Theories of First and Second Language Acquisition

There are various theories that have been put forward to describe first and second language acquisition. This paper outlines similarities and difference between first and second language acquisition. Additionally key theoretical points on second language acquisition have been identified. Finally, an explanation of how I intend to use my understanding of language acquisition theory to inform my teaching practice will also be included. Similarities of First and Second Language Acquisition Rod Elis (1984) examined the concept of developmental sequences.Studies have revealed that both first and second language learners follow a pattern of development, which is mainly followed despite exceptions. Elis outlined three developmental stages: the silent period, formulaic speech, and structural and semantic simplification. Both L1 and L2 learners go through the silent stage. In this stage, children acquiring a first language will go through a period of listening to the language that they are be ing exposed to. This period is used to discover what language is. Second language learners usually opt to remain silent for a period when immediate production is not required of them.The usefulness of the silent stage in second language acquisition is not agreed upon by researchers. Gibbons (1985 , as cited by Ellis, 1994)argues that this is a stage of incomprehension while Krashen (1982) argues that it builds competence in learners via listening. The second stage identified is formulaic speech. It is defined as expressions which are learnt as â€Å"unanalyzable wholes and employed on particular occasions (Lyons, 1968, cited in Ellis, 1994).According Krashen (1982), these expression can have the form of whole utterances learned as memorized chunks (e. g.  I don’t know) and partially unanalyzed utterances with one or more slots (e. g. Where are the______? ). The expressions can also consist of entire scripts such as greetings (Ellis, 1994). In the third stage, the first and second language learners apply structural and semantic simplifications to their language. For instance, they may omit articles and other grammatical forms as is the case with structural simplifications. Semantic simplifications take the form of omitting content words (e. g. nouns). These simplifications occur because learners may not have yet acquired the necessary linguistic forms.Another reason is that they are unable to access linguistic forms during production. In both first and second language acquisition there are particular structures that are acquired in a set order. Research shows that a learner’s first language has an effect on acquistional sequences which either slows their development or modifies it (McLaughlin, 1987). Individual variation in how individuals acquire language (such as communication strategies) may mask acquisitional sequences for certain constructions (Mclaughlin, 1987).Based on the morpheme studies in L2 acquisition, Krashen (1982) put forward th e Natural Order Hypothesis which claims that the rules of language are acquired in a predictable order. This acquisition order is not determined by simplicity or the order of rules taught in the class. It seems that there exists an order of acquisition in both first and second language acquisition. In both first and second language acquisition, learners may over generalize vocabulary or rules, using them in contexts broader than those in which they should be used.For instance, a child may say ‘eated’ instead of saying ‘ate’ for past tense of ‘eat’, and same thing may happen in second language acquisition an adult may say ‘holded’ instead of ‘held’ for the past tense of ‘hold’. Differences between First and Second Language Acquisition Nearly everyone acquires a first language but this is not the case with second languages. Acquiring a first language happens naturally, while acquiring a second language often requires conscious effort on the part of the learner.Another difference between first and second language learning relates to input, specifically the quality and quantity of input. According to the connectionist model the language learning process depends on the input frequency and regularity. Second language learners may have limited exposure to the target language that may be restricted to a couple hours a day where as first language learners are immersed in the language consistently. In first language acquisition, the basis for learning is universal grammar alone (Chomsky, 1968 as cited by Murray & Christison, 2006).In second language acquisition, knowledge of the first language serves as the basis for learning a second language. As a result of this, there may be both positive and negative transfer between the first and second language in second language learning. Key theoretical points that inform second language acquisition Various theories have been used to study the acquisit ion of a second language. These theories have strengths and shortcomings in their explanations of how second languages are acquired. I will attempt to highlight a few key points made by some of these theories.The behaviourism theory assumes that a person learns a second language by transferring habits formed in first language acquisition. These habits may sometimes interfere with the new ones needed to acquire a second language or the habits can be transferred to aid second language acquisition. However, further research has found that the influence of the learner’s first language may be more than a transferral of habits but involves a process of identifying points of similarity, assessing the evidence in support of a particular feature and reflecting on the feature’s relevance to the target language (Lightbown & Spada,2006).This theory is believed not to provide adequate explanations about how second language are acquired. However, there is value in the notion that an individual’s first language has an effect on second language acquisition efforts. The innatist’s perspective put forth the concept of Universal Grammar (UG). According to White (2000) Universal Grammar offers the best perspective to understand the acquisition of a second language. The concept of UG supports the belief that individuals have an innate language competence that is not taught to them formally.This competence is altered by the acquisition of a first language. This results in the need for second language learners to get direct information about what is not grammatically acceptable in the second language (Lightbown &Spada, 2006). Otherwise learners may assume that some first language structures are also present in the second language when they are not. This perspective encourages investigation into learners’ language competence and gaining an understanding of what learners know about the language rather than how they use it.The monitor model offers a c ouple valid points about second language acquisition. This model proposes that second language acquisition follows a predictable sequence. It also suggests that second language acquisition will occur when learners are exposed to language that is comprehensible and that contains the level of language already known along with language that is just a step beyond that level. There also different psychological theories that offer explanations for second language acquisition.Researchers who subscribe to the information processing model see second language acquisition as the construction of knowledge that can be called on automatically for speaking and understanding (Lightbown &Spada, 2006). Learners will have to use cognitive resources to process any aspect of the language that they are attempting to understand or produce. The connectionism perspective claims that learners gradually build up their knowledge of language through exposure to countless instances of linguistic features that th ey eventually hear (Lightbown & Spada,2006).When learners hear language features in specific situational or linguistic context constantly, they develop a network of connections between these elements. There are many other theories that are used to explain second language acquisition. After considering these theories, it is apparent that there is no one theory that adequately explains how individuals acquire second language. Using language acquisition theory in ESL practiceIt is apparent that there is no one theory that fully explains how language is acquired, so as an instructor, I have to consider the aspects of language acquisition that different theories have in common. I would then use these to inform my practice. For instance, it has been established that a learner’s first language affects their second language learning efforts. So as an instructor, it is my responsibility to identify the features of the first language that are interfering with the student’s secon d language learning as well as provide the student with the necessary material overcome that obstacle.I also understand that adult language learners do not acquire second languages as quickly as children. The Critical Period Hypothesis supports this claim. With this knowledge, I know that I will have to be patient with my adult students. I also know that there are stages of acquisition that they have to go through even if it is at a slow rate. So my intention is to use the information that has been established in my practice. I also have to be open minded as well be willing to make adjustments for individuals who are operating outside of the norm.

Decomposition: Poetry and Beggar Look Essay

Decomposition is a poem written Zulfikar Ghose. His poem is about a photograph of a beggar in Bombay. The poet talk about his first though of when he was taking they photo and know the poem is reflects on why he thinks the photograph was bad. He is able to get experience more visual with the use of poet techniques. The techniques the uses in the first stanza is simile about how the beggar look in Bombay. : â€Å"His shadow thrown aside like a blanket†. This description of the beggar suggests poverty and that beggar lives on the street, also that no one one cared about the beggar, as he was â€Å"thrown aside† suggesting discarded and not used any more. From the Simile and the word choice this makes the poem more interesting as we have a feel for the beggar situation and that he is being treated very badly and not like a human beginning In the second stanza the poet talks about the beggar appearance. : â€Å"Arms and legs could be cracks in the stone† This metaphor creates the image that the beggar is very thin and broken as the crack in stone suggest that he is very small and can fit in it and that the stone has been broken and the stone is a symbol of the beggar. The beggar has been homeless for a long time as it’s the, â€Å"ants journeys, the flies’ descents†. The beggar is use by and flies this suggests that the beggar hasten moved in a long time and give the sense of him being dead or dirty as insects like dead or dirty things. This give the poem a sad idea of the beggar that will keep the reader interested as he wants know if the beggar get treated better by society. The poet uses a metaphor to explain and give the visual image of the beggar as, â€Å"he lies veined into the street, a fossil man†. This technique makes the reader sympatric for the beggar, as they know that the man (beggar) has become dehumanized. The idea vein in to stone shows that the beggar has been reduce to stone and that the once lived as he is know a fossil reminding us that there was a life there once. The poet has used enjambment in the third stanza. : â€Å" Behind him there is a crowd †¦ an old man asleep on the pavement†. The long sentence shows that crowd passing him like there is nothing there and the since there is no full stops this show that there is no one stopping at the beggar. The poet has made the poem more interesting for the reader as he giving the since that the beggar is visible and that know cares for him as they don’t want t help him. In the forth stanza first the reader thought the photo was a goof idea but after revisiting the photo he know understands what he did wrong. â€Å"I thought it them a good composition†. The poet think more about his personal benefit from the beggars suffering and not about exploiting money and satisfaction from someone’s suffers and misfortune. The poet shows his feelings towards what he thinks about the beggar with his word choice you can see how bad he feels. : â€Å"Glibly†. As it shows that the poet regrets his comment on the photo as he know become aware of the crowd not paying him any attention to his suffering and that he want to make art from someone’s suffering and hunger. In the last stanza the poet talks about the emotion he felt as he felt guilty about thinking picture of the beggar. : â€Å"Weeping into a pillow chides me now for my presumption†. The poet is distraught over the photo and the word, â€Å"Glibly† has connotations of reprimand this how that the poet was expressing his disapproval of taking the photo. This make the reader more interested about the poem as they know might feel they have a connection with the poet as they feel they know him and feel for him with but know taking the photo was fro the use of the writer techniques. Decomposition is a poem which the writer uses poetic techniques to interest the reader and have more influence over them with his message as think about something before doing it and that his techniques have made me want to read more of his poem as Decompositions was very engaging.

A Separate Peace - Thematic Analysis

A Separate Peace Thematic Analysis Essay Peace brings up the theme of mans inhumanity to his fellow man. What makes this novel unique is that in protesting war, Knowles never overtly referred to the blood and gore of war; he showed the consequences of war, some paralleling the nature of war and some simply laying out how World War II affected noncombatants thousand miles away. There have been many books written about war, what happens, why it happens, and why wars should stop. Knowles explains through the life of Finny why war never will cease, with only one death in the entire book; a quiet one at that. When Gene is responsible for Finnys fall off the tree, the reader is in some confusion as to what really happened. All the book reads at this juncture is Holding firmly to the trunk, I took a step near him, and then my knees bounced and I jounced the limb. Finny, his balance gone, swung his head to look at me for an instant with extreme interest, and then he tumbled sideways, broke through the little branches below and hit the bank with a sickening, unnatural thud. The reader does not know whether it was accidental or intentional. It is not until later that Finny realizes that Gene is responsible for his crippling, and what a natural thing it was to do. Gene bounced the branch just to see if he could make the invincible Finny fall; at least, this is why Gene claims he did it. This is true, but at some level, Gene was scared of Finny, of his confidence, his abilities, and his potential for breaking records. Consider Genes paranoia over Finnys attempts to make him adventurous. Gene interprets these genuine acts of friendship as attempts to prevent him from reaching the top of the academic ladder. This paranoia parallels war in that after it is declared, no one is safe. Countries, leaders, people suspicious of all who are perceived as a threat, causing them to lash out at anyone even peripherally involved. Adequately proven in A Separate Peace, there are also historical examples: the Nazi death camps, the American Japanese-American relocation camps, and the McCarthyism of the fifties. Apparently, in America, the Constitution rules until war is declared, then paranoia and vindictiveness take charge. When Gene had the opportunity to get back at Finny, he did, which is so human it is disheartening. This tenet of our nature precludes, before it has even begun, the idea of world peace. Some country will always feel that another is stronger, or a threat, and initiate action. Another example of mans capacity for viciousness against his fellow is Lepers insanity. Leper, an outcast at Devon, was one of the first juniors to enlist. An avid naturalist, he was entranced by the ski patrol, zooming about on clean, crisp snow. When he discovered the horrible reality of war, he cracked. The students at Devon, when they heard this, acted like the human creatures they were; they laughed. It  was a survival reflex, laughing at a horror they would soon been forced to endure. Picking on Leper, Brinker and his buddies revealed the human need to blame someone, to distract the eye from their own fear. A final example of mans inhumanity to man as shown in A Separate Peace is the inquiry by Brinker and his panel to find out what happened the day Finny broke his leg. Gene himself says of Brinker and the proceedings: Hes enjoying this, hes imagining himself Justice incarnate, balancing the scales. Hes forgotten that Justice incarnate is not only blindfolding the scales but also blindfolded. With Finny begging for him to stop, he relentlessly probed, determined to find the truth, a truth that helped no one and hurt everyone. Because Brinker insisted on proceeding with his little drama, Finny loses what was possibly one of his most precious possessions: Gene. All this playacting ultimately accomplished was one thing: Finnys death. The marrow of Finnys bones killed him, thus, it seems the symbolism is mans inner core will defeat him. Because we are human, we are imperfect, and the perfect among us symbolized by Finny cannot exist, so that ideal society will never become a reality. READ: Critical Essay On Sir Arthur Conan Doyle MoriartyThis novel illustrates man can be cruel to his fellow man. John Knowles A Separate Peace demonstrates why men go to war, and why they cannot stop. This remarkable feat is accomplished with the telling of a single unique individual and his death.

