The Five Messages Leaders Must Manage Essay Example | Topics and Well Written Essays - 750 words - 1

The Five Messages Leaders Must Manage - Essay Example According to the author, the main task of every leader is to take care of the future of the company he/she works in. Really, if the company has an excellent showing, it sounds well, but at the same time, it is always necessary to think about the future. If the basis for the future is not established, organization’s activity may easily fail. Certainly, not all the people may agree with the list of messages provided by Hamm, but it is obvious that his main idea that reminds about the necessity to learn how to manage an organization with prospection – is correct without any doubt. However, the messages itself can be a subject of controversy. The first message emphasizes the importance of correct organizational structure and hierarchy. â€Å"when the corporate structure is changing, the org chart can truly become fearsome, particularly in companies where, because of the political culture, employees worry about the risk to their personal status†. The author means that when the organization is changing, it is essential to control the changes that may happen in organization hierarchy in the process not to offend any employee. The researcher can’t completely agree with this message as changes in employees’ position can and should happen regularly not depending on organizational change. He can’t define this message as one of the essential aspects. The second message tells us about the importance of financial forecasts. â€Å"Results† is another powerful concept that left unmanaged, poses a risk to a company’s long-term health†. The researcher considers this to be one of the most important aspects of managing organizational activity as it will not be possible for the organization to save market positions without the good financial state. Thus, it is important to try to make at least an approximate forecast. The third message reminds that the leader should make his employees know his own role. It means that he/ she should supervise the process of problems solution but not to solve the problems himself/herself.

IGCSE English Essay on Global Essay Example for Free

IGCSE English Essay on Global Essay I recently read your essay about global warming stating that humans have not contributed to its existence. I believe that it is important to study both sides of this argument thoroughly before drawing a conclusion. Although you cleverly wrote an essay based on a couple of hand-picked facts, there is still another side of the issue which is yet to be told. I believe that global warming is a problem which has arisen due to the careless actions of humanity. Does denying global warming’s existence mean that humans can continue with their wasteful ways? After all of the arguments, debating, and disagreements, is global warming real? Its existence is undeniable. The real question is, are human-beings the cause of global warming? Imagine having to separate your garbage into 3 different boxes rather than 1. This simple task would undoubtedly require a bit more effort on our behalf, and to be frank, no one likes to do extra work. We fail to believe that global warming is caused by us knowing that we would have to make changes in our lifestyles that could potentially require more effort. Was it in elementary school that we learned about the water cycle, about how one thing affects the next? Similarly, global warming is but a chain of events in which humans are heavily involved. People cannot simply burn immense quantities of fossil fuels in hopes that there will be no after-effects. In fact, the repercussions of all of this industrialization can be seen through the form of air pollution which consists of carbon dioxide (CO2). Factories burn fossil fuels and simultaneously release pollutants in the air; hence, man-made CO2 is formed. Since the pre-industrial era, man-made CO2 has increased by a third with a consequential change in global temperatures. By creating this man-made CO2, the carbon cycle has been disrupted and the excess CO2 is becoming cumulative. As a result, the natural carbon exchange is unable to absorb this additional carbon dioxide. We are unable to see the truth even when it is right before us. Only a crazy person would think that global temperatures are the same as they were 100 years ago. Statistics show that the average global temperatures in the 1880s were approximately 14 degrees Celsius. Global temperatures within the past decade have been climbing as high as 15 degrees Celsius. Throughout the years, the rate of warming has increased, and to most people’s horror, has occurred within the span of a few decades. Scientists have not been fretting over a minor global temperature change, but the fact that temperatures have increased during such a short period of time. The famous Medieval Warming Period occurred from 700 AD to 1250. The drastic temperature increases occurred within approximately 4 centuries. Comparatively, global temperatures have risen by over 1 degree Fahrenheit within a single century. Surely you can see the severity of the situation within these simple statistics. The world is changing. Humans continue to alter the planet’s self-regulating systems, and these actions will be reflected by the lack of resources in the future. Some have dedicated their entire lives to the study of global warming in order to prove that it is very much existant, and not the myth which it is perceived to be. The main cause behind all of these changes is carbon emissions. Carbon emissions have been high enough to increase the concentration of carbon dioxide in the atmosphere to current levels of approximately 390 parts per million. This is an increase of 75 parts per million from 1960 when it was estimated at 315 parts per million. We are exhausting the Earth’s atmosphere and tampering with what was supposed to remain untouched. In your essay about global warming, you stated that â€Å"temperatures declined from 1940 to 1980† and â€Å"by the 1990’s temperatures appeared to have reversed†. However, it can be observed from global climate charts that the temperatures between 1940 and 1980 were, as a matter of fact, fluctuating. On the other hand, temperatures from 1980 to present day have only increased and have shown absolutely no signs of cooling. In other words, the global temperatures in 1940 to 1980 were not declining, but were slightly rising and falling. Some may believe that global warming is yet another one of the world’s phases. If so, are they ready to abuse our planet until it finally exceeds exhaustion? Like everything else in the world, the Earth has its limits. By continually releasing large amounts of CO2 into the planet’s atmosphere, we are not only having an impact on global temperatures, but on nature as a whole. Temperatures will increase and glaciers will melt. The vast forms of wildlife in the Arctic will inevitably suffer due to this. Natural resources will eventually run out and when this happens, we will turn to nature for assistance. At that point, mankind will come to realize that nature does not have anything left to give us. The majority of the proof points to man-made CO2 being the reason for global warming. I believe that if mankind does not reduce the emission of CO2, the world will finally reach its limit and humanity will be left in a fragile situation with minimal resources. I thank you for listening to my outlook of the situation and look forward to hearing from you in due course.

