Strategic Management Concepts: A Competitive Advantage Approach. Boston: Pearson, 2013. Print.

Igor Stravinsky Essay Example for Free

Igor Stravinsky Essay Igor Fyodorovich Stravinsky was born on June 17th, 1882 in Oranienbaum, Russia. He was one of four to his polish parents, Anna nà ©e Kholodovsky and Fyodor Stravinsky. Igor Stravinsky’s first exposer to music was from his father, who was a bass singer at the Mariinsky Theatre in St. Petersburg. His father helped him learn the love of music. His first musical education began at the age of nine with piano lessons, studying music theory, and attempting composition. By fifteen, he had mastered Mendelssohn’s Piano Concerto in G Minor and finished a piano reduction of a string quartet by Glazunov. That same year, Stravinsky rebelled against the Russian Orthodox Church and abandoned it. Even though he excelled in music, his parents still wanted him to become a lawyer. In 1901, Stravinsky enrolls at the University of Saint Petersburg; however he never attends many of his classes during the four years of school. When it came time to take final examinations in 1905, the school was closed for two months because of Bloody Sunday. He then later received a half course diploma in April 1906. In 1902, Stravinsky began receiving private lessons from Nikolai Rimsky- Korsakov, the leading Russian composer at that time. That very same year Stravinsky’s father dies from cancer. In 1905 Igor Stravinsky proposes to his first cousin Catherin Nossenko. Even though the Orthodox Church opposes marriage of first cousins, they got married on January 23rd, 1906. The same of his marriage, Stravinsky’s creates first important composition Symphony in E Flat. The following year they have their first child Theodore and then the next year they have their second child Ludmila. The same year as Ludmila’s birth, Rimsky, Stravinsky’s father like figure, dies. In 1909, Stravinsky’s compositions, Scherzo fatastique and Feu d’artifice (Fireworks) where performed at a concert in St. Petersburg. In that very audience Serge Diaghilev, founder of the Ballets Russes, was extremely impressed. He was so impressed that he chooses Stravinsky to carry out orchestrations and to compose a full length ballet, The Firebird. In 1910 Stravinsky travels Paris for the premier of The Firebird. At this performance he meets Claude Debussy, Maurice Ravel, and many other important musicians. Towards the end of the ballet season, his family moves to Switzerland with him and, Catherine expecting her third child. In Lausanne, Switzerland in September 1910, Sviatoslav Soulima their third son was born. In 1911, Stravinsky completes another successful ballet, Petrushka. Three years later, Stravinsky composes the two part ballet Le Sacre du Primtemps (The Rite of Spring). This ballet marked the coming of modernism in music and was met with astonishment and hostility. The riot that followed was the most notorious event in music history. Right after the performance, he developed typhoid fever, which took six weeks to recover from. Around the same time, Catherina and Ludmila were found to have tuberculosis. A year later Ludmila did and after giving birth to their fourth child Maria Milena, Catherina also died. Three months after that his mother died also. After all these deaths in his life, Stravinsky also diagnosed with tuberculosis. He spent five months recovering with his newest daughter Milena; she took six years to recover. Stravinsky met Vera de Bosset in Paris in February 1921, his new wife to be. At the time when they first met Vera was still married to the painter and stage designer Serge Sudeikin. They began an affair which led Vera to leave her husband. During his last years in Paris, Stravinsky made professional connections with people in the U.S.

