My Philosophy Of Education Education Is About Caring Education Essay

I work in Universitas Terbuka ( UT ) , Indonesia Open University, as an academic staff who can be considered as a instructor. At UT, my pupils are early childhood instruction and besides primary instruction instructors. Actually, I ne'er had any dream to be a instructor. However, I think I do my occupation as a instructor merely following my inherent aptitude, even though I learn some cognition about how to learn when I did my unmarried man grade. Honestly, I got my unmarried man grade in learning without cognizing what and why I have to cognize my doctrine of instruction. But, I learn in SFU that my instruction is really influenced by my doctrine of instruction. My doctrine of instruction will be shown in my instruction as I learned that â€Å" how you teach is who you are † ( Hill, Stremmel, & A ; Hu, 2005, p. 25 ) . In learning I remember that I have to do lesson programs, Teach and so make the rating to prove the pupils. I know that I have to set pupils as the centre of my instruction activities. I understand it since instruction for me is the attempts for assisting people to make the best they can be, and to do them turn as human existences. However, I am ne'er certain whether the manner I teach has shown pupils as being at the Centre of my instruction. I am afraid my instruction is far from the manner it should be. I hope I can larn more about how to be a good and caring instructor while I am analyzing in SFU. For me instruction basically involves learning: everything is ( or can be ) learning. Therefore, my doctrine of instruction relates with the act of instruction, and in thought of my doctrine of instruction, I remember David Orr ‘s article in 1990. I was interested and besides compelled by Orr ‘s ( 1990 ) rubric of his article: â€Å" What is instruction for? † Orr ( 1990 ) , an conservationist, said that instruction will non vouch the alumnuss being nice, prudent, or wise. In fact, he said instruction has added many jobs to the universe. Orr had an sentiment that the environmental devastation on Earth resulted from educated people. He farther stated that to salvage the universe, we need instruction of a certain sort. We need larning that can do us a better people. What is the acquisition that help us to be better human existences? I think we need larning to care for others in order to forestall people from making injury to others. I besides remember that when I was still a pupil, I would larn more if my instructor showed his/her attending ; at least he/she knew my name, and wanted to listen to my troubles in analyzing the capable affair. So, a caring instructor will actuate me to larn. How can we larn about caring in instruction? This is a inquiry I wish to research in this paper. Based on my occupation as a instructor in my university, I have to larn about caring in instruction, and I want to assist my university pupil instructors aware of the demand of learning caring in their schoolrooms, whether in early childhood instruction, or in primary instruction scenes. I think that it is necessary for kids to larn about caring since their early old ages to assist them larn that their lovingness can salvage other people every bit good as themselves. Therefore, instructors need to larn or to assist their pupils or their kids to care for others, every bit good as for themselves, for the community, and for the natural environment. In this essay, I will seek to explicate my thoughts about lovingness, why lovingness is of import as the purpose of instruction, how lovingness can be shown in my work as a instructor and an academic staff in UT, and in conclusion, my decision will depict the deductions of caring in my work at Universitas Terbuka.What is Caring?In specifying lovingness, I am truly impressed by Noddings ‘s thought about caring since I think as human beings we have to care to each other. Caring as mentioned by Nodding ( 2005 ) is a caring relation ; a lovingness relation is â€Å" a connexion or brush between two human existences † ( p.15 ) who are â€Å" a carer and a receiver of attention, or cared-for. In order for relation to be decently called lovingness, both parties must lend to it in characteristic ways † ( p.15 ) . The word picture of lovingness is as â€Å" concentration and motivational supplanting † ( p.15 ) . Noddings describes motivational supplanting as the procedure of puting your attending on others when you listen, see, or experience, what the other attempts to convey ( p.16 ) . There is the attending on others and the desire to assist people, every bit good ( p.16 ) . As for concentration, Noddings says it is â€Å" an unfastened, nonselective receptiveness to the cared-for † ( p.15 ) : this quality of complete attending to the other. In add-on, a response, acknowledgment, and response seems to be had by the cared-for to demo that the lovingness has been received ( p.16 ) . Noddings besides references that we could non merely say that we care for something without demoing it ( p.17-18 ) . Caring can be learnt, instructors non merely have to make caring dealingss in which they are the carers, but they besides have a duty to assist pupils develop the capacity to care ( p.18 ) . Noddings references that human existences can care about thoughts or objects every bit good as attention for the rational affair ; these signifiers of caring are besides mentioned by Weil ( p.18, in Noddings, 2005 ) as rational lovingness and interpersonal lovingness. However, caring instructors listen and react differentially and unambiguously to their pupils and their assorted dispositions and demands. What Noding wants to convey in her thought about lovingness is that caring does besides include witting love, attending, seeing, listening, understanding others ‘ feelings, and assisting or prosecuting in action as needed. So, when I show my attending to my pupils, in the same clip I besides try to see, listen with empathy, demo a common apprehension, and engage in some actions as my lovingness response. I besides have to larn more about lovingness in order to do my caring meaningful for my pupils, and my pupils can besides care in the manner they teach their pupils. Further, Hill, Stremmel, & A ; Hu ( 2005 ) noted that â€Å" the lovingness instructor attempts to look through pupils ‘ eyes, to fight with them as topics in hunt of their ain undertakings, their ain ways of doing sense of the universe ( Green, 1988, in Hill, Stremmel, & A ; Hu,2005, p. 33 ) . This is empathy. Furthermore, Hill, Stremmel, & A ; Hu ( 2005 ) stated that caring instructors try to larn together with their pupils, and â€Å" be a spouse, nurturer, and usher in making multiple chances for larning based on relationship † ( p. 33 ) . By larning, instructors can understand their pupils, and understand themselves every bit good. In instruction, really, I believe that as a instructor, I am besides larning from my pupils, and if I have a good relationship with pupils I can larn more about my pupils, and my pupils can besides understand me as their instructor. Therefore, I can hold some feedback to better my instruction every bit good as I can give my pupils some remarks to better their acquisition. This common apprehension I hope can take to assist me making a better acquisition environment for my pupils to larn better and deeper. Here are more about the features of caring instructors, harmonizing to Caldwell ( 2008 ) from her research, and they are: Student-oriented instructor: dainty all pupils with regard, believes in me, listens, is patient, promote me to believe The work oriented instructor: is bases my class on more than prep and trials, is willing to set the work load if needed, is willing to give excess clip for finishing assignments, is willing to alter the schoolroom regulations when necessary, accepts more than one reply to a inquiry. The Teacher Who Engages Students: Is an expert in the topic, helps me to go independent, is willing to give excess clip for finishing assignments, provides chances for schoolroom treatments, offers â€Å" excess recognition † activities. The Active Teacher: Is energetic, has a sense of wit, tells narratives and uses illustrations, provides interesting assignments, bases my class on more than prep and trials. Students now ask for a instructor who has to hold some interesting schemes that can pull pupils ‘ attending. By going an active, energetic, and humourous instructor, pupils seem like a instructor who can besides entertain them. Possibly, by utilizing some wit, I can forestall my pupils from acquiring bored of larning the capable affair. However, I think I have to larn more about going a good entertainer in forepart of a category. I have to besides larn more about supplying my pupils with some interesting assignments. From the pupils who became Caldwell ( 2008 ) participants of her study, I see that caring can intend many ideal things that instructors should hold, non merely caring every bit mentioned as Noddings ‘ ( 2005 ) perceptual experience. Caldwell ‘s list expands upon and specifies the many ways in which lovingness can and should happen. And I am non certain whether I can use all of those thoughts into my instruction and my course of study since I have my restrictions as a human. For illustration, if I have a batch work to make, or if I am non in a good wellness, I am afraid I might non utilize all of my attending to my pupils, it means that I might non truly listen to and understand my pupils, or others ‘ . However, I will seek to utilize the thought as my footing cognition to be a caring instructor. Meanwhile, I will seek to larn more deeply about this thought of lovingness, particularly how to care for our communities and our environment. Noddings ‘s thought about caring besides included her thought of caring non merely for human existences but for all of things in the universe such as caring for the universe community and the environment. If we do non care for our environment, we can destruct our ain Earth. Particularly if the people who have no or less attention for the Earth are educated and powerful people. They can do more amendss to our environment in the Earth. And this is the phenomena that Orr observed, so he made a statement that we do non necessitate many educated people if that can give more amendss to our environment. In response to Orr statement about instruction, I argue that the universe ‘s environmental devastation comes from the people who do non care for themselves, their household, their community and their Earth. I think people are being nescient with respect to themselves, others, their community, and the Earth since likely cipher reminds them or learn them to hold the consciousness of and care for others. Therefore, in this affair I believe that instruction is of import for people to larn how to care for others, every bit good as to care for themselves, to care to the Earth, and to the environment. The educational challenge is to larn how to care for the Earth and environment by developing ecological literacy. What I mean by ecological literacy is a manner to state that â€Å" † everything is connected. † A survey of these interconnectednesss highlights our dependance on the healthy operation of the Earth ‘s natural systems which give us clean air, H2O, dirt, nutrient, and all the other resources we depend on. † ( Toronto Outdoor Education Schools, hypertext transfer protocol: //toes.tdsb.on.ca/ecological_literacy_resources.asp ) . In understanding the ecological literacy construct, I have to understand that I am non entirely in the universe, I am a portion of the large system running in the universe which consist of human existences and their communities and the environment. Each of us has the duties to take attention to each other in order to keep the map of the earth natural systems can work good.Caring as the purpose of instructionSimilar to Noddings ‘s end of instruction, for me, the purpose of instruction should be based on caring to forestall the alumnuss from being ignorant of other people, of their communities, of their environment, and all of these signifiers of ignorance lead to being nescient of themselves, since all of us in the universe are interrelated. This purpose of instruction besides supported by Littky ( 2004 ) who says that, â€Å" the existent end of instruction is if the pupils attention for others and can acquire along better with others † . Noddings has the thought of cari ng in instruction since she experienced and was impressed by many lovingnesss that she got from her instructors. Furthermore, for me, instruction should ever associate to and be inspired by caring since instruction is for assisting people, assisting pupils to turn to be a lovingness human being. If the pupils become caring kids they