This reflective essay is centred on pain assessment

This reflective essay is centred on pain assessment For the purpose of the case study I intend to use Gibbs(1998) model of reflection as this model is clear, precise allowing for description, analysis and evaluation of the experience, then prompts the practitioner to formulate an action plan to improve their practice in future(Jasper, 2003). Wilkinson (2007) identifies assessment as the first phase of the nursing process in which a nurse uses their knowledge and skills to express human caring. It is important to choose an organised and systematic approach when caring out an assessment that enhances your ability to discover all the information needed to fully understands someones heath status (Alfaro-Le Fevre,2004) .This can be achieved by obtaining your information form medical record and nursing charts by physical examination of the patient and also talking to patient and their families(Wilkinson,2007). The use of objective data is more helpful in collecting information when the patient is ventilated and sedated, as they are often in the critical care setting, and this can be done by examining the patients vital sign, blood pressure, heart rate, temperature and blood results (Bulman and Schutz 2004). I have chosen pain assessment in post- operative ventilated patient. I have worked in ICU for 4 years during this time I have nursed many post- operative ventilator patients who were on continuous infusion of sedatives and analgesics. Many of them showed signs of inadequate pain relief and associated complications. Having undertaken this module I further educated myself in this field of nursing assessment I now know, or rather have an improved knowledge base and understanding of the different aspects of pain assessment tools and recognize the possibility that I have probably nursed many more patients who were demonstrating symptoms of inadequate analgesia and associated complications. Given an increased awareness and knowledge I have gained through teaching, research and current literature on this topic I now, also recognise the importance of this assessment practice in particular in relation to the ventilated, non- communicated patients in ICU. According to International Association for the Study of Pain (IASP,1979) pain is described as unpleasant sensory and emotional experience associated with actual or potential tissue damage. Clinically pain is whatever the person says he or she is experiencing whenever he or she says it does (Mc Caffery 1979) .Appropriate pain assessment is crucial to pain management. Patients self- report is the gold standard of pain assessment. However pain tools that rely on verbal self-report may not be appropriate for using non- verbal ventilated sedated patients in ICU. Pain assessment tool used in our critical care setting is based on a numerical pain rating score from 0-4, a score of 0 being no pain at all and 4 being the worst pain ever experienced. There is also a visual analogue scale for patients who have difficulty communicating, they can indicate by looking at the chart and pointing at either the happy face that has no pain or a series of faces showing different stages of pain (appendix t hree). These tools were chosen by the specialised pain care nurses working for the trust. The tools are favoured as they provide nurses with a quick, easy assessment. They are used widely throughout the trust to provide continuity of pain assessment.Both of these tools have proved successful in practice and are supported by the literature as being reliable and accurate in practice. However they depend greatly on the patient being able to express themselves or communicate verbally with the practitioner .Using these methods of pain assessment is not accurate on sedated patients with altered conscious level. In nonverbal patients the use of behavioural or physiological indicators are strongly recommended for detection of pain (Jacobi et al 2006). The patient in critical care may experience pain from many sources. Along with physical pain, psychological factors such as fear, anxiety and sleep disturbances may play a significant role in patients overall pain experience (Macintyre and Ready 2002). Urden et al (2010) states, pain can be acute or chronic, sensations are different in relation to its origin. Acute pain-duration is short corresponds to the healing process, ranges between 30 days to 6 months. Chronic pain lasts more than 3 to 6 months and can either or not associated with an illness. Somatic pain is well localised sharp, acute pain arising from skin, muscle, joints. Visceral pain refers to the deep, ill localized arising from an organ. Nociceptive pain occurs when inflammation stimulates pain receptors ( Urden et al 2010). Pain experienced in critical care patients are mostly acute and has multiple origins. Mr. Smith a 45 year old gentleman admitted to ICU following Laparotomy for small bowel perforation and faecal peritonitis. Mr Smith was cardiovascularly unstable and was unable to be extubated immediately after surgery due to secondary sepsis. He was receiving an infusion of Propofol and Fentanyl to keep him comfortable and provide analgesia. His medical notes revealed his past medical history of previous Cholecystectomy for gall bladder stones and biliary obstruction. I was assigned to nurse him on his second day in ICU. During handover the previous staff member reported that Mr. Smith became very agitated and hypertensive soon after he was repositioned to his side. Mr. Smith was given a bolus dose of Propofol infusion and the rate of Infusion increased. Whilst doing the Patient assessment I noticed Mr Smith is restless and not compliant with the ventilator. Arterial Blood Gas (ABG) performed which showed Mr. Smith is hypo ventilating. Meanwhile Mr. Smith became more agitated with e scalating non-compliance with ventilator and significant increase in his Mean Arterial Pressure (MAP) which was being monitored continuously by the arterial line and transducer. He was showing facial grimaces and moving his extremities restlessly. I tried to reassure him by talking to him, reorientating him to time, place and person, explaining to him that he is safe. Adam and Osbourne (2005) identifies that critically ill patients frequently require help with coping with many of the stresses like physical discomfort, isolation, fear of pain and death. By using strategies like communicate caring and understanding and provide information repeatedly and in sufficient detail for the patient etc. helps the patient to cope with the stress. But repeated reassurance and reorienting has not made any improvements in his current status. Pain is an important problem in critical care and its detection is a priority. Pain assessment is vital to detect pain (Urden 2010). Pooler-Lunse and Price(1992) emphasises that critically ill patients who are unable to communicate effectively are at high risk of suffering from pain. Poorly controlled pain can stress the sympathetic nervous system leaving vulnerable patients at risk of complication and can compromise recovery and negatively affect both morbidity and mortality(Puntillo et al 2004, Dracup and Bryan- Brown 1995).Mr Smith was ventilated and due to the effect of sedatives his level of consciousness was altered. In critical care factors alter verbal communication is mechanical ventilation, administration of sedative agents and the patients change in level of consciousness (Hamill-Ruth R J, Marohn L 1999 ,Kwekkeboom K L, Herr K 2001,Shannon K, Bucknall T 2003). The consequences of untreated acute pain in critically ill patients include increases in catecholamine and stress hormone levels which are potential causes of tachycardia, hypertension, increased oxygen requirements and decreased tissue perfusion (Blakely and Page 2001, Hamill-Ruth and Marohn 1991). Mr Smith was increasingly hypertensive and tachycardia. Despite giving increased oxygenation Mr.Smith was hypo ventilating due to non- compliance to the ventilator. Marshall and Soucy(2003) identifies agitation is a common problem in critically ill patients and has been shown to be associated with inadequate pain management. Agitation can have serious consequences with patience removing access lines compromising their oxygen needs by self extubating (Cohen et al 2002). Following discussion with the nurse in charge of the shift it was apparent that Mr. Smith was showing behavioural signs of pain. There were no other obvious reasons as to why he had become compromised with his ventilation.When I approached the medical team concerning Mr.Smiths increasing agitation and non- compliance to ventilation I was instructed to give a bolus of propofol and fentanyl and to increase the rate of propofol and fentanyl until Mr Smith was deemed medically manageable. I was decided to increase Mr.Smiths ventilatory support. Following the treatment Mr Smith became much more stable, he became less tachypoenic was synchronising with the ventilator; his blood pressure was within acceptable limits and monitoring in sinus rhythm. The clinician did not assess Mr Smith for signs of inadequate pain management. Unfortunately due to hypoventilation and non-compliance to mechanical ventilation, Mr Smith had to be remained on high levels of ventilation and increased levels of sedatives for the next few hours emphasising evidence by Pooler-Lunse and Price(1992), the physiological complications associated with pain including Pulmonary complications and increased cardiac workload as well as depression and anxiety and increased days of hospital stay(Desbians et al 1996).Upon further reflection I should have noted Mr Smiths agitation associated with inadequate pain relief. Had I been knowledgeable in this field Mr.Smiths agitation and physiological signs of restlessness and facial grimaces would have prompted me to carry out a detailed pain assessment. Had there been a behavioural pain assessment scale on the unit where I work that may have prompted me carry out the assessment and linked these signs as indicators of inad equate pain relief. During my further assessment of Mr.Smith I had various thoughts and feelings which included feeling apprehensive and self-doubt regarding the decision to increase sedation and ventilator support. Whilst reviewing his past medication history I noticed that Mr Smith had been on regular analgesics which are co-codomol and paracetamol and there was no indication for their use in his notes. Fink R (2000) recognises that reviewing patients past pain experiences and how did he or she usually react to it can be of good value when assessing pain and can help to decide treatment options ,by questioning patients family or significant other can provide us the information about patients pain history. Later during the visiting hours Mrs Smith came to visit Mr Smith. I have given her a brief update of his condition including the changes made to his sedation and ventilation. Then I enquired to Mrs Smith about the indication of those analgesics he was on .She revealed that Mr.Smith developed back pai n when he discharged to home after undergone cholecystectomy six months ago and he was prescribed those analgesics by his G.P(General Practitioner). She also mentioned that he had problems getting optimal pain relief post operatively even when he had cholecystectomy, and he would not tolerate lying on his sides. This co-related his agitation and restlessness happened when the night staff turned him to his side. I notified these things to the ICU doctors and raised my concern that lack of adequate pain management could be the reason for Mr Smiths earlier agitation. They also agreed on this possibility and advised to change fentanyl infusion to remifentanyl and to adjust the rate of the infusion to keep Mr Smiths pain relief optimal. Remifentanyl is potent analgesics, so ensure the patient is pain free but prevents over sedating the patient, allows rapid arousal and recovery from sedation thus facilitates daily sedation holds and neurological assessment( Dhaba et al 2004). He was also prescribed regular paracetamol and Tramadol when required. It was then decided to reduce Mr.Smiths sedation as he was haemodynamically stable, he was then able to respond and started following commands. Mr. Smith was now able to communicate if he had pain or not by squeezing my hand to command. Invasive technology can restrict the reliance on many behavioural indicators of pain (Bucknall and Shannon 2003) on the other hand it is argued that invasive lines enables constant monitoring of blood pressure (B.P) and heart rate (H.R), two commonly utilised indicators of pain and thus help to assess pain (Bucknall and Shannon 2003) .Even though Mr Smith was hypertensive and tachycardic this was presumed to be due to agitation. In a contradicting statement Bucknall and Shannon(2003) points out that the sympathetic symptoms i.e. Increasing B.P and H.R are also been found to be unreliable. Pooler-Lunse and Price (1992) emphasises that the Para sympathetic stimulation can result in less observable signs with prolonged pain, but pain intensity remains unchanged. The American Society for Pain Management Nursing (ASPMN) recommendations cited in Herr k et al ( 2002) emphasises that vital signs can be affected by other distress conditions, homeostatic changes and medications there for they should not be considered as primary indicators of pain.With conflicting evidence it is difficult to make decisions that best support this assessment practice. Anand K J S,Craig K (1996), Herr K et al (2006) states that behavioural indicators are strongly recommended for pain assessment in non- verbal patients , few tools have been developed and tested in critically ill patients. The Behavioural Pain Scale (BPS) and the Critical Care Pain Observation Tool (CPOT) are suggested and supported by experts for using uncommunicative critically ill patients (Li-D, Puntillo, Sessler 2008). BPS was tested and validated exclusively in ventilated, unconscious patients (Payen et al 2001,Young G 2006, Aissaoui Y et al 2005).The Behavioural Pain Scale (BPS) includes three behaviours 1) facial expression 2)movements of upper limbs3)compliance with the ventilator. Each behaviour is rated on a scale from 1 to 4 for a possible total score from 3 to 12. The BPS can be used quickly (2 to 5 minutes), most clinicians were satisfied with its ease of use (Payen et al 2001). The Critical Care Pain Observation Tool (CPOT) was tested in verbal and non- verbal critical ly ill adults (Gelinas C 2006,2007) its content validity supported by ICU experts including nurses and physicians (Gelinas C 2009). CPOT includes four behaviours 1) facial expression 2) body movements 3) compliance with the ventilator 4) muscle tension. Each behaviour is rated from 0 to 2 for a possible score of 0 to 8.Gelinas C and Hammond reports that feasibility and clinical utility of CPOT were positively evaluated by ICU nurses and agree it is easy to complete, simplicity to understand the usefulness for nursing practice. My experience of using a behavioural pain scale tool is limited, however I feel that if practitioners were able to assess pain more accurately then they would be able to manage there patients pain more effectively. Use of a behavioural pain score (BPS) evaluating facial expressions, limb movement and compliance with the ventilator has proved to be a valid reliable tool in practice. A recent study evaluating the reliability and use of the BPS consistently identified increases in pain scores after repositioning patients in the ICU. There were only small non- specific changes in the BPS after non painful intervention of eye care (Gelinas etal 2006). I nursed Mr Smith again 5 days later. He had since been extubated and was alert and oriented. Even though he could not remember the events when he was ventilated and sedated, he learned from his wife what had happened. He was very thankful to me for investigating the possible reason for his agitated behaviour and prompting the doctors about this and thus provide him adequate pain relief. Upon further reflection and evaluation of my assessment of Mr.Smith I feel there have been positive and negative aspects of the assessment. The positive aspects include- I have been able to gain further knowledge in various aspects and tools of pain assessment .By reviewing patients medical notes and gaining history from his wife I have linked his agitated behaviour and taken the possibility that these are signs of inadequate pain relief and I have managed to convince the medical team regarding this in order to act on it. Current research identifies multidisciplinary collaboration provides optimum care for the patient (Bucknall T, Shannon K 2003), this emphasises the need to perform regular, accurate pain assessment and care full documentation (Bucknall T, Shannon K 2003). When considering the negative aspects of my assessment I feel I did not use a holistic approach instead I considered Mr.Smiths agitated behaviour as a physical problem, I was concentrated to treat the symptoms and not the patient. As described in Roper Tinney L(1989) assessment tools achieving patient centred nursing is important. I could not identify Mr.Smiths behavioural indicators of pain primarily due to my lack of knowledge about this assessment tool as well as there was no unit assessment protocol which includes the behavioural assessment scale, Unfortunately this is not isolated, it is in fact a universal problem .Camp (1998) points out that like many speciality nurse critical care nurses and physicians recognises that there basics education was insufficient for caring for patients in pain. Accurate detection of the critically ill patients pain is not an easy task for ICU nurses especially when the patient is unable to self-report because of mechanical ventilation or due to the effects of sedatives. Stanton (1991) argues that pain assessment and management may be significantly improved by enhancing nurses knowledge combined with improved communication of the problem. NMC(2008)emphasises that having appropriate knowledge, skills and attitude towards pain, pain assessment and its management is essential to provide optimum patient care. Use of pain assessment tools is highly recommended by Kaiser(1992), identifies that an effective pain assessment tool as part of the documentation improves communication between patients and nurses as well as nurses and medical staff. Even though we had a pain assessment tool (0 to 4 numeric pain assessment scale) due its limitations on the use in non-communicative patients it was not contributing much in patients pain management. The previous practitioner documented the patients pain score is Unable to assess as the patient is sedated and ventilated. This highlights the inappropriate use of our pain tool currently being used in practice as a patient is unable to verbalise or communicate their pain if they are sedated and ventilated. Although todays guidelines strongly suggest that the use of a standardised behavioural pain scale to nurses who care for uncommunicative patients, further research is still needed to fully understand the behavioural and physiological responses of critica lly ill patients who are experiencing pain (Herr K et al 2008). On reflection my underpinning knowledge and confidence in this area of assessment has developed tremendously. I feel that I have gained knowledge and insight into an important patient assessment, from an initial lack of sufficient knowledge I am now able to bring evidence based practice in the clinical area which will benefit the patient and my colleagues. By understanding the physiology, pain assessment tools and the complications of poorly managed pain, I will have the knowledge and skills to manage these patients. The use of sedatives and analgesics places a great deal of responsibility on critical care nurses and they must understand how the drugs work , complications of their use and how to monitor effectiveness staff must understand sedation does not equate analgesia (Ashley and Given 2003). The use of an appropriate pain assessment tool and management algorithm is essential for adequate pain management. Since undertaking this study, it is of interest to note that our practice development nurse and the specialist pain nurse for ICU ,have jointly developed a behavioural pain assessment scale similar to the BPS and CPOT scale, and staffs are encouraged to use it routinely. I feel that my action plan and recommendations are to promote the use of the pain assessment tool by educating the nurses and emphasising the importance of this assessment to improve patient outcome. The need for education to train staff on how to use the tool would take both time and money. The NHS is already under extreme financial pressures and money for training is not readily available. However if an improvement in pain management was successful then patients stay may be shorter, thus having a beneficial effect. I am also aware of the importance of not relying solely on the assessment tools but the use of both good nursing assessment and assessment tools to improve optimal patient management, shortening the recovery time and reducing the likely hood of complications (Ashley and Given 2003). A sedated, ventilated, non-communicative patient is vulnerable and relies completely on those providing care for them but as to their family at this anxious time. Education and training will improve patient care and ultimately patient safety which is paramount. Therefore I will take the knowledge and information I have acquired back to my clinical area as I have a duty to provide a high standard of practise and care at all times (NMC 2008)

