English Literature Coursework: “But why, Mum?” shouted Sonny

â€Å"But why, Mum?† shouted Sonny. â€Å"I love it here. I have loads of mates, all our family are here and I'm actually enjoying the school I'm at!† â€Å"We just can't afford to live here anymore, son. Believe me, I would love to stay here but it just isn't possible. Don't be angry, Sonny,† pleaded his mum. But it was too late; Sonny was already clambering up the stairs with tears in his eyes. Sonny's mum looked down to the floor and sighed with a feeling of guilt and depression. She felt terrible that she was the person who had to ruin his day. Meanwhile, Sonny was in his room, face in pillow, crying. He felt terrible. He was only just starting to enjoy school; he had just started to become popular and most importantly of all, his mum had found a long term boyfriend and had gotten engaged. He finally felt stable and happy in life but in a matter of seconds his world had been tipped upside down! In the car, on the way to Hackney, the car pulled up at some traffic lights. Whilst Sonny gazed relentlessly out of the window his eye was caught by a conker tree. He noticed the way that it had a hard, spiky, cruel exterior but contained a yielding, gentle and attractive centre. Sonny thought about his new life in Hackney and how he could never see the conker emerging from its shell. Despite this he still desperately hoped that it would be nice in Hackney and not be as spiky, cruel and hard as it is perceived to be. He thought longingly of the friends he was leaving behind and wished that all this was just a dream and that soon he would wake up. He was tossed back into reality a few seconds later when the family drove past a road sign labelled Hackney, twenty five miles. â€Å"Nearly there, Claire,† said Clarence, Sonny's ‘Dad'. â€Å"I bet you're exited, aren't you?† â€Å"Yeah, I'm thrilled.† replied Claire half heartedly and with a raise of the eyebrows. Sonny's eyes caught his mothers as she turned around to look at him. â€Å"What about you, Sonny, you looking forward to seeing your new home?† asked Clarence. â€Å"No, not really.† replied Sonny, rather bluntly, and then fell silent. â€Å"Hey, cheer up lad. It won't be that bad.† said Clarence reassuringly, â€Å"I'm sure that you'll love it here. We'll make the flat look like home in no time.† The car fell silent again and Sonny continued to look out of the window, his head held up by his hand. As the family pulled up onto the pavement Sonny realised that they must be at their new home. This thought emotionally overwhelmed him and the tears streamed from his eyes. His mum looked over at him and ran around the car to comfort her upset son. As she wrapped her loving arms around him she muttered to him: â€Å"I'm sorry, Sonny, I'm sorry. I have completely ruined your life and I'm sorry. We'll be alright. We'll be fine. I'm so sorry!† Clarence thought it was best to stay away and let them have their moment together. While he was waiting Clarence heard a call from across the street: â€Å"Mummy's boy, Mummy's boy. Oi, Mummy's boy, wot up wiv you? Ya lost ya cuddly toy? Eh?† shouted the first boy belligerently whilst the other two laughed simultaneously. â€Å"Go away!† snarled Claire. â€Å"Oh, sorry ‘ard!† hurled the second child whilst the other two drew out a pair of ‘BB' guns and shot Claire three times in the chest. Clarence's anger grew and he let out a huge roar as he sprinted after the three children. Unfortunately to his, Claire's and Sonny's disappointment he lost them after only a few yards! As Clarence walked back to his fiancà ¯Ã‚ ¿Ã‚ ½e and Sonny, he stared disappointedly at Claire. Sonny continued to frown and then began to walk towards the entrance of the block of flats and then to their new home. They finally got to the door of the flat and Claire put the key in the door. As the door swung open Sonny began to see inside bit by bit. Once the door was fully open Sonny stood in silence and just stared into the prison like room. The floor was cold, grey concrete, no carpets, the windows were small and didn't look like they could open very far, the walls were painted a dark blue but the paint was chipped and was beginning to crack off of the wall! Sonny felt like he had been hit hard in the chest. He felt as though he couldn't breathe. A sudden image of his old home in Windsor flashed through his head. He couldn't believe that his parents couldn't afford something better than this! He still hadn't entered the room when Clarence looked over at him and noticed the censuring expression on his face. â€Å"Don't worry, Sonny, the removal van will be here soon and we'll have this place looking like home in no time!† said Clarence heartily. Sonny just looked over at him, unimpressed, then continued to observe the beaten up cell which was to become his home. That night while Sonny lie in bed, he once again began to think of his old world which he missed so dearly. He knew that Hackney was a lot different; the only time that you heard about it was on the news being linked with murders and rapes! They had only been here for a few hours and they had already been shot by BB guns, someone had stolen the dust caps off of Clarence's car and eggs had been pelted at the patio doors of his first floor flat! Sonny knew that he would never fit in around here and that he was going to have to toughen up quickly. He had school in a weeks time and he had to prepare himself, there would be a lot of problems to face and he would have to overcome them. Sonny was tired so he turned over and cried himself to sleep ready for the bumpy road ahead. The week dragged by slowly and more of the kids around the area had begun to vandalise their property. The balcony wall had been sprayed with the words ‘Mummy's Boy', the kids had been shouting abusive words to him and when Sonny's mum was returning home from shopping, the kids jumped out and stole one of the bags from her! Had Sonny just stepped into a war zone? Was he behind enemy lines? Why was everyone treating him so badly? Clarence was getting angry but Sonny thought that he was too frightened to do anything. Whenever Sonny saw him he was always looking out of the windows checking that the kids were well away. Sonny was still feeling low and he became consternated instantly when he realised that he was going to his new school the next day. He swallowed hard and rushed to his bedroom. He spent most of the night wondering what to do and the only solution he could think of was to just accept that he would not be liked and try to stand up to them. Unfortunately, Sonny's plan fell to pieces the next day. â€Å"Oi, Mummy's boy!† As Sonny looked up his heart sank and his eyes widened. It was the same kid, along with his two mates, who shot his mum with the BB gun. â€Å"Yes?† replied Sonny as politely as possible. â€Å"What you doin' ‘ere?† snapped the first kid. â€Å"I go to this school now.† Sonny replied charily. â€Å"Yeah I nowe dat, it's just dat we own dis part o da playground, mate!† retorted the first kid. â€Å"I'm sorry, I didn't know. Please forgive me.† pleaded Sonny. â€Å"Oh, please forgive me,† said the second kid, mockingly, â€Å"Scared are you Mummy's boy?† Sonny breathed in heavily and took a step backwards. The third kid look nervously at the first kid and Sonny caught a glance from him as the gang begirded him. â€Å"Where ya goin' Mummy's boy? You ai n't gettin away from us! We're gonna make you pay for thinkin you can jus walk away from us when we're talkin to ya! Get im Joe!† The second kid, apparently named Joe, grabbed Sonny around the waist and then thrusted both of his arms behind his back. While Joe had hold of Sonny, the first kid gave him a few jabs to the ribs. Sonny's legs gave way in pain but Joe continued to hold him up so that the attacker could continue to castigate him. After a few minutes Sonny's lip was bleeding and the only support he had was coming from the boy behind him holding him up whilst the bully continued his attack. â€Å"Hey, guys, that enough now! He's already gonna collapse! Just leave him now, you've ‘urt I'm enough! Sam, get off of him!† Sonny felt heartened by this but his vision was beginning to blur and he knew that soon he was going to pass out, he had to do something. â€Å"Oh shut up, Zack! He deserves all dis!† replied Sam, apparently humoured by Zack's outburst. Suddenly, Joe fell to the ground with a thump. Sonny looked behind him and glanced up at Zack who was standing over Joe with a worried expression on his face. He realised that he had to take this opportunity to get away so he leapt to his feet and sprinted towards the toilets. As he ran he heard: â€Å"You wait, bitch, we'll av you!† The rest of Sonny's lunch hour was spent sitting on a hard, black toilet seat sweating with fear and using a tissue to clear up his bleeding nose and patch up a cut which had opened up on his forehead. Whilst he was there he thought about Zack. Why did he help him? There was no need to do that, what's going to happen to him? Sonny was in to much pain to think about the answers and so he sat there in the cubicle, in silence until the end of lunch. Sonny managed to avoid the gang for the rest of the school day but as he walked home that evening he froze when he heard a call from behind him: â€Å"Alrite Mummy's boy?† called Sam. â€Å"Did ya fink dat you were gonna get away from us today? We followed you outta school jus to finish you off.† At this Sam pulled out a blade. Sonny's eyes widened but his expression remained stern. Sonny ran for it but only to be pounced on by Joe and held down whilst Sam approached. Sonny was panicking and was beginning to think that this was the end. Just as this thought emerged, a shining, glimmer of hope floated around the corner. Sonny looked up and caught another glance into the intense, furious eyes of Zack. He looked dreadful! One eye was black and he had a huge gash across his left cheek. It was obvious what had happened to Zack but Sonny was definitely glad to see him now. Zack took one deep breath and then sprinted towards Sam. As Zack reached him he leapt at his right hand and grabbed hold of it. Sam stumbled and fell onto his knees as his hand was prised open by Sonny's helper. Sam eventually lost grip of the blade and Joe let go of Sonny as Zack walked forebodingly towards the bullies. Joe and Sam looked and each other and then decided to run for it. Once both the bullies had gone Zack helped Sonny to his feet. â€Å"Cheers.† Said Sonny â€Å"Ah, it nuttin. Dey do dat ta every new kid. If ya stand up to em or beat em when they start on ya they respect ya! It's kind of a test. Stupid if ya ask me.† replied Zack, looking over his shoulder as he spoke. â€Å"Well why did you help me out then?† asked Sonny. â€Å"How come you didn't join in with them?† â€Å"Them two av bin doin dat for agez now an it getz a bit borin after a wile. I started feelin sorry for the kidz az well.† Said Zack â€Å"Sum ov dem were coughin up blood every now an den! I realised dat dey were bein too physical an fought dat I shood do summat bout it.† As he spoke he gazed into the sky every now and then as if he was reflecting and looking back on old times. The pair of them spoke for a good half hour and Zack decided to walk home with Sonny. When they got near to Sonny's flat, Sonny thanked Zack for everything and told him that he would see him the next day. They exchanged respectful nods and turned their backs to one another and headed in opposite directions. When Sonny got in he smiled for the first time in weeks. His insides were warmed at the sight of his mum and Clarence sitting, cuddled up on the sofa watching T.V together and all their chattels put up around the flat. The ‘cell' looked a lot better now and that night he slept through the whole night without a tear! Sonny finally felt good to be alive!