will besides care for others and besides for themselves, for the communities and for the Earth ; they besides can ever larn to better themselves. By being a caring instructor I hope I can assist pupils larn more efficaciously. If I care for my pupils I have to set a batch of attempt in assisting them prosecute in their acquisition in order to assist them larn more deeply about all the capable affair that they study. Therefore, I have to concern myself with my capable affair and my pupils ‘ lives so that while I am learning, really I besides am larning, every bit good. The chief point of caring in instruction for me is demoing our love to others and the EarthHow I can demo my caring into my work?I argue that people who are involved in giving or supplying an ins truction, either in formal school, or in the household, or in some non degree plans, have to ever be cognizant of their functions and their influence on their pupil, or their kids, as cared-for instructors. Teachers have to larn about caring since â€Å" learning happens in relationships of lovingness, contemplation, and common regard † ( Hill, Stremmel, & A ; Hu, 2005, p. 33 ) . Besides, I think I have to remind my pupils that each of us in the universe is interrelated with each other. If we care for others, hopefully they can care for others, every bit good. My thought is if instructors, introduce their pupils to care for others, in the long tally, I hope caring instructors and caring pupils will care for the universe, and it is hopefully can take to a better universe. Therefore, if all of us care for people, the community and the environment, so we can, side by side, seek to set a batch of attempt to develop a lovingness category, a caring school, and a caring community to salvage the people and the universe. I think I can larn from SFU in larning about caring in instruction. Even though I have been at SFU for merely seven months, there are some great feelings that I have received from SFU. I found that my instructors or professors or teachers at SFU have the spirit of caring in the manner they plan and implement their course of study in their instruction acquisition activities. I found, for illustration, that the professors can develop a flexible course of study and learning larning procedure to run into our demands as their pupils. I think my professors at SFU put a batch of attempt to assist us larn and prosecute in our acquisition. I besides find that on the SFU web site, it shows that SFU as a community cares for the environment, civilization and diverseness. I think I learn how to care in learning from detecting my professors, and how they design and carry out their instructions ; each professor unambiguously helps us go actively engaged with the larning stuff. In making my instruction, I have to be cognizant of my pupils needs while I am developing the survey plan course of study, and course of study for my learning learning activities, including planning, and implementing my course of study, and so, giving rating to my pupils. Since my work as a instructor in my module of instruction by and large are developing a course of study for my tutorials, composing some acquisition printed and not printed stuffs, developing some point trials, and make some instructions, so I plan to develop a flexible course of study for my instructions, but, I have to do certain that I can make that, in my on-line tutorial, since in my office there is a stiff process refering those sort of affairs. At least, I can hold a flexible course of study in my face to face tutorials. I besides want to add some stuffs about ecological literacy and lovingness for the communities into my course of study and in learning learning activities. Environmental jobs have already bee n a serious job in my state, so I think I need to convey it up the issues to my pupil instructors, so that they can learn their pupils to care for the environment. I think I will demo my pupils the 11th hr movie and allow it be the subject for my category treatment. Therefore, my course of study should assist my pupils to develop their lovingness for themselves, their ain communities and their environment. In making my instruction, either in face to face or in on-line tutorial, I can make some actions as follow ( based on my apprehension of Cardwell, 2008 ) , I would propose that as a lovingness instructor for all of my pupils I have to be a student-oriented instructor, so I have to utilize some instruction schemes that can do my pupils get involved and engaged in their acquisition, I besides have to handle all pupils with regard ; hence, I have to be careful in utilizing some words that can demo my regard to my pupils. In add-on, as a caring instructor I besides have to believe in my pupils, to listen and to be a patient instructor and to seek many attempts to promote my pupils to larn more deeply about the capable affair and to larn for salvaging the environment In making either in a face to face or in on-line instruction, I besides have to be a work oriented instructor who bases my pupils ‘ classs on more than prep and trials, has a willingness to set the work load if needed, has a willingness to give excess clip to pupils in finishing assignments, has a willingness to alter the schoolroom regulations when necessary, and to accept more than one reply to a inquiry, acknowledging multiple positions. Therefore, I have to supply many treatment for the pupils to larn from each others. This can be done in face to face or in on-line acquisition as I experienced in making dialogue cardinal. Additionally, I have to larn to be a instructor who can prosecute pupils in their acquisition. I can make this by larning more about my capable affair and seeking to be an expert in the topic by fall ining some seminars or workshops or taking extra grade related with my topic. I besides have to assist my pupils to go independent scholars who can provides chances for schoolroom treatments. My experiences that I learn while I am analyzing in SFU, I hope can assist me in assisting pupils engaged in their acquisition and assist them to larn more independently. Furthermore, in making some face to face tutorials, and based on my experiences, as a lovingness instructor, I besides have to be an active instructor who is energetic, has a sense of wit, tells narratives and uses illustrations. Furthermore, I have to besides larn about supplying my pupils with some interesting assignments that can do them motivated to larn. In making my learning learning activities, either in face to face or in on-line acquisition, I will utilize duologue as my of import manner to assist my pupils prosecute in their acquisition and do my pupils larning more deeply. Dialogue here is a learning procedure for pupils and the coachs which happens when there is an interaction between pupils, the coachs, and other pupils to gestate some significances, and when they try to use their current apprehension by building new statements, and lucubrating current apprehension by contemplation ( Scott et al. , 2008 ) . I will utilize duologue as my chief instruction acquisition activities since by utilizing duologue I can larn and I can seek to hold a common apprehension with my pupils. Based on my experiences, my pupils instructors truly like to hold duologue with me as their instructor. This duologue hopefully can actuate them to larn.Decision and DeductionEducation for me is a manner to assist pupils to be caring for others, their com munities and their environment ; and, caring instruction hopefully can assist me and my pupils to populate good in our topographic points, and to hold moral bravery to fall in the battle to do the universe habitable and humane. However, there are some considerations as my deductions that I have to set in my head about the undermentioned issues. How can we develop caring in distance instruction at UT? I think I want to use this lovingness thought merely for my ain instruction, since if I want to inform to some of my friends about this thought of lovingness, I have to hold some treatment with my dean of my module about the consciousness of including caring in our instruction plans. Possibly I can join forces with my other co-workers in my module to make a seminar or workshop about the consciousness of caring to some of my other academic staff, and administrative staff, every bit good as my pupils. I hope, this manner can give them an apprehension of the significance of caring and how to care for others and I can acquire aid from the audiences about how to develop caring in schools. I besides have to believe about how to do my pupils learn about caring in making their instruction in their ain schoolrooms. I think caring is truly an of import affair for early childhood instructors since for their kids the instructors like their parents. However, I know that this thought will inquire more clip of instructors to assist their pupils Bing a caring instructor will besides means that I have to supply more clip to be with my pupils. More frequently, I have to pass sometimes after my office hours to run into, to speak to and to hold duologue with my pupils about their demands. I know that for some instructors supplying more clip more than the official office hours is non easy, particularly if they have their ain household. Therefore, I have to advert about this job in order to do my pupils cognizant of the effects of being caring instructors. Will pupils appreciate being cared for? As a pupil, I know that I will hold more motive to larn if my instructor, he/she shows his/her attending and empathy to me, and if he/she asks me, if she/he wants to hold duologue with me and wants to assist me to work out my jobs, particularly in my acquisition. Another illustration is from Noddings. Based on her experience of the lovingness she got from her instructors made Noddings got the thought of supplying caring in the schools ( Smith, 2004 ) . Furthermore, based on my experiences pupils will truly wish being cared for. What are some of the challenges in developing a lovingness attack to instruction at UT? Actually, I merely want to use my caring instruction for myself. However, I have to see some challenges that I might hold. First, the challenges from the decision makers such as my caput of my unit, or my dean of the module ; possibly, they will oppugn me since I will necessitate more clip to assist my pupils in demands, and since sometimes I will hold some pupils waiting for me in forepart of my room. I think I have to explicate to my decision makers about why I do what I believe as my lovingness in instruction. Second, the challenge that I might confront possibly come from my other lectors, and the other staff of other units in UT. Possibly they will experience that I am unusual and it might go on that they will inquire the ground of my action about lovingness in my instruction, if this happens I can explicate about my believe of my instruction, but, I am trusting that my other co-workers will h old more understanding to my doctrine of instruction. Therefore, I believe that most of my academic friends have the same lovingness for their pupils, every bit good. The challenge that I might hold possibly come from my friends who are in charge in some units related with pupils ‘ personal businesss, for illustration, my friends who work in the enrollment or in the scrutiny unit. In UT some pupils sometimes have jobs related with enrollment unit or scrutiny unit. Therefore, I will frequently travel to the units inquiring for aid. Last, the challenges that I will confront in using my thought of caring are coming from my pupils. Even though my pupils largely are early childhood instruction instructors, or primary instructors, but I have to remind my pupils to perpetrate in acquisition and in practising this caring thought in their ain schoolrooms since their function as carers is really of import to their pupils ; possibly, to assist my pupils more, I can supply a batch of illu strations to give pupils the constructs and illustrations of how to make caring in their schoolrooms. In decision, I can state that implementing caring in my occupation as a instructor can assist me to care for others, and I believe by caring for others, I can assist others to go better people and, every bit good, I will larn to be a better individual. In the long tally, I hope, my pupils and I can assist to keep and to better our community to salvage our environment. And I hope by caring we can assist ourselves and our pupils go what Orr ( 1990 ) has in head in WHAT EDUCATION MUST BE FOR, which is to do more conciliators, therapists, refinishers, narrators, and lovers of every form and signifier. Therefore, by holding attention in my manner of life, I hope I can reply Orr ‘s inquiry about what instruction is for.