NLM Analysis :: essays research papers

Part I Logistic Business Transportation, Process to manufactures & 3 keys Shipper needs to ship product or goods by using Carrier to Receiver 3rd Party Logistics Provider / Service Shipper   Ã‚  Ã‚  Ã‚  Ã‚   Receiver   Ã‚  Ã‚  Ã‚  Ã‚   Type of 3PLs   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Asset-Based  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Non-Asset-Based Revenue   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   100%  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   100% COGS   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  80 – 85%  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  70 - 74% Gross Profit Margin  Ã‚  Ã‚  Ã‚  Ã‚  15 – 20%  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  26 – 30% Asset-Based: Owned its own fleet of transportation vehicles i.e. truck, airplanes, railroads and ocean freighters Non-Asset-Based: without any of their own physical assets. Freight Transportation Multiple shipments: air, water, truck, and rail  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Truck segment: Ryder, Penske, and Emery Freight to small owner-operated trucking firm  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In competition: smaller firms developed specialty service or served niche markets  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Large firms expanded into multiple modes of transport and provide service across a wide range  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  All shipper demanded Goals be transported safety& timely fashion  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Price importance all companies (especially large, automakers) want to reduce cost of delivery to customer  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Big 3 automaker (Ford, GM, Daimler Chrysler) looking to better management of supply chain (the series of transaction & interaction between suppliers, buyers, and intermediaries) to minimize costs while improving quality  ·Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  All parties – manufacturers, 3PLs, suppliers – could participate in EDI (electronic data interchange) NLM Overview National Logistics Management is the only North American Third Party Logistics provider to specialize solely in premium freight for manufacturing industries, including automotive manufacturers. It is non-asset based and has a unique business model that employs its proprietary software to utilize the Internet to determine optimal shipping modes; export shipments to its vast carrier base including ground, air freight, and air charter; receive bids back form its carrier network; evaluate the lowest bids and carrier quality ratings; and coordinate shipments based on best price and carrier quality ratings all within a 30-minute window. Company profile Founded in 1991 Over 1.3 Million shipments successfully managed. Network in North America: 200+ Assembly and Manufacturing Plants 6,800+ Suppliers and 300+ Ground, Air Freight, and Air Charter Carriers Financial Information †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1999 Revenues:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  $ 7.3million No debt †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Total share:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  $ 825 million (10% MKT Share) †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Employee:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  111 –  Ã‚  Ã‚  Ã‚  Ã‚  65 in Detroit, Michigan Office –  Ã‚  Ã‚  Ã‚  Ã‚  36 Logistic coordinators & Supervisors –  Ã‚  Ã‚  Ã‚  Ã‚  7 Audit Team –  Ã‚  Ã‚  Ã‚  Ã‚  1 Marketing & Business Development –  Ã‚  Ã‚  Ã‚  Ã‚  2 IT Team Business Model Business to Business NLM to Big 3 automaker (Ford, GM, Daimler Chrysler) NLM manages the return of containers to over 130 suppliers throughout North America. The returnable container program is part of an industry-wide greening strategy to reduce landfill use and decrease production-source pollution. Suppliers ship their products to the plant in returnable, reusable plastic containers. Most containers are returned to the suppliers within a 12-24 hour period. NLM determines release quantities and ship frequencies for containers and monitors supplier inventories.

How to Train to Run a Half-Marathon Essay

I. Step 1 Preparing the Mind Visualization- picture in your mind the runner you want to be. Picture yourself making a great training run. Affirmation- flood your mind with positive thoughts by talking to yourself every day. Tell yourself that you are a marathon runner. Our minds operate in the present so the more we tell ourselves something, even if it is not yet true, the faster our mind believe it. Also, put an affirmation, race brochure, or inspiring quote somewhere you will see it every day! Block the Negative thinking- Be aware of negative thoughts creeping into your mind. Stop them in their tracks by telling yourself the opposite. If you catch yourself thinking you are tired during a run, tell yourself several times that you feel great and strong! Think about why you have set this monster goal for yourself and see yourself enjoying the benefits you expect to have once you accomplish your goal. Motivation- Building mental stamina is essential. Staying motivation and developing the prope r mindset is key to enjoying training and crossing the finish line! Goals- You must have the right goals and reasons for running in order to be successful. Finishing time goals is a good way to start. II. Planning a Strategy Wear the right gear- Buy a good pair of running shoes. These will be the most important piece of gear. There are sold at specialty running stores that help you get fitted. Nutrition- Carbohydrates provide the fuel runners need. During training 65% of your total calories should come from complex carbohydrates, 10% should come from protein, 25% should come from unsaturated fats. Hydration- Consume 6 – 8 ounces of fluids every 20 minutes. During pre-training and marathon training this is of the upmost importance to help keep you going. Recovery- is an important part of training. You should not run every day. Your body needs to rest between runs so it can recover from one run to the next, getting stronger between each run. Avoiding Injury- Use the non-running days to rest and recover. Ice-down any soreness. Injuries often sneak up without warning. Doing all the right things will minimize your chances of injury. I. Executing the Plan Pre-training- Before beginning half marathon training you should be able to run for at least 30 minutes without stopping. Distance is not important right now. You just need to get your body used to running. Combinations of run/walks are great to use. It’s also a good idea at this point to go ahead and sign up for a half marathon! Training- Your mileage should gradually increase each week. Total weekly mileage should not increase by more than 10% from week to week. Completing a run of 10-12 miles about 3 weeks before the race will be enough to prepare you for the finish. Then taper off in the final weeks leading up to the half marathon to allow your body to recover from the training. Half Marathon Day- The big day! You will be full of adrenaline after leaving the starting line. Remember though, distance running is about endurance and pace is critical. Maintain pace to save everything you have left for your big finish!

Special Economic Zones in China

Special Economic Zones in China Since 1979, China’s Special Economic Zones (SEZ) have been beckoning foreign investors to do business in China. Created after Deng Xiaoping’s economic reforms were implemented in China in 1979,   Special Economic Zones are areas where market-driven capitalist policies are implemented to entice foreign businesses to invest in China. The Importance of Special Economic Zones At the time of its conception, Special Economic Zones were considered so special because Chinas trade was generally controlled by the nations centralized government. Therefore, the opportunity for foreign investors to do business in China with relatively no government intervention and with the freedom to implement market-driven economics was an exciting new venture. Policies regarding Special Economic Zones were meant to incentivize foreign investors by providing low-cost labor, specifically planning Special Economic Zones with ports and airports so that goods and materials could be easily exported, reducing corporate income tax, and even offering tax exemption.   China is now a huge player in the global economy and has made large strides in economic development in a concentrated period of time. Special Economic Zones were instrumental in making Chinas economy the way it is today. Successful foreign investments galvanized capital formation and spurred urban development what with the proliferation of office buildings, banks, and other infrastructures. What Are the Special Economic Zones? The first 4 Special Economic Zones (SEZ) were established in 1979. Shenzhen, Shantou, and Zhuhai are located in Guangdong province, and Xiamen is located in Fujian province.   Shenzhen  became the model for China’s Special Economic Zones when it was transformed from 126-square-miles of villages known for sales of knockoffs to a bustling business metropolis. Located a short bus ride from  Hong Kong  in southern China, Shenzhen is now one of China’s richest cities.   The success of Shenzhen and the other Special Economic Zones encouraged the Chinese government to add 14 cities plus  Hainan Island  to the list of Special Economic Zones in 1986. The 14 cities include Beihai, Dalian, Fuzhou, Guangzhou, Lianyungang, Nantong, Ningbo, Qinhuangdao, Qingdao, Shanghai, Tianjin, Wenzhou, Yantai, and Zhanjiang.   New Special Economic Zones have been continually added to encompass a number of border cities, provincial capital cities, and autonomous regions.

