Managing Information and Technology in Samsung Electronics Case Study

Managing Information and Technology in Samsung Electronics - Case Study Example This helps develop strategic information systems, which support the competitive position as well as strategies for the enterprise. The various information systems like the TPS, MIS and DSS help organizations gain competitive advantage, decrease competitive disadvantage and meet strategic objectives for the enterprise (Stair & Reynolds, 2014; Khosrow-Pour, 2006). Michael Porter shows that a firm is capable of having long-term success once the business successfully creates strategies for confronting the five competitive forces which shape the structure of competition within an industry. It is possible to develop various competitive strategies to assist a business to confront the five competitive forces. This can be achieved through knowledge presented to business professionals by information systems that include the main forms of IS. Information systems can provide knowledge regarding strategies on cost leadership, differentiation, innovation, growth and even alliance (KhadraouI & Herr mann, 2007; Heijden, 2009). Just over a decade ago, In 1993 Korea’s Samsung launched an initiative with the goal of rising to the ranks of global leading companies. From that time onwards, the company worked hard in refining its business focus and even alter the prevailing businesses strategies to achieve the ambition. Today Samsung is among the finest global corporations in terms of sales and earnings as well as innovative technological design. The company’s earnings and sales performance have surprised the world. As one of the planet’s largest makers of memory chips, Samsung creates many digital consumer gadgets, appliances, semiconductors, and even telecommunications devices. Since the 1993 initiative, Samsung electronics invested heavily in establishing its presence as an international iconic brand and manufacturer (Lee, 2006).

Sociological Inquiry Asignment 1 Essay Example | Topics and Well Written Essays - 500 words

Sociological Inquiry Asignment 1 - Essay Example There are many details of the problem which are rather unknown to general public: donors or wealthy sponsors themselves decide important questions related to school budgeting, types of testing, number of school’s personnel, etc. 3. The author of the article is religion reporter for The New York Times newspaper. He works for this newspaper not for so long since 2008. Vitello covers predominantly religion news from local perspective, New York City. Earlier the reporter used to work for such newspapers as Long Island’s Newsday, Kansas City Star, Knickerbocker News and some others. Paul Vitello has veteran experience as a reporter. He has written numerous articles on religious issues, for instance, â€Å"Clergy Urge Efforts to Lower the City’s Abortion Rate†, â€Å"Hepatitis Scare Hits Nassau Church after Wafers’ Exposure at Christmas Masses†, â€Å"N.Y. Parochial Schools Downcast After Archdiocesan Warning†, â€Å"Bitterness Follows End of a School† to name a few among many others. I believe that the author has enough experience and appropriate qualification to write about issues related to religion (church) and education like in the article under the analysis in this paper. 4. Vitello’s article presents a clear analysis of the issue. However, the author covers only schools and churches of New York City and nearby area.

Autonomous Learner Characteristics

Autonomous Learner Characteristics INTRODUCTION 1.1 Background of the study Looking back in time, English language were used once during the Cambodian Republic Regime (1970 1975), but thereafter, English was completely banned during the Genocidal Regime of Pol Pot and the Khmer Rouge; in 1993, for the first National Election in Cambodia, English language emerged again in this country with the arrival of United Nations Transitional Authority in Cambodia (UNTAC) (Narith, 2008). Since then the popularity of English language has gradually grown among Cambodian people. According to Crystal (1997) indicates that English language gains its popularity in the world due to political power, military power and economic power. In Cambodia, because of local and international business, international non-governmental organizations, job requirements, consumerism, computers and mass media, young people are encouraged to learn English as a foreign language (Narith, 2008). Further, Igawa (2008) studies about English language and its education in Cambodia states that communicat ive competence in English means a better job and a better pay for Cambodian people. That is why English language is encouraged and promoted to learn. Concerning English language learning, Cambodian students culturally seem to be respectful, obedient, and passive towards their teachers. This happens because of the traditional classroom, which is commonly practiced and mainly focused on teacher-centered approach. This approach offers fewer opportunities to students to engage in their learning, because the teacher always plays a role as a knowledge transmitter to students. Moreover, there is little interaction among teachers and students. The teacher usually spends a great deal of time speaking and explaining in the class; while students are required to sit passively and listen to the teacher attentively (Wang, 2007). However, after the communicative language teaching has emerged in Cambodia over the last ten years, the role of teacher and student has been gradually changed in modern classroom. In other words, there is a shift from a teacher-centered approach to a learner-centered approach, which offers students more possibilities to actively engage in their learning process. Since this shift occurs, learners are viewed as the main source of information for learning process, which the practice of learner autonomy begins to grow in language learning and teaching (Benson, 2001). Holec (1981) was the first person who coined the term learner autonomy and defined it as the ability to take charge of ones own learning. Autonomous learning encourages a very active role of learners and focuses on greater students initiative rather teacher-centered direction. (Eyob, 2008). Tudor (1993) also states that learner-centeredness is not a method, nor may it be decreased to a set of rules. It is, however, an approach, which views students to have more active and participatory