The reasons why the FASB and the IASB seeking to converge and improve Essay

The reasons why the FASB and the IASB seeking to converge and improve their respective conceptual frameworks and why the project will take along time to complete - Essay Example Following are some of the reasons for the convergence of accounting standards. †¢ Harmonize the global accounting standards so that the users of financial statements feel harmony with rest of their other counterparts anywhere across the globe. †¢ Making the financial statements of the entities comparable all over the world in respect of the accounting policies used by the entities †¢ Eliminating the impact of biasness and partiality from the financial statements such that integrative and objective financial statements can be prepared †¢ Providing opportunities especially to multinational companies to prepare their financial statements on the basis of single common accounting standards so that the manipulations and misrepresentations can be avoided while formulating the consolidated financial statements of the whole group of companies In bringing more convergence in setting the accounting standards, yet there is a long period of time required for this purpose. Some of the reasons for such possible extended time to be taken are as follows: Legal and regulatory stoppages and restrictions which do not allow the accounting standard boards to bring so early changes in the accounting standards merely on the basis of producing more convergent accounting standards. Laws of the jurisdictions ask some real and substance based reasons to bring such changes in the accounting standards. ... Therefore practically once the accounting standards are reformulated, their adoption takes two to three years by the entities in their implementation. In a nutshell, the main hurdle for setting up the new accounting standards for the purpose of convergence, is posed by the regulatory bodies and persuading them for such changes require substantial amount of time and efforts followed by the time taken by the entities to adopt the new accounting standards after their formulation therefore making it more longer for the accounting standards to be convergent globally. Discuss the problems involved in refining, updating, completing and converging the existing FASB and IASB conceptual frameworks into a common framework, illustrating your discussion with reference to specific issues. Discuss that are controversial and difficult to resolve The major problems that arise in refining, updating, completing and converging the present accounting standards issued by FASB and IASB have significant imp lications. Most of the problems are of technical nature however some administrative issues that hinder the convergence process cannot be altogether ignored. In the following discussion some of those problems are highlighted. Retrospective changes in the financial statements In developing new standards which are more convergent in the form of a common framework, both FASB and IASB have to change their existing frameworks altogether. Due to those changes, the financial statements previously prepared under each of the accounting standards would have to be changed by the entities on retrospective bases under newly developed common framework which may display some material diversions as compared to the previously furnished financial statements. In this way the financial

A College Degree Should Not Be This Difficult Essay

A College Degree Should Not Be This Difficult - Essay Example Her family, lacking a tradition of higher education, can't help her seek out a college or encourage her in her quest for help. Her situation is further complicated by a high school that has failed to adequately prepare her for the required entrance exams and college level courses. For thousands of seniors like Shelia, college is a dream that will never be realized. The difficulties of access, expense, and preparation have become more than just obstacles, they have become barriers that have left a college education out of reach. To assure that all students have an equal opportunity for a college degree, the process needs to be made less difficult.The most important tools an incoming college student can possess are attitude and motivation. These are only acquired by years of planning by the family for the student's eventual enrollment. Contacting schools, selecting a proper program, and preparing the student to move away and get an education may not be forthcoming from a family who has never experienced attending college. These students will have difficulty when they are faced with a new environment, new experiences, new cultures, and a lack of adequate expectations. Families that fail to encourage college will produce poorly motivated students that won't be able to develop the attitude necessary to succeed in college.

Implementing renewable energy Essay Example | Topics and Well Written Essays - 1750 words

Implementing renewable energy - Essay Example In this context, renewable energy sources provide a way to overcome the threat of energy security and global warming. Common renewable energy sources available are solar and wind power. These energy sources provide clean energy that is non-polluting, the energy source is free and it will never be depleted (ECI, 2011). The UK government wants to develop this energy source as a viable and active contributor to the economy. However, developing and using these free energy sources is not very easy and a number of challenges and barriers need to be overcome. These challenges include technical, social and financial challenges (Scottish Power, 2004). This paper will examine renewable energy sources in this context and suggest solutions to overcome the challenges. 2. FIT and other renewable energy Schemes initiated by the UK government The UK government has undertaken a few projects to meet its obligations of reducing green house gases. As per the Kyoto protocols, a signatory to the protocols and this includes UK, have agreed to cut down their emissions to pre 1990 levels. UK faces a huge problem of reducing the carbon levels and emissions since it mostly relies on coal fired power plants and nuclear plants for power generation. For 2006, the total amount of Green House Gases - GHG emitted in UK was the equivalent of 7,076 million metric tons of CO2. It is estimated that from these emissions about 2344 Teragrams were due to CO2 emissions from the activities of standard and old electricity power grids (SmartGrid GB, 2012). Other than nuclear power, all other systems and plants generate excessive carbon. Domestic and household consumption in UK makes up for 60% of the power used while other users such as industries, utilities, offices and infrastructure consume the rest. Automobiles account for more than 75% of fossil fuel consumption (Williams, 2010). To promote the use of green and clean energy systems, the UK government has initiated a project that funds and supports s olar energy by residential homes (Bullis, 2012). The proposal is called ‘Feed In Tariff – FIT’. This project involves encouraging households to install small solar panels with solar PV that can generate electricity. The Department of Clean Energy of the UK government has provided a number of subsidies, concessions and other benefits to householders who install these units. The UK government plans to buy back the power generated from these units and give tax breaks or a reduction in the regular utility power consumed by the householders (Lewis, 2006; Lock, 2007). There are different categories of FIT users and this depends on the amount of installed capacity of the plants. The installed capacity in UK for solar energy was 1000 Mega Watts and this is about 0.001% of the UK power requirements. With the FIT program, the government wants to provide solar PV to around four million homes and this should help to generate 22,000 MW of clean energy. As per the Kyoto protoc ols, the UK government must generate at least 12% of the total power consumed by means of renewable energy (EPIA, 2011). The above sections have highlighted the ambitious program of UK government to meet the clean

Organization Research Paper Example | Topics and Well Written Essays - 2000 words

Organization - Research Paper Example The companies selected for analysis are IBM (manufacturing company. Following Reed (2001): â€Å"Motivation must be understood not as a series of separate "needs" but as the dynamic aspect of the very functioning of a living organism. In other words, any living organism is, in effect, a pattern of intrinsically active and directed relational functioning† (p. 60). These meanings may be expressed in organization writings, thought, or language management, and social context, an organization sustains its own cultural system of symbols and meanings that can be widely shared by organizational members. the main difference between content’ and ‘process’ theories of motivation. is that the latter determines motivation as a cognitive rational process while the former sees motivation as needs satisfaction process. Motivation is the main factors which helps companies to attract and retain top talents. The task of the HR manager is to envision these threats in advance, so he will be able to avoid them, or at least minimize their negati ve impact upon well-being. Although managers do not find it a comfortable activity to dwell on unpleasant events, the future survival of organizations and society, itself, mandates that we try to anticipate worst-case scenarios and develop creative methods to manage them. Motivation programs should be effective and management policies should ensure success and positive outcomes. The main methods used by managers will be goal setting method and the leadership. If too much stress is placed on getting the work done, human motivation will suffer. The main strategies applied to the program will be motivation and inspiring employees, cooperation and support initiatives. If all of the emphasis is placed on workers satisfaction, then productivity will suffer. Further, a HR manager can share this expertise with other managers and employees, so that the total organization expands

I met my student advisor Research Paper Example | Topics and Well Written Essays - 750 words

I met my student advisor - Research Paper Example This was because I was still studying the university requirement courses; I had opted to do this so I could experience university academic life as well as improve in my communication skills as well as English. Furthermore, I wanted to explore my options, and I have been auditing classes and trying to gather information about the courses. He said that was a wise thing to do since one should not make a decision without thinking about it at first. Mr. Adams then asked what I really wanted to do with my life and what I liked to do with my free time. I told him that I loved soccer and reading, however, above all my past times, I loved listening to music most. Furthermore, I had taken a few classes in the introduction to music composition, and I enjoyed them immensely. Mr Adams then suggested I major in scinec engineering. He explained that then, I would be able to give back and help those behind if I got a good job me as well inspire them by setting a good example. Mr Adams then told me t hat to qualify as a scinec engineer I had to have some basic knowledge in music, and this was easy since I had studied music extensively before I joined the university both during and after high school. He, however, stressed that apart from music and sound, I must have achieved excellence in math’s, engineering and physical science since the discipline had little to do with music in general and a lot to do with minute aspects of sound from a highly scientific point of view. From a laptop and some fliers, Mr Adams showed me some of the coursework that I could expect to cover before I could qualify in this branch of engineering Acoustics and aerodynamics as well as ultrasonic and noise control. He also showed me profiles of some of the schools alumina who had graduated in the same field; many of them were successful sound engineers and had gone on to become very famous in their fields of expertise. He also told me about the various career choices open to successful graduates of the same these included Residential architect acoustic consultant, and concert hall acoustical designer as well as soundproofing consultants. He showed me pictures of the Walt Disney concert hall, which he considered an epitome of acoustic engineering, he explained to create such a building, one need the assistance of sound engineers, as well as architects. He told d The experience was very illuminating and I intend to pursue scinec engineering up to a masters and PhD level, because of the inspiration as well as objective advice from Mr. Adams. When I told him of my dream to become a pilot, he said that I should not abandon the dream. He explained that all I had to do was to wait until I got my degree and then I could get my certificate through a flying club, or even though the school, which offered the same, then I can embark on accumulating enough flying hours so I could work as a commercial or recreational pilot. A negative aspect of the whole thing was that I would have to choo se which field to specialize in since if I become and engineer and pilot, I will have to choose one in the future. They both required a lot of time for one to specialize and excel which will be an issue if I pursue both. However, I decided I would take time to decide that later when I had both options possibly after graduation. I aspire to become a great and famous person; I believe that for me to do this it is important I embark on a career path that I liked with intrinsic motivation. Mr Adams told me that this way, I would be