How to Grow Crystals - Tips and Techniques

How to Grow Crystals - Tips and Techniques Do you want to learn how to grow crystals? These are general instructions for growing crystals that you can use for most crystal recipes. Here are the basics, to get you started and help you troubleshoot problems: What Are Crystals? Crystals are structures that are formed from a regular repeated pattern of connected atoms or molecules. Crystals grow by a process termed nucleation. During nucleation, the atoms or molecules that will crystallize (solute) are dissolved into their individual units in a solvent. The solute particles contact each other and connect with each other. This subunit is larger than an individual particle, so more particles will contact and connect with it. Eventually, this crystal nucleus becomes large enough that it falls out of solution (crystallizes). Other solute molecules will continue to attach to the surface of the crystal, causing it to grow until a balance or equilibrium is reached between the solute molecules in the crystal and those that remain in the solution. The Basic Crystal Growing Technique Make a saturated solution.Start a garden or grow a seed crystal.Continue growth. In order to grow a crystal, you need to make a solution which maximizes the chances for the solute particles to come together and form a nucleus, which will grow into your crystal. This means you will want a concentrated solution with as much solute as you can dissolve (saturated solution). Sometimes nucleation can occur simply through the interactions between the solute particles in the solution (called unassisted nucleation), but sometimes its better to provide a sort of meeting place for solute particles to aggregate (assisted nucleation). A rough surface tends to be more attractive for nucleation than a smooth surface. As an example, a crystal is more likely to start forming on a rough piece of string than on the smooth side of a glass. Make a Saturated Solution Its best to start your crystals with a saturated solution. A more dilute solution will become saturated as the air evaporates some liquid, but evaporation takes time (days, weeks). You will get your crystals more quickly if the solution is saturated to begin with. Also, there may come a time when you need to add more liquid to your crystal solution. If your solution is anything but saturated, then it will undo your work and actually dissolve your crystals! Make a saturated solution by adding your crystal solute (e.g., alum, sugar, salt) to the solvent (usually water, although some recipes may call for other solvents). Stirring the mix will help to dissolve the solute. Sometimes you may want to apply heat to help the solute dissolve. You can use boiling water or sometimes even heat the solution on the stove, over a burner, or in a microwave. Growing a Crystal Garden or Geode If you just want to grow a mass of crystals or a crystal garden, you can pour your saturated solution over a substrate (rocks, brick, sponge), cover the setup with a paper towel or coffee filter to keep out dust and allow the liquid to slowly evaporate. Growing a Seed Crystal On the other hand, if you are trying to grow a larger single crystal, you will need to obtain a seed crystal. One method of getting a seed crystal is to pour a small amount of your saturated solution onto a plate, let the drop evaporate, and scrape the crystals formed on the bottom to use as seeds. Another method is to pour saturated solution into a very smooth container (like a glass jar) and dangle a rough object (like a piece of string) into the liquid. Small crystals will start to grow on the string, which can be used as seed crystals. Crystal Growth and Housekeeping If your seed crystal is on a string, pour the liquid into a clean container (otherwise crystals will eventually grow on the glass and compete with your crystal), suspend the string in the liquid, cover the container with a paper towel or coffee filter (dont seal it with a lid!), and continue to grow your crystal. Pour the liquid into a clean container whenever you see crystals growing on the container. If you selected a seed from a plate, tie it onto a nylon fishing line (too smooth to be attractive to crystals, so your seed can grow without competition), suspend the crystal in a clean container with saturated solution, and grow your crystal the same way as with seeds that were originally on a string. Preserving Your Crystals Crystals that were made from a water (aqueous) solution will dissolve somewhat in humid air. Keep your crystal beautiful by storing it in a dry, closed container. You may wish to wrap it in paper to keep it dry and prevent dust from accumulating on it. Certain crystals can be protected by being sealed with an acrylic coating (like Future floor polish), although applying the acrylic will dissolve the outermost layer of the crystal. Crystal Projects to Try Make Rock Candy or Sugar CrystalsBlue Copper Sulfate CrystalsCrystallize a Real FlowerQuick Cup of Refrigerator Crystals

C++

C++ Origins of C++What are C++ and OOP?C++ is an advanced, high-level programming language ("Computer languages") that is used to develop powerful applications for Microsoft ® Windows ®, many Linux environments, and other well-known and widely used operating systems. C++ is quickly becoming the standard language for commercial software development (Oualline).OOP, an abbreviation for object-oriented programming is simply code that "attempts to place a new layer of abstraction between the programmer and the data he is working with ... this layer will help the programmer develop better code more quickly than he could do before." (McHale). OOP languages must include four fundamental concepts before it may reasonably be defined as object-oriented (O-O): encapsulation, polymorphism, inheritance and the ability to be dynamic (McHale).Where did C++ come from?C++ was designed and implemented by Bjarne Stroustrup who works for ATT Bell Labs as head of the Large-Scale Program Research departmen t where he is heavily involved with the evolution of his product (Duffy, 98).Object-Oriented Programming Influence GraphHis development, originally called "C with classes" was a marriage between a language called Simula67 with object-orientated features and C, which was powerful and efficient in its design.FortranJohn Backus at IBM developed Fortran in 1956. Fortran, an abbreviation and acronym for FORmula TRANslation system, is generally considered to be the first high-level programming language. Fortran is, even today, a language of choice among programmers, its latest release, Fortran 90, in 1990. Early versions of this language would be largely criticized today [there were a few problems like the program layout, which had to obey certain criteria like an 80 character maximum line (the length "of a punch card on which the programs were often written") (Parsons) and the first six columns were reserved for labels and comments, denoted by the keyword C]; however, this language influ enced...

Capital Markets and Investment Banking Process Essay

Capital Markets and Investment Banking Process - Essay Example The different types of capital instruments that constitute an investment portfolio have also been described. Lastly, recommendations have been provided regarding the selection of assets for the construction of an effective and efficient portfolio. Investment Banking Process for an IPO Initial Public Offering (IPO) refers to the process of issuing shares by a company to the public for the first time in its history. It is mainly done to raise capital or funds in the form of share capital to be utilized by the company in its business processes. An IPO process typically consists of three key steps. They are: a) Preparation; b) Market approaching strategies; and c) Going public. Investment bankers are selected by the company for the purpose of coordinating the whole process of IPO. Hence, investment bankers form an important part of the IPO process and perform various functions during the whole process. The investment bankers give valuable advice to the company regarding how to go about t he whole process of IPO. The underwriting functions related to the IPO are also performed by the investment bankers. ... The investment bankers are mainly selected by the companies because of their expertise in the field of obtaining the best selling price of the shares to be issued by the companies (O'Rourke, 2007, p. 209). Hence, investment bankers are found to have three tasks to be performed by then in case of IPOs. They are: a) Given the existing conditions in the market, the investment bankers help the companies to design the securities of the companies to be offered by them in a way that are most attractive to the public; b) The investment bankers buy those securities from the companies; and c) They resell those securities to the investors or the public (Besley & Brigham, 2008, p. 83). Asset Class Selection for an Investment Portfolio Portfolio of an investor consists of combination of assets or asset classes. An asset class can be defined as a combination of different types of securities such as shares, bonds, mutual funds, etc. which, taken together, serve the purpose of providing specific con tribution to the portfolio of the investors. Such contributions are in the form of risks associated with the securities chosen, the return generated from the assets and covariance of return that exists between other classes of assets. The diversification of assets included in a portfolio can be achieved at two levels. One is while choosing a large number of assets and the other one is while choosing different types of asset classes to form the portfolio. Various factors are needed to be considered while selecting asset classes to form an investment portfolio. They are: a) Expected return of the portfolio; b) Diversification benefits; c) Required scale of investment; and d) Liquidity. The returns that are expected from the asset

The advantages and disadvantages of social media Essay

The advantages and disadvantages of social media - Essay Example Indeed, the 21st century has people with the highest access to information as compared to other generations. They read news through Facebook, updates on Twitter and other social sources. Apart from communication, social media has also improved the working environment. It allows employees and employers alike to post ideas, ask questions and share good links that either improve relationships or the working environment. Notably, this has helped in facilitating business growth. Additionally, social media open the playing field for business contacts. Certainly, this is because of the wide audience ranging from adults to youths. Additionally, it has served as a recruitment tool that expands market research instruments, direct clients to specific websites, and most propel marketing campaigns. In the professional fraternity, social networking initiates a like-minded platform where academicians and scholars share ideas and important research. According to Bozarth, â€Å"a blog can even be us ed to host an entire online course.† (Bozarth 84) From this perspective, the process has expanded the horizon of knowledge leading to more discoveries and exposure. Among the many disadvantages, one cannot fail to capture the social ills associated to the discovery. Notably, hackers have been on the rise mainly in social media. They commit fraud, initiate virus attacks and launch spam problems that expose personal information. People have also fallen prey for online frauds leading to identity theft and other online swindles. Identifying genuine users of social media is currently the main challenge in the social media fraternity. Conceivably, this is because of people targeting the unsuspecting users hence reducing ethical levels of the modern trend. Interestingly, social media is not only a communications site but also a legal playing field. The legal consequences of postings between employees and