roles in the learning and teaching process than in traditional approaches. Additionally, this approach requires different classroom activities, the structures of which are decided by students themselves resulting in increases in students involvement and motivation. There is also a parallel change in the teachers role in learner-centered classrooms. The teacher is less likely to dominate classroom events in contrast to traditional classrooms where the learning environment is teacher-centered and teachers are considered as authorities. According to, Nunan (1996) there are two complementary aims of learner-center. One of them focuses on language content, the other focuses on learning process. To achieve these aims, leaner need to decide what they want to learn and how they want to learn at their own pace, and make a decision regarding their own language competence. Thus, it is the teachers duties to create such autonomous learning conditions in which students can acquire skills and knowledge while making choices about the process and content of their learning. Likewise, Tudor (1993) suggests that if teachers are to foster autonomous learning conditions, student will be able to get more benefit from the teaching and learning process, particularly in the following areas: (a) more relevant goal setting with the contributions of students, (b) more effective learning enriched with students preferences, (c) more benefit from activities, the content of which decided by students, (d) more efficient study program with more s tudent involvement. Learner autonomy is considered as a crucial concept that students actively manage their learning in and out of the classroom. That is, they are independent in terms of selecting their own goals and purposes, deciding on materials, choosing ways of learning and tasks, and opting for criteria for self-evaluation (Eyob, 2008). Besides, autonomous learning can be achieved by certain conditions such as using cognitive and metacognitive strategies, learner attitudes and motivation, self-esteem, and learners awareness and knowledge about language learning (Thanassoluas, 2007). Similarly, Cotterall (1999) indentifies learning strategies as one of the most important factors in autonomous language learning. She also claims that the learners will have difficulties in classroom promoting autonomous learning without strategies training. Additionally, Chan (2001) states that increasing the level of learner control will increase the level of self-determination; thereby increasing overall motivation in the development of learner autonomy. Therefore, learners need to be self-directed and to determine the direction of their own language learning process. In brief, developing and promoting autonomous learning is vital as the aim of all education is to help people think, act and learn independently in relevant areas of their lives. In this respect, a strategy for developing and fostering autonomy in language teaching will require enhanced cognitive and metacognitive skills, self-awareness to improve motivation and willingness to take charge of learning. 1.2 Problem Statement With this novel concept, learner autonomy, Cambodian students are expected to take more responsibilities to demonstrate a great deal of autonomy in their learning process in order to succeed academically. However, Many English language teachers have become frustrated with investing endless amounts of energy in their students and getting very little response. Most teachers have had groups of students who never did their homework, who were reluctant to use the target language in pair or group work, who did not learn from their mistakes, who did not listen to each other, who did not use opportunities to learn outside the classroom, and so on. These reveal that students are not making efforts in their learning. Moreover, most of them are not likely to be aware of their roles in their learning process, and particularly they lack learning strategies to enable them to excel in their language performance. Regarding this issue, students make slow progress in their learning, performing poorly, thereby affecting their ultimate achievement in English language learning. And to the best of our knowledge, there is little research conducted on assessing learner autonomy in Cambodian EFL context. Thus, the aim of the present work is to identify learners perspectives about their learning responsibly and their actual practice of learner autonomy in Cambodian Youths Future Institute (CYFI). 1.3 Research Questions: The study on the current practice of learner autonomy is aimed at answering the two main questions and the two sub questions below in order to meet the objectives 1. How do the CYFI students perceive their own and their teachers responsibilities in learning English? -Are there any differences in the learners perceptions of their own and their teachers responsibilities in learning English regarding their gender? 2. To what extent, are the Autonomous learning strategies (inside and outside the classroom) used in learning English by ESL learners at CYFI? -Are there any differences in the learning strategies according to their gender? 1.4 Significance of the study This study is expected to provide empirical support for the identification of factors considered to be significant for the promotion of autonomy in foreign language classrooms and examines the claims made in language learning literature about each of these factors. By exploring them, teachers could also construct a shared understanding of the essential foundation of learner autonomy and obtain considerable insights into what roles they have to play in order to facilitate learner autonomy. Furthermore, it can increase learners awareness of how to be in charge of their own learning and inform the learners which learning strategies that they need to learn more and apply in their learning process. Similarly, it will help learners change their behavior by encouraging them to take responsibility for their own language learning, to change their attitudes towards the English class, and to deal with their foreign language learning problems. And finally, it may serve as a preliminary idea for any interested researchers in the area. CHAPTER TWO LITERATURE REVIEW The Literature in this review was found from the Hun Sen Library of the Royal University of Phnom Penh (RUPP), and by using the websites of Asian EFL Journal, Cambridge, Google Scholar, Oxford and Zunia to identify relevant books, journals and articles focusing on Autonomy in English langue learning. Other reviews was obtained from numerous articles and the list of references by several well-known scholars such as, Beson, , Gardner, Holec, Lee, Little ,Tudor and Wenden. These scholars are long established writers in this field and have written and conducted many researches about this area. The key words used to identify the articles are Lerner Autonomy, Learner Responsibility, Self-regulated Learner and Self-access Learner. 