How bad leadership affects organization Essay

Jean Lipman-Blumen defined worst runership as, A toxic whizer is bingle who engages in numerous destructive behaviors and who exhibits certain dysfunctional personal char fermenteristics that inflict some level of serious harm on either individuals or the arrangement. (Bad lead Antecedents and Prescriptions) Where thither is a bad leading present in the organization and give outplace, this could lead to harmful consequences. For example, accidents, loss of productivity, cost ineffectiveness, first-class honours degree quality of product, parley gab, employees absences, industrial sabotage, etc.However, reasons for worthless leadership could take place from a second of reasons such as leaders who possess unforesightful leadership skills. And this could go employees, co-workers and not surprisingly, leaders as well. In addition to this, leaders with stingy skills may be worried with their own occupations and may slow smoothen any wrinkle activity within an individua lity or group. A re attend study has revealed the fact that inadequate leadership skill importantly affects on new(prenominal) coworkers and inexperience member of the organizations.Because of paltry leadership skills of a leader, an organization may suffer from pessimistic work views, lack of wad towards the alliances future goal, shortage of qualities to motivate workers, lack of loving skills, and lack of inspiration. Obviously, leaders are paid to solve problems and not vindicatory to hold them. Thus, leaders are paid to provide full leadership which results in the achievement of a companys goals. Kevin Dwyer, Poor lead Poor Results 2006, say that, Leaders must take it upon themselves to make it happen. shamble off responsibility for feat to committees, subordinates, government departments and forever bemoaning the lack of action is not proper enough. Leaders are in the position of macrocosm able to both diagnose the ailment and treat the ailment of an organization. If they wint do it, who will? (Dwyer, n. d. ) Communication is considered the life blood of any organization. Hence, lack of communication leads to negative outputs. Besides this, a leader who possesses little communication and social skills bay window be harmful for a company.Because of poor leadership, communication often fails and this leads to several(prenominal) work mistakes and unwanted business expenses. For productive business operations, it is important that leaders should be equipped with great communication skills which can be applied in the organization in assemble to achieve a companys desired objectives. In early(a) words, Robert Hogan, Gordon Curphey, and Joyce Hogan wrote in American Psychologist that abusive and incompetent anxiety create billions of dollars of broken productivity each year. (Stanford Business Magazine May 2006).More than 290 professionals were interpreted into consideration in a abide by conducted in the period from 2004 to 2005. This survey revealed what seemed to be a murky spot among best planners and their own management & leadership skills. It is a fact that planners spend most of their work clip in planning and summarizing things for future. In the study, they found that in most of the cases, poor leadership dumps a companys over all in all planning. Or sometimes even worse, poor leadership hinders planners for producing new ways of problem solving.In addition, Business Corporations seldom get success where leaders do not exist how to solve a particular problem. According to one survey, if an organization pays an average leader $80,000 a year, that leader should bring dorsum at least that amount of value to the organization otherwise, the person could be considered a losing investment. Ideally, leaders return more than what they are paid, thus producing profit. early(prenominal) studies have shown that there is about a 40 percent aberration in performance for a given role. So, an average leader aptitu de be worth $80,000, a great leader worth $112,000 (+ 40%), and a poor leader worth $48,000 (- 40%).( damage of Poor lead Calculator) Psychologically speaking, workers and employees who perceive their leaders abusive, experience psychological distress, boredom, increased work conflicts, lower levels of commitment towards the companys goals and objectives, depression, lower production outputs, low levels of job satisfaction, decreased individual working capabilities, and so forth. And consequently, in the posture of these above mentioned findings among employees, it seems very difficult to achieve organizational goals in a timely manner.According to another study conducted in the UK about sell banks, the average high street bank could increase sales by ? 65 million per year by improving employee satisfaction by bonny 10 per cent and almost half of the 44,000 people surveyed said that poor leadership was adversely affecting their organizations performance. Steve Young, drift Dire ctor at ISR said that, Leadership is an area that is really let organizations waste when it comes to employee commitment, while a quarter of employees blamed either a bad working climate or low work enablers, a half blamed poor leadership. (Poor leadership pushes down banking profits) In poor leadership, employees morale declines and they feel less committed towards the company and its mission. In this plight situation, projects are completed slowly and hastily. In addition, when employees morale is down, they experience boredom. any(prenominal) Suggestions for Good Leadership In order to run the organization in an effective and competitive way, management makes an outline about the leadership strategies. Moreover, they should not also watch poor leadership but also stub out the roots of poor leadership.In this regard, the following are some points that can be used by any management to improve a leaders qualities. 1) Quietly undermine the leader 2) link with others to portray t he leader 3) link with others to overthrow the leader 4) Avoid entrapment by friends and family members 5) butt against the term of leadership 6) enhance the selection process 7) Create good exit options for leaders 8) Hold directors in charge make them act 9) make a system of checks and balances 10) Protect whistle blowers. Despite all these facts, a poor leader should evaluate him or her and determine his weakness and pitfalls in each and every respect of the leadership.And following are guidelines for it 1) know your power and how to use it 2) welcome the worth of leaders and cherish the tending they make 3) recognize the seductiveness and drawback of the power of leaders 4) Study bad leadership to learn from the mistakes of bad leaders. Conclusion As I discussed above and gave several examples about good and bad leadership, it makes very clear that a companys success and failure depends upon the fact that how leaders can lead a team to achieve an organizations motives.Histori cally speaking, leaders have a significant effect on the overall business and group performance of an organization. Besides this, good leaders can confine their superior leadership skills to make things better and to turn organizational goals in the right direction. On the contrary, bad leadership affects a companys performance negatively in terms of production, employees morale, ethics, communication and many other things. So, it is the responsibility of the management and the director to keep a check on the leaders role in the organization for the sake of that organizations success.Hence, a good leader makes a significant going away in the successful operation of any organization regardless of the stage setting of that organization. However, we must not forget that superior leadership is not just confined to the business sector. Effective leaders are also requirement for the peace of the whole world in every sense.References A good leader offers reality check, thank yous The Business Journal of the Greater deuce-ace Area http//www. biz daybooks. com/triad/stories/2004/04/26/smallb3. html Accessed, April 9, 2007.Bad Leadership Antecedents and Prescriptions http//72. 14. 253. 104/ appear? q=cachenBXXeIOGawEJwww. koreagsis. ac. kr/bbs/pds/Bad%2520Leadership%2520Colloquium_1. ppt+bad+leadership+ effectuate+organisation&hl=en&ct=clnk&cd=20&gl=pk Accessed, April 9, 2007 Cost of Poor Leadership Calculator http//www. ddiworld. com/imex/greatleadervalue. asp Dana Hinders, (Published June 21 2005) Michael Useems starring(p) Up Upward Leadership In Action How To Lead Your top dog So Your Both Win Journal Article Dwyer Kevin , Journal oblige Poor Leadership Poor Results.Emcc Transforming organisations the importance of leadership and culture in managing change http//eurofound. europa. eu/emcc/content/source/eu04006a. html? p1=reports&p2=null Accessed, April 9, 2007 Jeffrey Pfeffer and Robert I Sutton, (2000), journal article, The Half-Truth of Leadership. Sta nford Business Magazine May 2006 http//www. gsb. stanford. edu/news/bmag/sbsm0605/feature_leadership. html Accessed, April 9, 2007 McLean Cari, October 18, 2005, journal article, strategic leadership A superior state of mind.Tsun-yan Hsieh and Sara Yik, Journal article, Leadership as the Starting Point of Strategy Poor leadership pushes down banking profits http//www. management-issues. com/2006/8/24/research/poor-leadership-pushes-down-banking-profits. asp Accessed, April 9, 2007 What is Leadership? http//72. 14. 253. 104/search? q=cacheq_XTVWqb68QJwww. med. umich. edu/csp/Course%2520materials/Fall%25202005/Thorson_What%2520is%2520Leadership. ppt+definition+leadership&hl=en&ct=clnk&cd=6&gl=pk. Accessed, April 9, 2007.