Business analysis Essay Example | Topics and Well Written Essays - 5000 words

Business analysis - Essay Example Retail is all about selling goods from businesses or individuals to the end user. In this industry retailers are often considered to be a part of the integrated supply chain. Large quantities or products are purchased by retailers from respective manufacturers. These purchasing process are either done through a wholesaler or directly from the producer and are then passed on to the end users in considerable small quantities. There are various mechanisms through which retailing can be done either in the form of fixed stores or markets or by delivery or door to door selling. The retail industry in the present scenario is considered to be the most competitive industry. As the consumer market demand is increasing there are many new players emerging in this segment which is making the competition fierce. It can be stated that customers are at a profitable end in terms of the scenario of retail industry with multiple players operating to deliver best services and goods at competitive prices . In context of global retail industry there are firms performing their operations through online websites, home delivery and even increasing convenience of users by electronic payment. Retailing is usually associated with providing services to a wide base of customers and encompassing wide range of products. This may include clothing to grocery or even any other household items. However the type of products which are included in a retail store are food products such as those which require facilities of a cold storage, durable goods or hard goods such as appliances, automobiles, sporting goods, electronics, furniture, etc., consumables or soft goods such as clothing, footwear, medicines, other fabrics, cosmetics and stationary, and the last type of product is arts. The importance of selecting a particular industry in this study is that it would help to identify the probable challenges which are affecting the industry. On the

Animal Farm- George Orwell Orwell uses key characters in Animal Farm Essay

Animal Farm- George Orwell Orwell uses key characters in Animal Farm to satirise certain characteristics in human nature. How - Essay Example Significantly, Animal Farm has been recognized as a fairy story told by a great lover of liberty as well as animals, but it reflects the realities of Soviet Russia during the Stalin era. The fundamental themes of the novel, that have generated relentless controversies during the wartime, include the abuse of power, the erosion of civil liberties, democracy versus dictatorship, and, most importantly, the relationship between leaders and followers. Most essentially, â€Å"Animal Farm is not merely about Lenin and Stalin†¦ it has much to say to us today about the relationship between government leaders and followers.† (Rodden, 182) One of the basic concerns of the novelist in Animal Farm is to establish how true leaders inspire the followers while the false leaders deceive them, and the nature of this relationship has played a crucial role in the acquirement or loss of freedom and equality in the society. ... Significantly, the novelist presents the relationship between leaders and followers through the main characters of the novel who satirize various characteristics in human nature. Thus, Orwell presents pigs as taking over the command of the farm at the death of the Major, because they were â€Å"the cleverest of the animals.† (Orwell, 15) Thus, two young pigs, Snowball and Napoleon, become the leaders of the ‘Animal Farm’ and they allegorically represent Joseph Stalin and Trotsky. In a reflective exploration of the major themes and characters in the novel Animal Farm, it becomes lucid that the novelist exhibits the failure of leadership to offer freedom and equality to the followers. â€Å"In short, it can be regarded as the failure of leadership or how an intelligent, devoted leader of the revolution to better the miserable lives of animals on Manor Farm, Snowball, is driven out by a Napoleon that animals think is ‘always right’.† (Moeller and Moeller, 133) In a reflective exploration of the leaders in the work, it becomes evident that the two major leaders are presented in contrast to each other. In the novel, Snowball is presented as a more vivacious pig than Napoleon, quicker in speech and more inventive, but was not considered to have the same depth of character.† (Orwell, 15) On the other hand, Napoleon is presented as â€Å"a large, rather fierce-looking Berkshire boar †¦ [who is] not much of a talker, but with reputation for getting his own way.† (Orwell, 15) These leaders were not able to bring about freedom and equality to their followers, although their followers of ‘Animal Farm’ were expecting nothing else. Both Snowball and Napoleon were rivaling each other for power and they

The drug PCP or called Phencyclidine Research Paper

The drug PCP or called Phencyclidine - Research Paper Example PCP operates as an NMDA receptor opponent that barricades the actions of the NMDA receptor plus, just as most antiglutamatergic hallucinogens, but is considerably more hazardous than other hallucinogens. Other NMDA receptor opponents include tiletamine, ketamine, nitrous oxide and dextromethorphan (Croft, 1998). Even though, the prime psychoactive consequences of PCP only take a few hours, its overall elimination rate from the body is up to nine days or longer. As a recreational treatment Phencyclidine may be smoked, ingested, or inhaled. Phencyclidine is well recognized for its harmful effects on ionotropic glutamate receptors in rats’ brain homogenate as well as the NMDA receptor in rats. As such, Phencyclidine is an NMDA receptor opponent. NMDA receptors intercedes excitation. Studies, however, have proved that Phencyclidine produces extensive cortical activation in a human being as well as in rodents. Research also proves that Phencyclidine slows down nicotinic acetylcholine receptors. Analogues of Phencyclidine show unstable potency at nicotinic acetylcholine receptors as well as NMDA receptors. In several brain sections, these results are thought to operate synergistically by slowing down excitatory actions (Croft, 1998). Phencyclidine, like tiletamine, also acts as a D2 receptor limited agonist in the NMDA receptor of rats. This action is related to some of the psychotic aspects of Phencyclidine intoxication, which is verified by the use of D2 receptor antagonists for instance haloperidol in treating Ph encyclidine psychosis. The relative resistance to pain is probably produced by the enkephalin system as well as indirect relations with the endogenous endorphin, as has been recommended by researches carried out to rats. Phencyclidine can also function as a dopamine reuptake inhibitor (Croft, 1998). Over 30 diverse analogues of

Occupier Liability Essay Example | Topics and Well Written Essays - 1250 words

Occupier Liability - Essay Example According to the discussion there is a common duty of care6 on the occupier to ensure his premises are reasonably safe at all times.7 If any danger exists, it is the duty of the Occupier to post signs warning of the danger and this can satisfy the duty of care expected8. In the case of the Park, due signs were posted and therefore, visitors to the park were duly warned they were using the facilities at their own risk. Occupier liability will be limited by the element of foreseability of accidents. In the case of Cunningham v Reading9 loose tiles on the terrace were the cause of police injury, for which the Occupier was held liable, because this was an instance where injuries were foreseeable and chances of occurrence were also higher, therefore the Occupant was held liable. This may also hold good in the case of the Park, because three aspects must be noted the signs warning of the risk were corroded and unreadable and therefore practically non existent. Exclusion clauses, waiving li ability, must be clearly communicated - if they are printed on the back of a ticket or communicated indistinctly, they will not be valid10. the element of foreseeability of accident was high due to the nature of the facilities. Moreover, the Park may also face difficulties on the issue of maintenance of the slides, since they collapsed with the weight of only two children.

Animal Farm- George Orwell Orwell uses key characters in Animal Farm Essay

Animal Farm- George Orwell Orwell uses key characters in Animal Farm to satirise certain characteristics in human nature. How - Essay Example Significantly, Animal Farm has been recognized as a fairy story told by a great lover of liberty as well as animals, but it reflects the realities of Soviet Russia during the Stalin era. The fundamental themes of the novel, that have generated relentless controversies during the wartime, include the abuse of power, the erosion of civil liberties, democracy versus dictatorship, and, most importantly, the relationship between leaders and followers. Most essentially, â€Å"Animal Farm is not merely about Lenin and Stalin†¦ it has much to say to us today about the relationship between government leaders and followers.† (Rodden, 182) One of the basic concerns of the novelist in Animal Farm is to establish how true leaders inspire the followers while the false leaders deceive them, and the nature of this relationship has played a crucial role in the acquirement or loss of freedom and equality in the society. ... Significantly, the novelist presents the relationship between leaders and followers through the main characters of the novel who satirize various characteristics in human nature. Thus, Orwell presents pigs as taking over the command of the farm at the death of the Major, because they were â€Å"the cleverest of the animals.† (Orwell, 15) Thus, two young pigs, Snowball and Napoleon, become the leaders of the ‘Animal Farm’ and they allegorically represent Joseph Stalin and Trotsky. In a reflective exploration of the major themes and characters in the novel Animal Farm, it becomes lucid that the novelist exhibits the failure of leadership to offer freedom and equality to the followers. â€Å"In short, it can be regarded as the failure of leadership or how an intelligent, devoted leader of the revolution to better the miserable lives of animals on Manor Farm, Snowball, is driven out by a Napoleon that animals think is ‘always right’.† (Moeller and Moeller, 133) In a reflective exploration of the leaders in the work, it becomes evident that the two major leaders are presented in contrast to each other. In the novel, Snowball is presented as a more vivacious pig than Napoleon, quicker in speech and more inventive, but was not considered to have the same depth of character.† (Orwell, 15) On the other hand, Napoleon is presented as â€Å"a large, rather fierce-looking Berkshire boar †¦ [who is] not much of a talker, but with reputation for getting his own way.† (Orwell, 15) These leaders were not able to bring about freedom and equality to their followers, although their followers of ‘Animal Farm’ were expecting nothing else. Both Snowball and Napoleon were rivaling each other for power and they

Occupier Liability Essay Example | Topics and Well Written Essays - 1250 words

Occupier Liability - Essay Example According to the discussion there is a common duty of care6 on the occupier to ensure his premises are reasonably safe at all times.7 If any danger exists, it is the duty of the Occupier to post signs warning of the danger and this can satisfy the duty of care expected8. In the case of the Park, due signs were posted and therefore, visitors to the park were duly warned they were using the facilities at their own risk. Occupier liability will be limited by the element of foreseability of accidents. In the case of Cunningham v Reading9 loose tiles on the terrace were the cause of police injury, for which the Occupier was held liable, because this was an instance where injuries were foreseeable and chances of occurrence were also higher, therefore the Occupant was held liable. This may also hold good in the case of the Park, because three aspects must be noted the signs warning of the risk were corroded and unreadable and therefore practically non existent. Exclusion clauses, waiving li ability, must be clearly communicated - if they are printed on the back of a ticket or communicated indistinctly, they will not be valid10. the element of foreseeability of accident was high due to the nature of the facilities. Moreover, the Park may also face difficulties on the issue of maintenance of the slides, since they collapsed with the weight of only two children.