The microsoft case Assignment Example | Topics and Well Written Essays - 500 words

The microsoft case - Assignment Example onopolizing, attempts for monopolization, conspiring or combining with other people with the motive to monopolize part of a  trade  among several States. However, Microsoft was aiming at gaining the monopoly power in the PC market (Economides, 2001). Yes,  I do agree that Microsoft was trying to gain monopoly power in the computer software industry.  Microsoft  mismanaged the opportunity of being the leading market holder in the computer industry, which led to antitrust behavior investigations. The Company had managed to  attain  95% market share through antitrust behaviors (Brinkley & Lohr, 2000). The reports led to the  investigation  for determining whether Microsoft is aiming at establishing a monopoly in the market of the computer software. There have been numerous facts proving that Microsoft was making  efforts  monopolize  the  industry  of software. The creation of Microsoft Office as a package that comprises of packages that are  entirely  assisting the  professional  was a deliberate move to monopolize the market. Microsoft  was also sued  due to developing an operating system that had Windows Media Player; thus, engaging the real media player in unfair competition (Brinkley & Lohr, 2000). In Monopoly markets, Companies have market  power in given segments that  involve  the  production  of commodities. The Monopolies are also the price makers of the products produced. In the case where Government Monopoly  is involved, the government controls accessibility to production. The Government monopoly relates to a monopoly of government cooperation or an agency. However, there are Pros and cons to the natural monopoly. The natural monopoly results due to businesses that require a high start up costs in order to operate in a given business. To the company, monopoly ensures that unnecessary competition is avoided; this results to increased marginal revenue and  strong brand name (Tucker, 2010). Monopoly ensures that an organization enjoys economies of scale

Hospitality Organizations for Self-Service Technology Assignment

Hospitality Organizations for Self-Service Technology - Assignment Example Notably, the population of the study included 216 employees who work in three participating hospitality organizations during April 2006 (Lema, 2009). All the participants in the population were volunteers while the participating organizations offered diverse workforce in the food, beverage, entertainment, and lodging industry (Lema, 2009). Specifically, the sample participants included employees working in three participating hospitality organizations during April 2006. The sample participants included 71 supervisors, 141 non-supervisors, 111 females, and 101 males (Lema, 2009). The original sample size included 216 employees while the final sample size included the position, gender, and ethnicity of 212 participants (Lema, 2009). Ideally, the study clearly described the sampling method by selecting the demographic variables that define the study. Indeed, the sampling method defined the position, gender, and ethnicity of participating employees in the hospitality industry. The sampling method defined the period for the study and classified the participants into supervisors and non-supervisors (Lema, 2009). It also defined the proportion for gender into 48% males and 52% females (Lema, 2009). Ultimately, it classified the sample into ethnic groups including African American, American Indian, Asian, Caucasian, Hispanic, and Paciï ¬ c Islander (Lema, 2009). Ideally, the sampling method was adequate for this study in that it addressed all the demographic variables that influenced the results for the study. The researches study on the factors that inï ¬â€šuence employee readiness to engage in and support self-directed processes used various instruments, which included Oddi Continuing Learning Inventory (OCLI) and Generalized Self-Efï ¬ cacy Scale (GSE) (Lema, 2009). Most specifically, the GSE instrument sought to assess self-beliefs of personal capabilities of the employee while the OCLI instrument sought to assess employees’ levels of self-directed learning

Supporting Children Essay Example for Free

Supporting Children Essay â€Å"The Human Rights Act 1998 came in to force in October 2000 and had a big impact on current legislation in UK.† (Tassoni. P, 2007, pg. 115) Although this Act was not created specifically for the protection of children, It does ensure that children have the same rights as adults, for example the right to dignity. It also ensures they are given respect and fairness in the way theyre treated. This led to settings not being able to use any type of physical punishment, like slapping or caning despite gaining the parents consent to do so or not because it is seen as a violation to a childs right as it is degrading. The United Nations Convention of the Rights of the Child 1989 was also signed by the UK as an addition to The Human Right Act 1998 as it gives children under the age of 18 their own set of rights. This particular piece of legislation was separated into five separate strands; reinforcing the importance of fundamental human dignity; highlighting and defending the familys role in childrens lives; making sure children are respected; supporting the principle of not discriminating children; as well ensuring that the legal framework of the UK complies with the Convention. Within this piece of legislation are many articles which focus on difference parts of childrens rights, but there are a specific few that have an impact on practice. For example: Article 2 – which talks about the right to be protected against any discrimination – means that practitioners have to treat all children fairly and settings must give equal opportunities; Article 3 – says that the best interest of the child should always be considered in actions where they are concerned – this means that practitioners have to ensure the child has the care they needs and that all their needs are being met, whether the practitioner agrees with the way its done; Article 12 – states that children have a right to express their views freely, and be listened to – which means that all childrens opinions, likes, dislikes etc. are taken into consideration at all times; Article 13 – Talks about children having freedom of expression and exchange of information regardless of frontiers – this means children should be able to ask questions and be answered with things that concern them; and Article 28 – A child has the right to education with a view to achieving – which is why children in the UK from the age of around 5 must attend some kind of educational setting. Another piece of legislation used in the UK is the Children Act 1989 which was created after the UNCRC was adopted, it was made to bring other pieces of legislation together into one Act, but this meant that it covered a wide range of things from child protection to the inspection of settings to parental responsibilities. As a result of this act settings now have to make sure they view parents as partners as they are the childs main carer and have a right to know and help with their childs development, this is done by regularly updating the parents and sharing all information. It also stated that the welfare of the child is paramount and that children and young peoples views should always be taken into consideration during any decision making about their future care within all settings. After the Children Act 1989 came the Children Act 2004 which was made as an addition and provided for a childrens commissioner as well as allowing the government to ensure that the Every Child Matters scheme had a legal framework to go with it. This scheme is now used through out appropriate childcare settings and ensures that the services at hand for children work together more effectively. The Disability Discrimination Act 1995 was made so that discrimination against children and their families was prevented, this is because the act made it illegal not to provide access for disabled people to their settings whether this meant providing wheelchair access, or having things printed in large fonts for parents/carers or ensuring children are given the opportunity to join in all activities and experiences regardless of their disability. E3 – In order to safeguard children, all settings have many policies and procedures in place to ensure that practitioners know what their roles and responsibilities are at all times. Other wise, the children would be at risk from many different things. Policies like; Health and Safety; Child Protection; Anti Bullying; Behaviour; Fire Procedures; Partnership with Parents; Anti-Discrimination; Food Hygiene/Avoiding Cross-infection; Whistle blowing; Confidentiality and a Signing in/out Policy all help to keep children healthy, safe and secure and avoid putting them in any danger or harm. The signing in/out policy means that any visitor or volunteer who comes into the setting should wear proof of identification that shows that they are a member of staff especially in larger settings. It is also crucial to check the adults coming in, are allowed to be in the setting, (for example parents who are not allowed to pick up their child) and all visitors should sign in and out of the setting which not only provides the setting with proof of identity but also lets the staff know who has entered the building and when, which helps to protect children as it means no one who may put the children at risk are allowed around the children, and that in the case of any child being abused by a visitor or someone entering the building, it is possible to look back and have access to important information like names and dates. A whistle blowing policy is for someone within the organisation or setting that wants to report inappropriate actions of another practitioner by alerting someone in a higher position to them e.g. room supervisor who then deals with the report and helps to prevent any abuse from those employees working directly with the children which in turn helps to prevents the allegations of abuse in future. The Food hygiene or Cross infection policy was implemented to avoid any children (or staff) becoming ill and catching infectious illnesses. Using this policy means that all staff who prepare and cook food which is served to others, have to be trained in food handling procedures, as well cleaning of resources, toys and equipment of there is an outbreak of infectious illness within the setting. This is to avoid any germs spreading causing other children and staff to have poor health. E4 All settings have specific policies to ensure that children and their families feel welcomed and included at all times during their time at the nursery. One of the policies which does this is the Equal Opportunities policy which means as a practitioner you have a duty to ensure that children as well as their carers are valued and not discriminated against either by adults or by other children. This policy also helps to prevent discrimination because every one is entitled to join in all activities, regardless of their age/stage or ability. This is because the policy says that every activity or experience provided at the nursery must be easily adaptable for everyone to participate in. By having a settling in policy, this also makes parents/carers feel more welcomed into the setting and more reassured about their child starting at the nursery, because it shows them you understand that each child is different in the way they adapt to new situations, some fit right in, and others take time to get used to the new people and activities. The behaviour policy which can be found in all childcare settings also helps to prevent any children or families being discriminated against, because by having this policy parents/carers understand that the practitioners are being fair if a situation occurs where a child behaves inappropriately, this means that allegations of discrimination are less likely to be made against practitioners and parents understand that behaviour policy applies to ALL children, and any other child would be treated equally. E5 – As children, we depend on adults a lot, but the older we get, the more independent we become. If adults give children the chance to be self-reliant, and independent, they become confident in themselves and their ability to do certain things, which means they feel empowered. To do this, children must be given choice in lots of things they do, and encouragement to do things by themselves where choice is not available, for example getting dressed or going to the toilet. One way to offer children choice as part of their daily routine, is through food, as all children have to eat, but all children are different and enjoy different food. If a practitioner gives the child choice between two types of vegetables or drinks, for example then the child will learn to make simple decisions, and the more they do it the more confidence they will gain as they know what they like and dislike, and this will make them feel grown up and help there self-esteem grow rather than someone telling them what they are eating and them doing so. One other strategy for helping children to feel empowered through choice, would be in play, this is done by setting up various activities and letting them choose between them, this is a more child-led approach, as they are able to find an activity most suited to their interests, instead of being told they are doing a specific activity and not enjoying it. By letting them choose, again they will feel more independent and if they enjoy the activity they will also become more confident because they will feel like they made the right choice for themselves giving them a sense of achievement. D2 – By giving children choice in both food, and in play, you are encouraging them to be independent, even if they dont realise it. However, it is important that children are allowed to change there mind in play as this helps them learn what they enjoy doing, children might not understand what kind of things they like or dislike they just know what they want to do. By giving them choice, and asking why they made that choice, they should learn and understand their preferences helping them to make simple decisions in the future, leading them to make more complicated ones later on. It is important that practitioners ensure they are using choice-giving as a way to empower children, rather than getting them to do what the practitioner wants. For example, it is not helpful to the child, if you say you can either choose to apologise to this girl, or you are not going outside the child is being given a choice, rather than understanding their actions were unkind. You need to be clear on what is right or wrong and explain consequences and give choice through other activities, and as a practitioner, it is unfair on the child if you tell them they made a bad choice, instead you should ask them to evaluate their own choice and the consequences so they can make a better choice for them in future. By doing this, they have confidence in themselves because they will feel good after making a choice which is suitable for them, for example being kind to another child, will mean they are praised and shows they know how to respect others, not only encouraging them to be kind more often, but also easing decision making for them helping them to feel empowered. E6 – During a childs life, they will have to go through many transitions, most children will go through the transition of moving class, or school, some children may move house or city, and other children may go through bereavement. Most of these transitions, practitioners can help prepare for by doing many things. For example, most childcare settings have a settling in policy that they can refer to for new children. This is because If a child is moving from nursery to reception in a completely separate building with new teachers, they will find it very distressing if it is quite sudden. However there are many things settings can do to help the child settle in steadily, like: Meeting the teacher/key worker a few times before they start, where the practitioner will introduce themselves and get to know the child, this is so they know a familiar face, and know that they can trust the teacher/key worker. Having half days is also an important way of introducing a child to a new situation, especially if they are going from half days to full days in a new place. Other wise the child will be overwhelmed, they will feel uncomfortable being in a new place with new people for longer than they are usually left without their parent/carer. Once they have started at a new place, it may be reassuring for them to have their previous teachers or key workers visit, as they are likely to trust them, and notice that if they feel comfortable here, then it is okay for the child to feel comfortable too helping them feel reassured. Some places may offer for the child to come once or twice for short sessions and participate in activities like stories, this gets them used to the place in small doses and that way when they officially move, they will be used to the building and the people, making it less distressing for them. E7 – Unfortunately in some settings discrimination may occur, against some children and families. Which is why it important to ensure that you are fair and treat everyone as a unique individual. Discrimination can occur when people have stereotypical attitudes, this means that they see a group of people with one characteristic in common and think they are all the same, for example, disabled people cannot live by themselves. Some stereotypes can lead to practitioners making assumptions about what children can do. Prejudice is also another cause of discrimination, as it stems from stereotyping. If someone is prejudice then it means they are pre-judging someone without knowing anything about them, due to a specific stereotypical view a practitioner may hold. For example, if a child is over weight, they may assume the child doesnt want to take part in physical activities. Which is unfair on the child, as this is not necessarily true. If a child or there family, is discriminated against, they will start to pick up on the actions of the practitioner, and it will have an affect on their self-esteem, and self-worth, as by the age of 3 or 4 a child will have developed their sense of identity and understand racial and gender differences, and the way people treat each other. A child will understand the differences in the way the people they look up to treat others especially if it because they are a different race, age or gender. If they feel discriminated against, they will have a lower self-worth and self-esteem, they may grow up feeling inferior to others because of different characteristics like colour, they may fear failing new activities, leading them t achieve and succeed less at school, or have difficulty in developing emotionally/socially in order to form relationships in the future. D1 Gathering information to support the child would be a good way to prepare children for transitions because practitioners often feel the need to reassure children by talking about the new setting they are going to, whether it is a hospital, new school etc. but often the children are given misinformation, leading them to expect certain things or do things in a particular way, this can make their first experiences within a setting more difficult. Therefore it is important that practitioners find out information for themselves before sharing with the children, this can be done through websites, particularly for schools, brochures, prospectus or leaflets about certain procedures, talking to other people who may have already been through the same transition, e.g. older siblings. Or possible letters and phone calls where you can directly find out about certain enquiries you or the children may have. By doing this you can successfully answer childrens questions and support them and hopefully they will then feel reassured about the change. Working in partnership with parents is crucial for a child to succeed in calmly changing settings. This is because we can only do our best for the children in our care if we involve their parents and families. We need to listen to what parents can tell us about their children and accept that as their childs main carer they hold a lot information, practitioners could use to help support the child. Firstly, children may confide in their parents/carers about things troubling them linked with the transition, and whilst parents may not have the answers, practitioners may be able to help, therefore it is essential that communication between the two is continuous. There are many other ways to help children communicate their expectations and fears, some more subtle than others. For example, Role play, using an object or toy, drawing, changing activities and promoting the development of self-help skills. One way to encourage children to talk about their worries or questions, is bringing an object or toy, for example using a teddy, explaining that he is going through a transition just like the children and asking them what they think the teddy may be worried about. This strategy often brings up their subconscious thoughts. Using drawing activities can also be helpful, as you could ask them to draw scenarios they predict will happen at the new setting. Changing activities and promoting self help skills is particularly important, if the child is moving in education, as they will have to be more independent, have the ability organise themselves, particularly if they are in charge of their own lunch money, or transport, and need to be responsible for their own possessions. Helping them to prepare for practical activities, like getting a bus on their own, will give them confidence as they feel more grown up and independent, although in this case it important that the child is given accurate information so they know what to expect. C1 – A lot of childcare settings have modelled their techniques after Vygotskys principles, allowing children to have a supportive learning environment and empowering them to develop their personal strengths. Experiences that students have at school contribute to learning both inside and outside of the classroom. Vygotsky says that children need to be taught using structured education where a teacher can give clear instructions to help children learn as well as social interaction between children. Vygotskys theory suggests that there are three ways in which children learn; firstly, imitative learning, where the child copies the actions of others; Instructed learning comes second, where a child acts out what the teacher tells them to do and they learn through activities, and; the third is collaborative learning. Collaborative learning happens when a group of children work together in order to achieve a specific goal which helps them as they are working to understand each other. Teachers and carers, want to get the most from students, challenging them to reach their highest potential and once they do they will feel confident in their own abilities and have a higher self-esteem. Vygotskys belief that social interaction leads not only to easier learning for the child, but that it actually changes a childs thoughts and behaviours. Vygotsky believed that exposing children to various cultures meant that they would be more knowledgeable about the world and themselves. Learning through this means that children develop their own self-worth as they will evaluate how much knowledge they can put forward into a group and how helpful they are. The more experiences that a child has, the more about other people and cultures they find out, and the more they learn the more independent they should become as experiences such as these will help them to form their perceptions of the world which all leads to children feeling independent and therefore empowered. B1 An equal opportunities policy means as a practitioner you have a duty to ensure that children are valued and not discriminated against either by adults or by other children. Equality of opportunity means ensuring children in a setting’s care are seen as being individual and special. However, this does not mean treating all children exactly the same as some children may need more adult help and support than others or even special equipment to undertake and participate in activities. Equality of opportunity means ensuring that children are equally valued and given the same opportunities to fulfil their own potential.