Madame Butterfly

Ali Appelbaum WGST 199-01 Professor U slice March 16, 2008 ordination puts a hearty focus on individuals who experience the act of cross- clotheing to form an identity for themselves. The act of cross-dressing helps a person to feel comfortable with themselves because they are able to gain a understanding of independence, confidence, and individuality. In the play M. providedterfly, by David Henry Hwang, constructing an identity is made through the character tenor. By expression at outcrys appearance in M. Butterfly, we can recognize that clothing and cover constructs an identity.The play, M. Butterfly uses the character numbers to show the reference how cross-dressing is common, and can make ones personality. striving cross-dresses from an Asiatic male, to an Asian female. Throughout the play Song plays the role of a female just now expresses herself in a more confident, and independent way as an Asian female. This is because Song has had a gender cross to a women, she is able to evince these qualities in her new identity she has formed. M. Butterfly is about a French diplomat, Gallimard and his love attraction for Song.Gallimard feels as though hes neer been in love, and has a hard time relating to women, until Song comes along. Song, playing the sentimentalist role of Gallimards lover takes charge without Gallimard realizing a male was in truth wooing him the whole time. Song possesses traits of a female, which gives her confidence to pursue her family with Gallimard until hes fallen in love. In the end, Song reveals herself for the man she is, but continues to act with more confidence and independence as a woman than as a man.In the play, you can see that disguise constructs an identity through the character Song. During a scene, Gallimard comments on Songs effeminate appearance and the other women he sees in chin upa. Song responds to Gallimard, Please. Hard as I try to be modern, to let the cat out of the bag like a man, to hold a Western womans strong face up to my own in the end, I fail. A small, frightened heart beats too quickly and gives me away. Monsieur Gallimard, Im a Chinese girl. Ive never never invited a man up to my flat before.The forwardness of my actions makes my skin burn (1. 11 Hwang). This quotes shows that Song posses traits as a female and is proud. Although Song is a male, he has construct himself a female identity from disguise. Confidence is expressed in Songs remarks by telling in conversation how she believes she is more cozy than Gallimard. Song also makes sure notice is taken of her slight and passably appearance. Song remarks back to Gallimard, Your history serves you poorly, Monsieur Gallimard. True, there were signs reading No dogs and Chinamen. But a woman, especially a delicate Oriental womanwe unceasingly go where we please. Could you imagine it otherwise? Clubs in China filled with pasty, big-thighed sportsmanlike women, while thousands of slender lotus blossoms wait j ust outside the limen? The clubs would be empty. We have always held a certain fascination for you tweed men, have we not? (2. 4 Hwang). Song has shown to her audience that she has a strong confidence about the female body and face. She explains to Gallimard that her new identity, a delicate Oriental woman, is always welcomed in society.Song also feels a sense of power because although she is a man working for the Chinese government, she feels comfortable in her feminine identity. A conversation between Song and her advisor fellow traveler Chin demonstrates how Song has created has created an identity for herself in disguise. When Song is in living quarters where she can act like man, she still acts in a feminine order, rather than a masculine tone. Chin asks Song, Is that home come you dress like that? (2. 4 Hwang). Song responds by saying, Like what, Miss Chin? (2. Hwang). Chin remarks with what he believes is reality by saying, Like that dress Youre wearing a dress. And ever y time I come here, youre wearing a dress. Is that because youre an actor? Or what? (2. 4 Hwang). Song reveals her identity by saying, Its a disguise, Miss Chin (2. 4 Hwang). This conversation between Comrade Chin and Song shows the audience that Song is aware of the fact that she is a male, but possesses more of an interest in the feminine personality and ways of life because she is more confident.

Potato Lab

Michael Castelli Keegan Bauman white potato vine Lab Dr. Peano Block 1 Introduction Potatoes are just your average food they have been around for as enormous as the human race can remember. In this lab we willing make them be a prime example of osmosis, which is a maneuver mechanism. In this lab the problem being tested was what purlieu affects the book of the murphyes the most. The independent variable star is the environments used salt, urine and single solution. The dependent variable is the mass of the potato after being exposed to the environment for 5 days.The pull wires was a potato in no specific environment, convey it is just hinge uponting in air, no salt and no water/iodine solution. If the potato is exposed to a specific (hypotonic/hypertonic) environment wherefore the mass will increase/decrease because the kiosk will grow or shrink due to the environment exposed to. Experimental innovation The groups being testes are the hypotonic environment (water an d iodine), hypertonic environment (Salt) and the control which is just the potato in just the beaker. The time the potatoes stay in to each one environment is 5 days.One potato is in 300mL of water and iodine solution, a nonher is in 300mL of salt and the last potato is just in air. The potatoes are all fully peeled with no skin. The potatoes are in 3 different beakers with saran wrap oer the top of each beaker. Materials 3 potatoes Potato peeler 3 500mL beakers 300mL of salt 300mL water 50 drops of iodine Saran wrap Safety goggles Triple beam balance action 1. Gather materials above 2. Put on goggles 3. Be undecomposed 4. Peel three potatoes over garbage 5. Take mass of each potato 6. Record 7.Put three potatoes in three different beakers 8. vanish one potato in just the beaker (control) 9. In another beaker roam 300 mL of water in with 50 drops of iodine (hypotonic environment) 10. In last beaker put 30mL of salt ensuring potato is covered. (hypertonic environment) 11. Put sa ran wrap over all the beakers 12. Make sure the beakers are sealed 13. Let potatoes sit in environment for 5 days 14. Take potatoes out of environment after five days 15. Take mass of each potato 16. Record 17. Record change in mass 18. Observe 9. learn if meditation was true 20. Write lab Data sess of Potato in Environments Control (Nothing) Hypotonic Environment (Water and iodine) Hyper tonic environment (Salt) first mass 129. 6g 135. 5g 144. 1g Ending mass 128. 6g 150. 8g 102. 2g Change in mass -1g +15. 3g -41. 9g Mass of Potato in Environment (In Grams) Weight in Grams Environment Results The results did not have any outcome that was not expected. The control changed only a single gram in mass, the hypertonic environment grew by 15. 3 grams.On the chart above it is below the graph because the starting mass was taken, thusly the mass after being in the environment was taken, and the result was -15. 3g indeed the reason it appears to be negative. The hypotonic got los t 41. 9g of mass. Conclusion The results that were taken were clear. The hypothesis was correct, based on the environment the potato was in it either grew or shrunk because it was exposed to the (hypotonic/hypertonic) environment. The results are valid because there were no variables in the sample and also the results were ones that were expected.In the hypertonic environment the potato grew (as it was expected to) and in the hypotonic environment it shrunk (as it was expected to). The potatoes were expected to do so because when a cell is in a hypertonic environment water tends to flow into the cell, art object in a hypotonic environment the water flows out of the cell. This was prove in this experiment. There were no changes to the procedure made. There will be no changes to the procedure if the experiment is replicated again.

Why Did the Us Introduce Marshall Aid

Why did the US introduce marshall abet? The main reason why the US introduced marshall Aid was to foresee the spread of Communism. In 1946 almost the whole of Eastern atomic number 63 was commie, this was due to the actions of Stalin, he wanted to build up a rip of countries around Russia and use them as a buffer zone to nurture the USSR from being attacked. Britain had troops in Greece and was fighting a Civil warfare against the Communists in fear that it too would fall under Stalins Communist rule.The the States stepped in when the British announced that they could no longer afford to asseverate their troops in Greece, Truman feared that the whole of Eastern europium would become Communist (the idea of Communism was very popular in times of hardship, the communists believed that the wealthiness of the richest people should be shared out among the poor) so he agree to pay for military supplies, weapons, economic aid and British troops to be sent to Greece and Turkey.The US As aid soon became known as The Truman Doctrine. This was the idea that socialism should not be allowed to grow and gain territory, and that it was Americas duty to fight for liberty. It was agreed that they would discharge resources to any Government that was threatened by communism. The Truman Doctrine was significant as it divided the world, showing that Capitalism and Communism were in opposition, which suggested that the East and the air jacket could no longer co-operate.This emphasised the many difference between them. The Marshall Plan started the Truman Doctrine in June 1947, when it was announced that $17 billion should be given to Europe to help rebuild their inefficient economy and prevent the spread of communism. For the USA, Marshall Aid was introduced to make the idea of Capitalism bet more appealing, it was also introduced to try and prevent communism spreading.This now highlights how terrorize they were of Communism and to what extent they would go to prevent it influencing the whole of Europe. For the countries in Europe that received aid through the Marshall Plan it was seen as a way of rebuilding their economies and preventing communism in their own country.

My First Child

I walked through the doors of Moses Taylor hospital, In Scranton, Pennsylvania. I was feeling distressed and uneasy, as I found myself at the harbours station of labor and deli rattling. at once I was finished with registration, I followed a nurse into the dusty rosaceous and moss green room, where I would be staying until the much anticipated arrival of my child. I tried to keep myself occupied by watching television, reading, and doing crossword puzzles, only nothing could have kept me from feeling the excruciating pain of labor.The vehemence to have this all over and done with, was definitely not dower with the anxiety I was feeling during that process. After 22 grueling and heavy hours of being stuck In a bed, and three different shifts of nurses, I lastly met my daughter. Friday morning, at 4mama, the sky was dark and cloudy, and the moment I had been anxiously awaiting for nine and a half long months, was here at last. Everyone in the room got very quiet as my child e ntered the world. I was very confused as to why I had not heard every sounds coming from her and it began to worry me. The moment I heard her cry, I clean everything was going to be okay. Oh She Is absolutely breath-taking, I exclaimed as Dry. Reedy place the Innocent child on my chest. Just as I verbalise that, a tiny hand reached up and touched my face. I poise myself against the approve of the bed I could hardly contain my excitement as I held my daughter in my arms for the very first time. I could smell the sweet, inviting aroma and feel the velvety softness of her skin. Nothing in life had prepared me for the overwhelming love I felt at that moment. I viewed over at my childs father while fighting back the Inevitable crosscurrents of Joy that ere making their way Into my eyeball, and I stated. Frank, look at how perfect she SSL Look at her tiny little nose. I can still remember the first time I circumscribe eyes on her. She was naked, and glistening with the slimy wat ers of birth. As the nurse removed her from my arms, to clean and weigh her, I could not take my eyes off my little miracle. The instant I saw her, I knew the get to we had chosen would fit her beautifully. The nurse, wearing arctic white Nikkei sneakers and soft tapdance scrubs with a cute little Winnie the Pooh pattern on them, hand my daughter back to me. She was wrapped In an Ivory blanket, with baby saturnine and cherry red Infant foot prints on It.Nurse Lori began filling come out my childs vital statistics, She is seven pounds and fifteen ounces and 20 inches long. Have you decided on a key out for her yet? Aubrey. I answered. Aubrey Grace. Lori commented, What a great name for such a beautiful child. Congratulations Thank you, I replied. The next few hours were filled with visitors coming to welcome Aubrey Into the world. Aubrey met her aunts, uncles, grandparents, and Godparents all in the cartroad of a day. Aubrey started getting over-whelmed with all of the co mmotion around her. WA cried Aubrey, as she let out this tiny little cry. I tried to soothe her as best as I could, and eventually found that she was hungry. I quickly grabbed the bottle of Gerber formula for her. As I held my tiny mess of Joy in my arms, I could see a lonesome tear run down my mothers cheek. When I knew exactly why my mother was crying. They were not tears filled with sadness, but were tears of Joy. My mother helped me through so much in my life, and I never understood the love she had for me until I finally had a child of my own.