Computer Assisted Instruction in Education Essay

Computer Assisted Instruction in Education Essay INTRODUCTION BACKGROUND OF THE STUDY In recent years, due to advancement of computer technology, the concept of Computer Assisted Instruction is now more prevalent, and has become a trend (Yang Wang, 2001). Electronic learning popularly referred to as e-learning is increasingly becoming acceptable in tertiary institutions all over the world. This is as a result of the opportunity provided by higher institutions and more students taking part in it (OECD, 2005). Digital learning is basically the use of information and communication technologies (ICTs) to enhance and support learning teaching and research (Eteng Ntui, 2009). With digital learning, there is a shift from the traditional approach of teacher-directed didactic to modern methods where computer technology plays an significant role, thereby improving the quality, efficiency and effectiveness of teaching, learning, research and educational management. Its methods including the integration of the World Wide Web, multimedia, information search, electronic libraries , and remote learning. In this digital age, teachers must deal with the challenge and developmental opportunities of how to appropriately use information technology and how to integrate various educational materials into course design and teaching methods (Rosenberg, 2001). The characteristics of digital learning is different from the characteristics of traditional classroom environment learning, and can improve upon some learning problems of students who are physically or mentally challenged, helping them to learn more effectively (Chen, 2003). It provides stimulation from different channels such as words, pictures, sounds, animation, and images, and can frequently help students use learning functions of different sensory organs, and achieve the learning targets of diverse wisdom (Li, 1998). In designing digital learning, scholars emphasize that learning ideals rather than computer technology should lead the design of a computerized learning environment (Chiou Chong, 1993; Yang W ang, 2001). The need for digital learning has now become important more than ever before as the objective of university education in Nigeria as defined in the National Policy on education (2000) includes the provision of high level manpower for national development and this is to be achieved through its programme of teaching, learning and research. Digital learning can help adults in developing their literacy and innumeracy skills, while also building Information Communication and Technology skills for life and work (CILIP, 2005). In spite of the bright prospect of digital learning in the country, it is so worrisome that there are some hurdles militating against the effective use of the educational technology in Nigeria. Folorunso, Ogunseye, Sharma (2006) and Resnick (2002) indicates that mass unawareness, low computer literacy level and cost were identified as critical factors affecting the acceptability of digital learning by students and lecturers of Nigerian universities. Sharma, Ekundayo, Ngige (2009) points out that digital learning place high demand on learners who have to be more proactive and disciplined than in traditional face-to-face education whereas this proactiveness and discipline is lacking. Various barriers to ICT use in Africa schools have been identified to include: poor infrastructure, epileptic power supply, lack of electricity, lack of trained personnel, poverty, inadequate funding and limited or no internet access (Aladejana, 2007; Jegede, 2005). STATEMENT OF THE PROBLEM While there had been a giant attempt at integrating digital learning into instruction in other advanced countries, Nigeria is not yet fascinated by the potential of technology to enhance teaching and learning. Many of our schools are lagging behind in integrating technology into instruction. Teachers are apprehensive about improving and modifying instruction by incorporating the new technologies (Huckle, 1997). According to Salomon (1989), there are clear indications from many developing countries like Nigeria that the supply of relevant and appropriate software is a major bottleneck obstructing wider application and utilization of digital learning in Nigeria tertiary institutions. Schulmeister (2006) states that experience proved that the benefits of digital learning could not be fully taken advantage of, expectations could not be met and that technology often was used to simply reinforce outmoded approaches to learning. Resnick (2002) criticizes that even though Information Communi cation Technology is applied in education, the approaches to teaching and learning remain largely unchanged. There is therefore non-availability of internet access in some tertiary institutions because of the recurrent cost of bandwidth. Inequality of access to technology is the challenge of digital divide existing among the student in Nigeria tertiary institution (Omofaye, 2007). Thus, some of them are unable to afford computers due to the relative cost to the average income of workers in the country (Ajadi, Salawu, Adeoye, 2008). The cost of accessing the internet in Nigeria is still on the high side, some students find it a challenge to afford (Arikpo, Osofisan, Usoro, 2009) PURPOSE Based on the aforementioned research background and the statement of the problem, the purpose of this study is to explore the utilization and effect of digital learning on students in Lagos state Tertiary Institutions. RESEARCH QUESTIONS The following questions will guide this study: What is the level of awareness of students on the availability of Digital learning in Nigeria tertiary institution? What is the status of the utilization of digital learning? What are the challenges faced in the utilization of Digital learning on students? SIGNIFICANCE OF THE STUDY The study is significant in that it will provide information about the current status of utilization of modern technology in Nigerian secondary schools. It will also provide baseline data for future policy regarding technology