L4 Reading Essay Example for Free

L4 Reading Essay What do listening and reading comprehension skills have in common? ?BOTH ARE RECEPTIVE SKILLS ?THEY PROVIDE INPUT FOR LLS (LLS NEED TO BE EXPOSED TO THE LANGUAGE THEY LEARN AS much as possible) ?LLS LISTEN AND READ BOTH EXTENSIVELY AND INTENSIVELY ?INPUT HYPOTHESIS (KRASHEN) – LLS ARE ABLE TO ACQUIRE LANGUAGE THAT IS SLIGHTLY ABOVE their level (i+1) ? GOALS OF LISTENING AND READING – SIMILAR ?IT IS NECESSARY TO FOCUS ON THE PROCESS, NOT ON THE PRODUCT ?THREE STAGES: PRE-, DURING-, AFTER- ?IN COMPARISON WITH LISTENING AND SPEAKING, READING IS A RELATIVELY EASIER SKILL. ?REASONS: ? THE READER HAS TIME TO PROCESS THE WRITTEN TEXT (HELP OF A DICTIONARY) ? WRITTEN TEXT CAN BE USED REPEATEDLY Bottom-up view of Reading ?PROCESSING IN READING FROM LETTERS TO SOUNDS, TO WORDS, TO MEANING (DATA-DRIVEN) ?COMPREHENSION TO PROCEED LINEARLY FROM THE ISOLATED UNITS (LETTERS, WORDS) TO HIGHER units of comprehension. Top-down view of Reading Reading texts 1. Literary texts (novels, short stories, plays, essays) 2. Specialized or technical texts (reports, reviews, textbooks) 3. Correspondence (letters, e-mails, postcards) 4. Journalistic literature (articles from newspapers and magazines, weather reports). 5. Information texts (dictionaries, timetables, signs) 6. Realia (tickets, menus, recipes) Different kinds of reading 1. Scanning – looking for a particular piece of information. 2. Skimming – looking for the main idea or the general gist of a passage. 3. Extensive reading – longer texts for pleasure, needing global understanding 4. Intensive reading – shorter texts, extracting specific info, detail Decide: skimming, scanning, extensive reading or intensive reading ?THE ‘WHAT’S ON’ SECTION OF THE LOCAL PAPER ?A NOVEL ?AN ARMCHAIR TRAVEL BOOK ABOUT A COUNTRY YOU HAVE ENJOYED VISITING ?A NEWSPAPER  ? A TEXT IN CLASS ?A SERIES OF ARTICLES, ONLY SOME OF WHICH WILL BE USEFUL TO YOU, FOR A REPORT YOU’RE writing ?A POEM ?THE TELEPHONE DIRECTORY ?A POSTCARD ?INSTRUCTIONS FOR KITSET FURNITURE YOU’RE ASSEMBLING (YOU’RE USUALLY NOT VERY GOOD AT doing this) ?A TRAIN TIMETABLE ?A RECIPE ?A TRAVEL BROCHURE WHEN YOU ARE TRYING TO DECIDE ON A HOLIDAY DESTINATION Reading aloud ?FOR PRACTISING PRONUNCIATION AND INTONATION (CHILDREN) ?SHADOW READING: ? LLS FIRST LISTEN TO THE WHOLE TEXT (NOT BE VERY LONG, ONE PARAGRAPH) ?LLS LISTEN TO ONE SENTENCE, THE TEACHER STOPS THE CD AND LLS READ THE SENTENCE OUT,  paying attention to correct pronunciation and intonation ?WHEN THEY CAN DO IT WITHOUT ANY PROBLEMS, THEY ARE ASKED TO READ THE TEXT TOGETHER with the CD ?AFTERWARDS, INDIVIDUAL LLS MAY BE ASKED TO READ THE TEXT OUT. Feedback on during-reading activities ?AFTER LLS HAVE READ THE READING COMPREHENSION TEXT AND WRITTEN THEIR ANSWERS, THEN check the answers in pairs ? LLS UNDERLINE THOSE SENTENCES – THE EVIDENCE FOR THEIR DECISIONS ?AFTER THE ANSWERS AND THE EVIDENCE HAVE BEEN CHECKED IN PAIRS OR SMALL GROUPS, THE T elicits the answers from the LLs ?ELICITATION – T KNOWS WHICH PASSAGES CAUSED PROBLEMS AND CAN HELP LEARNERS TO  analyse the particular section ? IF LLS’ ANSWERS DIFFER FROM EACH OTHER, T SHOULD NOT TELL THEM THE CORRECT ANSWER, BUT let LLs discuss their decisions and evidence and come to a conclusion Reading Strategies for Efficient Reading ?BE PREPARED FOR READING THE TEXT (ASK QUESTIONS FOR YOURSELF WHICH YOU THINK THE TEXT may answer; read the title, subtitles; look at pictures and other visuals to predict the content of the text) ? READ THE TEXT QUICKLY FOR THE GIST; ?YOU MAY HIGHLIGHT KEY VOCABULARY AND LOOK THE KEY WORDS UP; ?TRY TO UNDERSTAND THE MAIN IDEAS AND THE RELATIONSHIP BETWEEN THEM; ?TRY TO FIND THE LINKING WORDS; THEY INDICATE THE RELATIONSHIPS BETWEEN IDEAS AND MAKE the text coherent; ?IGNORE UNKNOWN WORDS OR TRY TO GUESS THEIR MEANING FROM THE TEXT; ?USE DIFFERENT READING STRATEGIES TO READ DIFFERENT TYPES OF TEXTS (SKIMMING, SCANNING, reading for detail) ? READ WIDELY Don’t!!! ?TRANSLATE THE TEXT; IT REQUIRES VERY CAREFUL READING WHICH IS NOT NECESSARY FOR understanding the main ideas and doing the tasks; ?TRY TO UNDERSTAND EVERY WORD, IT IS NOT NECESSARY FOR UNDERSTANDING THE MEANING OF THE text; ?READ ALOUD; IT SLOWS YOU DOWN AND IT MAKES YOU LOOK UP THE WORDS YOU CANNOT pronounce.