Phonetics and Phonology

REPUBLICA BOLIVARIANA DE VENEZUELA UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGOGICO DE CARACAS CATEDRA DE FONETICA Y FONOLOGIA ASIGNATURA: FONETICA Y FONOLOGIA II AN ANALYSIS OF A SPEECH SAMPLE IN WHICH UNDERLIE A VARIETY OF ENGLISH VOWEL SOUNDS Authors: Aymara Villasmil Daniel Rodriguez CARACAS, FEBRERO DE 2011 INTRODUCTION Throughout the years, a variety of famous linguists have made an attempt to define the difficult question of what language is. For instance, Halliday (1973) affirms that language is an instrument of communication among members of a social group.In relation to this, Gimson (1962) states that a language is a system of conventional signals used for a communication by a whole community. On the other hand, Whitman (1975) when trying to describe the concept of language establishes a particular connection between the use of language and the mental processes speaker experiences. He states that language, far from being independent of the mind, was so in extricably tied to the mind that the study of language was virtually the study of human mind.These different assumptions of what language is impel us, as future EFL teachers, to recognize the enormous responsibility teaching English as a foreign language involves. Due to the fact that we will necessarily have to handle several definitions of what language is and its components (syntax, grammar, phonetics and phonology, semantics,†¦) in order to help students realize the variety of elements they use when communicating with others.For instance, when teaching our students a language level such as phonetics and phonology, which primary involves pronunciation we have to make them aware that it is not only a matter of pronouncing sounds in isolation, but that these sounds are part of a communicative system the use in daily life. In relation to this, Strickland ( U. D ) states that learning a language, whether it is the mother tongue or a foreign one, is learning a system of sounds an d their arrangements in words and patterns of organization together with the concepts the words and patterns represent.The following written work has as a primary proposal, the analysis of a speech sample recorded from a beginner speaker of English language who read a four – paragraph newspaper article in which the following vocalic sounds were immersed: mid – low back /? /, low front /? / , mid -high back / /, mid – high front /? / . Through the record we will be analyzing the substitution the speaker made or not of any of the four vocalic sounds mentioned before.We will be explaining why the speaker made that substitution, which factors influenced in the substitution and finally, we will be giving a variety of suggestions / recommendations for the appropriated production of vowel sounds of English and the rest of the inventory sounds. General Objective ? To explain the transference the speaker makes when pronouncing the English vowels which do not belong / exi st to Spanish inventory sounds. Specific Objectives ? To demonstrate the articulatory features that influence the speaker when pronouncing English vowel sounds. To establish different factors that affect the Speaker when pronouncing English vowels. ? To provide students accurate and useful pronunciation techniques that will make them improve their pronunciation of English. ONE of the few surprises at the Golden Globes two weeks ago — you’ll be forgiven if you’ve already forgotten about that odd little broadcast — was the award given to â€Å"Carlos,† the French director Olivier Assayas’s five-hour-plus reconstruction of the life and career of the notorious terrorist of the 1970s and ’80s Carlos the Jackal.The award represented a high point of cosmopolitanism at a predictably parochial event: 11 languages spoken on screen; dozens of locations across Europe and the Middle East; a polyglot cast led by a Venezuelan star, Edgar Ramirez, wh o has the potential to become an international sex symbol. What more could you want from a foreign film? /w? n ? v fju s? rprajz? z ? t gold? n globz tu wiks ? go ju ll bi f? rg? v? n ? f ju vealready f? rg? t? n ? bawt t ? d l? t? l br? dk? st w? z ?w? rd g? v? n tu k? rlos, fr? nt? d? r? kt? r ol? vie assayas sfive- aw? r- pl? s rik? nstr? k n ? lajf ? nd k? r? r ? v not? ri? s t? r? r? st ? v 1970s ? nd 80s k? rlos d k? l. ?w? rd r? pr? z? nt? d ? haj p? jnt ? v cosmopolitanism ? t ? pr? d? kt? bli p? roki? l ? v? nt: 11 l gw? d z spok? n ? n skrin; d? z? nz ? v loke nz ? kr? s j? r? p ? nd m? d? l ist; ? p? liglat k? st l? d baj ? v? n? zwel? n st? r, dgar r? m, rezwho h? z p? t? n l tu b? k? m ? n ? nt? rn n? l s? ks s? mb? l. w? t m? r k? d ju w? nt fr? m ? f? r? n f? lm/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? / | | | | |/? f/ | | |Substitution of the mid-high front | | | | |vowel /I/ for the Spanish /i/ | |/ t/ | | | | |/l? t? l/ | | | | |/br? k? st/ | | |Back closing diphthong /ou/ instead of | | | | |the mid low back /? / in the first | | | | |syllable. | |/br? dk? st/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? in the second| | | | |syllable. | |/g? v? n/ | | | | |/ol? vie/ | | | | |/? nd/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? in the second| | | | |syllable. | |/k? r? r/ | | | | |/t? r? r? st/ | | |Substitution of the Mid- high front | | | | |vowel /I/ for the Spanish /i/ | |/sev? nt? / | | |Deletion of the mid-high back vowel. |/? nd/ | | | | |/e? t? / | | |Deletion of the mid-high back vowel. | |/d k? l/ | | | | |/? t/ | | | | | | | | | |/pr? ? kt? b? l/ | | |Substitution o the Mid- high front | | | | |vowel /I/ for the mid front in the | | | | |first syllable and substitution of Mid-| | | | |high front vowel /I/ for the Spanish | | | | |/i/ in the second syllable. |/? v? nt | | | | |/l gw? d z/ | | |Substitut ion of the low front vowel /? /| | | | |for the central /? / in the first | | | | |syllable. | |/? kr? s/ | | |Substitution of the mid-low back /? , | | | | |for the Spanish /o/ | |/? nd/ | | |Substitution of the low front vowel /? /| | | | |for the central schwa /? / in the second| | | | |syllable. | |/m? d? / | | |Substitution of the Mid- high front | | | | |vowel /I/ for the Spanish /i/ | |/k? st/ | | |Substitution of the low front vowel /? /| | | | |for the Mid-low back /? / | |/r? mirez/ | | |Substitution of the low front vowel /? | | | | |for the central Schwa /? / | |/h? z/ | | |Substitution of the low front vowel /? /| | | | |for the Mid-low back /? / | |/b? k? m/ | | | | |/? n/ | | |Substitution of the low front vowel /? | | | | |for the central Schwa /? / | |/? nt? rn n? l/ | | |Substitution of the low front vowel /? /| | | | |for the central Schwa /? / | |/? nt? rn n? l/ | | | | |/s? mb? l/ | | | | |/k? / | | | | |/f? lm/ | | | | Except that â€Å"Carlos† was not n ominated for the Golden Globe in that category (the winner was â€Å"In a Better World,† from Denmark): it was made for, and first shown on, French television, a fact that also rendered it ineligible for consideration — as a foreign-language or any other kind of film — by the Academy of Motion Picture Arts and Sciences, which announced its nominees last Tuesday.Mr. Assayas’s dark-horse victory at the Globes was for best miniseries or motion picture made for television. Fair enough, given its origins. Then again, â€Å"Carlos† has encountered its American audience in the way more and more foreign films do these days: on a handful of movie screens in big cities, and on cable and video-on-demand. So its exclusion from the Oscars seems somewhat arbitrary. /? ks? pt t k? rlos w? z n? t n? m? net? d f? r gold? n glob ? n t k? t? g? ri ( w? n? r w? z ? n ? b? t? r w? rld, fr? m d? nm? rk): ? t w? z med f? r, ? nd f? rst ? on ? n, fr? nt? t? l? v n, ? f? kt t ? so r? nd? rd ? t ? n? l? d b? l f? r k? ns? d? re n ? z ? f? r? n- l gw? d? ?r ? ni r kajnd ? v f? lm baj ?k? d? mi ? v mo n p? kt r ? rts ? nd saj? ns? z, w? t? ?nawnst ? ts n? m? niz l? st tuzdi. m? st? r. assayas sdark- h? rs v? kt? ri ? t globz w? z f? r b? st m? nisiriz ? r mo n p? kt r med f? r t? l? v n. f? r ? n? f, g? v? n ? ts ? r? d nz. n ? g? n, k? rlos h? z ? nkawnt? rd ? ts ? m? r? k? n ? di? ns ? n we m? r ? nd m? r f? r? n f? lmz du ? iz dez: ? n ? h? ndf? l ? v muvi skrinz ? n b? g s? tiz, ? nd ? n keb? l ? nd v? dio- ? n- d? m? nd. so ? ts ? ksklu n fr? m sk? rz simz s? mw? t ? rb? tr? ri/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? ks? pt/ | | |Substitution of the mid high front /I/ for | | | | |the mid front /e/ | |/ t/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? | |/? n/ | | | | |/ t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/k? t? g? ri/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? | |/w? n? r/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? n/ | | | | |/? t/ | | | | |/? nd/ | | |Substitution of the low front vowel /? for| | | | |the central Schwa /? / | |/t? l? v n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/f? kt/ | | | | |/ t/ | | |Substitution of the low front vowel /? for| | | | |the central Schwa /? / | |/? t/ | | | | |/? n? l? d b? l/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ in the second | | | | |syllable. | |/k? ns? d? re / | | | | |/? z/ | | | | |/l gw? d? / | | |Substitution of the low front vowel /? / for| | | | |the mid-front /e/ | |/en? / | | | | |/f? m/ | | | | |/? k? d? mi/ | | | | |/p? kt r/ | | | | |/? nd/ | | | | |/w? t? / | | | | |/? s/ | | | | |/l? st/ | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? / | |/m? st? r/ | | | | |/v? kt? ri/ | | |Substitution of the mid high front /I/ for | | | |the highest front /i/ | |/? t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/m? st? r? z/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/p? kt / | | | | |/t? l? v n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/g? v? n/ | | | | |/? ts/ | | | | |/? ? d nz/ | | |Substitution of schwa /? / for the highest | | | | |front vowel /i/ in the second syllable, | | | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ in the third | | | | |syllable. | |/h? / | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/? ts/ | | | | |/? n/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? d/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/f? lmz/ | | | | |/h? ndf? l/ | | | | |/ h? ndf? l/ | | | | |/? / | | | | |/b? g/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/s? tiz/ | | |Substitution of the mid high front /I/ for | | | | |the highest front /i/ | |/? d/ | | | | |/v? dio/ | | | | |/d? m? nd/ | | | | |/d? m? nd/ | | | | |? s | | | | |? ksklu n | | | | |? sk? rz | | |Substitution of the mid low back /? /, for | | | | |the Spanish /o/ |But so does everything else about the way the Academy deals with movies from the rest of the