Vietnam War - Paper Essay Example for Free

Vietnam War Paper Essay The Vietnam War was a conflict between the communist, North Vietnam and South Vietnam. In the wake of the Second World War western fears of a communist expansion throughout Asia were running high. The United States was concerned that if North Vietnam succeed and turned Vietnam into a communist state, neighboring countries were also likely to follow. As an ally of the United States and Australia’s involvement in South-East Asia Treaty Organization and the Australia New Zealand United States Security Treaty and the belief in forward defence Australia was an enthusiastic supporter of the American policy in Vietnam. The majority of Australians supported the countrys involvement in the Vietnam War in its early years mainly because of the threat of communism. Australia felt that if communism dominated South Vietnam it would be an even bigger risk to Australia because of the domino effect. If Vietnam fell into communism so will its neighboring countries including Australia. Australia did not want to fall into communism and agreeing to the request for help by South Vietnam, Australia supported the war and troops were immediately sent to Vietnam. The decision to send the army to Vietman was also made by the Older Australians which were part of the group called the Returned Servicemens League. These people believed in the idea of the Anzac Spirit and expected the younger generation to do their bit as they had during World War II. The Australian People and Liberal Party rallied behind the leadership of Menzies. Therefore, the Liberal Party was also in agreement with Australias involvement in the Vietnam War. In 1966, Australia warmly welcomed the visit of the American president, Lyndon Baines Johnson. The new prime minister of Australia enthusiastically declared that when it came to Vietnam, Australia was all the way with LBJ, which meant that Australia was willing to support the US in supporting the Vietnam War. The Democratic Labor Party at that time who split from the Labor Party had a very large Catholic membership and was also very anti-communist. It was also determined to oppose any ALP policies so it automatically supported the war. After the first announcement of sending troops there was a general support from the news outlets for the governments policy. This wasn’t the kind of support shown in Australia’s involvement in previous wars. There was little mention of words like heroic and more mention of words like grave  decision’. Many of the papers simply said Australia had no alternative, given its geographical position and its treaty commitments. The support was there, but it was muted and it tended to question the political situation in South Vietnam. Australian Catholics had been encouraged to see South Vietnam as not only the last democracy in South East Asia, but as a Catholic democracy. There was widespread support for the government of the Republic of Vietnam, even after the assassination of the Catholic leader Ngo Dinh Diem. At the same time as the Australian government made the announcement that it was sending troops, the Pope called for negotiations to take place in Vietnam for a peaceful resolution. Many Australian Catholics did not see the Popes announcement as any reason not to support the commitment of troops to South Vietnam and so they were in support. There was even a large section of the community who seemed to take no interest in what was going on in South East Asia. Many people believed Vietnam to be too far away for the average person to care about. They were quite unconcerned about the war and firmly believed it should be left up to the government and the army to sort out. Sending troops off to fight in wars was seen by many ordinary Australians as not only the right thing to do but as a good way of increasing Australias prestige in the world. This caused a lot of people to automatically support the government without really questioning if it was a good idea or not. On the contrary, there were many people and organisations that were against this war. Anti-war protests had been taking place in Australia since 1962 when the first military advisors had been sent in to Vietnam. Since then, protests had taken place for various reasons at various times, but it was not until the P.M.’s announcement in April 1965 to provide an infantry battalion for service in Vietnam for ‘further military assistance’ when protests really began to take shape. This opposition was a result of extensive media coverage, a unequal system of conscription and growing political consciousness. A lot of violent and gruesome footage of the war was broadcasted right into peoples homes every evening. Many protests were the result of this. Conscription introduced in November 1964 had forced young men to fight away from their home country. Many people saw this as unfair and wrong. This too caused a lot of controversy and many arguments were made against the government for  introducing this. The ALP was against the commitment of troops to Vietnam. The Labor leader Arthur Calwell had the unenviable job of responding to the government in parliament. Labor saw the war as essentially a civil one in which Australia should not get involved. Calwell did say that they would back the Australian troops and not deny them the support they would need. Many of the trade unions called the government support of Americas foreign policy in Vietnam diggers for dollars. They believed the Australian government was sacrificing the lives of Australian troops to ensure that America would boost the economy by spending more money in Australia. In response to this belief and the announcement of more troops being sent to Vietnam, unions wanted to hold work stoppages in protest. The Australian Council of Trade Unions followed the Labor Party policy of not supporting the war but not denying the soldiers support. In later years, no other group would be more associated with anti-war activities, but reaction in the universities immediately after the announcement. Educated university students didnt see the point in continuing a futile war. They thought that young men being forced to go to war was unnecessary, it disturbed their lives and the potential to live to their dreams. They also thought that the enormous amount of money used on the war should be spent on helping their own count. The fact that it was an overseas war and that it had nothing to do with us was another reason for opposition. The reason why they were opposing the war is because they considered that Australia is following USA blindly, it is not our war and they also didnt like the idea of young men being forced into war and innocent woman, elders and children being killed due to the war. There was also a large and angry anti-war movement growing. There were public draft-card burnings, student sit ins and large noisy group demonstrations when the American President, Johnson visited Australia. By the late 1960s a much stronger and more violent form of protest appeared. Protesters raided officers and campaigns were launched to persuade young men not to register for conscription. The Labor Party was against the conscription method, calling it unfair, and they had much support from the Australian public. We should stop following US policy blindly The women of SOS â€Å"put on their hats and gloves and carried their blue and white banners high to the army barracks, to court, to Parliament House, to the City Sq uare, and even, in 1969, to Vietnam itself. Most of the SOS members were  ordinary middle-class and working-class women, wives and mothers, who had no connections to the radical youth counter-culture, but they educated themselves and others on the situation in Vietnam and on the laws associated with conscription and conscientious objection. In the process, their politics became increasingly radical. Later, Following the success of the November 1969 Moratorium in the United States, a series of Australian’s groups opposed to the war in Vietnam decided to band together to put on a Moratorium in Australia. The demonstration in Melbourne, led by Member of Parliament Jim Cairns, had over 100,000 people taking to the streets in Melbourne alone. Across Australia, it was estimated that 200,000 people were involved. The second Vietnam Moratorium in September 1970 was smaller after more violence occurred. 50 000 people participated and there were violent incidents between police. Two hundred people were arrested in Sydney. The third moratorium in June 1971 were of nearly 100 000 people. By this time public opinion was beginning to turn assertively against conscription and Australian‘s involvement in the war. The intensity of the conflict in Australia over our involvement in Vietnam, and the issue of conscription, contributed to the election of a Labor government in December 1972. Twenty-three years of conservative Liberal government had ended. The new Prime Minister, Gough Whitlam, immediately abolished National Service and recalled the Australian army. As we see due to the fear of communism in Australia most Australian’s were ready to send troops to fight in Vietnam. However, as the war progressed and the society were starting to see all the pictures on TV and hearing so much soldiers are dying and sent overseas and that this war can’t be won, Australian’s started to do something about this. They went out on streets to protest, fig ht, and hold moratoriums and as a result of these conflicts the troops were called back after 10 years and 60,000 soldiers fighting in the longest war Australia had been part of.