Prejudice, comformity and stereotyping in American History Essay

American History X is a great film that portrays prejudice, stereotyping and conformity. Prejudice is negative attitudes toward others based on their gender, religion, race, or membership in a particular group. Prejudice involves beliefs and emotions that can turn into hatred. Having an opinion or idea about a member of a group without really knowing that individual is a part of prejudice. Some people make judgments about a whole group of people without knowing very much about them. Sometimes people are afraid of those who seem different from them and unfortunately, they express that with name-calling and negative treatment. When people grow up with these ideas, sometimes it’s hard to get rid of them. Like in the movie American History X, a father is sitting at the family dinner table and states his opinion of why he feels certain people of minority groups got their job. This influences how his children feel. Prejudice is a premature judgment, a positive or negative attitude towards a person or group of people, which is not based on objective facts. The prejudgments are usually based on stereotypes, which are shared beliefs about the characteristic traits, attitudes, and behaviors of members of various social groups including the assumption that the members of such groups are usually all alike. As the story line unfolds in American History X, the main character of the story will realize that not all people of a particular race are the same. A prejudgment may be based on an emotional experience we have had with a similar person, sort of our own personal stereotype. Stereotypes also provide us with role expectations. How we expect the other person or group to relate to us and to other people. Our culture has many of ready made stereotypes such as leaders are dominant, arrogant men, housewives are nice but empty headed, teenagers are music crazy and  very smart people are weird. Sometimes a leader or housewife or teenager is somewhat like the stereotype but it is an injustice to automatically assume they all are. Prejudice can be in the form of negative put downs and helps those of us on top feel okay about being there. Prejudice can be a hostile, resentful feeling or dislike for someone or an unfair blaming or degrading of others. Along with prejudice and stereotypes, goes conformity. The more people already agree upon or share a particular idea, the more easily a newcomer will turn to be converted to that idea, and the more difficult it will be for one already converted to reject that idea Summary of The Film The movie starts out through the eyes of Danny Vinyard, who idolizes his older brother Derek. Derek is seeking revenge for his father’s murder and burning a way to vent his rage. His father was a firefighter who was on duty one night putting out a fire at a crack house. His father was shot and killed by black drug addicts while fighting a fire in a crack house in a black neighborhood. He blames all black people for the death of his father. Derek hates anyone who is not a white protestant. Later it is learned that it wasn’t just his father’s death that shaped him, but his father’s conversation at the dinner table one night about racism. Derek finds himself transformed by a philosophy of hate as he turns into a disciple of a radical group of a local white power movement. He becomes a leader in this white supremacy group called the DOC organizing the other white kids in his neighborhood under the rule of a leader of the group named Cameron who stays behind the scene to keep his record clean. The skinheads that rule his group are convincing and are a very bonding group. It is assumed in their  world that that all races stick together and are at undeclared war with all others. They are very much prejudice and all conform to the same stereotype. Despite Derek’s intelligence, his violent actions end in a brutal murder and  ultimately, a prison sentence. One night two black kids attempt to steal Derek’s car, as the result of a playground feud that took place earlier. Derek fires his gun to kill and commits violent actions, which ends up in the death of the two black kids who tried to steal his car. He’s convicted of murder and sent to prison for three years. While in prison, Derek begins to see things in a different way. While in jail he learns some hard truths about life from a fellow inmate and his old high school principal that takes special interest in him. Avery Brooks, the principle ask Derek a powerful question. â€Å"Has any thing you’ve done changed your life?† But, when Derek emerges with a desire to change his attitude, he finds that words are not enough. Three years later, everyone awaits Derek’s return. His mother Doris who prays for his safety, his girlfriend Stacey who longs for his return, and most of all Danny who’s desperate for his brother’s love and guidance, yet is driven by his own increasing white supremacy hatred. Danny who idolizes Derek has stepped into his shoes. Following the crowd of the white supremacy group the DOC. Avery Brooks the high school principle who has helped Derek also tries to help Danny by telling him to write a paper on his brother in hope to make him see things in a different light. Unbeknown to Danny, Derek is a changed man. Fresh from prison, he no longer views hatred as a badge of honor. Ashamed of his past he is now in a race to save Danny and the Vineyard family from the violence he brought down upon them. His mind is open and sees the  error of his ways. Upon reentering the real world, he must now turn his attentions to his younger brother Danny, who is swiftly heading down the same path as his brother. He tells Danny to listen to Avery Brooks the principal of the high school who has made Danny write a paper on Derek. He also tells Danny of the experience he had it jail and how it has changed  him. It is too late and in the end Danny is murdered in school one day by one of the younger brothers of whom Derek had murdered. What is said at the end of the movie seems to sum it up quite well. Hate is baggage. Life is too short to be pissed off all the time. Derek says,† Its always good to end the paper with a quote.† † We are not enemies, but friends. We must not be enemies. Through passion may have strained, it must not break our bonds of affection. The mystic cords of memory will swell when again touched as surely they will be by the better angels of our nature.† (Lincoln, 1861) Psychological Principles This school of psychology that I believe this film falls under is the school of behaviorism. Behaviorism views observable, measurable behavior rather than internal mental processes as the appropriate subject matter of psychology. Stresses the key roles of learning and the environment in determining behavior. The movie also deals with social psychology. It defines the reasons of why and how we behave and emotions and feeling we have. The why of how we feel, what we do and how we come about the decisions we make. It also affects our attitudes, feelings and emotions that make us who we are and what we do. Attitudes can be formed either positive or negative. When we hear parents, family, friends or teacher express positive or negative attitudes toward certain issues or people, we tend  to adapt the same attitudes as them. This is true in the movie American History X when Derek listened to his father’s conversation at the dinner table about racism. In observational learning, individuals learn by observing the behavior of other and then imitate that behavior. This is true in the film because the  skinheads of the group learn by observing the others and behaving the same way. Observational learning results when people observe the behavior of others and not the consequences. Derek uses stereotype thinking because he believes that all black people are bad and has a lot of hatred because of how his father died. Derek also learns to be part of the neo Nazi group by modeling Cameron the organizer and head of the DOC. A person’s cognitive abilities, physical characteristics, personality, beliefs, attitudes influence both his or her behavior and environment. A person’s behavior can affect his feelings about himself and his attitudes and beliefs about others. Much of a person knows comes from the environmental resources such as television, parents, and books. Environment also affects behavior what a person observes can powerfully influence what he does. But a person’s behavior also contributes to his environment. On the night Danny tells his brother that the black kids are breaking into his car he does not even think about what he is doing. A case of classical conditioning a form of learning that has powerful effects on attitudes likes and dislikes and emotional responses. Conformity involves the changing of one’s attitude, opinions, or behavior to match the attitudes, opinions, or behaviors of others. The pressures to act like other people, sometimes despite our true feelings and desires. In American History X Derek, Danny and all the other skin heads are take on this idea to belong to the neo-nazi group.  The scene in the movie where the skinheads destroy a neighborhood grocery store that is been taken over by a minority group show the skinheads conform to norms. These norms tell us what we should or ought to be thinking, feeling, or doing if we want to fit in with a particular group. Most people conform to norms without much thing about it. Through the whole movie Danny idolizes his brother and there for his ways can also be contributed to social psychology. The presence of others influences the thoughts, feelings and how he behaves. The expectancy theory can also be related to Danny. He feels he is expected to be racist because of the situation his brother is in. Because of the day-to-day expose of his racist feelings and the neo-nazi group he does not think of anything else so he is in constant exposure to negative feelings. While Derek is in jail and comes to realize that all people are not the same that there is good and bad in everyone he changes his attitude and behavior. Cognitive dissonance would come into effect here. Derek becomes aware of his ways and changes his behavior, attitude and reduces the importance of racism in his life. Accuracy of Psychology Portrayed American History X shows prejudice, stereotyping and conformity excellent. It shows how Derek comes about to be prejudice and to have his racial attitude. The movie shows that in the world of the skinhead neo Nazi, slogans replace thought, feeling and mindless hatred that is shocking. The bonding of this group portrays how conformity takes place. Derek’s attitude, behavior and speeches to the other kids persuade them to conform to the group. He makes them see things in his view. It shows how one person can change the thoughts and feeling of someone with a vulnerable mind. The movie also shows a way of breaking the vicious circle of hatred. Between the two parts in the movie, Derek’s fathers conversation at the dinner table expressing prejudice toward a different race and how his father died shows how social learning can come into effect. Children learn from what they hear causing them to be prejudice and to stereotype other people. The neo-nazi group shared beliefs about the characteristics of members of a different racial group. The thinking made them all believe that all they are  all alike. In the end the move tells the shows the truth that prejudice has no intrinsic worth. It only harms those who feel its hurt and ultimately harms those who practice it. Conclusion American History X is a move that takes prejudice, stereotyping and conformity and shows how each one can relate to the other. The film makes you stop and think about your thoughts and emotions on these subjects. Part of the last quote of this move says a lot. That hate is baggage. If we open our minds and see the world as a whole we can then realize that not everyone in the world is the same because of their race, gender or religion or so forth. Being prejudice and stereotyping people only leads to harm. We should not conform to the beliefs of others if we feel differently. We should be who we are and not be persuaded to feel otherwise. American History X in the end shows us that no matter what social group we belong to in society it does not mean that we all have the same characteristics, attitudes or behavior. It just goes to say that as we grow and experience things around us in our environment we tend to conform to the ways of society to form our personality and attitudes. The more we educate our young people and be good role models maybe then and only then can we prevent a situation like American History X form happening. A perfect example of conformity is in the scene which we see the skinheads bonding. They are led by Derek’s brilliant speechmaking and  fueled by drugs, beer, tattoos, and heavy metal and need all insecure people feel to belong to a movement greater then themselves. Together they feel that in their world all races stick together and are at undeclared war with all others My conclusion to this topic is that some people are oblivious to the emotional tones that they generate from their ignorant usage of stereotypical labels. I just think some people do not know it when they label someone and it brings out an emotional tone or negative implication. It’s all just ignorance. Or what people have been taught growing up in a government that strives for being the normal and the best. Learning through unintentional messages, whether through school, games, and especially television. It is time for people to unlearn what they have been taught and start opening their minds about this particular subject. It is the nature of prejudice that is the reason why we have violence in the world. I don’t think Derek would have come to have a change in attitude or behavior had it not been for the experience he had in jail. Coming full circle and realizing the reality that not everyone is the same and just because of your race, religion or gender we all are individuals. Derek was a product of his environment. Having conformed to a group of neo-nazi people who do nothing but see their world and don’t think out side of it. This would be kind of like the saying thinking out of the box. Until his ordeal in jail he had experienced groupthink. A tragedy had to happen in order for a cultural change to take place. References Augustinos, M. (2001). Understanding Prejudice Racism and Social Conflict. Pennsylvania: W.B. Saunder Company. Ruscher, J. B. (2001). Prejudiced communication: A social psychological perspective. New York: Guilford Press. Welkos, R. W. (1998, October 21). The Tin Line Between Fear and Hate. [Online]. Available: http://www.geocities.com/sunsetstrip/club.3036/analysel.htm. Wood, S. , & Wood, E. (1999). The Essential World of Psychology. Maine: Allyn & Bacon