world. An elaborate and mysterious winnowing process pares down the thousands of potential nominees to five. This year they are â€Å"Dogtooth† from Greece, â€Å"Incendies† from Canada, â€Å"Biutiful† from Mexico, â€Å"Outside the Law† from Algeria and â€Å"In a Better World,† which might be considered the front-runner if you take the Globes as an omen. /b? t so d? z ? vri ?ls ? bawt we ?k? d? mi dilz w muviz fr? m r? st ? v w? rld. ?n ? l? br? t ? nd m? st? ri? w? no pr? s? s p? rz dawn ?awz? ndz ? v p? t? n l n? m? niz tu fajv. s j? r ? e ? r dogtooth fr? m gris, incendies fr? m k? n? d? , biutiful fr? m m? ks? ko, awtsajd l? fr? m ? ld ri? ?nd ? n ? b? t? r w? rld, w? t? majt bi k? ns? d? rd fr? nt- r? n? r ? f ju tek globz ? z ? n om? n/ |Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? vri / | | | | |/? k? d? i/ | | | | |/w / | | | | |/? n/ | | | | |/? l? br? t/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? | |/? nd/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | |/m? st? r? z/ | | |Substitution of mid high front /I/ for the | | | | |mid-front /e/ in the second syllable. | |/w? no | | | | |/ s/ | | |Replacement of the mid high front /I/ for | | | | |the highest front /i/ | |/j? r/ | | | | |/k? n? d? / | | |The speaker did not produce de vowel sound. |/? ld ri? / | | |Substitution of mid high front /I/ for the | | | | |mid-front /e/ in the second syllable. | |/? ld ri? / | | |Substitution of the low front vowel /? / for| | | | |the Mid-low back /? / in the first syllable | |/? n/ | | | | |/w? ? / | | | | |/k? ns? d? rd/ | | | | |/? f/ | | | | |/? z/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? | |/? n/ | | |Substitution of the low front vowel /? / for| | | | |the central Schwa /? / | â€Å"Dogtooth† came and went on a few American screens last spring, and â€Å"Outside the Law† had a brief run in December (and may return shortly); only â€Å"Biutiful,† whose globally famous star, Javier Bardem, was nominated for best actor, is likely to be playing now at a theater near you.The others will be released in the late winter or early spring, in the hopes of realizing some kind of box office bounce. The usual pre-nomination handicapping — the canvassing of critical opinion and the weighing of popular sentiment — does not apply to these movies, which might in principle make the choices less compromised, but in practice only serves to make them more confusing. dogtooth kem ? nd w? nt ? n ? fju ? m? r? k? n skrinz l? st spr , ? nd awtsajd l? h? d ? brif r? n ? n d? s? mb? r ( ? nd me r? t? rn rtli); onli biutiful, huz glob? i fem? s st? r, h? vi? r bardem, w? z n? m? net? d f? r b? st ? kt? r, ? z lajkli tu bi ple naw ? t ? ?i? t? r n? r ju. rz w? l bi rilist ? n let w? nt? r ? r ? rli spr , ? n hops ? v ril? jz s? m kajnd ? v b? ks ? f? s bawns. ju w? l pri- n? m? ne n h? ndik? p k? nv? s ?v kr? t? k? l ? p? nj? n ? nd we ?v p? pj? l? r s? nt? m? nt d? z n? t ? plaj tu ? iz muviz, w? t? majt ? n pr? ns? p? l mek t js? z l? s k? mpr? m? jzd, b? t ? n pr? kt? s onli s? rvz tu mek m m? r k? nfjuz / Phonetic Transcription |Well pronounced |mispronounced |Segment used for substitution | |/? nd/ | | |Substitution of the low front vowel| | | | |/? / for the central Schwa /? / | |/l? st/ | | |Substitution o f the low front vowel| | | | |/? for the low-back. | |/spr / | | | | |/? nd/ | | | | |/h? d/ | | | | |/? n/ | | | | |/? d/ | | | | |/? kt? r/ | | | | |/? z/ | | | | |/ple / | | | | |/? t/ | | | | |/n? / | | |Substitution of the mid-high back | | | | |vowel /I/ for the central diphthong| | | | |/I? / | |/w? l/ | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/? / | | | | |/w? nt? r/ | | | | |/spr / | | | | |/? n/ | | | | |/ril? jz / | | | | |/? ? s/ | | |Substitution of the mid low back | | | | |/? /, for the Spanish /o/ | |/h? ndik? p / | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/h? ndik? p | | | | |/k? nv? s / | | | | |/k? nv? s / | | |Substitution of the mid-high back | | | | |vowel /I/ for the Spanish /i/ | |/kr? t? k? l/ | | | | |/? p? j? n/ | | | | |/? nd/ | | | | |/we / | | | | |/w? t? / | | | | |/? n/ | | | | |/pr? s? p? l/ | | | | |/? n/ | | | | |/pr? kt? s/ | | | | |/k? nfjuz / | | | | METHODOLOGYAn IPC s tudent from the Second semester was selected for the recording of the speech sample which was one of the main concerns of this investigation. The recording was made on February 9th in a classroom of the IPC. The electronic device used was a low quality cell phone whose recording application allowed us to record the student’s speech and then, through USB connection, transferred the audio to the PC and copied the data in a CD-ROM. ANALYSIS OF THE RESULTS †¢ CHART N? 1 Production of the vowel sound mid – low back /? / in a text read by a student of the second semester at the IPC. | |Pronunciation | | |Sound | | | | | |Substitution | | |Well – Pronounced | | | | | |Mispronounced | | | | | |Substitution of the mid | |/? |0 |4 |low back /? /, for the | | |0% |100 % |Spanish /o/ in most of | | | | |the cases. | †¢ For the vowel sound low front /? / (fifty – three times). †¢ For the vowel sound mid -high back /? / (two – times). †¢ Fo r the vowel sound mid – high front /? / (eighty – two times). †¢ For the vowel sound mid-low back /? / ( four times) Sound |Right |Wrong |Substitution | | |2 |0 | | |/? / |100% |0% |None | |Sound |Right |Wrong |Substitution | | |57 |24 | | |/? |70% |30% |In most of the cases, | | | | |replacement of the mid high | | | | |front /I/ for the highest | | | | |front /i/ | Sound |Right |Wrong |Substitution | | |22 |31 | | |/? / |42% |58% |In most of the cases, | | | | |Substitution of the low front| | | | |vowel /? for the central | | | | |Schwa /? / | 1- The speaker’s most troublesome sound was the mid – low back vowel of English /? /, although its incidence in the whole article was very low, only four times. Nevertheless, the student substituted the English sound /? / whose lip- position is similar to the one of Spanish / o /, that is, slightly rounded. 2- After the mid-low back vowel, the most troublesome sound was the low front vowel /? /, due to the f act that the speaker substituted this sound /? / in most of the cases for schwa /? or Mid-low back /? /, in which the lips are slightly spread and the vowels for the substitution are lax (/? /) and tense (/? /) respectively. Some aspects that may cause trouble for the speaker is the word spelling, because sometimes they tend to get confused or doubtful when pronouncing a word, in the moment they see a difficult or uncommon spelling. RECOMMENDATIONS In order to facilitate our labor as future English teachers and to encourage our students to learn the language while developing effective skills, being speaking our main concern, the researchers selected a series of educational techniques: ? ReadingsAs future EFL teachers we have to expose our students to English language through â€Å"readings† in which students will find a visual stage (graphemes) and an auditory one (phonemes). Students will read aloud pieces of writings made by them or any selected reading material made by the teacher such as, short stories A Christmas Carol by Charles Dickens, To Build a fire by Jack London, or any play such as: Romeo and Juliet by William Shakespeare. Students will read or hear structures like: pot – stop, tip – sleep, car – bad and the will also be aware of the likenesses or differences among vocalic sounds immersed in the readings. Dictation EFL teachers must develop listening skill, so as a speaking one, in their students and this can be done through the appropriate use of dictation as a useful and realistic technique that will allow students to receive a phonic background and then to analyze the spelling data involved, that is, graphemes. The most important part of this method is that students will be able to create the pieces of writings that will be read by the teacher or among the classmates and whose content will be according to their interests and experiences, so student? creative expression will also be taken into account as essential par t of the learning process. ? Poetry According to Stuckland (1962) students like poetry first for its singing quality, for its rhyme, rhythm and all that goes into the melody of verse. That is, the enjoyable environment poetry creates when students interpret its content. Suggested poems will be: Hickory, Dickory, Dock by William Wallace Denslow in whose content are presented a variety of vowel sounds. CONCLUSIONSIn order to make our students aware of the different vowels in English, we as English teachers, have to clarify and exemplify several exercises for them, to make a distinction in pronunciation patterns of the sounds they can find more troublesome in English. We can write similar words in the board and provide a distinction of sounds to differentiate them, so students could see the pronunciation if we would practice with them the distinction and very essential, the spelling patterns for the English vowel productions and examples with these.Furthermore, if we teach these spelli ng patterns criteria and we practice the pronunciation of these difficult vowels for our students, they will assimilate and acquire a better understanding, specifically if we focus our attention on these vowels /? / and /? /. As another useful activity, we can encourage our students to produce the different vowels of English by different techniques, and be aware of common mistakes in the utterance of the mid-low back and /? / and the low front /? /.Regarding this, we can explain our students different techniques to practice in the classroom, such as reading activities, dictations, spelling patterns, pronunciation differences and others. Finally, we as EFL teachers have to be more sensible while listening to our student? s vowel production and when they find it difficult to make a distinction between the vowel systems of English and Spanish, and we can provide them with a comparison and contrast pattern, in order to provide them with the comprehension and accurate distinction between these systems, making their pronunciation more accurate. BIBLIOGRAPHICAL REFERENCESSAPIR, EDWARD  (1921)  Language: An Introduction to the Study of Speech. Harcourt Brace and Company, Orlando, Florida. STRICKLAND, RUTH (1969) The language arts. D. C Health and Company. Lexington, Massachusetts. A. C,GIMSON (1962) An introduction to the pronunciation of English. Reader in Phonetics, University College, London. A. C,GIMSON (1975) A practical Course of English Pronunciation, a perceptual approach. Edward Arnold Publishers, 25 Hill Street, London. ———————– Professor: Viktor Carrasquero Hickory, dickory, dock The mouse ran up the clock The clock struck one, The mouse ran down, Hickory, dickory, dock