Security Issues of Social Networking Sites

Security Issues of Social Networking Sites C. Divya Gowri, K. Rajalakshmi, PG Scholar, S.Suresh AbstractSocial Networking Sites (SNS) are a platform to build social relationship or social networks among people. It is web-based service which allows people to create public profiles; it is similar to online community. The only difference is social network service is individual centred whereas online community is group centred. It groups the individuals into specific groups for communication purpose. Millions of people like to meet other people, share and gather information, share information about their work like cooking, finding employment, e-business, e-commerce, etc., SNS involves getting access to the website you wish to socialize. Once you are granted, you can read the profile pages of others and even contact them. These SNS has greatest impact on the people who use them. Today billions of people across the world have their profiles in social networking sites. SNS becomes reason for addiction and anxiety. It starts affecting the personal relationship. This paper focuses on th e impacts of these social networking sites. Key Tems: Social Networking Sites, Personal privacy, Security issues. I. Introduction Social Networks [13] involves use of Internet to connect the users with their family, friends and acquaintances. Web-based social networking services connect people to share interests and activities across political, economic, and geographic borders. Online Social Networking sites like Twitter, Facebook, and MySpace have become popular in recent years. Social Networks have become a personal fabric of the world. In such SNS, each of your Followers (Twitter) or Friends (Facebook) will be friend with your other friends just like in real world. The connection between people is not one-on-one but a network of connection. These social networks keep track of all interactions used by their users on their sites and save them for later use. It allows users to meet new people, stay in touch with friends, and discuss about everything including jokes, politics, news, etc., Using Social networking sites marketers can directly reach customers, this is not only benefit for the marketers but it also benefits the users as they get more information about the organization and the product. There is absolutely no doubt that online social networks have become part of every individual. Though the use of these SNS is increasing day by day, the users are not aware of risks associated with updating sensitive information. Facts prove that majority of people post information like photos, share location unaware of security and privacy concerns. SNS definitely needs many security policies to keep user’s information secured. II. Literature Survey 2.1 Privacy Issues Security Risks With the use of SNSs, the security risks [4] [12] associated is also increasing rapidly. Some of the risks include cyber stalking, phishing, location disclosure, identity theft, Phreaking, Spoofing, Doxing, spam issue, profile cloning, fake product sale and cyber bullying. People provide their personal data while creating account on SNSs like Facebook, Twitter, etc. The secured data is stored in SNS and because of poor security; the data stored are not secure. Cyber Stalking It is the use of SNS to harass/stalk an individual, group or organization. It includes monitoring, vandalism [15], and gathering of information that may be used to threaten the SNS users. Phishing Phishing [7] is attempting to acquire sensitive information like username, password, and credit card information by masquerading through SNS. Location Disclosure SNS can disclose user’s information [10]. An application named ‘creepy’ can track location of the user on a map by photos uploaded in Flicker or Twitter. Identity Theft Some hackers attack through application in which they ask permission for accessing their profile of SNS (Facebook, Twitter, etc.). When SNS users allow doing so, hackers get all information so that they can misuse users’ information without their knowledge or permission. Phreaking It is gaining unauthorized access to a user’s profile. It is advisable not to give phone numbers, passwords that provide direct access to a user’s profile. Spoofing Some attackers deceive computers by faking one’s identity. IP spoofing masks or hides computer’s IP address. Doxing It is publicly posting a person’s identity including full name, address, pictures, date of birth typically retrieved from any social sites. Spam Issues SNS is widely spread with spam. It includes message spam and content spam [5] [6]. Spammers attack legitimate users account and post unwanted messages/comment on their wall or send those content to their friends so that the reputation of the legitimate users is spoiled. Profile Cloning Profile Cloning [3][8] is that the hackers retrieve the profile information of the SNSs users and make a clone of the profile. They make this clone to spoil the reputation of the users. This is one of the most popular risks associated with the SNSs and it is also done without the permission or knowledge of the SNS user. Another form of profile cloning is â€Å"Cross-site profile cloning†. In this method, hackers steal information from one social site and make this information to create a profile in another SNS. Fake Product Sale The hackers advertise on the SNSs for selling products by offering huge discount and free products. When users try to purchase these products, they are asked to provide account information which is retrieved by attackers and they misuse the information. Cyber bullying Cyber bullies [10] often post information that spoils the reputation of a SNS user; also they spread lies about them, write hateful comments, and upload disgusting photos or abusive images. 2.2 Attacking scenarios Click Jacking In this type of attack, attackers post videos and when the users click on the page, some malicious actions takes place. This type of attack is common in Facebook where users like a page or a picture or a video and the users are trapped. Content Based Image Retrieval In this attack [9], the attackers match the patterns of images associated with the profile of the SNS users so that attackers know the current location of a user. De-Anonymization Attack In this De-Anonymization attack [1] the user’s anonymity can be revealed by history stealing and group membership information. Neighbourhood attack In this attacker [2] finds the neighbors of the victim node. Based on user’s profile and personal information, attackers are attracted by user’s personal information like their name, date of birth, contact information, relationship status, current work and education background. There can be leakage of information because of poor privacy settings. Many profiles are made public to others i.e. anyone can view their profile. Next is leakage of information through third party application. Social networking sites provide an Application Programming Interface (API) for third party developers to create applications. Once users access these applications the third party can access their information automatically. Malicious Software updates An attacker may deliver malicious software to update the system. This may be used to disrupt computer system, obtain sensitive information or gain access to any private information. Evil Twin Attack In this attack [11], it allows attackers to impersonate people or companies in SNS. This is used for the purpose of financial gain, physical crimes, defamation and information gathering. The attackers create a twin profile in the name of other person (legitimate user) and send friend request or messages to get money or just gather information. 2.3 Prevention strategies Internet is always â€Å"Public† SNS users post anything on the internet and it is always available in public. Thus it is user’s responsibility to post information that users are comfortable with. This may include their personal information and photos in which users are tagged in. Also once when users post information online, it cannot be deleted. Even if the information is deleted from a site, cached copy remains on the World Wide Web. Limit the amount Always limit the amount of personal information you post. Do not disclose private information such as your residential address, contact number, etc. Assess your settings Users must be aware of their privacy settings. The default settings of the site will allow anyone to see your profile. But you can customize your settings to restrict certain people from seeing your profile. Be cautious of Third party applications Some third party applications will ask for your private information while you run those applications. Avoid running those applications that are suspicious and limit the amount of information that the applications can access. Create secure passwords provide your account with passwords which are hard to be guessed. If user’s password is compromised, somebody may access your account and pretend to be like you without your knowledge. Always provide different passwords for different accounts which may confuse the cyber criminals. Combine upper and lower case letters with symbols and numbers to create secure passwords. Change your passwords frequently. Activate your firewall Firewalls are considered as the first line of cyber defence. They block connections to unknown sites and will protect the system from viruses and hackers. Avoid being scammed Prevent viruses/malware infecting your system by installing and frequently updating antivirus software. Beware of things you post Whatever you post online, it remains in cache even if you are not able to see. It is advisable to think before posting pictures that you don’t want your employers or parents to see. Know your friends Online friends should not be taken as real friends unless you know them personally. Beware of what you share with those strange friends. Install from Trusted source- Install applications or software’s that comes from well- known or trusted sites. Remember that free software may come with malware. Once you install an application, keep it up-to-date. If you no longer use an application, delete it. Avoid Wi-Fi spots Avoid accessing your personal accounts from public computers like Internet centres or through public Wi-Fi spots. It is always preferred to use high security settings on any SNS. IV. CONCLUSION SNS have become a likely target for attackers due to sensitive information available. The growth of social networking sites shows tremendous changes in personal and social behavior of internet users. It has become an essential medium of communication and an entertainment among adults. Though it affects the daily activities of the users, many cyber crime activities evolved, the popularity of such sites are not going to reduce. SNS can be used for sales and marketing, but the security risks can put a company or individual in a compromising position. Many cyber laws have to be fortified so that cyber criminals cannot escape from committing a crime. Many SNS are implementing different security mechanisms to SNS users. Also users must be careful and prevent themselves from being attacked. V. REFERENCES [1] Gilbert Wondracek, Thorsten Holz, Engin Kirda, and Christopher Kruegel, â€Å" Practical Attack to De-anonymize Social Network Users,† IEEE Symposium on Security and Privacy, 2010, pp.223-238. [2] Bin Zhou and Jian Pei, â€Å"Preserving Privacy in Social Networks Against Neighborhood Attacks,† Data Engineering, 2008. ICDE 2008. IEEE 24th International Conference on, Apr. 2008, pp.506-515. [3] M. Balduzzi, C. Platzer, T. Holz, E. Kirda, D. Balzarotti, and C. Kruegel, â€Å"Abusing Social Networks for Automated User Profiling,† Symposium on Recent Advances in Intrusion Detection (RAID), vol. 6307, Sep. 2010, pp. 422-441. [4] Dolvara Gunatilaka, â€Å"A Survey of Privacy and Security Issues in Social Networks†, http://www.cse.wustl.edu/~jain/cse57111/ftp/social/index.html [5] Garrett Brown, Travis Howe, Micheal Ihbe, Atul Prakash, and Kevin Borders, â€Å"Social networks and context-aware spam,† CSCW 08 Proceedings of the 2008 ACM conference on Computer supported cooperative work, 2008, pp.403-412. http://www.eecs.umich.edu/~aprakash/papers/cscw08_socialnetworkspam.pdf. [6] B. Markines, C. Cattuto and F. Menczer, Social Spam Detection,Proc. 5th Intl Workshop Adversarial Information Retrieval on the Web(AIRWeb 09), ACM Press, 2009, pp. 41–48. [7]T.N. Jagatic et al., Social Phishing,Comm. ACM,vol. 50, no. 10, 2007, pp. 94–100. [8] Khayyambashi, M.R.; Rizi, F.S. An approach for detecting profile cloning in online social networks,e-Commerce in Developing Countries: With Focus on e-Security (ECDC), 2013 7th Intenational Conference on,On page(s): 1 – 12. [9] A. Acquisti and R. Gross† Imagined Communities Awareness, Information Sharing, and Privacy on the Facebook†. In 6th Workshop on Privacy Enhancing Technologies, June 2006. [10] D. Rosenblum., â€Å"What Anyone Can Know. In The Privacy Risks of Social Networking Sites†, IEEE Security and Privacy, 2007. [11] Carl Timm,Richard Perez, â€Å"Seven Deadliest Social Network Attacks†, Syngress/Elsevier, 2010 [12] Dwyer, C., Hiltz, S. R., Passerini, K. â€Å"Trust and privacy concern within social networking sites: A comparison of Facebook and MySpace†. Proceedings of AMCIS 2007, Keystone, CO. Retrieved September 21, 2007 [13] D. D. Boyd and N. B. Ellison, ;Social Network Sites: Definition, History and Scholarship,; Journal of Computer-Mediated Communication, vol. 13, pp. 210-230, 2007. [14] P. Heymann, G. Koutrika and H. Garcia-Molina, Fighting Spam on Social Web Sites: A Survey of Approaches and Future Challenges,IEEE Internet Computing,vol. 11, no. 6, 2007, pp. 36–45. [15]W. Xu, F. Zhang and S. Zhu, Toward Worm Detection in Online Social Networks,Proc. 26th Ann. Computer Security Applications Conf.(ACSAC 10), ACM Press, 2010, pp. 11–20.