M & a of China Automobile Industry Essay

The Researches on Overseas Mergers and Acquisitions of China Automobile Industry in Post-Crisis Period? ZHU Qin School of Economics, Zhejiang Gongshang University, P. R. China, 310018 Zhuqin9871@163. com Abstract: Since the 2008 financial crisis, the overseas mergers and acquisitions (M&A) of China automobile industry have become a topic the world’s automobile market most concerns about. This paper views that the rapid growth of the domestic automobile market, the adjustments in overseas auto industry and much support from government’s policies provide a good background and favorable conditions to overseas M&A of China automobile industry. It also points out that although China’s state-owned enterprises are still the main body of overseas mergers and acquisitions of China auto industry, private enterprises are playing an increasingly important role. Through studying specific cases, the paper proposes countermeasures concerning overseas mergers and acquisitions of China automobile industry in post-crisis period. Keywords: Post-crisis period, the automobile industry, overseas mergers and acquisitions 1 Introduction The rapid growth of China’s economy since the reform and opening, the explosive increase of automobile industry in recent years and government’s supporting policies on the automobile industry altogether offer new opportunities and conditions to overseas M&A of China automobile industry. At present, China has become the largest automobile producer in the global. In 2009, the top ten automobile manufacturing countries were: China (13791000), Japan (7. 935 million), United States (5. 697 million), Germany (5. 206 million ), Korea (3. 513 million), Brazil (3. 183 million), India (2. 628 million), Spain (2. 17 million), France (1.935 million), Mexico (1. 561 million). Large-scale production capacity endows China auto companies with a base to expand overseas. Following the 2008 financial crisis, the global economic downturn has had the international Automotive Group faced with overcapacity problem; meanwhile, the global credit shortage has brought great pressure to the survival and development of the automobile business. Funding gaps emerged in many international auto giants. After the financial crisis, the asset value of many foreign enterprises is seriously underestimated, which gives a good chance for Chinese enterprises to take a shot. Through overseas M&A access to the dreaming international auto brands, the core technology and international marketing channels can be acquired at low costs. At the same time, Chinese auto companies have sufficient capital reserves at the present stage, and with the strong support from the government and national financial institutions, there is a potential for them to become competitive buyers for part of the international Automotive Group’s quality assets. It is worth mentioning that related departments in the Chinese government treat the auto industry as a pillar industry of national economy, giving it much positive policy support. â€Å"The automotive industry restructuring and rejuvenation program†, promulgated in 2009 increased efforts to support the automobile industry. First, the program states that â€Å"it is required to promote the restructuring of the automotive industry, to support M&A of large-scale automobile enterprise groups, to expand the scale of major auto parts enterprises through M&A. † Previously, the major auto companies were not willing to conduct cross-regional restructuring because of too many barriers. â€Å"The automotive industry restructuring and rejuvenation program† can effectively solve this kind of concerns. In related detailed ? [Sustentation Fund]: National Science Fund of China (70703030) , Zhejiang Province Science Fund (Y6080222), Humanity and Social Science Fund of Chinese Ministry of Education (07JA790083, 09YJC790240) 43 M & D FORUM regulations, associated guidelines are made which involve the acquirer and acquiree, such as the source of acquisition financing, tax issues that may arise in acquisition, the asset disposal of acquired companies and employee relocation and other problems prone to cause disputes or already existing barriers. At the same time, it will lift the standard of admitting foreign asset and acquiring related domestic enterprises to (protectively) enhance the competitiveness of domestic auto companies. In addition, in March 16, 2009, the Ministry of Commerce issued † procedures for the administration of foreign investment † to further reform foreign investment management system, promote the facilitation of foreign investment, support Chinese enterprises to â€Å"go out† and participate more in international economic cooperation and competition. These help to raise strong and positive support for overseas M & A of China automobile industry. 2 The Main Body of Overseas M&A of China Automobile Industry Before 2008, although there were many cases of overseas M&A in China automobile industry, such as SAIC’s acquisition of Ssang Yong in 2004, Nanjing Auto ’s acquisition of Rover in 2005 and so on, the overall impact and scale were still limited and attention from the domestic and international was not intense enough. From 2006 to 2008, the scale of M&A China’s major automobile companies has been further reduced, with the total number of only 7. It only covered 19% of the total number of Chinese car companies’ various overseas investment. Other overseas investment approaches were: 21 cases of joint ventures or strategic alliances, accounting for 57%, 8 cases of factory founding directly, accounting for 22%, and 1 case of technology transfer. But after 2008, when the world auto market is still full of financial cold haze, the Chinese auto companies went against the trend. A number of enterprises joined with foreign auto brands in carrying out cross-border marriage. In this short year, both the vehicle industry or parts manufacturers lunched many acquisitions either far-reaching or with extremely high degree of concern. Beijing Automobile Works acquired Saab, Geely acquired Volvo, Beijing West Industry’s acquisition of the U. S. Delphi, Geely DSI bought Australian automatic transmission companies, to name just a few. Overall, in the current automobile industry, China’s M & A main body is evolving towards a diversed boom. China’s automobile companies participating in overseas M & A are no longer confined to state-owned ones. Due to their growing strength and government’s supportive policies, private enterprises have become the new force, injecting new vigor and vitality into the overseas M&A of China automobile industry. However, state-owned enterprises are still the most important main body in cross-border M & A activities [7]. In this M & A wave, the Beijing Automotive, as one of the state-owned enterprises, successfully finished the acquisition of the Swedish brand Saab in December 2009. State-owned enterprises have an advantage of large scale, but often there is a serious deficiency in the governance, a general lack of motivation of in the management. A majority of state-owned operators have an incomplete momentum for cross-border M & A. The private enterprise, with their natural clear property rights, fewer policy constraints, and a flexible structure and mechanism are playing an increasingly important role in the wave of automotive M&A. Thanks to less intervention from the government and following less protection compared with the state-owned enterprises, private enterprises possess stronger self-awareness, risk awareness and a sense of competition. Increasingly powerful private enterprise group is supposed to become an important force in the cross-border M & A in the future [15]. In this M&A wave, the most distinctive representative of private enterprises is China Geely Group. As a leader of China’s private auto enterprise, in March 2010, it successfully reached an agreement with General Motors, purchasing 100% of the shares of GM’s Volvo. 3 A Study of Overseas M & A Cases in China Automobile Industry 44 M & D FORUM 3. 1 Overseas M & A cases of automobile enterprises In the choice of overseas M & A targets, China’s auto enterprises prefer developed regions like Europe and the United States, especially concentrating on world’s top 10 auto-producing countries besides China such as the United States, France and other places. The vehicle industry in these areas has long history, with many powerful brands, more developed economy, higher living standard and stronger consumer ability. In the choice of specific targets, Chinese enterprises are in favor of those enterprises that are of highly well-known brands, a long history, as well as advanced technology and experienced management. However, during this financial crisis, a serious setback in operating performance led some of these companies or brands to great losses or even near-collapse. Geely’s acquisition of Volvo and Beijing Auto’s of Saab is representative ones. They are very typical in this M&A wave starting after the financial crisis. 3. 1. 1 Beijing auto’s acquisition of Saab On December 28, 2009, Beijing Automotive Holdings formally announced the acquisition of relevant intellectual property rights of Saab cars at a cost of 200 million U. S. dollars. By then, Beijing Automotive has gotten the core data of the complete research, production, marketing, quality control system. This international transaction is the first successful case for a domestic automobile enterprise to carry out the acquisition of foreign advanced and complete vehicle power technology since 2009. As one of a few China’s Automotive Groups who not yet have their own brands, Beijing Automotive is very urgent on owning its own brand-related technology. So the successful marriage with the Saab is of great significance for Beijing Automotive to speed up the process of independent R & D and internationalization. 3. 1. 2 Geely’s acquisition of Volvo On December 23, 2009, Ford Motor Company released a statement of reaching a framework agreement to sell its Volvo to Geely. In March 28, 2010, Geely signed a definitive stock purchase agreement with Ford to buy 100% of the shares of Volvo Car at a cost of 1. 8 billion U. S. dollars and then signed a definitive agreement concerning related assets [32]. This saliva battles full of troubles ended with Geely tenaciously achieving its dream of â€Å"snake swallows elephant†. It is a spur for other domestic auto enterprises, also a major step for Geely towards the international market Simultaneously it helps the Volvo brand to further open the Chinese market,. However, it is not easy for Geely to â€Å"digest† Volvo. Whether it is because of the picky European Union, or high operating costs for brand, or cultural integration, especially the integration and management of Volvo’s distributors, factories and suppliers scattering over more than 100 countries and 2,400 regions. There are a series of huge problems. 3. 2 Overseas M & A cases of automobile parts enterprises After the financial crisis, overseas auto parts enterprises were faced with greater difficulties than full-vehicle enterprises. Bankruptcy and M&A happened frequently. Influenced by this round of auto industry structure adjustment, the integration of parts suppliers intensified, and M & A wave aimed at supplier groups resurged. Foreign well-known auto parts enterprises like Australian transmission company DSI, Delphi in the United States and so on occupy pivotal positions in the auto parts industry, and even have a significant impact on the development of the full-vehicle market. Direct purchase of foreign auto parts enterprises is local suppliers’ one way of gaining access to core technology. After the current financial crisis, the M&A cases of auto parts enterprises are quite frequent and also larger and more far-reaching than that of before the crisis. Such as Geely’s acquisition of the Australian transmission company DSI, Beijing West Industry’s acquisition of U. S. Delphi, WanXiang Group’s acquisition of the U. S. DS automobile steering shaft and so on. 3. 2. 1 Beijing West Industry’s acquisition of Delphi On March 31, 2009, Delphi formally agreed to sell its global businesses of braking and suspension to Beijing West Industry. Beijing West was prepared to pay 90 million U. S. dollars in cash to acquire Delphi’s related machinery and equipment, intellectual property and real estate, including its businesses of braking and suspension in eight plants, five technology centers and 14 technical support and customer 45 M & D FORUM service centers which locate worldwide. 3. 2. 2 Geely’s acquisition of DSI. On March 27, 2009 in New South Wales State’s Government Building, the signing ceremony of Geely acquiring Australian Automatic Transmission Company was held. According to a statement from Li Shufu, the Chairman of Geely Group, Geely conducts a wholly-owned acquisition of DSI for it values DSI’s complete designing and manufacturing capabilities accumulated over 80 years. DSI Automatic Transmission Company is an automatic transmission specialist centralizing research and development, manufacturing, and sales altogether. What is more, it is one of the only two global automatic transmission companies that are independent from all automotive vehicle companies. 4 Countermeasures and Suggestions for Overseas M & A of China Automobile Industry 4. 1 The selection of objects for overseas M & A First of all, when making overseas M & A, Chinese auto enterprises need to be careful of those M & A targets who already have no competitive advantage within the industry, and just to sell companies to reject the burden. Therefore, they should be especially cautious in the choice of Objects for overseas M & A and take various factors into consideration. Second, while doing overseas M&A, Chinese auto enterprises can not just focus on targets of low purchase price, but on the potential value of the enterprises after the acquisition. Therefore, the Chinese auto enterprises ought to choose targets that are consistent and coordinated with their own strategic objectives, and can complement their own businesses to achieve synergies; to choose overseas assets with low cost but are able to produce better results through the integration. Finally, in assessing M & A targets, priority should be given to smaller yet high quality objects in accordance with their requirements. M & A are to be done for many times, at small amount and with steady integration. 4. 2 A careful and scientific implementation of overseas M & A After enterprises have determined the strategic premise of overseas M & A consistent with their own development requirements, they need to compare the key links in tactic and carry on related initiatives. First, in M & A planning session, to establish a more comprehensive overseas assessment system; to do a comprehensive and quantitative research with regard to the status of the host country market, national policies and regulations, competition pattern, the main risks; to do further accurate assessment of the target company’s technology, independent intellectual property rights, operation status and potential value, weighing the risks and opportunities. Second, after selecting the target of M & A, a comprehensive understanding of the business-related technology, the details of intellectual property rights should be gained, and the specific items and amounts of M & A be finalized. To maximize benefits at the lowest cost by conducting effective negotiations. Third, after the transaction is completed, to assess comprehensively the differences of both managements in management philosophy, and the differences of staff in culture, values, benefits, remuneration and so on. To orderly propel the process of integration in achieving M & A objects. 4. 3 The implementation of the strategic resource reserves in overseas M & A To obtain opportunities of overseas M&A, auto industry are required to carry out resource reserves in four aspects. First, human resources reserves. The Chinese auto enterprises should consciously reserve all kinds of overseas M & A professionals as soon as possible. Second, M & A experience reserves. By continually accumulating experience through practices, enterprises can learn more about related laws and regulations, operating procedures, and precautions to reduce risks, and then improve the success rate. Third, M & A financial reserves. To fight for access to financial support from the government or large financial institutions. To ensure enough amount of money while minimizing financial costs. 46 M & D FORUM 5 Conclusion During post-crisis period, the China automobile industry is facing an unprecedented good opportunity in overseas M&A. With the support of concerning policies, the China auto industry is adopting an active global strategy. Through the integration of global auto industry resources, the international competitiveness force of China auto industry is enhanced in a great degree. In the process of overseas M&A, the China auto industry needs to actively carry out relevant strategic resource reserves, scientifically select acquisition targets, and carefully as well as scientifically implement specific overseas M & A strategy. Author in brief: Zhu Qin, PHD, Associate Professor, School of Economics, Zhejiang Gongshang University Email: zhuqin9871@163. com. References [1]. Stefano Rossiand Paolo Volpin. Cross-Country Determinants of Mergers and Acquisitions [M]. London Business School, 2002 [2]. Guo Jianhua. The global automotive industry changing situation report [R]. Beijing: Equality in Automobile Research Institute, 2009(in Chinese) [3]. RolandBerger Strategy Consultants. China’s auto industry development, in the current financial crisis the opportunities and challenges [R], 2009 (in Chinese) [4]. State Council Development Research Center of Industrial Economics Research Department, Society of Automotive Engineers of China, Volkswagen Group. China Automotive Industry Development Report [M]. Beijing: Social Sciences Academic Press, 2009. 7 (in Chinese) 47