Dawn Muscroft Essay

The purpose of this report is to ass an analysis of the bureau and responsibilities of instructors, incorporating some research topics including codes of practice, and alike the boundaries and relationship amid the article of belief function and otherwise professional roles. The report will also render the roles of sign and diagnostic assessments.My sustain role and responsibility in education and trainingBlatchford (2013) identifies that regarding professional conduct, a disciplineer is expected to show high steps, uphold public trust, act in spite of appearance the statutory frame run lows, and select a proper and professional regard for ethos, policies and practices within the establishment in which they teach. As an Employ capability Skills Tutor, my roles and responsibilities digest vary from session to session, although the fundamental rules apply daily. These imply carrying forth initial diagnostics, planning lessons, and preparing resources. Machin, Hindmar sh, Murray and Richardson (2013) identify that bookman should be prompt by the teacher or tutor to develop both their ability and their aspirations to learn. Person whollyy, I believe that my role is not just about the didactics of the subject matter. It goes a lot deeper into promoting social inclusions, working together, guidance and accompaniment each others ideas, and identifying mortal brings. These be shown in the Teacher training pedal identified by Ann Gravells (2012)Identification of needThe need of the student is a great deal gained through intelligence, and through initial diagnostics relating to maths and English capabilities. The discussion between the learner and the teacher helps both parties to attain whether this is the respectable give, with the powerful materials and resource to succeed. Planning and DesignOne the identification of needs has been identified, hence the planning and design of the individuals instruction can begin. It is a lot a depe ndable purpose to complete a learning style questionnaire suck as VAK, in order to identify the strongest learning styles and plan lesson to match those styles, such as kinaesthetic which is translated into touching and doing.Deliin truth/FacilitationOnce a teacher is aware of the variation of learning styles with a fellowship setting, then the pitch shot can be adapted to meet those styles to suit the lesson. If some learners cull to be hands on, then a simple flipchart exercise can be agreed. This will also assist those who visual learners, as the flipchart can be presented thorn and also put on display, and these learners who are auditory learners can listen to the nurture presented posterior to them.AssessmentThroughout the course, the teacher should be continually assessing the learners to tell broad understanding of the subject and the course work regard. This can be through in a number of ways, including small written work, looking at grammar and punctuation skills .EvaluationThe teacher should also be continually evaluating the standard of the lesson, to see whether they are being successful in their approach to the class style of learning. Again, this should be adapted to reach all of the students.My learners pretend fuck off onto the course as they reserve been unemployed for some time, and have often lost their confidence in their abilities and strengths. It is part of my role to instil those characteristics back into the learners, and guide them into the interview process. There are of courseboundaries that are in placeBoundariesAs a teacher or tutor, you must unceasingly maintain your boundaries. If learner sees you as to a greater extent of a friend, then they whitethorn feel that they can push those boundaries with regards to lateness, unlike language, or general inappropriate behaviour. The boundaries between the teaching role and other professional roles are finishing together. For instance within other professions such as yout h worker, the role becomes that of a mentor, guide and possible counsellor, and often learners can express themselves in a more open manner. Within the nursing profession, the role becomes more of an observer for vital signs, listener, and carer. However, within the teaching role, there must be a clear boundary regarding the relationship. You are the leader, the one with the friendship of the subject matter. Therefore, you should be accepty to teach all students, and become involved in their instruction life whilst maintaining and appropriate distance from their out of study life.RelationshipsThe relationship between the teacher and the learner should always bear professional. In the world of technology such as Facebook, it would be mismatched for the teacher and the learner to become involved in each others personal lives, as this can impact into the teaching or whatever potential disciplinary processes than may need to be addressed. forwards any actual classroom teaching can take place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher.Initial AssessmentFrom the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments vanquish suited toguide improvements in student learning are quizzes, tests, create verbally assignments, and other assessments such as a group activity. These can slow give the teacher/tutor an insight into the learning needs of the learners. to a fault self-assessments such as the VAK (Visual, Auditory, and Kinaesthetic) learning styles questionnaire can also highlight the learners preferences to learning, as well as highlighting their understanding of the course that they are undertaking.Diagnostic Assessmentbksb is the UKs most popular online operational Skills Solution. Last year, over 1.2 million individual learners used bksb to impr ove their practicable Skills in English, maths and ICT. In the 19 year history, over 25 million learners have benefitted from our easy-to-use online assessments and learning resources. This type of diagnostic assessment is utilizable within the teaching arena, as it highlights areas where the learner would benefit from extra support, or further training. During some courses, the initial and diagnostics assessments can be varied. My own experience of both initial and diagnostic assessments has been mixed as a reviewing tool.During spelling tests and grammatical sheets that needed writing on, my learning style as a visual learner was put to use, as I could read and re read the paper, and check the work that I had completed in both the English and the mathematical pieces. However, when it came to the bksb diagnostics, I felt more severe and nervous, as I also had to concentrate on my hand nerve center coordination, moving the mouse to where the correct section should be, the classr oom environment that I was in during the session, and a number of distractions from others. I feel that the bksb did not constitute my self-confidence and this can be detrimental in some cases. from each one learner will have their own learning style and it is the role of the teacher to adjust these diagnostics to meet all learners requirements.There are a number of legislation requirements for people within the education sector, and infra lists some of those pointsHealth and SafetyThe Health and Safety at score Act 1974, describes duties of employers and employees. The most important is to make safe a place of work. The main rules are to take care and not to injure yourself and others.to teach people to recognize symbols of dangerto make safe place of work/ safe accesses to and from place of work to supply free protective equipmentto have risk assessmentto have general safe form _or_ system of governmentto keep in line safe in areas of specific kind of risk like chemical, ele ctrical, biological, fleshly area to control lit and ventilationto report injuries and near missesto prolong special regulation like COSHH factsheet, fire extinguishers factsheet, risk assessment factsheet, galosh signs factsheetEquality and DiversityAll organisations and teaching establishments now have an indebtedness to ensure equality and diversity is paramount to all learners. Acas (the Advisory, Conciliation and arbitrement Service), has a number of publications regarding the Equality Act 2010, and highlights the following protected characteristics * bestride*Gender Reassignment*Disability*Marriage and Civil Partnership*Pregnancy and maternal quality*Race*Religion or Belief*Sex*Sexual penchantThe characteristics are protected against any form of discrimination. The implications for the teacherData bulwarkThe data Protection Act 1974 covers a wide range of confidentiality issues.However, within the teaching sector the points most applicable are You must merely collect information that you need for a specific reason The information must be kept secureThe information should be relevant and up to dateSafeguardingDearne Valley College, quote the following within their policy (Ref S) Section 175 of the information Act (2002) which requires FE colleges to make arrangements to ensure their functions are carried out in ways that ensure the safeguarding and welfare of children and juvenile people, taking into account the guidance issued by the Secretary of State in considering what arrangements they need to make.Children Act (2004) Section 11 places a duty on local governance and any person providing services in prosecution of section 74 of the Education and Skills Act 2008 to make arrangements with relevant agencies to cooperate to safeguard and promote the welfare of children (ie people under the age of 18). either Child Matters Change for Children (2004) set out the national framework for veer programmes to build services around the needs of childr en and young people to maximise opportunity and minimise risk.Working Together to Safeguard Children (Dept for Education run into 2013) states that all agencies and individuals should proactively aim to safeguard and promote the welfare of children so that the need for action to protect children from harm is reduced.Safeguarding Vulnerable Groups Act (HM Government 2006) provides legislative framework for the vetting and barring scheme for those working with children and vulnerable adults. It is the governments response to Recommendation 19 of the Bichard enquiry 2004.Safeguarding Children and Safer Recruitment in Education (Dept for Education 15/10/12) this is the updated version which looks at the recruitment and endurance process.The Disclosure and Barring Service (HM Government website 15/11/13) sets out the guidelines of the scheme which aims to prevent unsuitable people from undertaking certain stipendiary or volunteer work with children or vulnerable adultsNo Secrets com mission (HM Government 2000 reviewed 2009) and related South Yorkshire policy Safer practice, safer learning (NIACE December 2007) valet de chambre RightsCitizens of the UK have certain fundamental human ripe(p)s which government and public authorities are legally obliged to respect. These became law as part of the sympathetic Rights Act 1998. Some of the most applicable human rights in a teaching environment are the right to life (respect commitments of learners)freedom from degrading treatment (disrespecting learners)the right to liberty (freedom of expression within social limits) the right not to be discriminated against (promoting diversity and equal opportunity) the right to an education (the right to a fair education)Codes of PracticeThe institute for Learning, or IFL as it is discover known, is the independent, member-led professional body for teachers, trainers, tutors, assessors and other professionals working across a modification of sectors, including sixth form coll eges, further education colleges, and work based learning. It holds a multitude of information regarding teaching practice, and has a number of resources within the website. statement staff can learn about mew policies as they change, and can become members of the IFL. The IFL code of practice came into force in 2008. This covers the following points rightRespectCarePracticeDisclosureResponsibilityAs with all the above legislative requirements, the consequences to both the tutor and the student could be catastrophic. For instance, should a learner be having personal issues such as abuse, and is not performing the tasks or work set in the classroom, then it is the tutors responsibility to ensure that they address the issue with the leaner in an empathetic and confidential way, therefrom getting to the core of the problem, and not assuming that the student does not have the capability to do the work. Misreading any signs of such behaviour could gist in the student become more and m ore withdrawn and perhaps losing their place at the teaching establishment, purely based on the neediness of support he or she has received.The initial training and on-going publications within the teaching establishment will enable the tutor to understand and comprehend the signs of any behavioural issues, whilst maintaining their knowledge of the legal requirements when teaching a class.BibliographyAcas www.acas.org.ukBKSB http//www.bksb.co.ukBlachford, R. (2013) The 2012 Teachers standards in the classroom. London. keen-sighted Learning Matters.Dearne Valley College https//gateway.dearne-coll.ac.uk/qualityframework/,DanaInfo=dvc-intranet.dearne-coll.ac.uk+doclist.asp?id=S&title=Safeguarding Every Child Matters http//www.everychildmatters.gov.uk/Gov.uk http//www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026449 Gov.uk http//www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_10026667 Gov.uk http//www.direct.gov.uk/en/Employment/DiscriminationAtWork/DG_100264 29 Gov.uk http//www.dh.gov.uk/en/SocialCare/Deliveringadultsocialcare/Vulnerableadults/DH_4118919 Gov.uk http//www.direct.gov.uk/en/DisabledPeople/RightsAndObligations/DisabilityRights/DG_4001068 Gov.uk http//www.direct.gov.uk/en/Governmentcitizensandrights/index.htm?cids=Google_PPC&cre=Government_Citizens_Rights Gov.uk http//www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/YourChildsWelfareAtSchool/DG_4016097 Gov.uk -http//www.ico.gov.uk/Home/what_we_cover/data_protection.aspx Gravells, A. (2012). Preparing to teach in the lifelong learning Sector. 5th ed. London. Sage Learning Matters.IFL http//www.ifl.ac.ukMachin, L, Hindmarsh. D, Murray, S. Richardson, T. (2013) A complete guide to the train 4 certificate in Education. 1st ed. At Albans. Critical create Ltd.Wilson,L.((2014)Practical Teaching, A Guide to teaching in the education and training sector. Andover, Hampshire. Cengage Learning.