Dr. Pepper Snapple Group Inc.

Action Plan: Dr Pepper Snapple Group, Inc. Energy Beverages Action Plan: Dr Pepper Snapple Group, Inc. Energy Beverages Inhoud Introduction. 3 Analysis. 3 The Market. 3 Competitors. 4 Customer behaviour. 4 Marketing Mix 4ps. 5 Product. 5 Place. 5 Price. 5 Promotion. 5 Recommendation. 6 Target Market. 6 Product Line and Positioning. 6 Marketing. 6 Advertisements and Promotion. 6 Pricing. 7 Introduction The history of Dr Pepper Snapple Group Inc. is very complex, but all started when Jean Jacob Schweppe invented the world’s very first carbonated mineral water in 1783.A young pharmacist, Charles Alderton from Waco, Texas made Dr Pepper in 1885. It was only sold in the pharmacy where Alderton worked. In 1970 in the New York -region health food store owners invented a new apple soda, Snapple. The Unadulterated Food Corporation owned Snapple and later it becomes Snapple Beverage Corp. Within the years companies were growing and ownerships have been changed and Dr Pepper Snapple Grou p Inc. has formed from different beverage companies. Today Dr Pepper Snapple Group Inc. is one of the most known and largest non-alcoholic beverage producers in the U.S. Dr Pepper Snapple Group Inc. is in both the flavoured carbonated and the non-carbonated soft drink businesses. The most known brands are Dr Pepper, 7UP, A&W and Canada Dry. In 2007 Dr Pepper Snapple had an 18, 8 % share of the U. S. carbonated soft drink market segment. Dr Pepper Snapple was the only big non-alcoholic beverage company without its own energy drink in 2008. Basically Dr Pepper Snapple Group Inc. was struggling with a problem whether it should produce its own energy beverage or not.The main issue was would the launch of a new energy beverage be profitable and a wise investment for the future? Moreover, how can the new energy drink compete with other huge brands? There are several difficulties and elements to evaluate before entering the energy beverage market, such as the market itself, competitors, co nsumer behaviour and marketing. Analysis The Market The energy beverage market is one of the fastest growing and most innovative segments of the current beverage market. Red Bull, Monster Energy, Rockstar and hundreds of similar positioned brands had estimated sales of 6. billion dollars in 2006. From 2001 till 2006 the annual growth rate of the energy beverage market was 42. 5%. However, analysts are now projecting an average annual growth rate of 10. 5% from 2007 till 2010. This, we conclude, is due to market maturity, increased price and increased competition. In addition, one should also note that consumers in this market only choose up to 1. 4 different brands, which tells us the market is very loyal to existing brands. If a brand can build and maintain a sufficient customer base, they will benefit from loyal recurring buyers.The difficult part however is getting these loyal customers. Due to the above mentioned conditions, we find it a viable statement to describe the energy b everage market as profitable but tough. The market can be segmented through three main attributes; demographic, geographic and psychographic. As for demographic, the most profitable customers are male between the age of 12 and 34. However, we can’t say anything towards the income level, race and ethnicity of the consumers due to lack of information. We further believe that energy beverages are mostly onsumed in urban and suburban areas. If we in turn look at regions, we can state that the main consumption of energy beverages takes place along the west and east coast of the US. Psychographic segmentation shows us that the main parts of the market, the greatest consumers of energy beverages, are gamers, students and athletes. These groups of people look for an energy boost, to improve mental alertness, as refreshment and for the taste. Competitors The main competitor in the energy beverage market is Red Bull.The brand was introduced in 1997 and was the pioneer of its time. Red Bull has a high brand awareness due to its massive advertising efforts. For example: Red Bull Stratos  was a  space diving  project involving  Austrian  skydiver  Felix Baumgartner. Baumgartner broke the  sound barrier  on his descent,  thus becoming the first human to do so without any form of engine power. Eight million people viewed the Red Bull Stratos project live and hundreds of millions of people heard about it via every kind of media creating a massive publicity flow towards Red Bull.Currently Red Bull is the market leader, however, due to high prices and the increased competition Red Bull is losing market share and sales. Hansen Natural Corporation (HNC) is another strong competitor. They produce and manufacture a wide variety of non-alcoholic beverages in the U. S. However they are known for their energy drink: Monster, which we see as one of the most promising new energy drink brands. Recently HNC have benefited from distribution agreements. For example: Anheuser-Busch wholesalers distributed the brand to retailers in different territories in the US in 2007.They also distribute to on-premise retailers. This includes bars, nightclubs and restaurants in territories selected by Hansen Natural Cooperation. Furthermore, Monster Energy focuses on a specific age group. They focus on gamers, Extreme Sports enthusiasts and the hip-hip crowd. This enables them a huge market, mostly with the gaming community. The last prominent competitor is Rockstar Inc. Rockstar was introduced in 2001 and is distributed by the Coca-Cola Company. Rockstar, alike Monster, focuses its efforts on the gaming and extreme sports community.As of 2008 Rockstar holds a 14% market share in the US and thus, it must be considered to be a competitor. Customer behaviour The heavy user of energy beverages can be described as male between the ages of 12 and 34. According to statistics, the average American would consume about 4. 32 litre of energy drink a month. The beverag es are primarily consumed in the late afternoon and early in the morning. Most frequently, consumption takes place at home, in the car and at work/school. We can also state that convenience stores and supermarkets are the most dominant off-premises retail channel for energy beverages.The major reasons for the use of energy beverages are the need of an energy boost, for improving mental alertness, as refreshment and for taste. As previously stated, customers are loyal towards their brand though we still believe people will be willing to try a new product if it seems interesting and appealing enough. If the potential buyer is then satisfied with the product, through for example interesting brand, product fits their needs, is user-friendly and easy to access, loyal customers can be attained. Marketing Mix – The 4Ps ProductThe product is an energy drink which tastes good and gives a boost and refreshment to its users. The main ingredients which give the boost and taste are caffei ne, guarana and taurine. Probably stevia could be used as a sweetener; because it differs from competitors sweeteners. The product should be suitable for men who are 12-34 years old. The package should be convenient, for example a bottle with a screw cap since no other brand has such packaging. Also the size of the package is very important, since the 8. 3-ounze is the most popular but 16-ounze size represents 50 % sales in convenience stores.Place Dr Pepper Snapple Group Inc. bottling and distribution system supplies both off-premise and on- premise retailers, but off-premise retailers are more potential and efficient to the new energy beverage. Off-premise retailers contain massive part of the whole energy beverage sales. Price 2, 00$ per single-serve package is the normal retail price in the energy beverage industry regardless of package size. Promotion In order to launch the new energy beverage, introductory media advertising and promotion expenditures are essential.Even though Dr Pepper Snapple Group can’t afford the same kind of expensive marketing and sport sponsorships as their competitor Red Bull does, but by using efficient channels the new energy drink can still reach potential customers. Recommendation Target Market When Dr Pepper Snapple Group Inc. decides to introduce a new energy beverage on the market we recommend them to focus on male consumers between the age of 12 and 34. These consumers are, according to the statistics, the most profitable. They consume about 4. 32 litres of energy drink a month.The main consumers in this target market would be gamers, students and athletes. Furthermore, we recommend that Dr Pepper Snapple Group Inc. should focus on consumers that consume their energy beverage at home. We believe it is now very difficult to get a stronghold in on-premises as they are very loyal towards Red Bull and Monster energy drinks and therefore advise to focus on off-premises for selling the energy beverage. Product Line and Po sitioning When it comes down to the product line of Dr Pepper Snapple Group Inc. nergy beverages, we recommend they should firstly offer one flavour of energy beverage. This flavour can come both in a regular and sugar-free version. Furthermore, we recommend they should introduce a single-serve aluminium bottle shape with a resealable screw cap. By introducing this bottle we believe Dr Pepper Snapple Group Inc. can diversify from its competitors as they all have aluminium cans that upon opening can’t be closed. Furthermore, these bottles should be offered as a single serve to the consumers and with a 8-ounce content.We recommend that the brand should firstly get a stronghold onto the energy beverage market before offering multipacks and maybe even bigger sized bottles to its consumers. This also includes for introducing different kinds of energy beverages. These can be introduced onto the market when they have a build a strong and loyal brand. The current brands offer its con sumers â€Å"Energy† and â€Å"Mental Alertness† as benefits for drinking their energy beverages. As a competitive advantage Dr Pepper Snapple Group Inc. could offer an increased amount of caffeine, herbs and B vitamins per 8-ounce servings.Marketing Advertisements and Promotion In order to launch the new energy beverage, an introductory media advertising and promotion expenditures are essential. Even though Dr Pepper Snapple Group can’t afford the same kind of expensive marketing and sport sponsorships as their competitor Red Bull does but by using efficient channels the new energy drink can reach the potential customers. We recommend the use of social media like Facebook and Twitter. Dr Pepper Snapple Group Inc. has a free way to communicate with their potential consumers via social media.They have the opportunity to start contest and create a loyal group of followers. Furthermore, we recommend Dr Pepper Snapple Group Inc. to sponsor events to gain higher bran d recognition. Moreover, the bottle is an interesting way of getting the attention by having contest if they buy the bottle they can win tickets to a certain event which they could sponsor. Pricing When it comes down to pricing we recommend to be in the $2. 00 range. This price is offered by most of its competitors and is a price consumers are willing to pay for an energy beverage.However, we also think there is a possibility to have discounts or: â€Å"buy three bottles get one free† pricing to get the attention of the consumer. We also recommend tosee if an agreement can be made with large retailers such as Walmart to offer value packs at lower prices, this of course when the brand is settled in the market. In the end we believe that if Dr Pepper Snapple Group Inc. follows these recommendations here above they have will have an energy beverage that can compete in the current energy beverage market and be one of the main competitors due to its diversified product- and price offering.References Kerin, R. & Peterson R. (2013). Strategic Marketing Problems: Cases and Comments. Pearson. ——————————————– [ 1 ]. Kerin, R. & Peterson R. (2013). Strategic Marketing Problems: Cases and Comments. Pearson. [ 2 ]. Kerin, R. & Peterson R. (2013). Strategic Marketing Problems: Cases and Comments. Pearson. [ 3 ]. Kerin, R. & Peterson R. (2013). Strategic Marketing Problems: Cases and Comments. Pearson. Exhibit 2. [ 4 ]. Kerin, R. & Peterson R. (2013). Strategic Marketing Problems: Cases and Comments. Pearson. Exhibit 2.