2.1 What is learner autonomy? The definition of learner autonomy seems to interpret in many different ways. Holec (1981, p.3) was the person who first coined the term learner autonomy and defines the term as the ability to take charge of ones own direct learning. Dickinson (1995) characterizes autonomous learners as those who have the capacity for being active and independent in the learning process. While Higgs (1988, p.41) views it as a process, in which the learner works on a learning task or activity and largely independent of the teacher who acts as manager of the learning programme and as resource person. In fact, learners attain autonomy depends on a variety of factors, including learners ability to take responsibility, personal constructs, teacher support, peer support, availability and flexibility in learning environment (Little, 1990; McDevitt, 1997; Lee, 1998). Even though there is a slightly different interpretation of learner autonomy, those meanings may contribute to the understanding deeply of the term. According to Benson and Voller (1997) there are five categories of the term learner autonomy, including situations in which learners study entirely on their own, a set of skills which can be learned and applied in self-directed learning, an inborn capacity which is suppressed by institutional education, the exercise of learners responsibility for their own learning, and the right of learners to determine the direction of their own learning. However, there is also a great deal of misconceptions about the definition of autonomous language learning. Esch (1996) thinks that autonomy is not self-instruction or learning without a teacher, does not mean that intervention or initiative on the part of a teacher is banned, is not something teachers do to learners, is not a single easily identifiable behavior, and is not a steady state achieved by learners once and for all. 2.2 Why learner autonomy? In fact, the cultivation of learner autonomy is a long process. Teacher should help students develop gradually from teacher dependence to autonomy. As an old Chinese saying goes Give a man a fish, and you feed him a day; teach him how to fish, and feed him for a life time. Moreover, the saying you can bring the horse to water, but you cannot make him drink can clearly illustrate why we need learner autonomy in teaching learning process. In language learning, a teacher can offer all the necessary tools and input, but learning can only occur if learners are willing to get involved and participate (Scharle Szabo, 2000). Further, Scharle and Szabo (2000, p.4) indicate that learners can be successful in learning when they have a responsible attitude. Therefore, we can understand that learners need a great deal of responsibility and active involvement in conducting learning activities in order to accomplish tremendous achievement in language learning. Eyob (2008) also states that learners accept responsibility for their learning, they constantly reflect on what they are learning, why they are learning, and with what degree of success; and their learning is fully integrated with the rest of what they are. 2.3 Characteristics of Autonomous Learners We understand that autonomous learners have to be responsible for all decisions that they have to make in their own learning. In other words, they are self-directed in the sense that they act independently of the teacher without remaining passive or waiting to be told what to do from teachers. According to Hedge (2000) characterized autonomous learners as those who: know their needs and work productively with the teacher towards the achievement of their objectives. learn both inside and outside the classroom. can take classroom based material and can build on it. know how to use resources independently. learn with active thinking. adjust their learning strategies when necessary to improve learning. manage and divide the time in learning properly. do not think the teacher is a god who can give them ability to master the language. Further, Wenden (1991) also characterized autonomous learners as those who: are willing and have the capacity to control or supervise learning. are motivated to learn. are good guessers. choose material, methods and tasks. exercise choice and purpose in organizing and carrying out the chosen task. select the criteria for evaluation. take an active approach to the task. make and reject hypothesis. pay attention to both form and content. are willing to take risks. 2.4 The Role of Teachers and Students to Promote Learner Autonomy Holden and Usuki (1999) who questioned Japanese students perceptions of learner autonomy concluded that it was not the learners who were innately passive, but it was the teachers that created an environment which discouraged learner autonomy. Moreover, it also concluded that the vast majority of students view their instructor as playing a major role in the development of their language skills. However, it stresses that learner autonomy, is not something that teachers do to learners, or another teaching method that can be taught (Little ,1990; Benson, 2001). Also, Dickinson (1987) states that, the learner is totally responsible for all of the decision concerned with his learning and the implementation of those decisions. In a full learner autonomy there is no involvement of a teacher or an institution. And learners are also independent of specially prepared materials. For instance, the early research on language learning strategies carried out by such researchers as Rubin (1975) indic ated that good learners have an active involvement with language learning, that they have clear ideas about the best ways for them to go about language learning, and that they set up their own learning objectives. However, this research has no strong reason to support that autonomous learning requires teachers or