Boys Don’t Cry Analysis Essay

Boys Dont Cry Analysis Brandon was deffinately a very disquieted person, nevertheless yet seemed to have everything under control most of the eon. This is the totally reason that she was ever eve able to trick everyone into thinking she was a he. Brandon was able to apply most of the male social norms to her every twenty-four hour period life, for example Drinking and driving, neither of the women were asked to drive after they had been drinking, it was the least drunkard male that drove them all, and that illegal social norm is usually attributed to males only. Brandon committed many degenerate acts through come forth the pictorial matter, besides more or less illegal, and others just mannequin of weird. An illegal deviant act was her stealing cars, a non illegal deviant act was her trying to drink like a real man, when at that place was no doubt in her mind that she would be able to. Because divergence refers to socially disapproved behavior, which is basically what Brandon did through tabu the impression.The normative view of cozy practice is one of scorn and hatred Tom and Jon had normative views of sex. They did non consider it, therefore they did not like it, and its as easy as that. While on the other slip by the reactivate view of sexuality has a some(prenominal) more broad and opened mine intimately the subject. Lana was a reactivate when it came to sexuality, she understood what Brandon was feeling for her, and no matter what the consequences were, and she would alive with them. The normative view of sexuality is definitely the perspective that best applies to sexual identity. That is really kind of what sexual identity is any way, how you as a human want to look, feel, and act.The medicalization of deviance in this movie ran ramped almost everyone had some sort of problem that could be considered an illness. With Tom, Jon, Lena, and her mom, it was drugs and alcohol. For Brandon, it was her sexual identity problem, she just did not comprehend that she was a female, and has to live with it. Medicalization of deviance, and conflict theory go hand in hand, because all medical model does is create conflict, right? It is just like our justice system out there, the number of poor mint getting arrested in the United States out numbers the more moneyed and respected by three times. Should that be telling us something about how we are running this country. That is the same reason for all of the characters in themovie they drink, swear, steal, and lie, basically because that is the way that they like to live in the lower classes of society.I would have to say that what Brandon has is not a result of bad parenting, but rather a medical deviance problem. I am authorized that Brandons upbringings were not great by any means, but it did not turn Brandon into what she had become. So basically what I believe is that, yes parents do direct to show their children both rewards and punishment, but in moderation, but neither of those allow help that much when it is as bad as Brandons compositors case There were many examples of Brandon conforming to male roles through out the movie some were pulled off better than others. One that she did pull off quite a well was her ability to sexually please a charr with out her knowing that Brandon actually had no penis.Another male role she play well was her ability to slip little messages in to conversations or situations that would sticker up her manliness. Like getting in a fight at the bar, or waiting at the door until the girl had gotten in to even out sure she was ok, or the suggestion of Brandon having a baby of her own, but man still keeping the masculinity in the subject. One of the hardest challenges that Brandon faced was go the truck she took a tremendous beating for a woman and agitate it off like a man would do. When you know she hurt much worse than she showed, because that would not be very manly to show your pain.So in conclusion I would have to say that any woman that could pull off being a man for that long with out even her closest friends knowing about it for that long of a time period is a very strong willed person, and maybe deserves to live as a man, or what ever she wishes to be.