Foreign Policy of United States Essay Example | Topics and Well Written Essays - 1500 words

Foreign Policy of United States - Essay Example During this time, among other things was the settling of the West and the Indian Wars. The United States signed the Treaty of Guadalupe de Hidalgo in 1848 which gave the Southwestern lands to the United States. This began the migration west and the Indian Wars began. This time was marked by much sadness and death. Most of the western lands belonged to different Indian tribes. All of those tribes depended on their hunting grounds to survive. There was much to lose in the loss of their lands. Life would disappear as they knew it. As the white man continued to move into the area, with them came buffalo hunters and white ranchers. These people killed buffalo by the millions just to get their pelts and trampled the land. The people began to starve and there was no way to feed the women and children of the tribes. The government established treaties with most of the tribes giving them rations of food and clothing to allow pioneers to pass through their lands. Most of these pioneers came with the thoughts that the only good Indian is a dead Indian. The Indians land was taken from them and they continued to be forced onto to reservations that were on land that was mostly worthless. They could not hunt and the land would not support stock or farming. Even those that fought back like Sitting Bull and Red Cloud were eventually defeated. The Trail of Tears which was the removal of five Tribes from Southeast Oklahoma Cherokees were marched to a reservation. The march killed most of the old people and many of the women and children. It was a loss that the Cherokee and most of the white people of today will never let be forgotten but was only one example of the many cruelties that these People withstood. The Battle at Wounded Knee is another. In this case essentially a whole tribe was shot dead in camp. It is hard to see it as a Battle, as it seems it was pretty one sided. 1914-1919 Woodrow Wilson who was known as the President of the people was President at this time. He was the idealistic President and up until the time we entered World War I, the country was isolationist in values. Wilson changed many things in this country during that time. He believed that government should be for the common people and during his first term he helped farmers with the Federal Farm Loan Act and the Warehouse Act. The Farm Loan Act allowed low interest loans available to farmers and the Warehouse Act authorized them to have security loans on staple crops. Social welfare programs were started. Workman's compensation began to protect workers and the Child Labor Act began. The Child Labor Act only allowed products produced by children 14 or older to be sold. He followed that with the Adamson Act which only allowed children to work an 8 hour day. The Underwood Act established the first income tax and that was felled by the Federal Reserve Act. All of these things happened because of Wilson's idealist attitude (Ferrell, 2001). Unfortunately the idealistic attitude that helped the country so much also led to it entering World War I. Some say that Wilson had it in mind from the very beginning to enter the war and others say it was because of his pride (Hoover, 2009). We will probably never know the answer to that. Whatever

Male and female consumer buying behaviours Essay

Male and female consumer buying behaviours - Essay Example Two California companies, Jan Stuart and Inner-Face also launched men’s lines during the 1980s that flopped. â€Å"Skin treatment lines for men have come and gone, because the population just wasn’t ready.† Said Pamela Baxter, VP-Marketing at Aramis. But the expanding number of over-35 men led Aramis execs to believe that there is now a legitimate men’s market. Aramis recently launched Lift Off!, an alpha hydroxy acid (AHA) product for men. The overall men’s cosmetic market is now too tiny to count, Baxter said, but Aramis estimates Lift Off! could eventually account for as much as 12% of sales. However, it is still undecided on an overall marketing strategy. â€Å"It’s easier to sell a man if a woman is with him,† said Baxter. Aramis has two radio commercials in test in Kansas City, Dallas, and Miami. One targets men, and the other is aimed at women (Campbell, 2000). Men are often introduced to skin lotions by their wives or girlfrien ds. When Beauticontrol, a Dallas-based direct-sales cosmetics company, introduced an AHA product called Regeneration last year, â€Å"We had wives writing to us saying their husbands were using the product and loved it,† said Ed Hookfeld, director of product marketing. The company packaged the same lotion in a gray and black box, shot a new ad campaign featuring CEO Dick Heath, and renamed the product, Regeneration for Men. Wendy Liebmann, president of New York-based WSL Marketing, said there is a potential for growth in men’s cosmetics, but cautioned against expecting dramatic sales increases.† You’re talking about educating somebody who washes their face with soap and shaves,† she said (Campbell, 2000). Chad Schexnyder of New Orleans remembers how it used to be; approaching the counter of a local drugstore with a bottle of Noxema in his hand, the cahier accosted him. â€Å"This is for women,† she said with a dismissive air. â€Å"I’v e never seen a man buy Noxema.†

To Build a Fire by Jack London analyze Essay Example | Topics and Well Written Essays - 750 words

To Build a Fire by Jack London analyze - Essay Example Various literary devices such as repetition, flashback and irony help reveal the idea that the man in the story is foolish and that his foolishness leads to his death. Repetition is one of the most obvious literary devices employed by London in order to somehow instill in the reader that the man in the story persists in being stubborn about not heeding the repetitive instructions that nature gives him. One of the most recurring statements in the story is â€Å"It certainly was cold† (London). This particular line appears several times throughout the story, is repeatedly rephrased in many parts, and is portrayed in such vivid imageries of cold. One line that particularly refers to this recurring coldness is â€Å"Once in a while the thought reiterated itself that it was very cold† (London). This particular repetition actually serves as a constant reminder for the man in the story to stop or turn back lest it should be too late to avoid death. Nevertheless, the man goes o n and even thinks that the idea of the cold is funny and that trying to survive it is ridiculous: â€Å"What were frosted cheeks? A bit painful, that was all; they were never serious.† (London) Another instance of repetition that demonstrates the man’s folly is â€Å"Fifty degrees below zero was to him just precisely fifty degrees below zero† (London). This particular line shows how literal the man can get when it comes to interpreting the cold temperature. He knows that it is in fact cold but despite the repeating thoughts of coldness, he remains â€Å"without imagination† (London) and he cannot see through the â€Å"significances† of things. (London) Another particular instance of repetition that abounds in the story is found in the following line where the words â€Å"below† and â€Å"zero† are repeated several times somehow for the purpose of reminding this stubborn man that he must either turn back or die: â€Å"In reality, it w as not merely colder than fifty below zero; it was colder than sixty below, than seventy below. It was seventy-five below zero. Since the freezing-point is thirty-two above zero, it meant that one hundred and seven degrees of frost obtained.† (London) Still, the following line with the word â€Å"cold† repeated four times is one more instance where the author finally hints that the man’s foolishness perhaps run in the blood because somehow he has repeatedly ignored nature’s warnings: â€Å"This man did not know cold. Possibly all the generations of his ancestry had been ignorant of cold, of real cold, of cold one hundred and seven degrees below freezing-point.† (London) Moreover, it is also possible that the repetition in the story has the purpose of achieving a sort of â€Å"hypnotic impact† and to â€Å"produce a mood that is at once somber and sinister† (Labor & Hendricks). The idea of coldness repeated several times in the aforemen tioned lines somehow help create this â€Å"somber and sinister† mood, and may even foreshadow the cold death that the man is to experience toward the end of the story. There is also a hint of irony embedded in this repetition. The repetitive mention of the word â€Å"cold† and the other elements of cold somehow â€Å"reinforce the irony of the man’s failure to recognize [the cold’s] ‘extended’ reality† (Pizer). In short, the irony is that regardless of the fact that the