san antonio miss :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Tour of San Antonio The Missions of Texas   Ã‚  Ã‚  Ã‚  Ã‚  While in San Antonio there are five missions you, as a tourist, need to see. These missions are the mission of Nuestra Senora de la Purissima Concepcion, the San Jose y San Miguel de Aguayo, the Mission San Juan Capistrano, San Franciscode la Espada, and Mission San Antonio de Valero, The Alamo. They are all a great part of the state of Texas.   Ã‚  Ã‚  Ã‚  Ã‚  The Mission Concepcion was first built in East Texas in 1716, but they only stayed there for fifteen years do to hardships. After this it and two other missions moved to San Antonio. The missions were rebuilt on the San Antonio river on March 5, 1731. While Concepcion was built in east Texas just out of logs and thatch the new Conception was built to last it is still standing today. It was built so well it is the only mission in San Antonio that the walls, roofs, and other major structures have never collapsed. The Concepcion is not only the oldest standing stone church in Texas but in the nation. â€Å"Father Habig, historian for the Franciscan Order, states un-equivocally that ‘it is the oldest church of the Immaculate Concepcion of the Blessed Virgin Mary in the United States† (saconservation 1).   Ã‚  Ã‚  Ã‚  Ã‚  Many Indians came with Concepcion mission to San Antonio to start a new life. The Padres and the Indians built rough temporary structures made of thatched roofs to accommodate their living and worship needs. They planted crops and dug irrigation ditches for their food to eat. As they built permanent mission. They built the Concepcion mission in the design of the general mission plan of the time period. In time the Mission became a community. The Indians and the Padres built a stone wall around the mission compound. (saconservation 1) â€Å"Inside the enclosure were the usual buildings of the missions: a stone granary, a friary or convento for the priests apartments along the outer walls for the Indian families, various workshops and, of course, the church itself † (saconservation 1).   Ã‚  Ã‚  Ã‚  Ã‚  While the permanent church was being built the people of the Concepcion Mission were having worship in temporary structures. The church was started in 1740, and completed and dedicated on December 8, 1755. Early church record describe the church in detail. (saconservation 1) â€Å"It was cruciform building of stone and mortar, having a vaulted roof with cupola, or dome, and two similar towers topped by crosses of Iron.

Closing the Achievement Gap Essay -- Education, Minorities

Closing the Academic Achievement Gap Crisis in America The Achievement Gap in America has separated and divided America's youth into more or less, two different cultures of socioeconomic placement. The first being the predominantly Caucasian students at American elementary schools, high schools, and colleges that excel greatly in their education. Most of the time earning them middle to upper class jobs in the economy, the aforementioned group contrasts significantly with its opposite culture of American youth. The second culture, the population that is mostly made up of the minority races, takes it's place in the American education system as the population of students who are less interested in getting a decent education and taking advantage of the resources that are offered, for various underlying reasons. This in turn manufactures less people of this type of culture to be readily available for higher paying jobs, and often times unemployable for a job at all. The Achievement G ap in America is influenced by many cultural, environmental, and socioeconomic factors that separate lower and higher achieving students based on these factors, and leave a high amount of unemployed Americans as a result, if not incarcerated or deceased. The first issue that has been identified as a significant problem involved in the Achievement gap, is that it is partially the fault of America's educational system. Because of the suffering economy that has spurred the increasing lack of basic necessities in schools across America, there are an increasing number of children who are not being properly educated. Whether it is a deficiency in supplies, poor teacher selection, or administration and staff who are indifferent to the students at their sch... ...ell can work together to solidify the learning environment for the student in need and create a better learner as a result. In conclusion, the Academic Achievement has been fueled by society's presets, minority students' lack of effort, and the failures of the schooling system in America. There has been some challenging setbacks, but the Gap can be fixed to create a common ground for all prospective members of America's society to excel on equally. By realizing that change can be achieved, there are little to no limits for minority students to create a better mindset towards education. Students, parents, and teachers have to be willing to work together, as well as tackle obstacles upheld by society, and the economic deficiencies that effect schools across America. This will, in turn, take America one step closer to closing the Academic Achievement Gap in America.

Comparing Dystopian Dream of Brave New World, The Handmaid’s Tale and GATTACA :: comparison compare contrast essays

The Dystopian Dream of Brave New World, The Handmaid’s Tale and GATTACA  Ã‚   In Utilitarianism, John Stuart Mill writes that â€Å"it is better to be a human being dissatisfied than a pig satisfied.† By this he meant there are qualitative degrees of satisfaction and if to be satisfied we’re lowered in status to that of a pig, it’s better for us to be dissatisfied humans. The film GATTACA and the books Brave New World and The Handmaid’s Tale create fictional places where the needs and desires of humans are met, but not as well as they should be and not without a price. Given the achievements in science over the last several decades, specifically in areas of genetics and biology, it is no wonder why we dream of altering our world in the name of progress. But with social progress in these tales comes repressed individuality, loss of personal freedom, and discrimination of those who aren’t the biological elite. Because such stories deal with these potential imperfections of utopia, they’re called dystopias, pessimistic vi sions of societies striving to be ideal but never reaching their goal. Utopian and Dystopian thinkers differ in their views of human nature. While Utopians see human nature as basically good, Dystopians cannot share such optimism. Human nature, in their view, is much like science, neither good nor bad, but varied and variable, potentially both good and evil. Even in the most ideal circumstances, Dystopians believe there’s no escaping those who desire power and control over others. (Dystopia Handout) In Margaret Atwood’s The Handmaid’s Tale those who seize power in the Republic of Gilead are the Commanders, men who arrange a right wing militant theocracy that demotes women and controls society. After a political massacre eradicates pre-Gilead government and environmental disasters threaten the proliferation of the human race, those women still capable of reproducing are forced to bear children for those who cannot. Those lucky enough to become Handmaids are spared from life in the Colonies handling toxic waste. Offred, the main chara cter of the book, finds herself stripped away from her family and her previous role in society. Instead of being a wife and a mother, she is what Lois Feuer calls â€Å"a walking womb,† useful only because she’s still fertile in a world where fertility is rare.. In GATTACA, as in The Handmaid’s Tale, reproduction is controlled by an elite group of males, but in a slightly different way.

Analysis of Motives and Prospects within the OLI Framework: A Case Study of German FDI in China