training and the development of strategic plans aimed at encouraging technology-based innovation in teacher education programs. It is also hoped that this study will trigger off more research studies that will inform/encourage implementation of new technology in teacher education. This study will be useful to inform teachers on how use digital learning to teach students which will address the needs of students with different learning styles and motivation. It will offer great potential to transform and improve student learning, engagement and retention and support student success which will help institutional goals with potential benefits including improved retention and time savings for instructors. Average teachers will benefit as digital learning will help r each their excellent peers and take complex tasks off their to-do lists, enabling them to focus on the parts of teaching at which they can excel. Through technology, they can also obtain real-time data and advice about how to help each of their students succeed, saving time and improving performance. It will make it easy for teachers to personalize instruction, which many average teachers find difficult or impossible to achieve with whole classrooms of students with a wide array of needs. Also teachers will increasingly be able to teach more students in person as digital learning replaces portions of instruction in an individualized fashion and provides time-saving student data; reach students remotely via technology; and capture and share their performances and methods widely through video and smart software that individualizes learning. Even among excellent teachers, various people will thrive in different roles. By emphasizing the use of simulation games to teach mathematics, it is hoped that the study will lead to the improvement of mathematics teaching and learning in our secondary schools. The general poor performance of students in mathematics and their attitudes towards some aspects of the subject are expected to be better. With this study, the researcher aims at exposing the teachers and students to the importance of using simulation games to improve the teaching and learning of mathematics. Technology and digital learning can increase the ability to meet the needs of individual students. Whether through the availability of timely data or the ability to connect students with the content and activities that meet their learning styles and needs, technology and digital learning provide opportunities for teachers to personalize learning for more students at any given time. HYPOTHESES There is no significant difference between the challenges faced in the utilization of digital learning and students performance. There is no significant difference between the level awareness of students and availability of digital learning in tertiary Nigeria institutions. There is no significant difference between status and utilization of digital learning. SCOPE AND LIMITATION OF THE STUDY This study will cover the teaching and learning activities in Lagos State Tertiary Institutions. CHAPTER TWO:  LITERATURE REVIEW DIGITAL LEARNING RESOURCES In this study, the term digital learning resources refers to learning premises and platforms that include technology enablers such as laptops, multimedia, CD-ROMs, and Internet resources. Digital learning resources can give students authentic as well as up-to-date information that is not necessarily available in textbooks. Generally, e-learning resources are useful as they represent a collection of cultural and scientific knowledge accumulated over the years (Yeo Tan, 2008). Moreover, this type of resource can be useful to students because it can foster their learning and their critical thinking, their ability to make connections between different concepts, and bridge the gap between their theoretical and practical knowledge (Palmer, 2007). Despite this, availability of resources does not lead to automatic learning improvement; in fact, productive use of resources can be difficult to achieve (Bera Liu, 2006). Technologies and Methods of Teaching There are evidences supporting the introduction and use of new technologies in instruction. The World Bank (2004) opined that ICTs should be considered within education for the purpose of reforming curriculum, reinforcing teaching/learning and to improve leaning. The UN Secretary of State (2005) speaking on the role of technology in education said we must ensure that Information and Communication Technologies (ICTs) are used to help unlock the doors of education. As a result, Millennium Development Goals (MDGs) came up with this policy to co-operate with the private sector, to make available the benefits of new technologies, especially ICTs to increase educational opportunities and unlock the door of education. As a result of this, new technologies are being disseminated into educational institutions at a rapid rate. For the new technologies to be effectively utilized, teachers at all levels need not only to be proficient in the technologies but must also be well versed in its effect ive integration into their instruction. The major area Nigeria could meet this expectation is the teachers preparation in the methods class. It is in the methods class that the students can see their teachers modelling the use or lack of use of the technology. The use or lack of use of the new technologies may widely affect the students in future as regard whether to use them or not. CHALLENGES OF DIGITAL LEARNING The information on any subject which has been put on the web need to be transformed to knowledge at some stage for it to be made useful. As suggested by Mehdi (2004) it can be extremely easy and quick to transfer information from one place to another, it is often very difficult and slow to transfer knowledge from one person to another .There have been devised several methods to ease the process of conversion of information to knowledge, digital age has enabled swift transfer of information and now strives to produce faster ways to convert it to knowledge. Teresa John (2007) talked about the various evolutions in