Implementing Curriculum Changes in the Classroom

Implementing Curriculum Changes in the Classroom Introduction Much research on curriculum development has been done in different fields of education. It has uncovered both successes and failures. Research on educational innovations reveals many problems which result in non-implementation of planned innovations. These include the problems of inadequate knowledge of implementation, and lack of awareness of the limitations of teachers and school administration, etc. (Pink 1989; Fullan 1992; Fullan and Hargreaves 1991). Recently, the literature in the field of ELT has reported innovations in the implementation of new teacher roles, new practices, new materials, etc. Most principles for innovation are derived from English-speaking countries and transferred throughout the world. For instance, the learner-centred, communicative approach which originated in British ELT has been recommended almost everywhere. Although some reports mention the success of such innovations, others have concluded that many problematic implementation issues emerge from a dir ect transfer, after it has been put into use worldwide, such as in China (Burnaby and Son 1989; Anderson 1993; Hui 1997), Indonesia (Tomlinson 1990), Greece (Karavas-Doukas 1995), Hong-Kong (Carless 1998), and Libya (Orafi 2008), etc. However, the knowledge and understanding of what is involved in effecting innovation in many projects has been investigated mostly by their change agents. Many ELT innovation projects reported in the professional literature are designed and examined by their authors as leading change agents, not by end users, i.e. teachers (e.g. Gray 1990; Jarvis 1992; Tomlinson 1990; Barmada 1994; Guariento 1997; Markee 1997, etc.). In those projects, the authors/reporters design, introduce, and monitor the process of implementation. To finding out how best to teach the four skills of listening, speaking, reading, and writing as well as grammar and vocabulary. The development of so many methods has been a response, according to Richards and Rodgers (2001:7-9), to the changes in the kind of proficiency (e.g. oral vs. written) that learners are thought to need. In the 1970s, in particular, there was a major shift to learners need for communicating in a second language away from a focus on grammar and translation. This shift was crucial, especially for foreign language learners who leave school unable to use their foreign language in actual communication. So, FL countries adopted this shift to communication to satisfy their students needs for fluency. As English became a lingua franca by the 1990s it was seen as necessary to teach it for communication as it became the mostly taught foreign language worldwide (Gebhard, 2006; Carrick, 2007). The teaching of English as a second (ESL) or as a foreign language (EFL) started to become important after World War II. A great demand for English courses by immigrants, refugees, and foreign students took place in the United Kingdom, Canada, the United States, and Australia (Richards, 2001:23). When English was introduced in schools, it was first introduced at the secondary level in 1950s. But, since the application of the Communicative Approach/Communicative Language Teaching (CLT) in national curricula after the publication of Wilkinss book Notional Syllabuses (1976) educationalists/researchers in many countries have observed that students can not communicate as well as expected after leaving secondary school, with eight years of English, as they start their university study (e.g. Al-Mutawa, 1994; Tang, 2002). According to Al-Mutawa and Kailani (1998:I) English language has enjoyed a considerable role in the fields of business, industry, technology, politics, education, medicine and many other professional fields. According to Saleh, more attention is required from EFL teachers to students EFL teachers on teaching them how to communicate in the target language effectively. This requires that the traditional methods, the classroom learning activities and the learning environment have to be changed to correspond with the latest developments and changes in views on ELT represented by the communicative approach (2002:1). Because of the above reasons, English language syllabus of Libyan secondary schools has been changed lately as a response to these developments. The new English programme in Libyan secondary education aims to enable students to: i) achieve a reasonable proficiency in listening and speaking English at a sensible speed, reading simple texts with comprehension and writing about a simple subject or incident; ii) develop their interest in learning English so that they can learn effectively by themselves; and iii) improve their knowledge and have access to foreign culture (UNESCO 2002 reported in Al-Buseifi 2003:4). It has been investigated that some classroom teachers who teach EFL at secondary schools in Libya are traditional and not in harmony with the principles and objectives of the communicative approach upon which the new curriculum has been based. Teachers are faced with some difficulties in implementing the new curriculum. Therefore, some problems have been appeared, for example; teachers use their native language extensively and use only very little English during the lesson. Teachers talk a lot whereas students talk very little. Teachers need to be well trained. Class-time and size are not suitable. Appropriate materials and group-work activities are needed. This study aims to investigate some EFL teachers in Libyan secondary schools to determine the extent of their effectiveness in achieving the desirable objectives of the new curriculum. It specifically investigates and describes the following: How far does the new curriculum filter down into EFL classrooms in Libyan secondary schools? What are the methods that Libyan secondary school teachers use in teaching English as a foreign language? How do Libyan teachers implement the new curriculum (CLT) in teaching EFL? What difficulties may face Libyan teachers in implementing the CLT approach? To what extent are Libyan teachers qualified in communicative language teaching? Since the language curriculum of Libyan secondary schools has been changed lately and has been based on the communicative approach. The EFL teachers who teach this new curriculum should be based on the principles and objectives of the communicative approach. In fact, most Libyan EFL teachers got used to apply the Grammar Translation Method (GTM) with its traditional views and objectives, so they may encounter some difficulties when changing their method especially if they have not been previously trained. This topic is important to investigate because I have noted that it is still a controversial issue between researchers and teachers. The main emphasis is to know whether teachers are using the new curriculum in order to enhance the students basic knowledge of English and competence to use English for communication. In other words, it is to investigate EFL teachers at Libyan secondary schools to find out whether they have changed their method in parallel with the change in the curric ulum and how it is implemented. In order to achieve more understanding about these issues, this study attempts to discuss the curriculum innovation in Libya with reference to communicative language teaching which is implemented in the new curriculum. More attention is given to teachers, they are regarded as having the main role in any innovation. This study is divided into five chapters. In the first chapter, there will be the introduction, the research hypothesis, the research question, the purpose and the significance of the research. Chapter two will be focused on the literature review which include; definition of innovation, its theory and its aim. Background of the context, EFL in Libya, CLT, its development, and its principles. Some factors related to the adoption of the new curriculum (CLT), e g; teachers role, teacher student interaction, student-student interaction, teacher training, methods of teaching, materials and testing criteria. Third chapter will be the methodology. The methods of collecting data will be discussed, there will be a review of how data will be collected, who are the participants, how many, where, how, when, all these questions will be answered in this chapter. Chapter four will be about the results. The results will be discussed in chapter five. Conclusion and recommendations will be discussed i n chapter six. This study will provide an opportunity to enrich theory and practice of CLT in a non-native English speaking setting. It deals with an important issue in the field of teaching as a foreign language which is related to the teaching methods that is used by teachers. To achieve this purpose this research has been carried out. Literature Review Curriculum Innovation It has been widely noted over many years that the low degree of success of educational innovations is mainly caused by the failure of the innovators who were unable to make use of the extensive theoretical literature on innovation (Havelock and Huberman 1977; Barmada 1994). They also did not adopt the appropriate innovation strategies (ibid.). Both White (1987) and Barmada (1994) identify two areas of expertise in which all innovators should be equipped: an understanding of innovation issues and expertise in the management of innovation. The Meaning Of Curricular Innovation It has been defined by Markee as following: â€Å"Curricular innovation is a managed process of development whose principal products are teaching and/or testing materials, methodological skills, and pedagogical values that are perceived as new by potential adopters† (1997: 46). According to Hall and Hewings, teachers roles are seen as implementers, and sometimes regarded as adopters, students are clients, and materials designers are suppliers (2001: 119). Curriculum Innovation Versus Theory: Vrooms expectancy theory (1964 in Morrison 1998) from business explains the instant effectiveness of the use of rewards and sanctions. Expectancy theory is based on the assumption that people will involve themselves in change if they expect it to bring about personal benefits (Morrison 1998:132). It is argued that the more benefits people perceive, the greater willingness they will have to be involved in the projects of change (ibid.). These perceived benefits, such as financial benefits, job security, and promotion opportunities, etc. are assumed to be an effective motivator to improve job performance. However, any change often requires additional time, energy, and finance, etc. If the adopters do not think the advantages of an innovation will outweigh its costs, it may not be easy to persuade them to accept it. From management theory point of view, and according to (Everard and Morris 1990), by addressing the â€Å"interrelated sensing systems†, we can understand how educati onal managers effect change. They are; policy making, development, controlling, liaising and doing (Markee 1997:49-51). Teachers do not see themselves having part in curriculum innovation, although the definition given above indicates that teachers have a primary role in innovation. This phenomena has been indicated by many researchers that â€Å"curricular innovation entails a mix of professional, academic, and administrative change† (e. g; Bowers 1983, 1987; Crocker 1984; Lee and VanPatten 1990; Straker-Cooke 1987; White 1988). â€Å"Managers must therefore enhance an organizations capacity to innovate through organization development† (Markee 1997: 51). It seems that teachers have many tasks particularly that related to their classrooms. Thus, all participants in language teaching should given part in innovation to be managed (ibid.). The New Curriculum (Clt) In Efl Countries: Attempts to introduce communicative language teaching (CLT) into EFL contexts on EFL countries own initiatives and through international aid projects have encouraged many innovations in L2 education. In general, such innovations have had a low degree of success (Brindley Hood, 1990), and implementing CLT worldwide has often faced difficulty (Anderson, 1993; Chick, 1996; Ellis, 1994, 1996; Gonzalez, 1985; Kirkpatrick, 1984; Sano, Takahashi, Yoneyama, 1984; Shamin, 1996; Ting, 1987; Valdes Jhones, 1991). Difficult as many EFL countries are still striving to introduce CLT hoping that it will improve their English teaching. Some researchers have strongly advocated the adoption of CLT in EFL countries and recognized the difficulties these countries face in adopting CLT (Li, 1984; Prabhu, 1987). Burnaby and Sun (1989) report that teachers in China found it difficult to use CLT. These difficulties include the context of the wider curriculum, traditional methods, class sizes and schedules, resources and equipment, the low status of teachers who teach communicative rather than analytical skills, and English teachers deficiencies in oral English and sociolinguistic and strategic competence. Andersons (1993) study of CLT in China reported such hurdles as a lack of properly trained teachers, a lack of appropriate texts and materials, students not being acclimatized to CLT, and difficulties in evaluating students taught by way of CLT. Sano et al. (1994) point out that the Japanese students they studied generally did not feel a pushing need to use English, so that the goal of communicative competence seemed too distant for them. All these difficulties seem to apply to Libyan context too. Karavas-Doukas (1995) gives a report in which the curriculum developers in Greece tried to implement the communicative approach to English teaching/learning using textbooks containing communicative components. However, Karavas-Doukas indicated that teachers lack of understanding of the methodological principles underlying the new materials was one of the impeding factors that finally let to the non-implementation of this innovation. The Greek teachers had changed to new materials, but they tended to implement the intended communicative activities as controlled grammar practice exercises and did not create the opportunities of real communication in their classroom. They did not realize the new role of teachers and students associated with the CLT approach, so they still acted as knowledge-transmitters, rather than facilitators (ibid.). Much research has been conducted discussing the communication problems encountered by Arab learners in most of the Arab countries; particularly in Libya. This fact has been clearly explained by many researchers, e. g. Abdul Haq (1982), Harrison, Prator and Tucker (1975), Abbad (1988), Wahba (1998), Saleh (2002) and Orafi (2008). The students in Jordan, for example, learn English in their home country where the native language is Arabic. The only way to learn English in Jordan is through formal instruction, i.e. in the classroom where language teachers are native speakers of Arabic. There are general screams about the extended degeneration of the standards of English proficiency of students among school teachers, university instructors and all who are involved with English language teaching. The results of the studies conducted in Jordan lead to the conclusion that the goals set by the Ministry of Education are desirous and have not yet been reached (Rababah, 2005:181). In Yamen, the situation is almost the same as in the other Arab countries. Abbad (1988) acknowledges the weakness of Yameni learners of English, and adds that â€Å"in spite of the low proficiency level in English of most applicants, they are accepted into the department.