Abstract This study deals with an analysis of German FDI in China using the OLI framework, an eclectic framework for analysing FDI. Other theories that aid in explaining German FDI’s motives and prospects in China are the internalisation theory and the product cycle theory. This study is mainly qualitative, using secondary data from existing literature. It suggests that German FDI is guided by internalisation advantages, location-specific advantages, and ownership advantages in its motives and prospects in the Chinese market. The internalisation advantages for German FDI in China include incentives derived from conducting such FDI in the country over other locations or through exporting. Location-specific advantages are identified as cheap, trained labour, export-oriented nature of existing FDI, quality of local infrastructure, access to natural resources, and cooperation agreements with local suppliers and the Chinese government. Ownership advantages, on the other hand, are identified as technology-based infrastructure and management know-how. Introduction This report deals with the analysis of motives and prospects within the OLI framework, focusing on a case study of German foreign direct investment (FDI) in China. To begin with, it is important to define and describe what the OLI Framework is. The OLI framework was developed by Dunning (2010) and is considered an eclectic approach to the study of FDI. It has been a guaranteed viable means to think about MNEs, which likewise paved the way for a range of applied works in economics and international business. Albeit it does not constitute a formal theory in itself, the OLI framework is nevertheless helpful in classifying many recent empirical and analytical studies concerning FDI (Reinert et al., 2009). Foreign direct investment (FDI) has been an important characteristic of globalisation. It is different from portfolio investment since it involves a package of assets and intermediate products and is generally carried out by MNEs (Blanco and Razzaque, 2011). Germany is China’s mo st important trade partner from Europe. In 2003, German companies were placed as the top European investors in China and were ranked as the seventh largest investors in the country. Albeit the ˆ7.9 billion investment of German companies in China comprised a tenfold increase from 1995, this only constituted 1.2 per cent of total German FDI. Most of these investors were manufacturing companies (around 2/3 of all German investors). Some of the pioneer German companies in China are Bayer, Siemens, and Volkswagen, which have been doing business with China for more than a hundred years (Reinert et al., 2009). China has large market potential as proved by about 76 million abundant consumers in the country, which is even larger than Germany’s total population. China is also characterised by low-cost assembly line, which serves as a major driver for investing in the country. Apart from it, its WTO membership has been an important driving factor behind German FDI, as WTO enabled ea sier access to China’s market (Bao, Lin, and Zhao, 2012; Reinert et al., 2009). The issues besetting German FDI in China are the unrelenting legal uncertainties in the country, as shown by the lack of intellectual property rights protection; limited market transparency; the rapidly changing regulatory framework conditions and obstacles; inadequate potential supplier networks; and difficulty in searching for relevant market information due to the problem involving the identification of individual market segments (Reinert et al., 2009). Potential German investments also face high input prices in China, such as high prices for raw materials and electricity, thereby making it all the more difficult to attain profit margins. There is also a rising competition in China in the midst of the growing attractiveness of its market. Given this context, this research intends to look into the intentions and outlook of German FDI in China, using the OLI framework to evaluate them.1.1 Objecti ves of the ResearchThe objectives of the research are described as follows: To analyse the German FDI in China in terms of its motives and prospects within the OLI framework; To describe the theoretical underpinnings surrounding German FDI activities in China; and To analyse how the OLI framework functions as a relevant model for the dynamic development of MNEs and German FDI within the increasingly growing Chinese market. Literature Review This part of the research report presents an array of published works relating to the topic of investigation to give light to the important concepts and to serve as evidence to the claim that may be posited. It also involves a description of methodology and data used.2.1 Methodology and Data UsedThis research is characteristically qualitative, which means that it is value-bound and relies on interpretations. It is predominantly inductive and is carried out in natural settings, discounting the use of quantities and measurements, which are confined within the domain of quantitative research (Klenke, 2008). This research also uses a case study method, which is described as â€Å"the study of the particularity and complexity of a single case† (Simons, 2009: 19), which in this report is the German FDI in China. Case study as this report’s research approach acknowledges the tradition in which it is drawn upon, specifically qualitative research (Simons, 2009). Secondary data a re solely used for this report. These are data that have been collected by a person (e.g. an author) and are being used by another (e.g. a researcher) for his/her own purpose (Oleckno, 2008). These data are therefore non-original. In this research report, they are mainly taken from books, academic journals, and relevant online resources relative to the topic being investigated. The search engines used to locate the needed materials are Google, Scholar Google, and Books Google, from which a number of sources have been uncovered. The journal articles utilised from these search engines are published by Wiley and Elsevier.2.2 Literature Review on the Motives and Prospects of German FDI in ChinaAccording to Zhang (2005), China’s location characteristics would help to understand and appreciate massive FDI in the country. The four determinants of China’s location-specific factors for the influx of FDI are its export-promotion strategy for FDI, its dominant availability of che ap labour, and export-orientation of FDI injected by the countries entering China. In the case of Hong Kong and Taiwan, unique links with China (the Chinese connections) are important determinants. The study uses a qualitative method and a case study design in dealing with the subject matter. Its applicability to the topic under investigation is seen in its direct focus on FDI in China and how China has flourished as a location for countries to engage in FDI. The limitation posed by the study is its emphasis in Hong Kong and Taiwan and does not include German FDI, which does not however mean that the study is already totally irrelevant. In the work of Chen and Reger (2006), German FDI in China has been described as one that has grown larger in size and of higher quality (alongside related technological activities), with long-term motives and broad market orientation. German FDI also seeks new markets and expands market shares within China. The authors second Zhang’s (2005) ea rlier claim for FDI determinants in China, such as cheap, abundant labour, and export orientation; and added some more, including China’s huge domestic market, access to natural resources, and enforced tax incentives. The research approaches used by the authors include a mail survey and a database analysis. The work is applicable to the present study because of its emphasis on the nature of German FDI in China. In a separate study by Pikos (2013), the author presents an investigation of the consequences of FDI for German companies in China. The author highlights the differences amongst the following: FDI in China, FDI elsewhere, and exporting. When size and sector activity are controlled, attributes to FDI in China include turnover, employment, net income, profit margins, and total assets, to name some. Albeit performance is boosted through FDI elsewhere, this is however on smaller scale. It is noted that investing in China results in better outcomes than doing FDI in another country, and this is due to China’s large and rapidly growing market. The methods used by Pikos (2013) are descriptive and econometric analysis in order to address the research topic. The applicability of the work to this research is its description of German FDI in China, thereby aiding the research to give light to the topic. A limitation of the study is its focus on location-specific factors for FDI. On the other hand, Zhang and van den Bulcke (1999) state that the expansion of FDI and its embodied technology are two of the key forces that molded the development of the Chinese automotive industry. Germany is an important source of inward FDI in China’s automotive industry, third to Hong Kong and the United States respectively. FDI in the automotive industry during the 80s was highly focused on the assembly of whole vehicles. In the 1990s, FDI became highly concentrated on the manufacturing of parts and components. Since the Chinese government in the 1990s had stric t control of the Greenfield investment projects for whole vehicle manufacturing, the latecomers encountered quite high entry barriers since dominant positions were already occupied by early movers. European automotive multinationals strongly influenced the restructuring of China’s automotive industry since the 80s. Moreover, China’s European car manufacturers have engaged in cooperation agreements with the Chinese government and local suppliers and often extend technical and financial assistance to local suppliers. An example of this is a 5-billion Chinese Yuan contribution of Shanghai Volkswagen for localisation funds (Zhang and van den Bulcke, 1999). The approach of Zhang and van den Bulcke’s (1999) study is chronological, mainly basing from existing secondary literature. The study is relevant and applicable to the topic under investigation as it provides useful and sufficient insights on the nature of the Chinese automotive industry and the chronological deve lopment of European FDI in the country, which can aid in analysing the current motives and outlook of German FDI in China. The research limitation is bounded within the study’s concentration on the Chinese automotive manufacturing industry. Analysis and Discussion The analysis and discussion provided for this research report is anchored on the literature review being carried out for German FDI in China.3.1 Analysis of German FDI in China Using the OLI FrameworkThe OLI Framework pertains to the three potential sources of advantage; namely Ownership, Location, and Internalisation, that lie beneath an organisation’s decision to enter into a multinational level of operation. Ownership advantages explain the reason/s why firms operate abroad whilst others do not, and indicate that successful multinational enterprises (MNEs) possess firm-specific benefits that enable them to overcome the costs entailed in operating in a foreign country. Location advantages, on the other hand, concentrate on the location aimed by an MNE (Reinert et al., 2009). Access to natural resources serves as a location advantage for choosing China for which to invest, as in the case of German FDI. Additional determinants of location selection for FDI are availability of cheap trained labour (e.g. Chen and Reger, 2006; Pikos, 2013; Zhang, 2005) and quality of local infrastructure (Tang, et al., 2012). Other critical factors are a smooth relationship with Chinese authorities, both central and local; and experience to cope with Chinese bureaucracy (Tang, et al., 2012). Such relationship is the bottom line for German FDI to engage in cooperation agreements with the Chinese government and local suppliers, as earlier highlighted by Zhang and van den Bulcke (1999). Zhang (2005) also highlighted in his work that China’s location characteristics would help to understand and appreciate massive FDI in the country. Internalisation advantages – another embodiment of the OLI framework – provide the influence on how a firm decides to operate abroad, making a trade-off between transaction savings and monitoring costs of a completely-owned subsidiary, on one hand; and the advantages of other forms of entry, such as joint venture and exports, on the other. A main characteristic of this approach is that it provides emphasis on the incentives for the individual firm. Mainstream international trade theory has considered this a current standard, which was not the case in the 1970s when FDI was classically regarded as an international movement of physical capital in pursuit of higher returns (Reinert et al., 2009; Taliman, 2007). The internalisation advantages embodied in the OLI framework are also found in the study of Pikos (2013) in the literature review, which magnifies the differences amongst conducting FDI in China, elsewhere, or through exporting, apparently aiming to ascertain the incentives that can be gained from choosing the most suitable out of the three options. The OLI framework is in fact an eclectic paradigm that provides a general theoretical framework for ascertaining firms’ FDI activities beyond their national borders. The eclectic paradigm is an analytical theory that accommodates other FDI theories a nd views most of the theories as having complementariness with each other (rather than having substitutability) of which their application can be fully enhanced (Tang et al., 2012). Internationalisation theory is one of the general theories of FDI, which views a MNE as an organisation that engages in utilising its internal market to produce products and distribute them efficiently in situations where a regular market encounters failure of operation. In effect, the internationalisation theory regards MNES taking on FDI activities abroad as a way to respond to goods and factor market imperfections, which have in fact prevented international trade and investment to operate efficiently (Tang et al., 2012). Through FDI, MNEs are able to produce and distribute their products via internal markets, thereby enabling them to optimise efficient production and improve the total profits. This notion must also constitute the motives and prospects for German FDI to conduct business in China. It mu st be noted that a MNE only employs FDI if the cost is outweighed by the benefits (Suneja, 2006; Tang et al., 2012). Worthy of note is the idea that in the lens of the internationalisation theory, knowledge, information, and research are intermediate products to be readily and directly traded to other countries due to the risk of loss of knowledge advantage (Rugman, 2002). However, MNEs possess vertical and horizontal integration, enabling the creation of their own internal markets, whereby intermediate products such as technology know-how are converted as a firm’s valuable property. This reflects the ownership advantage embodied in the OLI framework, as discussed by Reinert et al. (2009) and Taliman (2007). Hence, as the MNE sustains its competitive advantage, its ownership such as management know-how can be utilised and bolstered (Tang et al., 2012). The Uppsala Model looks at the internationalisation process as cyclic, experiential, and resource-based learning-by-doing, wh ich seems to foresee later research flows regarding dynamic capabilities and temporary competitive advantages with the internalisation framework (Sanchez and Heene, 2010). Based on the analysis, the internationalisation theory cannot in fact be seen as a separate body of thought from the OLI framework because it has a similar trail with such framework in relation to understanding the motives of a MNE (e.g. German firm) and its outlook to engage its FDI in a country like China. Meanwhile, the product cycle theory describes the so-called ‘wild geese flying’ patterns of foreign trade to explain the different economic development phases of countries. This theory cites three phases of industrial development with which each country attempts to elevate itself o the top phase of industrialisation. The theory says that the mature phase takes place once industrialisation development has been extensively laid down over the entire region or country with robust dynamic growth (Tang et al., 2012). It is interesting to consider that the OLI framework may be fastened over the product cycle theory in analysing German FDI in China, and that the relevance of the framework cannot be set aside when the chronological developments involved in the industrialisation process are taken into account. The applicability of the twin analysis of OLI framework and the product cycle theory is seen in Zhang and van den Bulcke’s (1999) study, which uses chronological discussions to describe the growth of European FDI in China, and cites the ownership-specific, location-specific, and internalisation-specific factors of European firms (e.g. German firms) to invest in the Chinese automotive sector.4. ConclusionThis research report deals with analysing the motives and prospects of German FDI in China within the OLI framework. The OLI framework is an eclectic framework that accommodates other theories of FDI and explains the intentions and outlook of MNEs to engage in FDI in China . The motives and prospects of German FDI to continuously seek to invest in Chinese market is propelled by internalisation advantages (e.g. incentives through conducting FDI in China rather than elsewhere or through exporting); location-specific advantages (e.g. cheap trained labour, export-orientation of FDI; access to natural resources; quality of local infrastructure; cooperation agreements with the central and local governments and local suppliers); and ownership-specific advantages (e.g. management