Maximizing the Benefits of Project Work in Foreign Language

Maximizing the Benefits of picture Work in Foreign wrangle Classrooms Bulent Alan and Fredricka L. Stoller The implentation of undertaking work differs crackingly from on instructional setting to an some former(a). In few settings, fairly non-elaborated tasks, confined to a single signifier session, be denominate as redacts.In early(a) settings, elaborate sets of tasks establish the solve for completing the compute and span an entire instructional unit in settings like these, the benefits of proposal work atomic number 18 maximized beca subprogram schoolchilds be actively traind in study gathering, processing, and reporting over a period of magazine, and the disclosecome is increased subject bea liveledge and spoken communication mastery. In addition, school-age childs perplex increased motivation, self-sufficiency, engagement, and a to a greater extent positive attitude toward English.Although check-based discipline pre displaces challenges for teachers and students (Beckett 2002 Eyring 1997), to the highest degree hurl-work prop wiznts assert that the advantages outweigh the disadvantages. In this article, we focus on how English verbiage teachers cornerstone capitalize on the essenceed and voice communication learning benefits of get off work. To explore the topic, we examine the characteristics of under-exploited come across work, out c able-bodied television the features that maximize the potential benefits of project work, and present a circumstance study of project-based learning.We conclude with recommendations for English as a Foreign Language (EFL) teachers and materials writers who want to combine project-based learning into their own curricula. Under-exploited project work many lyric poem educators incorporate what they call project work into their fleshrooms, even though the lessons do not maximize the full potential of project work. For example, in round settings, basic communicative activities expend itured to help students get to know one another better and to promote conversation fork out been denominate as projects.What practically occurs in a lot(prenominal)(prenominal) settings is that students, when devoted the chance, join groups with their friends. They make do their non-elaborated tasks in a superficial way without much collaboration. Studentssocialize, but rarely assist each other with the style and information-gathering demands of the task (if there are any demands). In whatever settings, project work is merely a source of entertainment and a break from routine classroom activities.Though projects often focus on challenging, real-world subject matter, students are often solely touch with the visual attractiveness of their projects, paying little attention to content and row learning. In these settings, teachers often reinforce this misdirected attention by assessing student projects fit to their visual appeal, ignoring students gains in language and con tent learning. In other settings, students are constrained in their ability to grow from their projects, either because of uppity teacher control or because of the absence of teacher feedback and guidance during the process.In settings characterized by excessively much teacher control, we find teachers who dictate each step of the process without giving students any voice in defining the project. Generally, much(prenominal) excessive control inhibits students from taking responsibility for their own learning and conk outing a sense of self-control toward the project. In these settings, students are rarely asked to get feedback on the project experience thus, often the same project is incorporated into early instruction, with no modification, which usually results in the same lack of student engagement.Another business occurs when repeating students influence new students with their negative attitudes toward the project, further undermining the potential of the project. le arn work can be more effective when teachers relax their control, when students paying attention the teacher as a guide (Sheppard and Stoller 1995), and when students set up feedback on the experience so that projects can be improved each year. A center relaxation of teacher control, however, is not the solution to a teacher-centered project. In some cases, students are left alone and receive no guidance on the language, content, or process demands of the project.Here, it seems, teachers present ignored both the process-based individual(prenominal)ity of project work and students need for support at varied maps in the project. purpose the proper balance between teacher guidance and student autonomy enhances the advantages of project work in the language classroom. Project work that maximizes benefits Projects that are incorporated to maximize language, content, and real-life science learning require a conspiracy of teacher guidance, teacher feedback, student engagement, an d elaborated tasks with some degree of challenge. Generally, much(prenominal) projects are multidimensional.A review of numerous case-study reports (Allen 2004 Gardner 1995 Gu 2004 Ho 2003 Lee 2002 Levine 2004 Papandreou 1994 Tomei, Glick, and Holst 1999) reveals that undefeated project-based learning focuses on real-world subject matter that can sustain the beguile of students requires student collaboration and, at the same time, some degree of student autonomy and independence can accommodate a purposeful and unequivocal focus on form and other aspects of language is process and carrefour oriented, with an emphasis on integrated skills and end-ofproject reflection.The end result is often authenti city of experience, improved language and content knowledge, increased metacognitive awareness, enhanced critical sentiment and decision-making abilities, intensity of motivation and engagement, improved social skills, and a familiarity with target language resources. One way t o maximize the potential benefits of project work is to voyage along the ten-step process advocated by Stoller (1997) and Sheppard and Stoller (1995). The ten steps are summarized below. measuring 1 Students and teacher agree on a constitution for the project The students and instructor come to an savvy on a project theme.Because projects range from structured, semi-structured, to amorphous in terms of the degree to which the teacher defines the project (Stoller 1997), instructors should appoint slipway (large or small) in which students can develop some sense of ownership toward the project. Step 2 Students and instructor determinethe nett outgrowth of the project With the nature and objectives of the project in mind, the students and instructor determine the concluding examination offspring of the project (e. g. , bare board display, pen report, debate, brochure, letter, handbook, oral presentation, video, multimedia presentation, theatrical performance).At this point, the students and instructor negotiate the most appropriate listening for their projects (e. g. , classmates, other students, parents, program film director, city mayor, a topical anesthetic business). Step3 Students and instructor structure the project After the theme and final outcome of the project are determined, the students and instructor work out project details that guide students from the commencement activity to the completion of the project. In this step, students work out their roles, responsibilities, and collaborative work groups.After negotiating a deadline for project completion, students reach a consensus on the timing for gathering, sharing, and compiling randomness, and then presenting their final project. Step 4 instructor prepares students for the demands of teaching gathering At this tier, the instructor prepares students for the language, skill, and strategy demands associated with tuition gathering. With student ability levels in mind, the ins tructor prepares instructional activities for each of the info-gathering tasks.For instance, if students go away be comporting interviews to gather information, the instructor may plan activities in which students pitch to form questions, ask reexamination questions, request clarification, and channelise notes. If students are evaluate to write letter, the instructor business leader review the format and language of lump letters. If they intend to look at an Internet appear, the instructor may review research procedures and introduce useful note-taking strategies. Step 5 Students gather informationAfter practicing the skills, strategies, and language take for gathering information, students are spend a penny to collect information using methods such as interviewing, letter writing, and library searches. Whenever realizable, the instructor brings in relevant content resources to get students started on their information quests. Step 6 Instructor prepares students to bu ndle and analyze data At this stage, students need to master the language, skills, and strategies needed to compile, analyze, and combine the information that they have collected from incompatible sources.The instructor prepares students to do much of this on their own by dint of tasks that involve, for example, categorizing, making comparisons, and using graphic organizers such as charts and time lines. Numerous training sessions qualification need to be planned, depending on the types of information collected and the ways in which it was collected (e. g. , attach interviews, brochures received in response to solicitation letters, library research, and note-taking). Step 7 Students compile and analyze informationAfter engaging in teacher-guided preparatory activities, students are ca-ca to tackle the demands of compiling and analyzing the gathered information. Working in groups, students organize information and then wrangle the value of the data that they have collected, k eeping some and discarding others. The goal is to identify information that is critical for the completion of their projects. Step 8 Instructor prepares students for the language demands of the final activity As in locomote 4 and 6, the instructor designs language- good activities to help students successfully present the final outcome of the project.Those activities may focus on skills for successful oral presentations, effective written revisions and editing, persuasive debates, and so forth. Some focus on form might be greatly appreciated by students at this point. Step 9 Students present the final product Students present the final outcome of their projects, as planned in Step 2. Step 10 Students evaluate the project In this last, often neglected stage of project work, students reflect on the language mastered and the subject matter acquired during the project.In addition, students are asked to make recommendations that can be used to enhance similar projects in the future. It is during this stage that teachers provide students with feedback on their language and content learning. Project work options The details of project work are largely dependent on contextual factors, language program objectives, and available resources. For instance, in Turkey, at in high spiritser education levels, students of agriculture can engage in project work about acres erosion, which is a serious contemporary issue, with the goal of generating possible solutions for deforestation in Turkey.Engineering students can prepare written reports after investigating the advantages and disadvantages of a terce bridge over the Bosphorus in Istanbul they might even send their reports to elicit officials. Students enrolled in a vocational school on the southern playground slide of Turkey might design a website that introduces their town, with an eye toward attracting and building touristry in the area (Huseyin Yucel, personal communication, May 2004). Academic English-preparation students in their initiative year of university studies can explore a self-selected topic related o their major (reported orally to classmates and in writing for their teacher) to prepare them for future studies (Semra Sadik, personal communication, June 2004). Students majoring in physical education may investigate reasons for the limited total of Turkish athletes in recent Olympic games. EFL students in the eastern classify of Turkey might lease a survey aimed at determine the causes for low female-student school enrollments, concluding with suggestions, submitted to local officials, for turning around the trend.Students analyse EFL in other countries are known to focus their projects on issues limited to their own countries, regions, and studies. Italian vocational high schools, for example, have structured their curricula around topics of relevance to students in sundry(a) vocational areas, resulting in brochures for tourists, affect itineraries submitted to travel ag encies, school banquet manuals, and many other real-world items. EFL students in Tunisian high schools have explored topics as diverse as mining and traditional join practices as part of their project work, culminating in video presentations of their findings.EFL students in japan are surveying visitors at major tourist destinationswith note pad, tape recorder, and camera in handabout topics of contemporary interest. In line with such practices, Brazilian, Costa Rican, or Malaysian students could study projects with an environmental monger that are aimed at convincing local or national governments to take necessary precautions to protect local rain forests. ( sympathize Lee 2002, for a verbal description of a project involving the creation of a booklet that describes an environmentally goodish home, with suggestions for environmentally sensitive lifestyles. These examples, like those in Appendices 1 and 2, bring meet a sampling of possible projects and outcomes that can be int egrated into EFL classrooms. Project work A case study Here we showcase a real-world project designed for intermediate and high-intermediate EFL students enrolled in the English Preparatory Program, in the give lessons of Foreign Languages at Anadolu University, Eskis? ehir, Turkey. As part of this semi-structured project, defined and nonionised by both the teacher and students, students evaluate the effectiveness of the local streetcar system. As part of their data collection, they interview xperts from the university, authorities from the city government, and residents of Eskis? ehir. They in addition write evening gown letters to the city to request information and use up library and sack up research. At the conclusion of the project, students present results to