digital learning like word-processing, hypermedia, Computer-mediated Communications, New Literacy Studies, Digital Archives and Information Literacy. The best effective method for this conversion cant be defined as learning ability differs from person to person and different tools produce different results in individuals. We usually tend to divide these groups based on age, country or technical background. The various needs for direction of development in the field of digital learning have been felt since a long time. We cant expect every individual to respond in a similar manner to tools that are available for digital learning. Therefore different tools and teaching methods are required for different groups of people which can be implemented with the help of human computer interaction (HCI) as emphasized by Bee Laurel (2004). Another issue is the awareness to all new tools which can be helpful to a learner which can also be done with human computer interaction. Also a matter of concern is that there still exists a small population who is completely devoid of digital learning even if they can afford it. This is largely because of various myths and unawareness. As marked by Guerra, Alfonzo, Suarez, Hernandez Milan (2007) teaching aids have moved from blackboard to projector transparencies and then to video projectors and PowerPoint. The teachers are u sually not able to produce very effective multimedia or other forms of digital learning. This is quite obvious as we cant expect every teacher to be a multimedia expert. The Development of various tools was done so as to enable the learners to acquire he knowledge easily. Another issue is the capital required for the spreading awareness, conducting workshops, providing training and releasing new education tools and multimedia products for learning. PERCEPTION ON DIGITAL LEARNING To successfully create digital learning program, we need to ensure that value really is there and it is in concrete terms. That means we need to sell learners on the truthful proposition that participation will provide benefits worth the time and effort. The curriculum needs to be the point of reference for creating an effective digital learning. Doing so will stimulate vital motivation and give the program a chance to succeed (Allen, 2003). Bad digital learning perception may be due to lack of understanding, lack of communication, and lack of trust or conflicting agendas in appropriate use technology. Some goal coaching and awareness exercises are probably needed to strengthen peoples perception (Allen, 2003). It is important to realize that learners are both emotional and intellectual; and emotions have much effect on peoples perception and what they do. In some digital learning studies conducted in developing countries, it was found that lack of vision and framework in implementin g digital learning lead to a failure of these digital learning projects (Kizito Bijan, 2006; Pal, 2006). Lack of both technical and social skills required for implementation contributes to the failure of some projects. If learners cannot use adaptive tools they might feel ashamed and this affects perception. When learners feel ashamed and guilt it is because they are sent in environment in which they are not entirely pleased. The feeling will influence their study situation, as well as the whole learning process and this result in negative feedback, which may reduce concentration and motivation (Ostlund, 2005). Digital Learning Models Horn Staker (2011) offers this summary of various digital learning models: Face-to-Face Driver This approach retains teachers to deliver most of their curricula in a traditional brick-and-mortar school setting. The teacher deploys online learning on a case-by-case basis to supplement or re-mediate, often in the back of the classroom or in a technology lab.   Rotation   The common feature the rotation model is that students rotate between learning online in a one-to-one, self-paced environment and in a traditional classroom. The face-to-face teacher usually oversees the online work.   Flex   Programs with a flex model feature an online platform that delivers most of the curricula. Teachers provide on-site support on a flexible, as-needed basis through in-person tutoring sessions and small group sessions. Many dropout-recovery and credit recovery blended programs fit into this model.   Online Lab The online lab model relies on an online platform to deliver the entire course, but in a brick-and-mortar lab environment. Usually these programs provide online teachers. Paraprofessionals supervise, but offer little content expertise. Often, students who participate in an online lab program also take traditional courses.   Self-Blend The most common version of blended learning is the self-blend model, where students choose to take one or more courses online to supplement their traditional schools catalog. The online learning is always remote, which distinguishes it from the online lab model, but the traditional learning is in a brick and mortar school. All supplemental online schools that offer a la carte courses to individual students facilitate self-blending.   Online Driver   The online driver model involves an online platform and teacher that deliver all curricula. Students work remotely for the most part, Face-to-face check-ins may   be included. Some of these programs offer brick-and-mortar components as well, such as extracurricular activities. THE NEED FOR DIGITAL LEARNING IN NIGERIA TERTIARY INSTITUTIONS The world is advancing at a rapid rate. Events have moved to the electronic stage with the computer at the centre. This development has brought a lot of innovation and revolution into teaching and learning. The 3Rs (reading, writing and arithmetic) which forms the nucleus of the old system of education has witnessed series of literacy reforms. The world is now in the age of information technology or computers age; hence, there is a need to keep abreast of time. One of the ways of achieving this is through the introduction of computer education in our institutions of learning (Ajibade, 2006).