Can we identify a compound that could be added to spermatozoa in vitro Assignment - 1

Can we identify a compound that could be added to spermatozoa in vitro to enhance their motility - Assignment Example In particular, sperm motility is an important parameter because it indicates the integrity of the sperm tail and axoneme structures as well as the status of mitochondrial metabolic machinery (Saharkhiz et al., 2013). The World Health Organization uses a 40% cut off as the lower limit of progressive sperm motility. Although the exact cause of asthenospermia is not clear, there is growing evidence that it may arise due to hyper-viscosity of semen, varicoceles, autoimmunity of the sperm cell, and necrospermia resulting from immotile cilia (Kartagener) syndrome (Saharkhiz et al., 2013). Overall, reduced sperm motility indicates epididymal or testicular failure that can be caused by various factors. Currently, treatment of male infertility has focused mainly on the traditional in vitro fertilization (IVF) approach and newer interventions such as micro-epididymal sperm aspirations and microsurgical fertilization. However, these techniques are uncommon in andrological practice. Current research efforts in this area focus on the use of chemical stimulation of spermatozoa. A number of chemicals can stimulate sperm motility including the addition of compounds known to exhibit phosphodiesterase inhibition (PDEI) activity to enhance sperm motility in vitro without compromising sperm morphology and function. PDEIs are a class of related compounds such as pentoxifylline (PTX) that selectively catalyze the hydrolysis of 3’ phosphate bond in cyclic Adenosine Monophosphate (cAMP) phosphate or cyclic Guanosine Monophosphate (cGMP). In one of the pioneering studies on in vitro stimulation of sperm motility, Shen (1991) demonstrated that Pentoxifylline (PTX) increases motility (velocit y) of ejaculated human spermertozoa both in in vitro aesthenozoospermic samples in oral therapy. Related studies have shown that PTX added in sperm suspensions increases sperm motion within 10 days with the motility characteristics persisting

Management theories and methods in Construction Projects Essay

Management theories and methods in Construction Projects - Essay Example The leader has to lead the team and train them at the same time. A true leader is supposed to find out the root causes of issues and solve them in a way which is thoroughly acceptable to various individuals involved (Nicholas, 1990). In the current scenario, the sub-contractor team is not working properly because of the lack of motivation in them. It is the job of the leader to identify this issue and devise a strategy to motivate the team and boost their morale. Leaders must have high degree of emotional intelligence for identifying the hidden aspects of the issues and for finding out solutions to them. Understanding the mindset of employees and workers is very important because it aids the management in catering for the employees. the needs theory clearly explains how a leader can take control of a scenario and achieve the maximum output. In the current scenario, the mindset of the subcontractor team should be analyzed thoroughly for identifying the problem (Goleman, 1998). Maslows theory of motivation provides the leaders with an easier way of attending to the employees. Since the sub-contractor has gained other contracts with the organization as well, he might have achieved his personal targets already and that is why he is not interested in ensuring quality work. The style theory asserts that managers have different styles of leadership and their employees often respond to each theory differently. The leader in this case first identified the issue, after that there is a simple talk with the sub-contractor in order to help improve on efficiency. As the construction site manager, my responsibility is to convince the sub-contractor about the benefits of working efficiently (Linstead, Fulop & Lilley, 2004). A true leader should be able to convince the employees, workers and sub-ordinates that individual and personal targets can only be achieved if the project is successful. The delays and inefficiency of one team is detrimental for

Twelfth Night and The Winter's Tale Essay Example | Topics and Well Written Essays - 1500 words

Twelfth Night and The Winter's Tale - Essay Example These fools are not used for entertainment purpose alone and suggesting that they were frequently employed by Shakespeare to provide a comedic relief to the audience from dark heaviness of the main action is empty mockery. However, this much is also true that in most Shakespearean plays it seems as if the scenes of clowns are almost strategically placed after particularly violent or dark scenes. The purpose of this essay is to contemplate the role of clowns in two very popular comedies by Shakespeare namely Twelfth Night and The Winter’s Tale to analyze if clowning is employed merely for comic relief or it also works to convey the message of the dramas. Feste is the name of clown who appears in Twelfth Night and is especially favored by Olivia who is the very beautiful countess and has given Feste full authority to cross boundaries and say whatever he likes (LitCharts) understanding his knack for humor and intellect. But, is Feste used by Shakespeare to make jokes alone which have no deep meaning to them or convey no meaning as suggested by some critics that clowns are mainly used to provide comic relief? The answer is a clear no because in the beginning of the play when Olivia is introduced terrifically grieving over her dead brother and displaying no signs of moving on with life, Feste makes a very bold gesture by telling Olivia to quite her mopping attitude which has actually become quite ridiculous. He does not only make silly or shallow remarks about the way she cries or stays melancholic, but illustrates a very important message of life by claiming that it is not him but Olivia who is acting like the real fool wasting all her energy in mourning instead of concentrating on her life. This critically important statement is made by no other character but Feste which suggests that the role of clowns is used by Shakespeare in his plays to both calm the readers and highlight the weaknesses of other characters which are otherwise untouchable and cannot be reproached by anyone. In addition to that, he also thinks that witty criticism is his prized prerogative. So, he is frequently seen driving others mad particularly Olivia’s greedy and wasteful uncle Toby Belch who is one of the favorite targets of Feste. Given the nature of his brilliant criticism and the way he digs with acute intelligence into dark aspects of other serious-natured characters, this much is obvious that Feste is no ordinary fool but an exceptionally smart jester who is a genius with punning. Viola (Cesario), another heroine of the play, describes Feste as the wisest cat in the play. Why would Feste be described as the wisest cat in town were his job cracking jokes alone as assumed by some critics to provide comedic relief from tension of the main plot? In fact, he is described in this manner by others because his intellect of smart wordplay is secret to none and everybody, even those who resent him like Olivia’s uncle, acknowledge the brainpower of thi s enormously powerful Shakespearean clown. He not only picks on the clear weaknesses of others around him, but also has a real talent for shrewdly observing grave or serious situations (Geraghty). He makes people laugh over his wise puns and also makes a good living out of it. He accurately measures the ridiculousness of the starting scene where Olivia is dressed up like a nun for grieving purpose and mockingly characterizes her silly attitude as plain unnecessary and stupid

Porters Management Essay Example | Topics and Well Written Essays - 2500 words

Porters Management - Essay Example This essay stresses that the management styles or the fourth factor that was described by Porter has become very blurred. A dynamic approach is required towards management of organization and it has become imperative to follow a management practice that is sustainable. It has been observed that shareholders have become very demanding and the excessive reliance of the business enterprises on the capital market have made it important for organizations to depend on information in a timely manner. This paper makes a conclusion that the case of national competitive advantage over comparative advantage, an idea created by Porter has both been a source of debate and discussion. A discussion in this topic reveals that the traditional competitive model described by Porter using the developed countries can also be extended to certain other developing countries as well. The case of Ireland, India, Singapore, Korea and Saudi Arabia has revealed that Porter’s model of national competitive advantage is still relevant to explain competitiveness of these nations. All of these nations have developed their competitive advantage over time and provides a thriving climate both for domestic and international businesses. However, there are certain aspects of Porter’s model that is not relevant in present case. For instance, the management styles that have been described by Porter for specific countries are no longer valid in the present organizational structures. The financial cris is of 2008 has revealed that excessive speculation can be extremely dangerous.

Senior Philosophy EXAM 3 Study Guide Essay Example | Topics and Well Written Essays - 1250 words

Senior Philosophy EXAM 3 Study Guide - Essay Example Hence, Epicurus concluded that we should not live in fear of death (Epicurus, 510). 2. According to Dawkins, animal fighting is restrained and gentlemanly in the following way. Animals do not necessarily fight to eliminate their rivals because, by doing that, they would mostly likely be endangering their lives even more. Dawkins argues that in a complex system of rivals, it might be advantageous to your other rivals if you eliminate one of them; your other rivals might stand to gain more from the elimination than you. For this reason, Dawkins argues that animal fighting is, in most instances, based on the advantages that would accrue from the fighting and as a result, animal fighting in most cases are restrained and gentlemanly. 3. Rand claims that Altruism permits no concept of self-respecting, self-supporting man, and no concept of justice. To support her claim, Rand contend that Altruism as an ethical theory is based on the false idea that, anything that is good for an individual( for selfish interest) is morally bad, while what is good for other people, not an individual, is morally right. For this reason, Rand argued that Altruism has no room for people first fulfil their own interests before catering for the interests of other people. For this reason, Rand claims that Altruism is against the virtues of self-respect, self-supporting, and the virtue of justice. 4. In his account of happiness in the Nicomachean Ethics, Aristotle makes it clear that happiness is not merely a feeling or a sensation. For Aristotle, happiness is the highest and final good for all activities of man. As such, any man’s activity is aimed at attaining happiness for man. Happiness, therefore, is the final end of all human being’s endeavour and human beings seek happiness for its own sake. All the other good that human beings seek, for instance pleasure and honour, may be sought partially for their own sake, but ultimately they will be sought for the sake of happiness. F or that reason, happiness cannot be sensation or feeling because feelings and sensations cannot be the final end, pleasurable feelings are sought for the sake of happiness, which is the highest good. Hence, happiness is not simply a feeling or a sensation. 5. According to Immanuel Kant, it is morally wrong for one to take a loan and promise to repay it, while one knows that they will not be able to repay it. To support his claim, Kant used his moral maxim, i.e. the categorical imperative to judge whether or not such an action is morally justifiable. The categorical imperative states that, in moral dilemma, you should always act in a manner that you would wish your manner of acting to be made a universal law, applicable to all similar cases. Kant, therefore, argued that since one would not wish breaking promises to be made into a universal law, it is, therefore, morally wrong for one to fail to repay a loan that they had promised to repay. 6. According to Mill, one can tell whether o ne pleasure is of greater quality than another by the use of the following criteria. If people are asked to choose between two pleasures, pleasures of which they all have prior experience, the pleasure that majority of people will choose, not due to moral obligations or for any other reason, but for the sake of the pleasure itself, then that pleasure that is proffered by the majority of people is of higher quality than the other pleasure that was preferred by only a