† This is what happens in most of the Arab university. English language departments accept high school graduates without understanding their proficiency level and whether or not they will be able to administrate a program of English studies. Therefore, Arab learners of English find it difficult to communicate freely in the target language. This may be due to the learning environment which some umpire to be inappropriate for learning a foreign language. This is obvious in Jordan where the formal language of communication is Arabic (Rababah, 2005:182). What happen with other countries can be applied on Libyan context, because the situation is almost the same. According to Saleh (2002) and Orafi (2008), although the new curriculum is introduced in Libya since 2000, the students in Libya still cannot communicate in English or express themselves. They cannot speak English freely inside and outside schools as well. Therefore, they cannot use English in real life situation. ELT In Libya: In the 1980s the focus of English language teaching in Libya was on grammar and reading comprehension. Lessons were characterized by oral drills, memorization of vocabulary, and reading aloud. Arabic was widely used in English lessons by teachers and students. During the late 1980s, as a result of political tensions between Libya and the West, the teaching of English was banned from schools and universities across the country. In the 1990s, this status changed to the positive and new curriculum was introduced in 2000 (Orafi, 2008: 244). The new curriculum recommends that †³English be used as much as possible by the teacher and students in the classroom, as the aim is for the students to communicate effectively and fluently with each other and to make talking in English a regular activity†³ (ibid:245). It was argued that learners learn a language through the process of communicating in it, and that communication that is meaningful to the learner provides a better opportunity for learning. New classroom techniques and activities were needed, new roles for teachers and learners in the classroom. Instead of making use of activities that demanded accurate repetition and memorization of sentences and grammatical patterns, activities that required learners to negotiate meaning and to interact meaningfully were required. The purpose of education is seen as based on careers, examination passing and recall. Understanding, applying ideas, creativity, questioning is all devalued. The idea of school education as a way to unlock potential seems missing and the students appear to appreciate that (Orafi 2008). The teachers role is largely that of transmitting information in an efficient and effective manner to their students. The teachers have little insight in the role of their subjects in the development of students. They are ruled by the demands of society, with its dependence on examination success for gaining access to over crowed and want more time for students to be able to think. However, they have little clear idea of the nature and role of understanding and the idea of seeing their subject in terms of wider life is largely absent (Al-Buseifi, 2003). Although improving the educational system is a priority for the education authorities in Libya, the educational programmes still suffer from shortages in facilities such as computers, laboratories, and information networks, a lack of qualified teachers, and the use of traditional methods of teaching (Khalifa, 2002). This could be due to the fact that the central focus is on increasing the quantity of schools and institutes rather than improving the quality of teaching and learning outcomes. The Situation In Libyan Secondary Schools According to Orafi (2008), ‘the main problem at present of education in Libya is the quality of education. The need to build so much in order to educate so many in a short time creates the classical dilemma of quality of education versus quantity education. In fact, this problem is not the problem of Libyan education only but is a problem common to many developing countries. Classrooms in Libyan secondary schools are regarded crowed. Most of classes are consisted of at least thirty students. Every student has his own seat from the beginning of the year to the end of it. It is difficult for teachers to go freely through the class. Also it is not easy to work in groups, and to deal with all the students. This problem has been discussed by Richards (1996:146) who states that; †¦the majority of large class teachers created, within their large class, a smaller class of students in the front only. They seemed happy to teach this ‘smaller class of students in the front and ignored the students at the back†¦ There is frequently not enough equipment and facilities at some schools (e.g. computers and laboratories). Classes are often large with an inadequate supply of teachers. ‘The examination system emphasises the rote recall of information and holds great power over the learners at key times of the year (Orafi 2008:243). English Textbooks In Libyan Secondary Schools (3rd Year) The textbook comprises of; subject book, skills book and work book. The materials are organized into two semesters; 12 units per semester, with 22 lessons in each unit. The lessons are divided between the three student books as follows: subject book; 10 lessons per unit, skills book; 9 lessons per unit, and work book; 3 lessons per unit. Subject Book; the main purpose of this book is presenting information and related vocabulary. The main purpose of the reading and listening texts in the Subject Book is to impart knowledge about the subject concerned and present associated vocabulary. The final two lessons in the Subject Book present one or more pieces of writing. Skills Book; the main purpose of the Skills Book is presentation and practice in the four skills. Workbook; its purpose is written consolidation of grammar points from the Skills Book. Students are often referred back to the Skills Book to find examples or to check their answers. Occasionally, vocabulary items are also practiced in the Workbook, and there are sometimes pair work and role-play activities (Phillips et al 2002). Implementing innovation as organizational development: The concept of innovation as organizational development is well described in Markees two-in-one innovation: primary innovation and secondary innovation (1997). Markee relates the dimension of organizational development to ‘secondary innovations in contrast to ‘primary innovations, i.e. changes in teaching (and/or testing materials), methodological skills, and pedagogical vales (ibid: 53). In the dimension of primary innovations, innovation intending to introduce new materials, new teaching procedure, new teaching roles or technology, etc. will also involve changes in skills and values. Markee argues that primary innovations cannot be achieved without the implementation of secondary innovations. Markee exemplifies the notion of two-in-one innovations in a project conducted in an American university. This project not only introduced the task-based syllabus into classroom, but also implemented administrative and academic innovations for organizational development. For instan ce, by means of the development of communication channels (e.g. staff meetings, seminars, and orientations, etc.), participants at all levels obtained a complete understanding of the innovation. By means of the development of the teaching programs, teachers were well trained and became better informed. The outcomes showed that the administrative and academic development not only facilitated the implementation of the new syllabus, but also brought about organizational development. Development of the institutional change capacity is largely neglected due to ‘lack of awareness of the limitations of teacher and school administration or knowledge about how to implement the project (Pink 1989 in Fullan 1992). Through the process of organizational development, the implementers, including the management and teachers, focus on the processes and contents of change, learning to develop the capacity to implement change as organizational development. Only when the management and teachers a re assisted to build up their change capacity, is there an opportunity for ‘change as organizational development (Morrison 1998). 5. The curriculum innovation and the role of the teacher Rodgers in Richards (2001:104-105) discussing implementation of a communicative syllabus in Malaysia points out that: While the curriculum innovation has been failed in some places, it has been succeeded in others (i.e. Malaysia). In Malaysia the situation is different and the new curriculum has been managed to achieve its goal, because in Malaysia all the concern parts are shared in innovation (Richards 2001: 104-105). It is clear that these parts should be included in any decision for innovation. In Libya no one of these has taken part in the innovation, except the decision makers (Orafi 2008 :245). In England according to Woods and Jeffrey (2002:25) teachers have seen their role reduced to a list of â€Å"competencies and performativities†. This has produced teacher uncertainly as their role as professional has been reduced to that of a technician. In Libya, the teacher is often seen in similar terms, teachers in Libya do not usually influence curriculum change; it is the responsibility of the government to do so. Teachers must merely understand the requirement of students, know the syllab us, and be able to use appropriate teaching methods. Another important responsibility of the teacher is to help students to process new material in meaningful ways in order to encourage its storage in long-term memory in such a way that it is understood and is related to previous knowledge. However, the aim is that the learner makes sense of life and can use and apply knowledge in meaningful ways (Hussein, 2006). Orafi (2008) investigated teachers practices and beliefs in relation to curriculum innovations in English language teaching in Libya. The study was conducted with five Libyan secondary school teachers using classroom observation and interviews. He concluded that there was a mismatch between the teachers practice in the classroom and the principles of the curriculum because of the influence of their beliefs. 6. Methods of teaching EFL in Libyan secondary schools English is taught with the sole aim of passing exams and moving to the next stage. The learning process is largely viewed as mechanical habit formation. That is, the teaching process is dominated by teacher questions, the selection of students to respond, and the demonstration of examples on the board for students to imitate and repeat chorally. Some Libyan teachers still doubt the value of communicative activities because they believe that vocabulary and grammar rules must be the starting point in learning any foreign language, unlike when acquiring a first language. They think that students should be provided with large amounts of vocabulary and grammar rules to be memorized, and then they can start thinking of introducing various activities to practice the language (Al-Buseifi, 2003). These beliefs reflect their practice in class, where traditional methods of teaching such as the grammar translation method and the audio-lingual method are dominant (Orafi, 2008). Because the new cu rriculum is based on the CLT, I should turn to give sight on the CLT approach: 7. Communicative Language Teaching Communicative Language Teaching has had a major influence on language curriculum development. First, curriculum development has become much more complex. Whereas twenty or thirty years ago, the point of departure for curriculum development tended to be restricted to the identification of the learners current level of proficiency, with the development of communicative language teaching and the insight that curricula should reflect learners communicative needs and learning preferences. (Nunan 1996:20) Communication between student and student influences many ways. It can enhance or hinder learning. Students learn from communication through discussion or by talking about tasks. Communication can take place between a teacher and students. Therefore, appropriate communication skills are required, by keeping in mind the sensitivity to students, their level of understanding and judgement (Dillon and Maguire in Sussan 2005:105). What Is Communicative Language Teaching? CLT has been defined by Canale and Swain (1980:33) who point that: With respect to teaching methodology, it is crucial that classroom activities reflect, in the most optimally direct manner, those communication activities that the learner is most likely to engage in†¦ Furthermore, communication activities must be as meaningful as possible and be characterized (at increasing levels of difficulty) by aspects of genuine communication such as its basis in social interaction, the relative creativity and unpredictability of utterances, its purposefulness and goal-orientation, and its authenticity. Communicative language teaching (CLT) is typically seen as an approach to language teaching (Richards and Rodgers2001). It is based on the theory that the main purpose of language use is communication. With the aim of developing learners communicative competence (Hymes 1971). In other words, its goal is to make use of real-life situations that requires communication. What Is Communicative Competence? Communicative competence is defined as the capability to discuss and command apposite social behaviours, and it needs the active commitment of the learner in the construction of the target language (Canale and Swain 1980; Celce-Murcia et al 1995; Hymes 1972). Four dimensions of communicative competence are recognized; the knowledge of grammar and vocabulary (Linguistic competence); the capability to say the apposite thing in a confident social situation (sociolinguistic competence); the capability to begin, insert, add to, and extent a conversation, and the capability to do this in a regular and logical manner (discourse competence); the capability to communicate effectively and recover difficulties caused by communication collapse (strategic competence) (Richards and Rodgers 2001:160). Terms usually used to point to aspects of CLT contain ‘process oriented, ‘task-based, ‘group work and discussion and ‘learner-centred teaching. Communicative Language Teaching points to both processes and goals in classroom learning (Savignon, 2002:162). Berns (1990:104) states that in CLT; Language teaching is based on a view of language as communication, that is, language is seen as a social tool which speakers use to make meaning; speakers communicate about something to someone for some purpose, either orally or in writing. Obviously we can notice that CLT can be seen as a way of teaching in which the application of communicative activities and the foreign language attempts to advance students competence of knowing and sharing different knowledge. It centres on the aspect that learning is assisted in a purposeful, real situation where activities are achieved with the teachers directions. The definitions also hint that in order to carry out CLT successfully particularly in the EFL context; we are as EFL teachers need to improve our communicative competence, and need to have knowledge about the culture of the foreign language in order to teach the students. Our English proficiency, beliefs, attitudes will affect the implementation of CLT. Background Of CLT Communicative language teaching came into existence in the 1970s as a result of Hymes (1972), the work of the Council of Europe (Halliday 1975, the writings of Wilkins 1972, 1976, and Van EK Alexander (1980). Wilkinss document (1975) where he defined notions i.e. concepts such as time and place, and communicative functions such as requesting or apologizing, which was developed into the book National Syllabuses (Wilkins, 1976), influenced the development of CLT (see Mitchell, 1994; Richards and Rodgers, 2001; Howatt and Widdowson, 2004). CLTs roots can ultimately be traced back to Chomskys criticism of structural linguistic theory (1966). Chomskys ideas about linguistic competence, the innate knowledge of the linguistic system of the language, called Audio Lingual Method (ALM) into question based on the idea that lea