International Logistics Essay -- essays research papers

Logistics is the designing and managing of a system in order to control the flow of material throughout a corporation. This is a very important part of an international company because of geographical barriers. Logistics of an international company includes movement of raw materials, coordinating flows into and out of different countries, choices of transportation, cost of the transportation, packaging the product for shipment, storing the product, and managing the entire process. The concept of logistics is fairly new in the business world. The theoretical development was not used until 1966. Since then, many business practices have evolved and logistics currently costs between 10 and 25 percent of the total cost of an international purchase.   Ã‚  Ã‚  Ã‚  Ã‚  There are two main phases that are important in the movement of materials: material management and physical distribution. Materials management is the timely movement of raw materials, parts, and supplies. The physical distribution is the movement of the firm’s finished products to the customers. Both phases involve every stage of the process including storage. The ultimate goal of logistics is to coordinate all efforts of the company to maintain a cost effective flow of goods.   Ã‚  Ã‚  Ã‚  Ã‚  There are four logistics concepts: the systems concept, the total cost concept, the after-tax concept, and the trade-off concept. The systems concept is based on all functions of a organization working together in order to maximize benefits. This concept sometimes requires certain components of the organization to operate suboptimally in order to achieve maximum goals of the system. The total cost concept is based on the systems concept, however goal achievement is measured in terms of cost. A variation of the total cost concept is the after-tax concept. This goal of this concept is after-tax profit. This concept is becoming very popular because of the many different national tax policies. The trade-off concept links the system together in a way that is very efficient, but can have trade-offs that might be inefficient. The advantages of such high efficiency must be weighed against the risk involved.   Ã‚  Ã‚  Ã‚  Ã‚  One of the largest obstacles of international logistics is geography. The distance and manner materials must be shipped is the most important step in inte... ...anagement is based on the fact that a company needs to have a division that helps control the local-adaptation needs. Dealing with different cultures requires input from the local branch. The managers that deal with the cultural differences on a daily basis normally know what works and what doesn’t.   Ã‚  Ã‚  Ã‚  Ã‚  Outsourcing is the final option for logistics management. When this happens, transportation firms concentrate on logistics, and the company can concentrate on it’s production. There are many cost savings using this type of program, however that lack of control can negatively effect many companies.   Ã‚  Ã‚  Ã‚  Ã‚  International logistics requires many different options and requirements to be met in order for a company to operate internationally. It’s like a big puzzle that must be put together, in order for all the goals to be met. As described above, there are many options to consider, and sometimes what appears to be an option really isn’t. It is not difficult to hit a road block, and you must start over with a new plan. Once the logistics plan is in place, you must constantly look for improvements in order to maximize profits and goals.