know-how; technology-based infrastructure). The rapidly growing globalised market ushers the German FDI to continuously seek newer FDI prospects within China, beset by the growing competition and search for competitive advantages. References Bao, S., Lin, S., and Zhao, C. (2012) The Chinese Economy After WTO Accession. England, Ashgate Publishing Limited. Blanco, E. and Razzaque, J. (2011) Globalisation and Natural Resources Law: Challenges, Key Issues and Perspectives. Glos: Edward Elgar Publishing Limited. Chen, X. and Reger, G. (2006) The Role of technology in the Investment of German Firms in China. Technovation, 26 (3), 407-415. Dunning, J. H. (2010) New Challenges for International Business Research: Back to the Future. Glos: Edward Elgar Publishing Limited. Klenke, K. (2008) Qualitative Research in the Study of Leadership. Bingley, IWA: Emerald Group Publishing Limited. Oleckno, W. A. (2008) Epidemiology: Concepts and Methods. IL: Waveland Press, Inc. Pikos, A. K. (2013) German FDI in China: Consequences for Firms’ Performance (Published Thesis]. Denmark: Aarhus School of Business, Aarhus University. Reinert, K. A. and Rajan, R., Glass, A. J., and Davis, L. S. (2009) The Princeton Encyclopedia of the World Economy. Oxfordshire: Princeton University Press. Rugman, A. M. (2002) International Business: Theory of the Multinational Enterprise. New York: Routledge. Sanchez, R. and Heene, A. (2010) Enhancing Competences for Competitive Advantage. First Edition. Bingley, IWA: Emerald Group Publishing Limited. Simons, H. (2009) Case Study Research in Practice. First Edition. London: SAGE Publications Ltd. Suneja, V. (2006) Understanding Business: A Multidimensional Approach to the Market Economy. New York: Routledge. Taliman, S. B. (2007) A New generation in International Strategic Management. Glos: Edward Elgar Publishing Limited. Tang, S., Selvanathan, E. A., and Selvanathan, S. (2012) China’s Economic Miracle: Does FDI MatterGlos: Edward Elgar Publishing Limited. Zhang, K. H. (2005) Why Does So Much FDI From Hong Kong and Taiwan Go to Mainland ChinaChina Economic Review, 16 (3), 293-307. Zhang, H. and van den Bulcke, D. (1999) The restructuring of the Chinese Automotive Industry: The Role of Foreign Direct Investment and Impact of European Multinational Enterprises. Belgium: University of Antwerp. Analysis Of Motives And Prospects Within The Oli Framework: A Case Study Of German Fdi In China Introduction There are a number of theories that explain motives and prospects of FDI. OLI framework is the one that is most widely used by economists. According to OLI, there have to be advantages that can offset costs of making direct investment abroad. In this paper we apply the OLI framework to understand the motives behind German FDI in China. A case study of Volkswagen China is conducted to show the application of OLI in practice, and to demonstrate why FDI abroad can be a success story despite all the difficulties a company faces in a foreign environment. Literature Review One of the earliest theories explained FDI in terms of market imperfections. Kindleberger (1969) argued that for companies to gain advantage by investing abroad market has to be imperfect . If we assume that markets are perfect there is nothing foreign companies can exploit to make enough profits that will offset costs and risks associated with investing abroad (Kindleberger 1969).. The concept of firm-specific advantages was introduced to explain how market imperfections lead to foreign investment. Among these advantages are superior technology and marketing (Caves 1971), cheap labour (Grubel 1968), management skills (Wolf 1977), and exclusive access to natural resources (Lall and Streeten 1977). . Only when a foreign company possesses these firm-specific advantages can it successfully invest and become a major player in a foreign market and compensate for the disadvantages of being foreign in the country of its operation (Hymer 1976). Vernon’s product life cycle is another major FDI theory that tries to explain motives and the rationale behind FDI. Vernon (1966) dissected product life cycle into three distinct phases – innovation, maturity and standardisation Established companies in developed economies invest in new projects to design innovative products that will sell in future and guarantee a new profit channel for them. When a new product is designed, it is sold in the domestic market. Consumers gradually get used to it and demand new products. This leaves the company with two not mutually exclusive choices – get back to the innovation phase and design something new, or go abroad and produce the same products there. Going abroad is sometimes a better choice because foreign producers (such as China) start to imitate the existing product and become so good at it that the differences with the original become marginal (Vernon 1966). A later theory developed by Dunning (1977) has become widely used in attempts to understand the motives behind FDI. The theory became known as OLI: Ownership, Location and Internalisation. All three elements should be present in order for FDI to occur. This theory will be explained in greater detail in a separate chapter of this paper. Theoretical FrameworkDefinition of FDIAccording to the Organisation for Economic Co-operation and Development (OECD) (2008) 4th Edition of Benchmark Definition of FDI, FDI is â€Å"a category of cross-border investment made by a resident entity in one economy (the direct investor) with the objective of establishing a lasting interest in an enterprise (the direct investment enterprise) that is resident in an economy other than that of the direct investor† . Companies carry out FDI because they want to have direct control over their enterprise. This is what makes FDI different from portfolio investments which usually result in an ownership of less than 10 per cent of a foreign company’s capital. Hence the investor does not have real control over the foreign company (OECD 2008). Mergers and Acquisitions (M&A) and Greenfield investments are the two different types of FDI. The choice between them has different implications for the parties concerned. M&A happen when an existing company is bought out by a foreign firm. In contrast Greenfield investments are investments into new assets. For developing economies, including China, M&A are more common, for developed economies like Germany Greenfield investments are a popular choice (Shatz and Venables 2000). FDI are divided into horizontal and vertical; only in a few cases do the two occur simultaneously. Horizontal FDI occurs when a company invests in a firm built to serve the foreign market (Shatz and Venables 2000). . This foreign firm then performs the same activities as the host firm does in its own domestic market. With vertical FDI, the production cycle is fragmented so that each phase can be completed in a country where it can be done cheapest of all (Shatz and Venables 2000). OLI Framework The OLI framework is a theory that explains motives and the rationale behind multinational corporations’ (MNCs) decision to choose FDI instead of licensing use of their name or product to foreign producers or sellers (Lynn 2008). . FDI is a foreign investment so, for it to occur, the investing firm has to acquire assets in a foreign country. FDI is called direct investment because it results in a direct and real control over the acquired capital. MNC acquires a right to produce what it wants in a foreign country and decide where it wants to sell the product. As explained above, the whole product (horizontal FDI), or parts of it (vertical FDI), can be produced in a foreign country based on the considerations of cost-effectiveness (Shatz and Venables 2000).. FDI occurs because there are advantages to it. The first one is ownership advantage which stands for â€Å"O† in the OLI abbreviation. There has to be some advantage to owning the foreign asset. These can be lower costs, greater reputation, or swifter transition to a foreign market. Take for example Apple. The company has a reputation for high quality products so by owning a production facility in a foreign developing country it can still make profits that will offset costs of FDI (Lynn 2000). . Ownership advantage alone is not enough for FDI to occur. Here is when the â€Å"L† comes into play. â€Å"L† denotes the location advantage. A less costly labour force, access to the natural resources needed in manufacturing and a better geographic position (which leads to more efficient logistics), are some of the location advantages that can make companies seriously consider investing abroad (Lynn 2000). . Again this is not enough for FDI because everything described above can be achieved by brand licensing or through establishing joint ventures. FDI needs a third element – internalization, or control, advantage. This is the â€Å"I† in OLI. When it is believed that MNC can lose market share in case another company gets access to the same asset, FDI becomes the only choice available (Lynn 2000). . It is known that at some stage, foreign producers start copying products produced in the developed world and when they do it they are able to offer cheaper prices thus outperforming foreign producers in sales. To prevent this scenario many companies prefer to go with FDI and gain exclusive control over their assets. Methods and Data In this research, we conduct a critical review of the main theories of FDI, paying special attention to the OLI framework. While we acknowledge the importance of OLI in understanding international business and FDI in particular, we provide a short overview of criticisms of the paradigm so that readers have an understanding of the potential limitations of this research. A case study of German car manufacturer Volkswagen is used as a method of understanding FDI under the OLI framework as applied to the German investor interest in China and the two country’s bilateral economic relations. Additionally, we use statistical information to put some numbers into perspective and cite a research by Deutsche Bank which includes some forecasts as to the future of German FDI in China. Volkswagen (VW) Case Study Volkswagen was founded in 1937 (Datamonitor 2011). The name of the brand translates as â€Å"the car of the people† (Datamonitor 2011).. Volkswagen is represented in China through two ventures – with Shanghai Automotive International Company founded in 1985 and with First Automotive Works started in 1990 in Changchun (VW Annual Report 2010). VW has always regarded China as an important market. Today, there are 9 production facilities in China and 2 more are planned. VW’s target is to sell 3 million cars per year. Through 2015 VW is set to invest a total of 10.6 million euro to expand its production in China. VW is actively involved in producing electric vehicles in China. Both E-Golf and E-Lavida were presented in China and the first electric test was made here in 2011. VW is also set to produce a new brand specifically for the Chinese fast-paced economy (VW Annual Report 2010). Volkswagen Analysis Based on the OLI ParadigmOwnership advantageVW is one of the world’s most successful car manufacturing companies and, as such, it has a lot of advantages. VW is known in Europe for its technological advances and efficient production system. VW brand is strong all over the world. Many consumers associate vehicle design innovation, cost-effectiveness, and high safety standards with VW and consider it as their first choice when making decisions on buying a vehicle (VW official website 2011). Not surprisingly, VW had a competitive advantage over all Chinese manufacturers at the time of the entry into the market (VW official website 2011). In fact, VW is still superior to any of the Chinese car producers. VW exploited its technological dominance and increased its brand recognition. Chinese consumers were happy with the product offered and enjoyed VW’s presence in their country. Currently, VW strives to adjust its technology to meet changing customer need s and develop sustainable models for future (Yu 2010). .Location advantageVW’s joint venture in Shanghai was the most successful car enterprise in China at the time it was established in 1985 and it retains the top position today (Li 2000). . Locating in China, and Shanghai in particular, was the best possible decision for VW in terms of location because the region is rapidly developing and the people’s life standards are improving. Shanghai is the most densely populated and prosperous city in China and it has close ties with the central part of the country (Li 2000). Products from Shanghai are considered to have high quality across China and do not face any obstacles due to local protectionism. It should be also noted that at the time VW entered China it received many incentives and support from the government. The government still stimulates the automobile industry to increase domestic sales and contributes to the development of the sector. Thanks to these location a dvantages, VW China became a success and continues to be a source of decent income for the parent company (Li 2000)..Internalization advantageVW had the first mover’s advantage which helped it to become a major player in the new market. The company managed to take control over the major share of the Chinese market and realise all its ownership advantages. This first mover advantage till today helps VW to be very competitive with regards to Japanese and American rivals. To retain its market share, VW continues to innovate according to the changing tastes of the Chinese consumers and requirements to reduce the strain on the environment resulting from manufacturing and exploitation of automotive vehicles (VW official website 2011).Future of German Interest in ChinaChina has attracted German interest more than any other emerging country since 1997 (Deutsche Bank Research 2004). German companies explain their excessive interest in China by citing the country’s huge market p otential. In 2001 there were about 76 million prosperous consumers in China – a population that is worth FDI in any country despite possible barriers and foreign culture-related challenges (Deutsche Bank Research 2004). This number of prosperous consumers in China is greater than the total population of Germany and it is set to increase tenfold by 2015. The second most important argument for German FDI in China is the â€Å"extended low-cost assembly line† (Deutsche Bank Research 2004). Cost has always been one of the most important considerations in business decision-making.. Heated global competition for competitive advantage and market shares across virtually all industries means that companies need to find cheaper options for manufacture. China is often the best solution because of the low-cost labour force it offers. Not surprisingly, Germany, alongside other strong economic powerhouses, chooses China as a low-cost manufacturing site and actively invests there (D eutsche Bank Research 2004). Another reason for German FDI is the growing economy of China and its potential to become a dominant power. Germany has to defend its interest in a country which is set to become a global leader with an over 1 billion of potential buyers of products and services. Of course, China is a completely whole new world for German businesses that has to be explored until there is sufficient understanding required for making informed decisions. Usually, most foreign companies entering China lack information vital for their success and have to be quick to adapt or risk becoming a failure. China cannot be considered â€Å"one country – one market†. It is bigger than both Eastern and Western Europe put together (Deutsche Bank Research 2004) and it is naive to think that one product design or pricing strategy will work across the whole country (Deutsche Bank Research 2004). Hence a lot of prior planning is required (Deutsche Bank Research 2004). Among other obstacles that can potentially deter German interest in China are high input prices. There are a lot of protectionism locally, and also many logistic and bureaucratic inefficiencies that are not easy or cheap to overcome. Moreover, the global prices for raw materials and energy resources a re growing which adds to the cost of production even in China (Deutsche Bank Research, 2004). The final commonly-cited obstacle to German interest in China is the heated competition amongst different foreign companies coming from such developed nations as USA, Canada, and Australia. Everyone knows about advantages of investing in China and hence there is a lot of competition for assets and control over the market.Criticism of OLI frameworkThe OLI framework offers a very useful insight into the motives and the rationale behind FDI. The paradigm has evolved over the time to adapt to changes in the way international business is conducted (Narula 2010). Critics of the theory argue that because of expansion of OLI’s application to all MNE-related phenomena, it now risksbecoming tautologous (Narula, R. 2010). Narula proposes a return to the classic OLI framework and using alternative theories to understand the more complex new developments rather than internalising everything so th at it fits OLI. Narula acknowledges the importance of OLI in early research on the international business and FDI, but argues that it is not suited for explaining everything that happens in business (Eden 2003). In fact, it is becoming cumbersome to apply OLI to understanding international business, as the latter has became complex (Eden 2003).There is a need for new frameworks. OLI can still be a valuable tool in understanding some aspects of international business and FDI, but should lose its dominance in the academic community (Narula, R. 2010). Conclusion German interest has been present in China for almost half a century. Because Chinese market is huge and has a big growth potential, German companies are likely to look for more opportunities there. 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