Fast Food Research Paper Example | Topics and Well Written Essays - 1500 words

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Assessment at work - Essay Example Strengths associated with Abercrombie & Fitch assessment procedures are highlighted as well as recommendations for improvements in the company’s selection process. The use of a single Communications Competence testing instrument is a standardised testing template, regulated by a highly centralised human resources heirarchy. There is no room for flexibility or adaptation of current assessment instruments or policies and the company is routinely audited for compliance to assessment methods. This creates an environment in which the company is using assessment tests that are not congruent to finding the appropriate employee for Abercrombie & Fitch. Abercrombie & Fitch has experienced high levels of negative publicity in recent years for alleged unethical hiring practices related to youth, beauty and exclusivity. However, these corporate beliefs are part of the business’ organisational culture and are the criteria utilised to determine job role candidacy. In a business environment where personality is a key factor in whether a candidate fits the culture, the company requires a reexamination of existing selection efforts. Abercrombie & Fitch (A&F) is a mid-level clothing retailer which has positioned itself as an upscale fashion house catering to unique perceptions of youth, beauty and exclusivity. The company carries a wide variety of somewhat-provocative fashions, unique, politically incorrect apparel as well as traditional outerwear (Case Study, 2007). The company’s main competitors are other mid-level retailers both domestically and within the company’s international sales divisions such as Burberry or The Gap. The company currently utilises one form of psychometric testing in the firm’s selection processes. A&F maintains one of the most unique HR models in today’s retail as the business’ focus on exclusivity is at the heart of the

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Impact of poverty In Africa Term Paper Example | Topics and Well Written Essays - 750 words

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The importance of keeping customers for as long as possible, in what Essay - 1

The importance of keeping customers for as long as possible, in what is seen often as a short-term approach to sales - Essay Example Enterprises have early understood the difficulty in acquiring customers and also the value of maintaining good relationship with customer. Modern management techniques and use of IT though innovative means have defined added new dimensions to managing customer relationships. Now, for many enterprises empowering the customer has become a way of life, which in turn has led to shift in power with their customer relationships (Kotler et al., 2009). 2. Concept and definition Drotskie (2009) quoted Seybold (2002) and explained â€Å"customer relationship management (CRM) means determining who your customers are and building relationship with them†, and Drotskie adds further that it involves understanding each and every customer so as to develop profiles of their individual needs. Thus CRM enables the enterprise to understand the customer very closely so that its services can be tailor-made to meet each individual requirement (Zeithaml & Bitner, 2003; cited by Drotskie, 2009, p. 15). Kotler et al. (2009) also support these definitions and stated that customer relation management as the â€Å"process of carefully managing detailed information about individual customers and all customer ‘touch points’ to maximise customer loyalty. ... ocuses to increase revenue, profits, and shareholder value through targeted marketing activity such as developing, maintaining, and enhancing successful-customer relationships† (Bolton & Tarasi, 2006). 3. Principles of customer relationship marketing As Kotler et al. (2009) suggest, one of the important â€Å"goals of marketing is to develop deep, enduring relationships with people and organisations that could directly or indirectly affect the success of the firm’s marketing activities. Relationship marketing aims to build mutually satisfying long-term relationships with key constituents in order to earn and learn and retain their business† (Kotler et al., 2009, p.22). Relationship marketing has four dimensions (1) customers, (2) employees, (3) marketing partners (channels, suppliers, distributors, dealers, agencies), and (4) members of the financial community (shareholders, investors, analysis) and its outcome is the marketing network, a unique asset for the comp any. Figure 1: The four dimensions of relationship marketing Adapted from source: Kotler et al. (2209) Of these dimensions, the customer relationship marketing is most significant and more and more companies are now designing separate offers, services and messages to individual customers, that they gather based on information about past transactions, demographics, psychographics, and media distribution preferences (Kotler et al., 2009). Their objective is to build customer loyalty, by focus on the most profitable customers, products, and channels and achieve growth and capture larger share of customer’s pocket. This they undertake by estimating individual customer lifetime value and design their market offerings and prices, which would enable them not to make instant profit, but to make a profit over the

Leadership an important but controversial area of Organization Essay

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Do Family Medicine doctors have the same results as Specialists Essay

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Sacramento State Essay Example for Free

Sacramento State Essay For the college fair, my group received Cal State Sacramento. In my group I was student number one. Student number one was to work on what location, size, and environment. I learned that Sacramento State is approximately 7 hours and 32 minutes away from Perris and is almost 453 miles. While working on my category I found out that Sacramento State is located in the capital of California which is Sacramento. Sacramento State has about 24,136 undergraduate students attending. The total of women that attend are 13,825 and they make up 57% of the campus. The overall number of men that attend is around 10,311 making up 43% of the campus. The ethnic breakdown consists of about 43% American, 20% Asian/Pacific, 16% Latino, 7% African American 2% Foreign, 1% American Indian, and 11% make up others. They have a 300-acre campus and a landscaping of 3,000 tress. There are so many interesting facts that I learned about Sacramento State. There are some really nice near by attractions. For example the waterpark Raging Waters as well as the Sacramento Zoo are two near by attractions. Their mascots name is Herky the Hornet and is 60 years old, and there school colors are Green and gold. Some other interesting facts are that the school was founded in 1947. Some of the majors are criminal justice, social sciences, economics, environmental studies, nursing, as well as engineering. The tuition for the people living in California is about $6,573 and out of state is approximately $17,733. In conclusion Sacramento State might have some bad things about but for the most part it’s a pretty good school.