Mary Warren :: essays research papers

Mary Warren is an important character in Arthur Miller’s play, THE CRUCIBLE. Much of the action in Act III revolves around Mary’s testimony in court. She is a kind and basically honest girl who tries to do the right thing, saving her friends from harm. However, throughout Acts I and II, Mary is a follower who allows Abigail Williams to negatively influence her good judgment. To make matters worse, Mary is terrified of Abigail’s threats. Because of her weak will, the reader isn’t certain if Mary will maintain the courage to help John Proctor to win his court case in Act III. Mary Warren’s basic goodness is demonstrated on many occasions. She has been hired by John Proctor to help his wife Elizabeth with household chores. Mary proves to be a kind girl who gets along well with Mrs. Proctor. Although Mary has become a court official in Salem, she still gets up early in the morning to clean the Proctors’ house. While in court, Mary passes the time by making Goody Proctor a present of a small rag doll called a poppet. Upset by the court proceedings, Mary tells Mr. Proctor that she is "all shuddery inside" because Goody Osburn will hang. When the poppet becomes false proof of witchcraft against Elizabeth, Mary willingly explains that the poppet is hers. She also makes a vain attempt to comfort John Proctor as the court officials drag his wife away in chains. A basic sense of honesty is another of Mary Warren’s traits. In Act I she goes to Salem to convince Abigail to tell the truth about what really happened in the woods. When the witchcraft scare gets out of hand, Mary joins Abigail and the other girls in falsely accusing women of being witches. These false accusations are motivated by hysteria. There is evidence that Mary really believes that the women in court are bewitching her. She tells the judge that she thought she saw spirits. The other girls were screaming, and before she knew it, Mary was screaming with them. When she realizes that there are no spirits, Mary is willing to be truthful. After Elizabeth Proctor’s name is brought up in court, Mary Warren defends her against the accusation. At the end of Act II, the reader hopes that the basic sense of honesty will remain strong enough to allow Mary to testify on behalf of the accused women in Act III.

Where does the order Lie :: essays research papers

Where does the Order Lie? The social and political orders of William Shakespeare’s Measure for Measure and Merchant of Venice vary, but still exhibit firm criticisms of the role of government within society. The conclusions of both of these plays return to their original order and the characters are resolved in their own ways. Measure for Measure gives the most demanding criticism of the role of political order out of most of Shakespeare’s plays. Through the actions of the Duke and Angelo, Shakespeare reveals the two distinct sides to patriarchal political order, punishment and forgiveness. Merchant of Venice shows the social order by the conflict that occurs between Shylock and Antonio. Through their conflict and eventual resolve, Shakespeare once again reveals his own personal criticisms of the justice system and a skewed image of the middle-class social order. Both of these plays represent different orders within society and also exhibit changes within them as the play progresses. The transfo rmation and the eventual restoration of political and social order in these two Shakespeare plays provide certain similar criticisms about the role that order plays within the confines of society.   Ã‚  Ã‚  Ã‚  Ã‚  The political order in Measure for Measure is a strong, yet unstable patriarchy led by the Duke. The Duke orders Antonio to take his place and carry out Vienna’s â€Å"strict statutes and most biting laws† (1.1.19). These â€Å"strict statutes† and â€Å"laws† were obviously not carried out in the time of the Duke’s patriarchal reign over the city of Vienna. The Duke’s city is falling apart and is filled with sin and lechery. He gives his powers to Angelo, and according to the Duke, â€Å"Lent him our terror, dressed him with our love,† (1.1.20), signifying that there is only two ways to restore order, through passive forgiveness, or harsh punishment. These two very important aspects of the play are the essence of a patriarchal society in which Shakespeare criticizes throughout the play. Angelo represents the patriarchal order, and when he needed to he passed his power down to his deputy, which signifies a change in the political order in the play. By the conclusion of the play, the patriarch returns and everything returns back to the way it was at the beginning.   Ã‚  Ã‚  Ã‚  Ã‚  The original order in the beginning of Merchant of Venice lies within the conflict of the two characters, Shylock and Antonio. These two represent the social order that Shakespeare is criticizing throughout the play.