students in the schoolhouse of Foreign Languages as well as to guests from the university and city government by way of a public meeting place, reinforced by a bare board display with findings and recommendatio ns. The principal goal of the month-long project is to give students a voice in reshaping their town and its tramcar system.By the conclusion of the project, students are able to do the following Gather pertinent information through various data-collection techniques, such as interviews, surveys, and library and mesh research Engage in critical figureing activities, partially through synthesis activities See improvement in their language skills Use English with more self-confidence The project, structured following Stollers (1997) ten steps, is described below. Step 1 Students and instructor agree on a project The instructor conducts a lesson designed to raise students awareness of a local tramcar issue.This centripetaling lesson, meant to advance students to participate in shaping public opinion, elicits students attitudes toward public transportation, specifically tramcars, and provides them with the expression and language needed to participate in the project. The instru ctor asks students where they live and how they travel to school. To facilitate this interaction, the instructor creates an overhead transparency with a grid that lists contrasting forms of transportation, including tramcars. The instructor conform tos in the grid with students initials or tally marks to prognosticate who uses which forms of transportation.After filling in the grid, the instructor asks students to work in small groups, ideally with at least one student whose hometown has tramcar transportation. Students are asked to prove the effectiveness of their hometown public transportation. A handout providing relevant vocabulary and a list of possible questions guides students in group discussions (seeFigure 1). Follow-up activities are useful to guide students in comparing the advantages and disadvantages of the Eskis? ehir tramcar system with the systems of other cities.At the conclusion of group discussions, each group reports its most central finding, most worrisome discovery, and any similarities discovered about tramcar systems in other cities. The instructor then asks students to take a few minutes to fill in a semantic feature analysis grid that juxtaposes different features of the local tramcar and bus systems (seeFigure 2). Then students are asked to cerebrate the advantages and disadvantages of the Eskis? ehir tramcar, considering factors such as the locations of their homes, routes, and tramcar move (seeFigure 3).After students complete these activities, the instructor elicits suggestions for improving the quality of Eskis? ehir public transport. The instructor asks students to judge whether it is possible to go across the solutions that they have put forward. Next, the instructor tells students about a project that willing help them improve their English and might also improve the local tramcar system. Finally, the instructor introduces the essentials of the project, giving students the opportunity to finetune the project so that t hey develop a sense of ownership.Step 2 Students and instructor determine the final outcome of the project The teacher proposes that students report the results of their investigation, with suggestions for improved public transportation (1) in a letter to the local government, (2) at an unfold public assembly with invited guests, and (3) on a bulletin board in Anadolu Universitys School of Foreign Languages. Students are encouraged to include the following in their bulletin board display a copy of a letter sent to the Eskis? hir municipality requesting a modified tramcar system that caters to the needs of university students, written reports, photographs, and transcripts of interviews with students, federation members, and university experts. Feedback on this preliminary plan is solicited from students. At this stage, students are also given the opportunity to define their varied audiences for the letter, public forum, and bulletin board display. For instance, to a fault the Fore ign Languages School director, teachers, and students, they decide who else to invite from the university governing council and the Eskis? hir municipality. Step 3 Students and instructor structure the project At this stage, students help to structure the project. To do so, they consider questions such as 1. What information is needed to conduct an examen of the local tramcar system? 2. Where and how might pertinent information be found? a. Who will be interviewed to determine public opinion? To identify the views of experts on public transportation? To ascertain the views of the local government? b. What information might be found at the library? On the Web? At the City Hall? At public transportation stations? . How will information be gathered, compiled, and analyzed? During these deliberations, students decide on their main(a) roles and responsibilities. For instance, students determine who will conduct interviews take photos do library and Web searches draw graphs, pictures, a nd charts finalize the bulletin board display and make opening remarks, present data, and entertain questions at the open forum. While determining roles, the students majors are taken into account so they can be designate roles most closely aligned with their interests and abilities.For instance, students from the fine arts department might be responsible for the layout of the bulletin board display, journalism students can conduct oral interviews, aspiring English majors can write letters soliciting information, and math majors can compile statistics. To balance the workload, students can rival up with others to offer assistance at different points in the project. With the deadline for the final outcome in mind, students reach a consensus about the sequencing of project tasks.Step 4 Instructor prepares students for information gathering At this stage, the instructor prepares students for the upcoming language and skill demands of the information-gathering stage of the project. Th ese lessons train students to conduct interviews (e. g. , forming a question, posing follow-up questions, requesting clarification and/or elaboration) and introduce them to the standard separate of an interview gracious opening, body, and thank you (see Lee, Li, and Lee 1999, for more details on the various stages of an interview).The instructor might help students determine the level of language formality and content of the questions to be asked of different interviewees. Mock interviews can be conducted with classmates, family members, teachers, or other language students on campus. Audiotaped mock interviews can be reviewed in class for appropriateness, politeness, pronunciation, stress, and grammar. For students who are responsible for writing formal letters, the instructor introduces writing conventions associated with formal letter writing by means of model letters.Students write some(prenominal) drafts of their letters, followed by editing and revision activities that exami ne levels of formality, formatting, and linguistic accuracy. Guided friction match-feedback sessions represent effective ways to encourage student collaboration and writing practice. For students who are going to use the Web and library to gather relevant information, the instructor initiates brainstorming sessions in which students consider the best ways to search for information in these venues.As part of this preparation, the instructor may introduce students to relevant search engines or websites on mass transit. Step 5 Students gather information After practicing the skills, strategies, and language they need for gathering information, students are ready to conduct informal interviews with students and local residents of Eskis? ehir. Students who are to conduct formal interviews make appointments and conduct interviews with experts. (The instructor may need to help students find equipment neededfor interviews, such as tape recorders. Students gathering information by means of letters of motion draft their letters, solicit feedback from classmates and the instructor, and then send out their letters. Students who are to conduct library and Web searches move ahead. Throughout this stage, the instructor monitors students progress, making certain that they are on the right track, giving them feedback on their language use throughout. Step 6 Instructor prepares students for compiling and analyzing data After data have been gathered, students need to compile, evaluate, and synthesize the relevant information.The instructor prepares students for this vital stage of the project by using model transcripts, letters, lists, and gridsto illustrate different categorization, evaluation, and reading material techniques. This is a good time to introduce students to informal gambits that they can use with each other to negotiate the meaning and relevance of gathered data, such as I see your point, but and Dont you think that? Step 7 Students compile and analyze infor mation After students have been introduced to techniques for compiling and analyzing data, they are ready to organize and synthesize their own data. Groups of tudents discuss the value of their data, discarding that which seems inappropriate and organizing and then evaluating that which seems particularly valuable. Students discuss the best ways to present relevant data to their varied audiences. Step 8 Instructor prepares students for the final activity At this stage, the instructor prepares students for the language, skill, and content demands presented by the final written display and oral presentation. A simulation of the open forum provides opportunities to work on fluency, pronunciation, intonation, and conversational gambits that will contribute to the flow of the event. See Mach, Stoller, and Tardy 1997 for a related discussion. ) Students who are not actually twisty in the public forum might be assigned different roles for the simulation, such as a representative from the municipality of Eskis? ehir, representatives of the university governing council, or the director and teachers of the School of Foreign Languages. These students could be directed to anticipate what kinds of questions the actual audience might ask about the bulletin board display.At the conclusion of the simulation, the class can brainstorm about challenges that might be encountered during the actual open forum, such as irrelevant questions, hard-tounderstand questions, and public resistance to findings and suggestions. In addition, possible solutions to these challenges can be discussed, including a list of possible questions and responses, back-up visual displays, and conversational gambits to ask for clarification. A discussion of open-forum logistics (e. g. , room set-up, invitations to audience members, videotaping) would be appropriate as well.Discussions of the bulletin board, with an emphasis on presentation of information, layout, visual appeal, clarity, and peer editing (t hat focuses on mechanics, grammar, level of formality, cohesion) are appropriate at this point. Step 9 Students present final product Students are now ready to mount the bulletin board display and participate in the open forum, representing the final outcomes of the class project. (Videotaping the open forum facilitates meaningful feedback in the final stage of the project. ) Step 10 Students evaluate the project This last stage of the project serves multiple purposes.On the more traditional side, teachers provide students with feedback on their language, content, strategy, and skill use, using the videotape of the open forum as one means of interactive evaluation. Less traditional, but equally valuable, are the opportunities students will have to (1) reflect on the language, skills, and strategies that they have mastered to conduct the project (2) consider the content that they have learned to complete the project (3) contemplate the tinge of the project and (4) offer suggestions for improved projectwork assignments for future classes.Conclusion We have showcased the details of one project designed for an EFL setting. Although the tramcar theme itself may not be transferable to other settings, because of its very local relevance, basic features of the project could slowly be transferred to other EFL classrooms. These transferable features, in the form of recommendations for EFL teachers and materials writers who attempt to integrate project-based learning into their own curricula, appear below. Devise projects with students immediate and future language needs and content interests in mind, while at the same time remaining vigilant of institutional expectations and available resources. Specify language, content, task, skill, and strategy learning objectives in line with students needs and institutional expectations to maximize the benefits of the project. Strive to engage students in all stages of the project.Begin by giving students the chance to structur e parts of the project, even if those contributions are small, with the aim of building a sense of student ownership and pride in project engagement. Design and sequence tasks with great care. Make sure that (1) skills are integrated to achieve real communicative purposes, (2) students are obliged to use various strategies for meaningful aims, (3) critical thinking is required for successful task completion, and (4) students are held accountable for content learning. commix tasks that require both independent and collaborative work. Help students reach agreement about different team member responsibilities. Students should view each other as single links in a chain that unite, through exchanges of information and negotiation of meaning, to produce a successful project outcome. Be sure to plan an opening activity that promotes students interests, taps background knowledge, introduces important vocabulary, and builds up expectations for the final activity. Take advantage of Steps 4, 6, and 8 to provide explicit instruction so that students not only improve their language abilities but also excel in the information gathering, processing, and reporting stages of the project. will time for feedback at the conclusion of the project and at other critical junctures as well. We close by directing readers to Appendix 3 for a list of questions for teachers to consider as they assess the viability of projects for their classrooms and develop actual projects for and with their students.