institutions, does not mean that it must proceed independent of them. Even there is a contradiction between the role of the teacher and the learner in promoting learner autonomy, McCarthy (2000) and Scharer (2000) argue that, in developing learner autonomy, the teacher-student relationship is crucial. The trust and cooperation between the teacher and the students makes the students feel comfortable and secure in the classroom. Only then can the students have the confidence to adventure in language learning. Benson and Vollers (1997) study also found that teachers have a significant role to play in launching learners into self-access and in helping them to stay afloat. In this investigation, it was found that there is a great change for both teachers and learners. Teachers are no longer in their dominant position as speakers in class while learners are not passive receivers any more. However, it does not necessarily mean teachers are less important. On the contrary, the teachers job is more demanding and challenging in helping students grow up as creati ve and independent learners. Teachers must focus their attention on how to learn instead of how to teach. They must play different role in class as guides, facilitators and counselors. Therefore, adjusting the teachers and students roles, and establishing proper relationship are the keys to the success in promoting autonomous learning (Benson Vollers, 1997). 2.5 Language Learning Strategies There are a number of researchers who have defined the term language learning strategies (LLS) in different ways. Wenden (1991) defines LLS as, mental steps or operations that learners use to learn a new language and to regulate their efforts to do so. OMalley and Chamot (1990) defined LLS as the special thoughts or behaviors that individuals use to help them comprehend, learn, or retain new information. By understanding various definitions from different researchers, we can see that learning strategies are very important in learning a language. Hence, all students have to be trained on how to use them appropriately in order to be successful learners. According to Hedge (2000), there are four types of learning strategies utilized by language learners, including cognitive strategies, meta-cognitive strategies, socio-affective strategies, and communication strategies. 2.5.1 Cognitive Strategies Hedge (2000) defines cognitive strategies as thought processes used directly in learning which enables learners to deal with the information presented in tasks and materials by working on it in different ways. According to Tudor (1996), cognitive strategies include: Repetition: repeating a chunk of language (a word or phrase) in the course of performing language language task. Resourcing: Using available reference sources of information about the target language, including dictionaries, textbooks, and prior work. Grouping: Ordering, classifying or labeling material used in a language task based on common attributes; recalling information based on grouping previously done. Note taking: Writing down key words and concepts in abbreviated verbal, graphic, or numerical form to assist performance of a language task. Deduction/ Induction: consciously applying learned or self-developed rules to produce or understand the target language. Substitution: selecting alternative approaches, revised plans, or different words or phrases to accomplish a language task. Elaboration: Relating new information to prior knowledge; relating different parts of new information to each other; making meaningful personal associations to information presented. Summarization: Making a mental or written summary of language and information presented in a task. Translation: rendering ideas from one language to another in a relatively verbatim manner. Transfer: using previously acquired linguistic knowledge to facilitate a language task. Inference: Using available information to guess the meanings or usage of unfamiliar language items associated with language tasks, to predict outcomes, or to fill in missing information. 2.5.2 Meta-cognitive Strategies According to Oxford (1990), metacognitive strategies are actions which go beyond purely cognitive devices, which provide a way for learners to coordinate their own learning process. Oxford also mentions that there are three metacognitive strategies such as centering learning, arranging and planning learning, and evaluating learning. Moreover, Tudor (1996, p.205) also states that metacognitive strategies consist of planning, monitoring and evaluating; some of these strategies are: Planning: previewing the organizing concept or principle of an anticipated learning task (advance organization); proposing strategies for handling an upcoming task; generating a plan for the parts, sequence, main ideas, or language functions to be used in handling a task (organizational planning). Directed attention: Deciding in advance to attend in general to a learning task and to ignore irrelevant destructors; maintaining attention during task execution. Selective attention: deciding in advance to attend to specific aspects of language input or situational details that assist in performance of a task; attending to specific aspects of language input during task execution. Self-management: understanding the conditions that help one successfully accomplish language tasks and arranging for the presence of those conditions controlling ones language performance to maximize use of what is already known. Self-monitoring: checking, verifying, or correcting ones comprehension or performance in the course of a language task. Problem identification: Explicitly identifying the central point needing resolution in a task or identifying an aspect of the task that hinders its successful completion. Self-evaluation: checking the outcomes of ones own language performance against an internal measure of completeness and accuracy; checking ones language repertoire, strategy use, or ability to perform the task. Thus, it is very essential to teach students about metacognitive strategies in order to make their language learning effectively. 