Theological Reflection Approach on Practice

Theological Reflection Approach on Practice A written reflection on practice (1,500 words) Rational of the Theological Reflection Approach I have decided to use the Imagination and Spiritual Wisdom approach to this theological reflection because it allows for a deep understanding of the experience and the feelings involved. Then it progresses into creating an image from those feelings and by questioning the image we may develop an insight to what was really happening and use theology to help us to understand this insight. Thus, leading to action or an understanding of future actions in similar events.[1] Thick Description Someone in the church (A) was organising a surprise party for the vicar and his wife (VW) for their 25th wedding anniversary with permission from the rest of the family. They were organising it as a friend and not as a member of the congregation and therefore it was a non-church event. It was mentioned to people in the church as they would obviously be invited as friends of the couple. There was an element of tension between certain members of the congregation as they felt that it should have been done through church and this was expressed to the church wardens, who had also been asked to help with the party, and A. This led to a disagreement between A and another member of the congregation (B) one Sunday morning before the service. This was witnessed by a few people although they could not hear what was being said. It did however turn out that this issue was resolved quickly once tensions had calmed down. The pastoral situation came from someone (J) who had witnessed this altercation. J has been a member of the congregation for many years and has developed a close pastoral relationship with the vicar and his wife and the member of the congregation. She was concerned about how B had be treated through this situation. Over the course of the week various messages had been sent via social media between A, J and various others in the congregation about this altercation, the party in general and views about it. The messages had become somewhat hurtful and not appropriate. J had become quite upset about it and went to speak to the VW to ask if A would stop sending messages to her. J did say that she could not go into detail about the messages and why they had started in the first place as she did not want to spoil the surprise. It transpires that the messages continued to be sent with A convinced that the surprise had be spoiled and was placing the blame towards J. Due to wanting to keep the surprise J contacted myself. I met with J on a Friday evening in church with most of the meeting explaining what had transpired over the past week. J was very agitated and angry about what was happening in terms of the messages. I allowed her to speak and reassured her that I was listening to what was being said but clear that I was not agreeing with her opinion about A although was sympathetic towards her feelings about what had happened. I was also aware that J did not like A but the reason for this was unknown to me. Others had also noticed this dislike and I mentioned this to J. I also pointed out that A was a liked person and people were viewing Js actions as not very nice. J took exception to this comment and defended what she had said and done by saying that something had happened with A in a previous church that none of us were aware of. The meeting concluded with a decision that I would speak to A and ask for the messages to stop, that I would reassure A also that J had not spoiled the surprise, J agreed that she would not respond to any messages that were sent to her in regards to the party or anything else along similar lines. We finished by praying and J thanked me for listening. Feelings 2.1 Reflections on Personal Feelings of the Situation Personally, the whole situation felt a little petty and had no feelings towards this situation and felt that this could be sorted out. Yet I was aware there would need to be further reconciliation of J and A as feelings ran deep of dislike towards each other. 2.2 Reflection on Js Feelings of the Situation The feelings that were clearly visible by J in this situation were: Anger towards A because of the altercation with B Frustration asked for the messages to stop and they had continued Shock she had been challenged over her attitude towards A Power knew information that no one else knew about A When reflecting on these feelings being displayed I felt that the underlying elements to all of this was a sense of jealousy towards A and the VWs newly formed friendship and therefore an element of displacement by J in her relationship, which was ultimately a pastoral one, with VW. Image Based on the feelings mentioned above the image that comes to mind is: This image shows the child-like nature of the situation (the messages sent via social media), the exclusion or perceived exclusion of one from a group, and finally the two who have paired off not being aware of the person or the feelings of the person who has been excluded. Theology 4.1 Biblical Passages The biblical passages that reflect jealousy which could speak into this situation are: Genesis 37 Joseph and his brothers being jealous of his relationship with their father. Proverbs 27.4 Anger is cruel and fury overwhelming, but who can stand against jealousy? Luke 10.38-42 Mary and Martha being with Jesus Genesis 4 Cain and Abel and the jealousy of how God favoured them Mark 10:35-45 James and John asking to sit at the right and left hand of Jesus and the reaction of the rest of the disciples Reflections on the Biblical Passage Genesis 37 The passage that I felt reflected this situation the best was of Joseph and his brothers being jealous. Joseph receiving his coat from Jacob is a sign of love towards his son to the exclusion of the other sons/brothers. The brothers reaction to this situation was one that led to Joseph being separated from his family as they sold him to be a slave. The brothers reaction could not be hidden within them but was publicly acknowledged between them and towards Joseph himself with a lack of greeting or salutation.[2] The selling of Joseph should not have happened, and was not actually planned but the opportunistic nature of the brothers, brought a situation to pass which ultimately was used by God for a greater purpose (Gen. 50.20). The hatching of a plan to tell Jacob about the death of Joseph had wider issues for the brother as their fathers grief was great. [3] The brothers jealousy led to the pain of Joseph as a slave and then in prison. The pain of Jacob in the act of grief over Joseph, the story does not tell us of the life of the brothers and Jacob but the grief would have been a long running issue within the house hold. The brothers had to live with knowing that they had caused this grief. Parallels between the Thick Description and Biblical Passage If the people in the thick description were the biblical characters it would be: A was Joseph, J was the brothers, VW was Jacob and to an extent I was the caravan of Ishmaelites. Js jealousy of A was great and in effect trying to sell A to me as someone who was of no value and a trouble maker. Reflecting on this now I could see that if this was to carry on then there could be great pain for VW in the long term and then the ripple effect of this amongst the church community. New Insights and Action Reflecting on the theology of Joseph and this pastoral care situation I would have addressed it in the following way: Not challenged Js behaviour towards A in the initial instance. I should have listened to the problem that was being raised and dealt with that in the way that I did. I would have then arranged another meeting with J to discuss her behaviour and attitude towards A. In a follow up pastoral care situation I would have addressed the feelings of J towards the relationship between A and VW. I would have asked her to share how seeing the relationship form made her feel and why she felt that this might be an issue. Hopefully over time she would have seen her jealousy was not necessarily something that should have been an issue. This may have taken a few pastoral encounters to come to a conclusion. There may have also been a need for a time of reconciliation between J and A and also a session between J, A and VW to discuss the feelings between the three of them. I would have been a good person to facilitate this as I was neutral in the situation and had a relationship with the people involved where there could be honesty and openness. Word Count: 1563 Appendix 1 This situation was part of a larger situation that soon unravelled within the church community so the new actions and insights are speculative as to how I would have handled the situation if it had continued. Bibliography Killen, Patricia OConnell, and John De Beer, The Art Of Theological Reflection, 1st edn (New York: Crossroad, 2014) Longman, Tremper, How To Read Genesis, 1st edn (Downers Grove, Ill.: Authentic Media, 2005) Mounce, William D, The Crossway Comprehensive Concordance Of The Holy Bible, 1st edn (Wheaton, Ill.: Crossway Books, 2002) Thompson, Judith, Stephen Pattison, and Ross Thompson, SCM Studyguide To Theological Reflection, 1st edn (London: SCM Press, 2008) UpChurch, John, and Association Counselors, Genesis 37:4 Commentary John Gills Exposition Of The Bible, Bible Study Tools,2017 [accessed 17 March 2017] [1] Killen and Beer, The Art of Theological Reflection, p. 21 [2] UpChurch, Exposition of the Bible, [3] Longman, How to Read Genesis, p.151