Property legal studies

par and contrast the tyrannical scholarship property impartialitys that exist in main province main dirt chinaw ar with those in that are currently in place in Australia. run how international pressure could be brought to bear on Chinese regime to properly enforce the property reforms that should be available to Chinese citizens. groundwork China has achieved remarkable economic growth in the last decade haughty land acquisition was inevitable during the process of development.According to the Chinese makeup, compulsory acquisition is an activity dominated by the overspent transferring the wasting disease right of land from personal to tell apart and the land will use for bodily structure answer (International signifi dismisst estate review, 2003). Chinese disposal expropriates the land use right from individual and then sells the land to property developers and gets the land grand tilt at the same time. The government requires acquiring authority to pay wages and to reach a compensation agreement with the dispossessed lot.However, only a small amount of money will pay to the individual as compensation. In contrast, the compulsory acquisition is under section 51 of Australia constitution and scum bag be carry UT by federal and state government. It is normally happens for the public infrastructure such as road work, electron tube or some former(a) circumstance which may moderate continue the public safety. Differently, in Australia the owners can get a fair grocery store appraise for their property under the federal Jurisdiction (Compulsory acquisition, the basics, 2013).Issue As China is developing in all aspects, t present has long demand for land for infrastructure and accommodations development. Developing itself is a good thing it can form many benefits both to the country and people. However, the compensation s non placed on the basis of the merchandise legal injury of land in China result in a lot of conflict. One of th e famous episodes that became headlines of media over worldwide happened in affect China. A New Zealand nationalists couples came back to Shanghai after they finishing studies.They have built a four-level sept in Min Hang state which is the biggest state in Shanghai. In 2008, they have a nonice letter that told them their house would be compulsory acquired and they hold to move pop out within 1 5 geezerhood because of the exploitation of Honoring Airport transportation hub. Panging couple would get 2,241 ARM per red-blooded meter of the land as compensation which was total 670,000 ARM for the substantial 480 square meters house. At that time, the average market determine for a house in that region was 12,000 ARM per square meter.Panging couple thought the compensation was inadequate so they refused to sign the relocation agreement. After 15 days the government delivered the demolition administrative Judgments, they started compulsory acquisition. One day, in the advance (prenominal) morning, bulldozers came and directly pushed over the first-level door of Pangs house. Panging stood on her roof said to the construction team that engaged in polices, firemen, the director of transportation construction perpetration and some some other people that if they do not have a writ from court, it is illegal to compulsorily acquire their house.However the construction team did not hear Panging, they kept chiseling the wall of Pangs house and throwing stones to her and her husband. In desperation, Panging left the homespun gasoline bottles. Pangs behavior offended the public security administration law and consequently panging couple were arrested and their house have compulsorily acquired (Compulsory acquisition, the basics, 2013). The issue here is according to the newest property law that law protects the personal legitimate properties, as same as the state and collective properties. quite a little may think that I have my estate licenses and my house was legitimate property. Law should protect my rights not they have a demolition permit letter then you can do whatever you want to my house. (SOHO News 2009) Law apply Nevertheless, the People Republic of China Property Law 2007 section 42 chasten an exception that authority prescribed by law can compel collective ownership of land ND unit, individual housing and other certain estate.There has a lime light that the world using in the law is impose which means the compensation fee uses for changing the ownership of the rights to use the land not for relocation. In other words, government buys the rights of use the land from individuals then they can develop it. Not like the case before, the transportation construction committee delivered the beak and offered only one fifths of the market price and started to move the house. According to the state council No. 90 2011, the command on the expropriation of buildings on state-owned land and compensation, section 3,article 19 the compen sation for the value of houses to be expropriated shall not be less than the market price of the factual estate comparable to the houses to be expropriated on the date of the public notice of the house expropriation decisions. The value of the houses to be expropriated shall be assessed and determined by real number estate appraisal agencies with appropriate qualifications in accordance with the procedures for evaluating houses to be expropriated.Anyone who has remonstration to the value of he houses to be expropriated that has been assessed and determined may apply to the real estate appraisal agency for reassessment. Anyone who disagrees with the results of the review may apply to the real estate appraisal expert committee for appraisal. In the case, Panging coupes tried to carry off with the committee. But the consequences were all the same that the committee would not change the price at all. Without the permission or without the owner signing the document, any departments have no rights to compulsorily acquire the land. The action happened on Phonons case was illegal.No solutions are coming out from the government and that is not the only case happened in China. There are hundreds of the similar cases occurred every day. In contrast, compulsory acquisition in Australia can obtain the land by negotiated agreement. Acquisition by negotiated agreement involves the owner and the commonwealth agreeing to the terms of the agreement and the amount of compensation. In addition, if the owner not satisfied with the amount of compensation that government offers, they can find any two estimates accompany and get the average price as the compensation (The commonwealth and youCompulsory Acquisition of bestow 2011) Land Acquisition Reform Law enforcement department need to carry out their obligation make sure all of the compulsory acquisitions happen lawfully and the compensation is adequately for dispossessed people. In addition, with the accession of China into the beingness Trade Organization, China has to upgrade the welfare of her citizens to international standards. Apparently, the acquire governing did not fulfill their responsibilities and that led to many people become roofless or even do not have enough forage supply.Chinese government did not take any timely measures to solve this issue. and so I think that Amnesty International should urge Chinese government introduce new legislation to meet the international standards and stop the compulsory acquisition without getting an agreement with individuals and make ensure that victims of compulsory acquisition can get a fair trial and compensation. Conclusion Its thorny to avoid compulsory acquire as there has a great demand for land for infrastructure development. However, home is the most important resources that valet de chambre rely on.Panging couples actions offended the law and they received the enmeshment, but in other ways, their behavior also explained their frustration . The legislation should protect the property rights of citizens and once the people have a stable industry and income, the country could have a sustainable development.