2.5.3 Socio-Affective Strategies Oxford (1990) the term affective strategies refer to emotion, motivation, attitudes, and values. He claims that affective strategies are concerned with the affective elements of the learners such as self-esteem, attitudes, confidence, motivation, and anxiety. Oxford (1990) also suggests that there are three main sets of affective strategies: lowering your anxiety, encouraging yourself, and taking your emotional temperature. While Tudor (1996) suggests some of the affective strategies are: Questioning for clarification: asking for explanations, verification, rephrasing, or examples about the material; asking for clarification or verification about the task; posing questions to the self. Cooperation: working together with peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance. Self-talk: Reducing anxiety by using mental techniques that make one feel competent to do the learning task. Self-reinforcement: providing personal motivation by arranging rewards for one self when a language activity has been successfully completed. Therefore, good language learners should know how to control their emotions and attitudes about learning (Oxford 1990). 2.5.4 Communication Strategies According to Hismanoglu (2000), communication strategies are employed by speakers when confronted with some difficulties because of the fact that their communication was misunderstood or was not caught clearly. Hedge (2000) also states that learners use communication strategies in order to make them understood and to maintain a conversation; these strategies contain gesture, mime, synonym, and paraphrases. The significance of these strategies is to help learners get involved in conversations when they practice the language and to assist learners in getting their message across or clarify what the speaker conveyed. 2.6 Learner Attitudes, Motivation and Self-Esteem Benson and Voller (1997) state that language learning is not merely a cognitive task; Learners do not reflect on their learning in terms of the language input to which they are exposed. Rather, the success of a learning activity is partially contingent upon learners stance towards the world and the learning activity in particular, their sense of self, and their desire to learn. That is, language learning involves affective elements such as attitudes, motivation and self-esteem. The term attitudes refer to learned motivations, value beliefs, evaluations, what one believes is acceptable, or responses oriented towards approaching or avoiding (Wenden, 1998, pp, 52-53). There are two kinds of attitudes which are very essential: attitudes learners hold about their role in the learning process, and their capability as learner. Thus, it appears that if learners have positive attitudes towards their learning, then those attitudes will play an important role in increasing learners motivation, and contribute to their achievements in learning. In educational context, many researchers or experts have defined the term motivation differently. So there is little agreement on the exact meaning of the term. According to Dornyei (2001) the father of motivational strategies refers the term motivation as a keen, committed, and enthusiastic learner who has good reasons for learning. Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity (Dornyei, 2001, p.7). Furthermore, according to Gardner and Macintyre (1993) indicate that motivation consist of three elements, including desire to achieve a goal, effort extended in this direction and satisfaction with the task. Indeed, people are motivated in different ways and to different degrees. And learners should encourage focusing more on their intrinsic motivation because it emerges with the inner drive or interest of the learners in doing something which they can sustain their motivation longer. Therefore, motivation is a key factor that contributes to the success of language learning. If learners are more aware of the importance of motivation, then they will be more likely to achieve their desire goals or outcomes. Indeed, attitudes and motivation are the concept of self-esteem (Thanasoulas, 2007). James (1983) defines self-esteem as a ratio found by dividing ones achievements in areas of life of importance to a given individual by the failures in them or ones success. According to Branden (2001), self-esteem is the sum of self-confidence (a feeling of personal capacity) and self-respect (a feeling of personal worth). If learners have a high self-esteem, then they may achieve highly in their learning process. Conversely, if they have a low self-esteem, then it can lead to negative attitudes towards their learning, possibly deteriorate their cognitive perform and lowering their success (Wenden, 1991, p.57). All in all, learners have to be willing to take charge of their own learning. They should use the right strategies plus having positive attitudes, intrinsic motivation and high self-esteem. And all of these do contribute a lot in leading them to largely succeed in language learning. Most importantly, they should use every opportunity that they obtain in order to learn the language effectively and successfully. Thus, teachers and students should be responsible in fostering autonomous learning (Eyob 2008). CHAPTER THREE Methods 3.1 Research Design To conduct this study, the researcher utilizes a survey research in order to describe the current practice of autonomous learning by CYFI students. By using this method, it also assists to illustrate the fundamental problems that challenge the practice. The method is suitable in attempting to describe the attitudes, opinions, behaviors, or characteristics of a sample or the entire population (Creswell, 2005). Additionally, it included cross-sectional studies using questionnaires and focus group interviews for data collection. 3.2 Data collection tools Chamot (2004) suggests that appropriate methods in conducting this kind of the study need to be utilized. Those recommending researches tools in data collection are group focus, interview and questionnaire and these methods can help researchers to ensure the reliability and validity 3.2.1 Questionnaire The self-administered questionnaire is used in order to obtain descriptive and frequencies data of the study. The researcher employs this questionnaire because it is able to be administered with or without the presence of the researcher and it is easy to analyze with many computer software packages (Wilson Mclean, 1994). In addition, Questionnaire is familiar to most people. Nearly everyone has had some experience completing questionnaires and they generally do not make people apprehensive. Questionnaire also reduces bias; there is uniform question presentation and no middle-man bias. Also, the researchers own opinions will not influence the respondent to answer questions in a certain manner because there are no verbal or visual clues to influence the respondent. Nevertheless, the researcher need to invest great amount of time to develop, pilot, and refine questionnaire and data collected may lack of flexibility of responding (Wilson Mclean,1994). The rate of return can also be a m ajor concern when the researcher uses this data collecting tool (Anderson Arsenault, 1998). 