Difficulties Listeners Face Processing a Foreign Language

Difficulties Listeners Face Processing a Foreign Language INTRODUCTION Recently, listening has gained more and more attention in foreign language learning. In learning a foreign language, it is suggested that the most important step should begin with an effort to listen. (Rubin Thompson, 1994) Listening provides input for learners to make learning occur and listening exercises draw learners attention to new forms in language, such as new vocabulary items. (Rost, 1994) Listening can be regarded as a necessary skill in the diagnosing and preparation of foreign language students and can even be served as a good predictor of language achievement. In consequence, listening comprehension acts as a pivotal role in foreign language learning. (Oxford, 1993) In this essay, three issues are discussed. Issue 1 states listening difficulties in second language acquisition. Underwood (1994), Chiang and Dunkel (1992) and Rubin and Thompson (1994)‘s viewpoint are discussed. Issue 2 proposes taxonomies of the factors affecting listening difficulties. Boyle (1984), Yagang (1993) and Rubin (1994) ‘s point of view of the factors affecting listening comprehension are referred to. Issue 3 mentions studies in listening difficulties of L2 listeners in foreign countries. Tauroza and Allisons (Rubin, 1994) study is about speech rate. Boyle (1984)s study is factors most frequently mentioned in listening comprehension. Lynch (1997)s study is a case study of a intermediate-level learners progress in listening comprehension. Goh (2000)s study discusses listening comprehension problems. Chapter 1 Listening difficulties in second language acquisition Underwoods (1994) point of view Underwood (1994) identified seven potential difficulties in listening comprehension as: (1) lack of control over the speed at which speakers speak, (2) not being able to get things repeated, (3) the listeners limited vocabulary, (4) failure to recognize the signals, (5) problems of interpretation, (6) inability to concentrate, (7) established learning habits. Many language learners believe that the greatest difficulty with listening comprehension is that the listener cannot control how quickly a speaker speaks. (p7) They are so busy working out the meaning of one part of what they hear that they miss the next part. Another difficulty is that listener is not always in a position to get the speaker to repeat an utterance. This is particularly likely to be the case when students are ‘on the edge of conversation outside the classroom. For people listening to a foreign language, an unknown word can be like a suddenly dropped barrier causing them to stop and think about the meaning of the word and thus making them miss the next part of the speech (p 17). And students need to learn to listen for the ‘signals in order to be able to connect the various utterances in the way the speaker intended them to be connected. (p18) Students who are unfamiliar with the context may have considerable difficulty in interpreting the words they hear even if they can understand their ‘surface meaning. (p19). Inability to concentrate can be caused by a number of things, but in listening work it is a majo r problem, because even the shortest break in attention can seriously impair comprehension. (p19) Outside factors may well make concentration difficult, too. An inferior machine or poor recording can make it very hard for the students. As for establishing leaning habits, when the learner can more readily accept the frustrations involved, he will be more prepared to strive for a partial and incomplete understanding of what is being said. (pp16-19) Rubin and Thompsons (1994) point of view Rubin and Thompson list three common problems in learning to listen to a foreign language. The first problem is that the speaker talks too fast. If the listener can not follow the speaker, the listener can let the speaker know that he is not following. He can ask for repetition and slowing down the speed, seeks clarification, rephrase, and repeat. The listener can pay attention to intonation and tone of voice, focus on question words such as who, what and when and assume that the ‘here and ‘now are relevant. That is, the sentence is directly related to the subject they have just been discussing. Assume that what a person says is directly related to something he or she is experiencing at that very minute. The second problem is that the listener is not getting anything out of foreign language TV and movies. If the listener could not understand the foreign language TV and movies, they should try to take control of his listening by predicting what he was likely to hear. For e xample, use visual clues and use his background knowledge. Anticipate information in a segment by relying on your knowledge of what such a segment is likely to contain. Listeners could also use information from the segment itself and determine the genre of the segment. Knowing the genre of a segment will help you determine how best to approach it. For instance, if it is an interview, then concentrate on the questions. If it is a news report, a who, when, where strategy will work best. If it is a drama, look for the story line. Listeners could listen to familiar elements, listen to familiar-sounding words, listen to and jot down repeated words, learn to recognize numbers and learn to recognize proper names. The third problem is that the listener tends to stop listening when he hears an unfamiliar word or phrase. Many learners, particularly in the early stages of language learning, panic and lose their concentration when they hear an unfamiliar segment. As a result, they miss portions of the passage that might have helped clarify the unfamiliar word or segment. The listener should concentrate on familiar elements and keep listening. Understanding something is better than getting nothing at all. If you continue listening, chances are that you will comprehend at least some parts of the massage. It is possible that the portions you missed were not very important after all. Chiang and Dunkels (1992) point of view Chiang and Dunkel (1992) pointed out that listeners comprehension in English may be thwarted by a number of cognitive and linguistic factors as well as academic and cultural issues, including: (a) inability or lack of opportunity to engage in communicative interaction with the second/foreign language teacher or lecture; (b) inability to detect the main points of the lecture or to â€Å" grasp the usual goals of particular genres of discourse situation of which the discourse is a part; (c) unfamiliarity with the structure and type of the discourse ; (d) inability to apprehend discourse markers and logical relationships in the English lecture; (e) inability to comprehend lecture speech delivered at faster rates of speed; (f) limited short-term memory for English input; (g) failure to use appropriate cognitive or learning strategies; (h) poor inference abilities in English; (i) limited proficiency in English; (j) lack of prior knowledge about the content of the spoken or written text; and (k) inability to process L2 input devoid of speech modification such as elaborations or redundancies. Of these difficulties confronting L2 learners, Chiang and Dunkel explored the effect of three of them. The first situation was when the listeners had limited listening proficiency in English, the second situation was when they lacked prior knowledge about the topic of the L2 lecture, and the third situation was when they were not supplied with modified speech. The results revealed a significant interaction between prior knowledge and text type. Chapter 2 Taxonomy of the factors affecting L2 listening difficulties Boyles (1984) three categories of factors Boyle (1984) began with a survey of the factors most frequently mentioned in the literature on listening comprehension, including three categories of factors. The first category referred to the listener factors, including experience in listening to the target language, general background knowledge of the world, educational background and type of school, knowledge of the target language in its various aspects, memory, powers of analysis and selection and motivation and attitude of the listener to the speaker and to the message. The second categories, the speaker factors, contain language ability of the speaker: native speaker—beginning level non-native speaker. Speakers production: pronunciation, accent, variation, voice affect, too. Speed of delivery and prestige and personality of the speaker count. The third category, factors in the material and medium, comprise difficulty of content and concept, especially if the material is abstract, abstruse, highly specialized or technic al, lengthy or poorly organized. Acoustic environment such as noise and interference and amount of support provided by gestures, visuals also have influence on listening comprehension. Yagangs (1993) four aspects of factors Instead of three categories, Yagang (1993) proposed that the sources of listening difficulties came mainly from the four aspects: the message, the speaker, the listener, and the physical setting. The message factors comprised content and linguistic features. In content which is not well organized, listeners cannot predict what speakers are going to say. And if listening materials are made up of everyday conversation, they may contain a lot of colloquial expressions, such as guy for man. Students who have been exposed mainly