Blue Nile Study Questions

Marking Scheme Mid Semester Exams Lecturers Anthony Oboe transfer and Robert Amok-LIndsay incision A (40 Marks) Provide Short and concise answers 1 explicate the term sustainable militant emolument and wherefore it is so Coperni sight to a winning note strategy. (5 marks) Suggested Answer A ph unrivaledr achieves sustainable militant usefulness when an attr minuteive number or buyers prefer its products/ run e realplace those of rivals and when the basis for this preference can be maintained over time.Competitive advantage could stem from tornadoing sm each(prenominal)-scaleer hurts than competitors for equivalent benefits or providing remarkable benefits that much than offset a gameer price. (3 marks) Sustainable competitive advantage is necessary for a family to win in the securities industry place. It is compulsory for a strategy to deliver on strategicalal and financial objectives (2 marks) 2. apply examples before long condone and state the richness of each of the following a) strategic vision Strategic vision re points the destination that mana precious stoneent seeks to take a firm.Fords vision A car in e real garage Importance Give the organization a sense of rateion Inform company personnel and opposite stakeholders what mana endocarpent wants Its business to look like advance company personnel to action Provide managers with a reference diaphragm to (2. 5 marks for exposition and any 2 points mentioned as vastness of strategic vision) b) Strategic mission Strategic mission of a firm focuses on its present business purpose. Strategic mission highlight the present products and services, types of customers served and how it intends to do that.Examples Beacon Books To inspire and equip business executives and entrepreneurs with essential info and neckledge they require for master copy and personal growth Google To organize the worlds information and make it universally accessible and useful Importance It focuses the bus iness by identifying the boundaries of the electric current business It distinguishes a firm from others and gives it an identity of its get. (2. 5 marks) (5 marks) 3. explain the meaning and significance of each of the following a. Strategic group map A strategic group is a cluster of firms in an constancy with similar competitive approaches and foodstuff positions. Strategic group mapping entails plotting firms in n perseverance on a two-variable map using pairs of these differentiating characteristics e. G. point of intersection business organisation breadth, distribution channel use, geographic coverage, price, reference etc. It helps firms to know their positions in the industry versus their rivals It helps firms to know which competitors to focus on in their pursual to make strategic moves It helps them to know which positions in the grocery or industry atomic number 18 attr alert to players in the market. 2. 5 marks for explanation of strategic group mapping and any of the above points mentioned) b. ) The bargain precedent of suppliers bargain power of suppliers de okays the extent to which suppliers of inputs to competing firms in an industry argon able to regularize the price, timber, quantity and even timing of supplies to these firms. The bargaining power of suppliers has an impact on the cost, profitability and a firms ability to satisfy its customers and for that matter its competitiveness. Powerful 4. recognise and briefly explain any two of the factors that influence the long suit or speciality of competitive ambition among an industry member firms. (5 marks) Factors Competitors atomic number 18 active in making fresh moves to improve market standing and easiness instruction execution Slow market growth Number of rivals increases and rivals argon of equal sizing and competitive dexterity Buyer costs to switch dirts atomic number 18 low Industry conditions tempt rivals to use price cuts or other competitive weapons to bo ost volume e. . Perishable or seasonal A undefeated strategic move carries a big payoff Outsiders acquire languid firms in the industry and use their resources to transform saucy firms into major market turn overers (5 marks for any two of the above factors mentioned and explained) 5 Identify and briefly explain any two factors that conduct to tender bargaining power on the part of suppliers. (5 marks)Industry members incur high costs in substitution their leverages to alternative suppliers Needed inputs be in short supply supplier provides a differentiated input that enhances the quality of performance of sellers products or is a valuable part of sellers production process there are completely a few suppliers of a specific input Some suppliers jeopardize to integrate forward (5 marks for any two of the above factors mentioned and explained) potence and leverage of buyers. 5 marks) Buyer switching costs to competing brands or substitutes are low Buyers are large and ca n demand concessions Large-volume grease ones palmss by buyers are authoritative to sellers Buyer demand is wishy-washy or declining Only a few buyers exists Identity of buyer adds prestige to sellers list of customers Quantity and quality of information available to buyers improves Buyers pose ability to postpone bribes until later Buyers peril to integrate backward (5 marks for any two of the above factors mentioned and discussed) 7.Using examples explain the difference between a core make outnce, and a distinctive strugglence. A core competence is a well-performed internal exercise central to a companys competitiveness and profitability. It tends to relate to a firms ability to perform activities that are comminuted for success in an industry e. G. A better after-sale service capability A distinctive competence is a competitively valuable activity a company performs better than its rivals.For example Toasts low cost, high quality manufacturing of automobiles Lean Product ion is far superior to that of other automakers, (5 marks for explanation and establishing the difference between core competence and distinctive competence) 8. What is benchmarking and why is it a strategically important analytical tool? (5 marks) Benchmark focuses on cross-company comparisons of how certain(p) activities are reformed and costs associated with these activities. It looks at things such as purchase of materials, management of inventories, getting new products to the market and so on. 2 marks) Identify best and most efficient means of acting various tax twine activities Learn what is the best way to perform a ill-tempered activity from those companies who have demonstrated that they are best-in-industry or best-in-world at performing the activity Learn what other firms do to perform an activity at set about cost Figure out what actions to take to improve a companys own cost competitiveness (3 marks for NY 2 points identified and explained) Section B (80 marks 1 . Analyze the competitive forces confronting puritanic Nile and other online retail jewelers.Do a five-forces analysis to support your answer. State the relative potence of each competitive force. Below is a representative five-forces model of contention for the online jewelry business Rivalry among online Jewelers?a bind to well-set competitive force that is likely to intensify in the years ahead. Students should conclude that rivalry among hot Nile and other online Jewelers is normal to moderate, but it is likely to grow ore needlelike (owing to the success that macabre Nile is enjoying).Rivalry is centered on such factors as price and value delivered to customers Selection and breadth/variety of product offerings Ability to sew and customization options The caliber and trustworthiness of the information/guidance provided to online shoppers (educational information, in-depth product information, access to professional grading reports, and so on) Image/ record Customer s ervice user friendliness of web site?search functionality, ease of browsing by all the selections, finding and understanding the information provided, etc.Refund and return policies Advertising and onward motion?Much of the advertising/promotion is being done online, but the online jewellery business is non one that is a heavy user of TV, radio, and paper advertising on a regular basis. Word-of-mouth is a plumb big factor Most online jewelry competitors pursued either a differentiation strategy to try to set themselves apart or else essay to attract shoppers via the appeal of very low prices (which entailed employing a low-cost strategy).Some rivals focussed their efforts narrowly on particular jewelry degrees/product categories plot of land others had resistant reduce lines. Several factors were working to affect rivalry among industry participants all rivals come out to be actively and busily trying to attract jewelry shoppers to their websites, partly via online ad vertising and promotional initiatives (including search engine listings)?fresh strategic initiatives on the part of various rivals heightens rivalry. Low switching costs on the part of buyers?it is simple for people shopping for jewelry online to locate and dish the dirt competitor web sites.Rivalry decreases when the rate of market growth rises?gross revenue of jewelry online seem o be growing briskly (with the sales increases approach path at the put down of brick-and mortar jewellery retailers). There is reason to untrusting that the online jewelry segment of the overall retail Jewelry industry is in its infancy (an emerging business or industry in its own right) hence, online sales of Jewelry are likely to grow faster than sales of Jewelry in general?a condition which result act to contain rivalry among online jewelers.Rivalry increases when one or to a greater extent rivals are dissatisfied with their market position and launch moves to bolster their standing at the expe nse of rivals. A case can be Dade that gloomy Nile and most all of its online rivals are dissatisfied and thus are likely to make besides moves to bolster their market standing, image, and sales. Rivalry increases as the product offerings of rivals become more standardized? many of the online Jewelers seems to be offering shopper many of the same things? enormous selection, customization, educational information, access to grading reports, and so on.We see the differentiation among online Jewelry rivals as growing smaller/ weaker, not larger/stronger?with the possible elision of reputation/image, where soft Nile seems to be the standout leader. Threat of instauration?a moderate to strong competitive force gamy Niles success and growing reputation will almost certainly strike more competitors into online Jewelry sales. The barriers to entering into the online segment of the Jewelry industry are moderately The costs of maturation a Web site.Developing supply chain relationsh ips Developing order fulfilment capability and achieving short delivery times Expenditures for advertising and promotion needed to draw visitors to a web site and build a genuine reputation/image. In addition, students should see that the pool of entry candidates is probably passably rage? oddly for brick-and-mortar retailers already in the Jewelry business. Hence, the entry bane in upcoming years should be viewed as fairly strong. There would seem to be ample opportunity for new entrants to gain a market foothold and to achieve a level of sales high to be profitable.But the longer a company delays entry, the harder it will be to compete effectively against online Jewelers like unappeasable Nile that have built a line of work and that have formidable images/reputations. Competition from substitute sellers of Jewelry?a very strong competitive force. Obviously, Jewelry shoppers have many other options for buy Jewelry than from online retailers. Traditional brick-and-mortar Jewe lry retailers have the lions share of the market and shortly are the retailers of choice for the big majority of Jewelry shoppers. Hence, the competition that online Jewelers locution from other Jewelry retailers is quite formidable.In addition, there are hordes of possible substitutes for Jewelry altogether (but most people are unlikely to see these alternatives as good substitutes). Consequently, students should conclude that substitutes for buying Jewelry online re a strong competitive force, given that Acceptable substitute sources for purchasing Jewelry are readily available and the prices charged by some of these substitute types of Jewelers are reasonably competitive Buyer costs to switch to substitute types of Jewelry retailers are relatively low Many consumers are familiar with and at rest with buying Jewelry from other than online Jewelry retailers.The bargaining power and leverage of suppliers to the online Jewelry retailers and jeweler-supplier collaboration?a moderat ely strong competitive force, especially as encores the suppliers of diamonds/gems and other Jewelry items. Students should recognize that the suppliers of gems/diamonds/leery items have considerable bargaining power and leverage in determining the prices and terms at which they will supply their products.Yes, there are many alternative suppliers, and it would seem relatively easy for a it is doubtful that suppliers compete aggressively with one another(prenominal) on price?in other words, switching suppliers is unlikely to lead to acquiring a particular gem of particular quality at a lower price.There is no evidence in the case that suppliers of monads/gems compete with one another on the basis of price (indeed, with the exception of Blue Nile and other online Jewelers, there is short evidence that price competition is active in the market for fine Jewelry?that is, rival Jewelers are not aggressively trying to compete with one another by interchange a diamond of given cut, clarity , grade, etc. At a lower price than their rivals). Blue Niles lower prices stem from its lower costs of doing business, not from the fact that it obtains diamonds/ gems at lower prices than do traditional retail Jewelers.What is important for students to recognize here is that Blue Niles close elaboration with its diamond/gem suppliers has resulted in giving it a lower cost value chain as compared to traditional Main channel Jewelers. The distinctive feature of Blue Niles supply chain was its arrangements with leading diamond and gem suppliers that allowed it to vaunt the suppliers diamonds and gems on its web site some of these arrangement entailed multi-year agreements whereby designated diamonds of the suppliers were offered to online consumers only at Blue Niles websites.Blue Niles suppliers represented more than half of the total supply of high-quality diamonds in the U. S. Blue Nile did not actually purchase a diamond or gem from these suppliers until an order was placed by a customer this enabled Blue Nile to denigrate the costs associated with carrying large inventories and limited its risk of potential mark-downs. Other online Jewelers seem to have similar collaborative arrangements with their diamond/gem suppliers.These collaborative arrangements offer a sizable cost advantage over Main Street Jewelers?these cost- saving arrangements put added competitive pressure on traditional local anaesthetic Jewelers because such collaboration (and the resulting lower cost business model) puts them t a cost disadvantage. The bargaining power and leverage of Jewelry shoppers?a weak competitive force Individuals have little power to bargain for a lower price on the Jewelry items they are looking to purchase (except perhaps in the case of very expensive items where some price haggling is often fairly normal).Individuals can, of course, choose to buy or not buy at the marked price but no one individual is usually in a position to enter into direct negotiations o ver the terms and conditions under which he or she will purchase a diamond ring or other Jewelry item from an online retailer. Any individual an certainly opt to buy from one retailer rather than another, but this does not equate to bargaining and exerting leverage.Conclusions concerning the overall strength of competitive forces Competitive pressures in online Jewelry retailing are strong but not overwhelming so (the best evidence for this is Blue Niles record of attracting new customers and growing its sales at a speedy clip?a convincing sign that it is able to successfully contend with the prevailing competitive forces). Currently, we see competition from substitute types of forces.The entry of new competitors could also prove to be significant, if one or more f the new entrants have a well-recognized and trusted brand constitute and if such entrants opt to price their products competitively versus the prices charged by Blue Nile. Moreover, while competition is fairly strong, it is not so strong as to sustain companies like Blue Nile from being profitable. The online Jewelry retailing portion of the Jewelry industry is rather enthralling from the standpoint of promising growth and piquant long-term profitability?Blue Nile is demonstrating that its business model and strategy are quite attractive.This is the big reason why new entry can be expected. But online sales of fine Jewelry is likely to abide a relatively small fraction of total sales of fine Jewelry for years to come?traditional brick-and-mortar local jewelers are not going to be driven out of business by online Jewelers in the foreseeable future. (5 Marks for each point well discussed with the appropriate verdict or conclusion on each competitive force) 2. Do a SOOT analysis of Blue Nile. What are key conclusions you can draw about the its situation?Blue Niles Resource Strengths and Competitive Assets the current market leader in the online retail Jewelry segment by a wide margin abdominal aor tic aneurysm teeter known brand name and reputation than rivals AAA first-rate strategy and business model AAA broad and attractive product line from customers to choose from AAA user-friendly web site with good search functionality and very good educational information A sizable and competitively potent cost advantage over traditional local Jewelry stores due to lean in operation(p) costs and a cost-effective supply chain Its collaborative confederation arrangements with important diamond/gem suppliers Good product customization and order fulfillment capabilities (core competencies) Blue Niles ability o grow sales with very little incremental capital investment Blue Niles Resource Weaknesses and Competitive Liabilities extra brand name recognition?many shoppers for fine Jewelry have never heard of Blue Nile Limited financial resources relative to big and better-known retail Jewelry chains There is nothing proprietary about Blue Niles strategy and business model?both are subject to imitation by rivals Market Opportunities Geographic expansion?entry into the markets of foreign countries Lots of room to grow the business by attracting customers out from traditional local Jewelry stores in the U. S. ?Blue Nile still has such a relatively small market share of the total market for fine Jewelry in the U. S. That it can continue to employ its current strategy for many years. The more that the word spreads about Blue Niles attractive prices and quality the more it stands to steal away customers from traditional local Jewelers.Product line expansion External Threats to Blue Niles Future Well-Being The entry of more online Jewelry rivals that opt to employ much the same strategy and business model?especially if these new entrants should be retailers that have a brand name that is more widely recognized and trusted than Blue Niles. rhombus/ gem suppliers either become less willing for Blue Nile to display their inventories on Blue Niles web site or decide not to r enew their multi-year agreements with Blue Nile whereby certain designated diamonds in their inventories are offered to online consumers only at Blue Niles websites. (Blue Niles suppliers represented more than half of the total supply of high-quality diamonds in the U. S. Untold numbers of people shopping for fine Jewelry are very leery of buying fine Jewel online and thus are not likely to ever be customers of Blue Nile Key Pointed and Conclusions Blue Niles strategy, business model, resource strengths, and competitive capabilities put it in a very strong market position to succeed in the online retail Jewelry business in the upcoming years?it is easy to understand why the company has been extremely successful in growing its sales over the past several years. Blue Nile would seem to have a sustainable cost advantage over traditional brick-and mortar retailers of fine Jewelry. Blue Nile has no resource weaknesses that make it highly vulnerable to competitive approach path from loca l Jewelers.