3.2.2 Focus Group Discussion The researcher uses a focus group discussion as a second data collection tool for this study. In order to verify the data collected from the questionnaire and to make the data more enriched and valid. By using focus group discussion, the researcher can explore more insights in some particular areas found from the results of the questionnaire and can cross check and probe more information about the study. Moreover, focus group will offer a collective view rather than an individual view and it is economical and less time-consuming. It also produce a large amount of data (Mogan, 1988). However, focus group may yield the data less than the survey and data may lack overall reliability as group disagreement and even conflicts may arise. Also, Data obtained from focus group will be difficult to analyze concisely. 3.3 Sample size and Sampling technique The research is conducted in the form of a case study. The target populations of this study are Level 07 CYFI students whose levels are pre-intermediate. The sample of about 60 students of the entire population is chosen purposively to complete the questionnaire study. Besides, 4 to 6 students are also selected purposively to involve in the focus group discussion. The researcher intends to choose a non-probabilistic convenient sampling procedure for the study because, as its name suggests, it is convenient, fast, low cost and less-time consuming. Also, it is easy to conduct and the participants are available and voluntary to participate in the study (Cohen, Manion Morrison, 2007). And yet, the sampling may fails to represent the whole population and be limited to make a generalizability of the findings due to its nature. 3.4 Data collection process The self-administered questionnaires are administered to the participants at the end of their class. Since there are two kinds of self-administered questionnaires, the participants have a choice to complete questionnaires either in the presence or in the absence of the researcher, assistants and their teachers. If the participants decide to fil

Television is Mindless Entertainment :: essays research papers

Televisions are probably one of the world’s greatest inventions. Nine out o f ten people won’t know how to explain how it actually works, but everyone who can afford one owns one. There is a lot of debate about whether TVs are good or bad. â€Å"A television is a device you can sit in front of and watch other people do things that you could be doing if you weren’t sitting there watching them do it.† - Unknown Yes, TVs provide mass education to people, for example, in Australia, people get their schooling via TVs if they live in remote areas. Everyday the teacher does lessons across the TV, and if the ‘pupils’ have any questions they phone in and ask on air. In South Africa we have ‘School TV’, but it isn’t a proper schooling, like Aussie’s. Sabc also offer the Math, English and Science lessons for matrics, but they are so boring that most people don’t even bother watching it. There are good shows like Dr. Phil and Oprah, where they actually are helping other people and teaching them right from wrong. Shows like these are interesting to watch and they are teaching us morals unlike everything else. Channels such as National Geographic and Discovery Channel also provide education, whether you learn about Hitler or whales, you learn something at least. But these channels are only offered on DSTV which is very expensive and the people that can afford it are the well-educated ones who don’t need it, the people that really need it can’t access it anyway. Another good thing about TV is the ‘News’, with the news on everyday, in lots of languages, everyone can keep up to date with everything that is happening around the globe without having to go to the trouble of actually reading it in a newspaper. As everything has its pros, it must have its cons. One of the main topics that people speak about is the fact that the programs are promoting immorality and it is eroding true Christian values. In every ‘soapie’ and lots of other shows, there are the people that are having affairs, pre-marital sex, taking alcohol, drugs, using bad language†¦the list goes on, but people think it’s funny and cool and do it all themselves. People believe what they see, and think it’s alright if they are also doing it because it makes them ‘cool’. In one incident on Dr Phil, there was a woman who was married to a great guy and they had three children, but she wanted to get divorced so that she could move in with a gay friend of hers, he didn’t love her and obviously never would, but she kept insisting, so finally he went to Dr Phil for help.

Internet and Books Essay

In today’s modern world, technology has a great influence on our life and time. Back in the early 19th century, when electronic devices had not been invented, the population could only use printed word such as books, posters, newspapers or magazines, to gather information. Later, in the mid 20th century, the use of computers, televisions and radios helped people to know about the incidents happening all around the world, more easily. Now, in the 21st century, the creation of internet and other devices to access it has helped us to attain gigabytes of information, just with the click of our mouse. The internet has made it possible for us to acquire answers for almost all of the questions that we ask, and has alleviated the access to information to almost every topic imaginable. Firstly, internet helps to save time and effort. All you need to do is type in your question and click SEARCH. It can give an answer to almost every question type in, and it is usually very quick, speedy and fast. On the other hand, using books or other printed texts can waste time, as you need to find the appropriate book and then search for the information you need from it. For example, while searching for a book in the