Managing Resources Essay

The learning resource I have chosen is actually also used as an ice breaker for a lesson and then used to build on students communication, reading and understanding skills. The task is used to put students under a time constraint to complete a task of ready and answering simple and possibly trick questions in a short time frame. This resource is not used in a way to trick students but used to then get them to reflect on their ready and interpretation of a question. For example, the first part of the document tell them what they must do and this also asks them to use the space before the number to write their answers. Many students do not do this and proceed to write their answers at the end of the question. When a student is under stress, they may be able to learn skills in much less than the â€Å"usual† time. This is the theory also used in military basic training. It is known as ‘Quick Learning Under Pressure’, it reduces the time it takes to learn a skill through study. This theory has been interpreted under many different ways and Ann Dupuis suggests that under pressure students will gain new skills without taking time to study. Her theory goes onto describe how a Physician caught on a battlefield will under pressure help other people and learn surgery to assist other. I feel this adapts itself to my resource. Many students do not know how to adapt their skills under a timed period such as an exam and placing them under pressure for a short period of 5 minutes will get them later to reflect on their actions. This learning resource however may not be suitable to all students and it is not always used where I am aware of slow reader or maybe people who suffer with dyslexia. The choice to use this is based upon group dynamics and ability. When I thought of designing this resource I took into account how learners who complete this task can reflect on each question and question other peer group member answers. This then is reflected within Kolb’s idea on the learning cycle. Kolb works on a four stage cycle of Concrete Experience, Reflective observation, Abstract Conceptualization and Active Experiment. The experience side of things is the student actual having to complete the task. The reflective observation is covered by completed a group review of the answers. So at the end of the 5 minutes I will lead the students through the questions and statement finding out the students answers and getting them to reflect both personally and as a group on what they had originally written. Now they are reflecting are they changing their mind about the answers? Do they see their initial error when reading the question? The 3rd stage Abstract Conceptualization is then covered by the students looking at the task and ideas or concepts of others around them. The other student interpretation of the questions. The student will then process this information and is able to make a more informed decision. Final the Active Experiment part. 9/10 students want a copy to take a way and try on friends and family so they can put their new skills or understanding into practise of others. This theory is adapted from Kolbs 2006 theory which he updated added extra reasoning behind the 4 main stages. The learning resource once we have gone through the answers can now have the idea and new acquired skills in practising exam questions or exam papers under timed conditions. It also teaches the students not to read something once and immediately think the understand what is being asked of them. When I am moving on from this learning resources onto practise exams I am conscience of the different learning styles I have in the room. I have to ask myself what type of learning styles I have in the room. Do I have the reflector, the theorist, the activist or the pragmatist? The understanding behind this is designed by Honey & Mumford. They came up with these 4 titles. Reflectors like to stand back and look at a situation from different perspectives. They like to collect data and think about it carefully before coming to any conclusions. They enjoy observing others and will listen to their views before offering their own. Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step by step way. They tend to be perfectionists who like to fit things into a rational scheme. They tend to be detached and analytical rather than subjective or emotive in their thinking. Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards. They like working with others but tend to hog the limelight. And finally; Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. The one good thing about this resource is as long as I have it on paper to hand out (good planning) I don’t need any other resource or technology. I have used this learning resource as a back up lesson in the past when either our computer systems have gone down, or I have arrived at a venue that does not have ICT facilities of some way of showing resources on a smart board or projector. This learning resource is shared out so widely. As mentioned earlier many students ask for a copy to take away with them so I ensure I always have spares to hand to give out and share the experience. Even if it is just for fun.! The main learning outcomes are to show the students that they need to read the question carefully, even if under pressure. To look out for trick questions or two part questions. And finally extracting the information out of the question that is not relevant to exactly what is being asked of them. In relation to legal requirements, this learning resources has been adapted from a many similar styles. I have used a number of my own questions, however I have added questions I have seen elsewhere and this includes from magazine riddles for fun and other websites. This resource has been changed several times and questions replaced with what I felt where better one to get the students thinking more. This then I believe fall under my Intellectual property right. This is the ownership of ideas or work. Copyright is different as copyrighted material means information created by someone else and a you are not allowed to copy it without the owner permission which may incur costs. An easy understanding of this would be music. If I brought a cd from a store and copied it onto a blank disc and then sold it I would be breaking copy right laws as I am selling something someone else owns. This is the same with learning materials.