to formal or bookish English may not be familiar with these expressions. The speaker factors consists of redundant utterances, such as repetitions, false starts, re-phrasings, self-corrections, elaborations, tautologies, apparently meaningless addition such as â€Å" I mean† or â€Å" you know† and speakers personal factors such as their accents. Learners tend to be used to their teaching accent or to the standard variety of British or American Engli sh. They find it hard to understand speakers with other accents. The listener factors played a more important role in EFL students listening. For example, foreign language students might be not familiar enough with clichà © and collocations in English to predict a missing word or phrase. For example, they can not be expected to know that rosy often collocates with cheeks. EFL students might be lack of sociocultural, factual, and contextual knowledge of the target language. (Anderson and Lynch 1988).It can present an obstacle to comprehension because language is used to express its culture. Factors in physical setting included noise, both background noises on the recording and environmental noises, could carry the listeners mind of the content of the listening passage. Listening material on tape or radio lacks visual and aural environmental clues. Not seeing the speakers body language and facial expressions makes it more difficult for the listener to understand the speakers meaning. Unclear sounds resulting from poor quality equipment can interfere with the listeners comprehension. Rubins (1994) five categories of factors Rubin (1994) classified these listening factors into five categories: text, interlocutor, task, listener and process characteristics. Text characteristics referred to acoustic-temporal variables, acoustic-other variables and morphological and syntactic modifications (including restatements). Acoustic-temporal variables are speech rate, pause phenomena, and hesitation. Acoustic-other variables are level of perception, stress and rhythmic patterning perception and L1 and L2 differences. Variables of morphological and syntactic modifications are redundancy, morphological complexity, word order and discourse markers. Text characteristics referred to text type. Visual support for texts is also an important variable. Interlocutor characteristics referred to variations in the speakers personal characteristics, such as gender, pronunciation, accent, expertness and so on. Listener characteristics are listeners language proficiency level, memory, attention, affect, age, gender, learning disabi lities in L1, and background knowledge as well as aptitude, processing skills, background biases, motivation, and confidence level. Process characteristics referred to how listeners interpret input in terms of what they know or identify what they dont know. Top-down, bottom-up and parallel processing is being examined in L2 contexts. Current views of listening comprehension propose that listeners actively process language input. Two types of processing have been discerned: cognitive strategies and metacognitive strategies. Research on listening strategies includes: work on several languages; work contrasting strategy use at several proficiency levels; work with interactive or transactional listening; work with cognitive and metacognitive strategies; work considering the relation of strategy use to text, task, and setting. Chapter 3 Studies in listening difficulties of L2 listeners in foreign countries Tauroza and Allisons ( )studyspeech rate Griffiths suggests that different language have different â€Å"normal† rates and the rates defined in studies using English can not be applied exactly to studies of other languages. Most research quotes a normal speech rate of 165 to 180 words per minutes for native speakers of English. On the other hand, while Foulke reports a threshold (the rate at which comprehension begins to decrease rapidly) level between 250-275 w.p.m., others states that comprehension decreases as a function of mental aptitude and difficulty level. Tauroza and Allison compare normal speed of British speakers for four types of speech. They found that while the mean for radio and interview speech events lies within the range of 160 to 190 w.p.m., the means for conversation and lecture categories are outside this range. The mean rate for conversation in words per minute was 210, while for lectures, 140. They note further that thirty-three percent of their lecture data was slower than 130 w.p.m. and twent y-three percent of the conversation data was faster than 220 w.p.m. The issue of normal speech rate is one that still needs a great deal more research that takes into account all of the variables mentioned above. (Rubin, 1994) Boyles (1984) study—factors most frequently mentioned in listening In Boyles (1984) study, 30 teachers and 60 students in Hong Kong were asked to list the six factors which they considered the most important in aiding or hampering the effectiveness of listening comprehension. It was interesting to know that the students gave much more importance to vocabulary than teachers did. It was surprising that the students mentioned two factors, memory and concentration, barely mentioned by the teachers. In addition, the students considered that there was a possible relationship between their reading habits and their listening comprehension, which was not mentioned by the teachers. On the other hand, the teacher seemed to specify the linguistic factors more sophisticatedly. The teacher would specify the factors as ability to pick up clues, complex syntactical structures, stress and intonation and interference from Chinese. On the contrary, the students just indicated that the lack of general language ability or the difficulties in English listening comprehens ion. Lynchs (1997) study—a case study of an intermediate-level learners progress Lynch (1997) conducted an ethnographic study of a Japanese student who attended English language courses at the Institute for Applied Language Studies, the only one taking an undergraduate course in economics at the University of Edinburgh. His scores on the listening tests were relatively low in comparison with his reading and grammar scores with the other students in class. A number of possible reasons were found to explain his difficulties in listening comprehension. First, he was the youngest member in his class so that he was unwilling to engage in negotiation with his seniors. Second, he was the only undergraduate student with an economic background in his English class so that he viewed himself as insufficient in some general background knowledge. Third, he joined Course 3 in the EAP program, skipping the basic class, Course 1 and 2. Therefore, he thought he needed more time to get used to negotiate with others in English. Fourth, his lowest listening score disappointed him gr eatly. The perceptions of the subject had made a substantial influence on his English learning. Gohs (2000) study—listening comprehension problems Goh (2000) investigated the comprehension problems of second language listeners in a cognitive perspective. She identified real-time listening difficulties faced by 40 Chinese undergraduates and examined their difficulties within the three-phase model of language comprehension proposed by Anderson. (1995). The data were collected from learners self-reports in their diaries, semi-structure interviews and immediate retrospective verbalizations. The data revealed 10 problems that occurred during the cognitive process phases of perception, parsing, and utilization. She also, made a comprehension between two groups, high ability listeners and low ability listeners. Each group consisted of eight students selected according to their grades in a post-instruction standardized proficiency test, the SLEP test of Educational Testing Service 1991. She found that listeners with highly ability and low ability both had a perception problem with recognizing words they knew. Another problem they both shared was parsing problem that they quickly forgot what they thought they had understood. In addition to these two problems, high ability listeners reported a utilization problem that they were often unable to extract the meaning out of the message even if they had understood all the words. On the other hand, low ability listeners reported another perception problem that they often did not hear the next part of a text because they spent too much time thinking about what they had just heard. REFERENCES Boyle, J.P. (1984). Factors affecting listening comprehension. ELT Journal, 38 (1), 34-38 Chiang, C.S. Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency in EFL lecture learning. TESOL Quarterly, 26(2), 345-374 Goh, C.C.M. (2000). A cognitive perspective on language learners listening comprehension problem. System, 28(1), 55-75. Lynch. (1997). Life in the slow lane: Observations of a limited L2 listener. System, 25 (3), 385-398 Oxford, R. (1993). Research update in L2 listening. System, 21(2), 205-211. Rost, M. (1994). Introducing listening. London: Penguin. Rubin, J. (1994). A review of second language listening comprehension research. Modern language Journal, 78(2), 199-217 Rubin, J. Thompson, I. (1994) How to be a more successful language learner: Toward learning autonomy. MA: Heinle Heinle Publishers. Underwood, M. (1994). Teaching listening. Longman Handbooks for Language Teachers. Yagang, F. (1993).Listening: problems and solutions. English Teaching Forum, 31 (2), 16-19