library, you waste time trying to reach there, and even more time trying to find the book you need. Despite this, time is also lost when you try to find the information that is useful to you from the book. Whereas the internet acts as a filter that sieves out all the data you need, in a span of seconds. However it can be argued that using electronic devices can cause distractions and disturbances. Using the internet can divert your attention to some other unrelated site and will cause you to waste time. For instance, you may login to facebook or twitter, or check your mail instead of researching and using the time well. On the contrary, you cannot be easily distracted in a library where silence is preferred, and is filled with people who want to work. But if the internet is used properly, and if the person has a self control over himself the internet has more advantages comparing to printed texts. So in short internet can be a time-saver only if used wisely. Alternatively, the internet can sometimes provide us with unreliable information. It is like a blank page in which people are allowed to post whatever they want, and sometimes even the wrong information. As exemplified by blogs, in which anyone can post their opinions and views on a topic, the internet can be a source of unreliable and inaccurate information as it contains the judgement of different individuals and not the actual facts. On the contrary, printed texts can be a great source of reliable information. Books are written by experienced authors who have researched well about the topic themselves before publishing it. A library can assure you that the book in your hand is dependable and trustworthy. In spite of being unreliable, internet can provide us with up-to-date data. It offers information on the most recent discoveries and inventions, the latest cars or other products and about the contemporary incidents and happenings all around the world. However once a book is published, any recent findings cannot be added to it. There are always new developments in the field of health, science, technology and politics that the library simply cannot keep up with. Therefore, the internet can provide us with the latest news about our modern day developments and can be dependable only if used properly by checking the sources of a particular website. Thirdly, glaring at a screen for a long period of time can cause various eye and back problems. Computer vision syndromes like eye strain and cataracts are caused by glaring at the computer screen for prolonged periods. Millions develop a condition called ‘dry eye’, resulting in gritty, itchy, inflamed eyes, due to staring at the screen for hours. The light from computer screens can cause drastic problems to your eyes, and sometimes even partial blindness. Unlike computer screens, books can be very easy to read as they are just words printed on paper. However there are many solutions to prevent the damage caused to eyes by computer screens. Screen filters can be bought to reduce the amount of light radiation hitting our eyes. There are also many softwares that can transfer the information audibly or with the help of videos, and do not require data to be read. Regular breaks, and turning away from the screen constantly can also help in avoiding eye and back problems. Usually, there is an option to zoom in, which enables people to read easily. Unlike computers, books cannot be zoomed in, when the letters are too small to be visible, causing eye problems as well. So the problems caused by glaring at computer screens or reading the small printed texts in books, can be reduced by taking regular breaks and exercises, as anything in excess is not good for our health. Moreover, a lot of paper is wasted in the creation of books and magazines. Deforestation, being one of the greatest threats that humans are facing today, is increased by the production of paper in books. A few sheets of paper could be worth one tree. Hence the number of trees is reducing day by day. Obviously, trees are vital for our living as they are the natural producers of food. Deforestation not only causes scarcity of food and other resources, but also results in the rise of the earth’s temperature, causing global warming. In contrast to books, modern technology like mobile phones, computers or tablets does not harm the environment to a very great extent. In the case of computers the energy used is electricity, which is renewable and can be created again and again. The internet is a huge database, and more information can be adjoined into it, very easily. However books are created from sheets of paper, and if the number of books increase, then the level of deforestation can increase correspondingly. To reduce the destruction of the earth’s forests by deforestation, paper should be recycled and not wasted. Instead it is much easier to use the help of modern technology that functions with the help of renewable energy, which does not have a great impact on nature. Therefore modern electronics has made it possible to overcome a huge problem to the environment. In conclusion, modern technology has many positive uses; it has made the world a smaller place by allowing us to contact individuals all around the world, many electronic devices are very cheap making it affordable to all and has also allowed people to find out about the news and incidents happening all around the world. But every good has some bad, and the extensive use of technology can be harmful to our health. I strongly believe that modern technology has been very helpful and useful to the human population. It has eased our access to information in very sustainable manner, and has connected the world together.

Margin Questions Essay

1. Assume that an investor buys 100shares of stock at RM 50.00, putting up a 60% margin. a. What is the debit balance in this transaction? b. How much equity capital must the investor ‘s new margin position 2. Assume that an investor buys 100 shares of stock at RM 50.00 per share, putting up a 70% margin. a. What is the debit balance in this transaction? b. How much equity funds must the investor provide to make this margin transaction? c. If the stock rises to RM 80.00 per share, what is the investor margin position? 3. Miguel Torres purchased 100 shares of Can’t Win.com for RM50 per share, using as little of his own money as he could. His broker has a 50% initial margin requirement. The price of the stock falls to RM30 per share. What does Miguel need to do? 4. An investor buys 200 shares of stock selling at $ 80 per share using a margin of 60%. The stock pays annual dividends $ 1 per share. A margin loan can be obtained at an annual interest cost of 8%. Determine what return on invested capital the investor will realize if the price of the stock increases to $ 104 within six months. What is the annualized rate of return on this transaction? 5. Ah Beng purchased 3000 shares of Digi Communications Bhd. stock at RM 4.60 per share using the prevailing minimum initial margin of 65%. He held the stock for exactly 4 month and sold it without any brokerage cost at the end of the period. During the four month holding period, the stock paid RM 0.40 per share in cash dividends. Ah Beng was charged 6% annually interest on margin loan. The minimum maintenance margin was 40%. a. Calculate the initial value of the transaction, the debit balance, and the equity position on Ah Beng’s transaction. b. For each share prices stated below, calculate the actual margin percentage and indicate whether Ah Beng account would have excess equity, or would be subject to margin call? I. RM 4.00 II. RM 5.50 III. RM 6.50 IV. RM 3.30 V. RM 4.55 c. Calculate the I. Amount of dividend received during the 4 months holding period II. Amount of interest received during the 4 months holding period d. Use each of the following sale price at the end of 4 month holding period to calculate Ah Beng HPR return on Digi Communication Bhd. share transaction. I. RM 5.00 II. RM 7.00 III. RM 4.80

Mitsubishi A6M Zero Fighterâ€World War II

Mitsubishi A6M Zero Fighter- World War II Most people hear the word Mitsubishi and think automobiles. But the company was actually established as a shipping firm in 1870 in Osaka Japan, and it quickly diversified. One of its businesses, Mitsubishi Aircraft Company, founded in 1928, would go on to build lethal fighter planes for the  Imperial Japanese Navy during World War II. One of those planes was the A6M Zero Fighter. Design Development The design of the A6M Zero began in May 1937, shortly after the introduction of the Mitsubishi A5M fighter. The Imperial Japanese Army had commissioned Mitsubishi and Nakajima both to build the planes, and the two companies  began preliminary design work on a new carrier-based fighter while waiting to receive the final requirements for the aircraft from the army. These were issued in October and were based upon the A5Ms performance in the ongoing  Sino-Japanese  conflicts. The final specifications called for the aircraft to possess two 7.7 mm machine guns, as well as two 20 mm cannon. In addition, each airplane was to have a radio direction finder for navigation and a full radio set. For performance, the Imperial Japanese Navy required that the new design be capable of 310 mph at 13,000 ft. and possess an endurance of two hours at normal power and six to eight hours at cruising speed (with drop tanks). As the aircraft was to be carrier-based, its wingspan was limited to 39 ft. (12m). Stunned by the navys requirements, Nakajima pulled out of the project, believing that such an aircraft could not be designed. At Mitsubishi, the companys chief designer, Jiro Horikoshi, began toying with potential designs. After initial testing, Horikoshi determined that the Imperial Japanese Navys  requirements could be met, but that the aircraft would have to be extremely light. Utilizing a new, top-secret aluminum, T-7178, he created an aircraft that sacrificed protection in favor of weight and speed. As a result, the new design lacked armor to protect the pilot, as well as the self-sealing fuel tanks that were becoming standard on military aircraft. Possessing retractable landing gear and a low-wing monoplane design, the new A6M was one of the most modern fighters in the world when it completed testing.   Specifications Entering service in 1940, the A6M became known as the Zero based on its official designation of Type 0 Carrier Fighter. A quick and nimble aircraft, it was a few inches under 30 feet in length, with a wingspan of 39.5 feet, and a height of 10 feet. Other than its armaments, it held only one crew member, the pilot, who was the sole operator of the  2 Ãâ€" 7.7 mm (0.303 in) Type 97 machine gun. It was outfitted with two 66-lb. and one 132-lb. combat-style bombs, and two fixed 550-lb. Kamikaze-style bombs. It had a range of 1,929 miles, a maximum speed of 331 mph, and could fly as high as 33,000 feet. Operational History In early 1940, the first A6M2, Model 11 Zeros arrived in China and quickly proved themselves as the best fighter in the conflict. Fitted with a 950 hp Nakajima Sakae 12 engine, the Zero swept Chinese opposition from the skies. With the new engine, the aircraft exceeded its design specifications and a new version with folding wingtips, the A6M2, Model 21, was pushed into production for carrier use. For much of World War II, the Model 21 was the version of the Zero that was encountered by Allied aviators. A superior dogfighter than the early Allied fighters, the Zero was able to out-maneuver its opposition. To combat this, Allied pilots developed specific tactics for dealing with the aircraft. These included the Thach Weave, which required two Allied pilots working in tandem, and the Boom-and-Zoom, which saw Allied pilots fighting on the dive or climb. In both cases, the Allies benefited from the Zeros complete lack of protection, as a single burst of fire was generally enough to down the aircraft. This contrasted with Allied fighters, such as the P-40 Warhawk and F4F Wildcat, which, though less maneuverable, were extremely rugged and difficult to bring down. Nevertheless, the Zero was responsible for destroying at least 1,550 American aircraft between 1941 and 1945. Never substantially updated or replaced, the Zero remained the Imperial Japanese Navys  primary fighter throughout the war. With the arrival of new Allied fighters, such as the F6F Hellcat and F4U Corsair, the Zero was quickly eclipsed. Faced with superior opposition and a dwindling supply of trained pilots, the Zero saw its kill ratio drop from 1:1 to over 1:10. During the course of the war, over 11,000 A6M Zeros were produced. While Japan was the only nation to employ the aircraft on a large scale, several captured Zeros were used by the newly-proclaimed Republic of Indonesia during the Indonesian National Revolution (1945-1949).