The Judicial Process and Batson Case Essay -- Jury Duty Bias Voir Dire

The Judicial Process and Batson Case Despite the efforts of lawyers and judges to eliminate racial discrimination in the courts, does racial bias play a part in today’s jury selection? Positive steps have been taken in past court cases to ensure fair and unbiased juries. Unfortunately, a popular strategy among lawyers is to incorporate racial bias without directing attention to their actions. They are taught to look for the unseen and to notice the unnoticed. The Supreme Court in its precedent setting decision on the case of Batson v. Kentucky, 476 U.S. 79 (1986), is the first step to limiting racial discrimination in the court room. The process of selecting jurors begins with prospective jurors being brought into the courtroom, then separating them into smaller groups to be seated in the jury box. The judge and or attorneys ask questions with intent to determine if any juror is biased or cannot deal with the issues fairly. The question process is referred to as voir dire, a French word meaning, â€Å"to see to speak†. During voir dire, attorneys have the right to excuse a juror in peremptory challenges. Peremptory challenges are based on the potential juror admitting bias, acquaintanceship with one of the parties, personal knowledge of the facts, or the attorney believing he/she might not be impartial. In the case of Batson v. Kentucky, James Batson, a black man, was indicted for second-degree burglary and receipt of stolen goods. During the selection of the jury the prosecutor used his peremptory challenges to strike out all of the four black potential jurors, leaving an all white jury. Batson’s attorney moved to discharge the venire, the list from which jurors may be selected, on the grounds that the prosecutor’s peremptory challenges violated his client’s Sixth and Fourteenth Amendment rights to have a jury derived from a â€Å"cross-section of the community†(People v. Wheeler, 583 P.3d 748 [Calif. 1978]). The circuit court ruled in favor of the prose cutor and convicted Batson on both counts. This case went through the courts and finalized in the U.S. Supreme Court. In a 7-2 decision, the Supreme Court ruled in favor of Batson. The Court held that the Fourteenth Amendment forbids the prosecutor from challenging potential jurors solely on account of their race or on the assumption that black jurors as a group will be unable to consider the state’s case ag... ...Philip (1986) â€Å"Court’s term marked by blows to race bias; justices ok affirmative action, ease challenges to discrimination in voting, pay, jury selection† Los Angeles Times, July 4: Part 1; pg 1; Column 2. Lewis, Peter (1992) â€Å"Judge Kills Bid To Study Race Bias In Jury Pools† The Seattle Times, May 30: pg A9. Marcus, Ruth (1991) â€Å"High Court Bars Race Bias In Selection of Civil Juries; Ruling Says Skin Color No Test of Impartiality† The Washington Post, June 4: pg A1. Riccardi, Michael (1998) â€Å"Dennis: Get Rid Of Challenges Without Cause† The Legal Intelligencer, Oct. 14: pg 1. Smith, William (1997) â€Å"Useful or Just Plain Unfair? The Debate Over Peremptories; Lawyers, Judges Spllit Over the Value of Jury Selection Method† The Legal Intelligencer, April 23: pg 1. Smith, William (1997) â€Å"McMahon Plays Opposite Side of Batson Fence† The Legal Intelligencer, April 9: pg 1. Stewart, David (1986) â€Å"Court rules against jury selection based on race† ABA Journal, July 1: 72 ABAJ 68. Zwillman, Blair and Albin, Barry (1999) â€Å"Legislature Sould Defeat Proposal To Reduce Peremptory Challenges† Nov. 29: pg 23. Batson v. Kentucky 476 U.S. 79 (1986). WWW.dictionary.law.com