Circular Dichroism and Secondary Structure of Proteins Essay Example for Free

Circular Dichroism and Secondary Structure of Proteins Essay Proteins are vital to an organism life; they are involved in nearly all cellular functions. It is an essential part of enzymes, the cellular membrane, active transport, protein synthesis and wound healing. Because one relies so heavily upon proteins and its function the structure of proteins is also very important. â€Å"The way a protein will fold over its self-determines how it interacts with other chemicals in its proximity, primarily because of different attractive forces being subjected at specific angles from certain amino acids on the protein’s primary structure and the final shape in the tertiary and quandary structure (Circular dichroism ). † The structure of proteins can range from simple to complex molecules. Proteins may consist of a primary, secondary, tertiary, and quaternary structure. The secondary structure consists of hydrogen bonds which join amide and carboxyl groups. These bonds aren’t far from the backbone of proteins. This structure is capable of structures such as alpha helicies, beta sheets, and beta turns (Jim, 2007). The physical, secondary structure is important because it helps in determining the activity of a protein. Circular Dichrosim spectroscopy has been identified as prevalent application used in structural biology in determining whether a protein is folded, characterizing its secondary structure, tertiary structure, and the structural family along with other uses as well (Circular dichroism ). Circular dichroism, CD spectroscopy has defined a form of light absorption spectroscopy. It measures the difference in the absorption of circular polarized light by a substance on the right and left. The secondary structure of a protein can be analyzed between the spectrum of approximately 260 and 180 nm. Estimates of secondary proteins can be compared to X-ray crystallography or NMR (Kelly, Jess, C., 2005).The structures identified in this spectrum are the alpha helix, parallel and antiparallel beta sheet, and turns (Berndt, 1996). The only drawback with CD is that even with the implied spectrum, it has been found that there is no exact standard reference spectrum for a pure secondary structure. Synthetic homopolypeptides used to obtain reference spectra are in general, poor models for the secondary structures found in proteins (Berndt, 1996). The CD signal reflect the entire molecular population; it can determines how much of a certain structure and protein contains. It cannot determine the specific residues involved in the alpha-helical portion. In Circular Dichroism a linear polarized light passes through a optically active sample of a protein. This protein has a different absorbance for components. The amplitude of the stronger absorbed component will smaller than that of the less absorbed component. A projection is created of the resulting amplitude. The result is no longer a linear line but and ellipse (PARTHASARATHY, 1985). Different analyses have been developed to help with various contributions that arise from the different types of secondary structures present in a single molecule. The use of reference spectra have been created from known protein structures to help find the overall and secondary structure of unknown proteins (Whitmore A., 2007). â€Å"Recently a new reference dataset of SRCD spectra of proteins of known structure, designed to cover secondary structure and fold space (Berndt, 1996).† Works Cited Berndt, K. D. (1996, May 31). 4.2.1 Circular dichroism spectroscopy. Retrieved October 02, 2012, from 4.2.1 Circular dichroism spectroscopy Circular dichroism . (n.d.). Retrieved October 02, 2012, from APlab: http://www.ap-lab.com/circular_dichroism.htm Jim, C. (2007, August). The Structure of Proteins. Retrieved October 02, 2012, from Chemguide: http://www.chemguide.co.uk/organicprops/aminoacids/proteinstruct.html Kelly, S. M., Jess, T. J., C., P. N. (2005). How to study proteins by circular dichroism. Biochimica et Biophysica Acta 1751, 119 – 139. PARTHASARATHY, M. (1985). Protein secondary structure from circular dichroism spectra. Proc. Int. Symp. Biomol. Struct. Interactions, 141-149. Whitmore, L., A., W. B. (2007). Protein Secondary Structure Analyses from Circular Dichroism. Biopolymers, 392-400. `

Effect of Globalisation on Spatial Patterns of Economy

Effect of Globalisation on Spatial Patterns of Economy Globalisation and the spatial structure of the economy: Critically discuss how changes related with globalisation can affect cities and the spatial patterns of economic activities? Globalisation has become one of the key concepts in the social sciences at the turn of the twentieth century. A term that has come to be used globally which relates to the processes of social relations acquiring relatively distance-less and borderless qualities that place can be argued as a homogenous landscape (Scholte, 1997). However as Julius (1997) finds there is confusion about globalisation continuing within the disagreement over whether it is â€Å"a process or an end-state†. Globalisation can be seen as the world-wide interconnectedness between nation-states. In which social arrangements such as power, culture, politics and norms become intangible from their spatial context due to the acceleration, diffusion and expansion of transnational flows of people, goods, finances and information (Berkens, 2004).Globalisation can be seen as essentially a process driven by economic forces, having profound effects on cities and the economy (Sideri, 1997). Globalisation can be argued as a more recent expansion of the previous emerging relationship between urbanisation, industrialisation and economic development which initially began in Western Europe in the late fourteenth century; associated with the development of European wide trade links (McCann, 2013). However the concept can date as far back to Colonialism and the colonial power of Europe. The first era beginning with the arrival of Christopher Columbus in America (1492) combined with the expansion of the Spanish and Portuguese empires (Friedman, 2007). This westward colonial expansion of Spain to America after 1492 proceeded the sixteenth century with the transatlantic trade links; the first economic global expansion for European countries, the development of overseas empires in non-adjacent regions (McCann, 2013). This concept enabled globalisation to be defined as an economic structure whilst being a political phenomenon, shaped by negotiations and interactions between institu tions of transnational capital and nation states (Guttal, 2007). Dating Globalisation back to the colonisation of Asia, Africa and America alongside the search for new markets and sources of wealth fanned by the industrial revolution; resulted in the production of international commodity markets and mercantilist trade (Guttal, 2007). By 1800 Britain was argued as most industrialised country in the world due the enhancement of the industrial revolution. London was seen as the second largest city in the world and some 57% larger than Western Europe’s second largest city (McCann, 2013). Due to the establishment of colonies and industrial trade links since the Second World War much of the world has become more interlinked through innovations and advances within transportation, communication and information technology (Guttal, 2007). During the 1980’s the development of engineering techniques and technologies facilitated the reduction in skilled labour and movement towards machinery within batch production. Variety and availability being the main drivers of these advancements resulted in an alteration of the economy; a reduction of jobs and movement of manufacturing out of the city to suburb locations (Duffy, 1995). Furthermore labour intensive sectors located in innermost locations such as clothing and tobacco have been outsourced overseas to cheaper labour intensive factories in order to maximise profit. The new jobs created will need white collar workers and will require meeting the need of the consumer, so location needs to optimise their competitive advantage (Duffy, 1995). By the latter of the twentieth century there was an unprecedented increase in economic capacities, power and reach of private corporations which many were operating transnational. New York was seen as the principal city whilst all cities had become the economic engines increasing in size and increasingly interlinked (McCann, 2013). Globalisation has been as a result of modernisation and capitalist expansion, engaging the incorporation of all economic movement into a â€Å"global† homogenous market place. Materialisation of this integration is due to the collapse of nation barriers to external trade and finance centres, deregulation of the economy, expert driven economic growth and the facilitation of free market capitalism (Guttal, 2007). The modern structure of regions has enabled regional organisations to combine highly contrasting elements of zones of abandonment, with areas of primary resources whilst comparing and contrasting the reurban/suburban areas to the outlook of the urban zones (Claval, 1998). In the past decade the notion of globalisation yielded numerous pieces of literature and has led to widespread debates over the explanation. Various disciplines have deliberated the subject area merely concluding that the concept involves change whilst new arrangements are emerging that differs from those in previous times (Berkens, 2004). This notion of change has altered cities and economies spatially. Globalisation has led to the homogenisation of consumer tastes, the amalgamation and expansion of corporate power, increases in wealth and poverty, the â€Å"McDonalisation† of food and culture and the growing of democratic ideas (Guttal, 2007). All of which have caused the outsourcing of production overseas. Trans National corporations (TNCs) today are seen as the main drivers of globalisation; they are the primary beneficiaries of international trade and the most powerful promoter of liberalisation, deregulation and privatisation of production. TNCs are global interconnected businesses which segment the manufacturing process, due to collapse of trade barriers and global regulations (Buckley and Ghauri, 2004). This outsourcing multiple partial operation approach of production combined with the development of cheap transportation and communication networks has allowed an increasing division of production globally. This spatial dispersion of economic activity (Sassen, 2001) has allowed for TNC’s to outsource manufacturing to subtracting independents many of which are located within South East Asia and Mexico. This outsourcing approach allows for companies to meet the demand of the consumer induced population whilst maintaining profits and cheap transportation and communication costs (Claval, 1998). This reorganisation of production overseas resulted in the expansion of international trade and the integration of financial markets. The expansion and spatial dispersion of economic activity has brought about capital mobility. This reorganisation of the financial industry has been typified by the sharp growth production of innovation and multiplication of financial firms whilst shifting the industry away from American transnational banks to major hubs of finance. The integration of markets being a defining characteristic of globalisation (Buckley and Ghauri, 2004) has enabled the integration of local markets into regional trading systems which obtain continental links as a result of the overseas journey of innovation. This spatial change of economic activity from the movement of jobs from highly developed areas to less developed low wage locations has enabled capital mobility. This is not only comprised spatially but through the technologies that provide capital mobility and by maintenance of the decentralised global production system (Sassen, 1988). This increased mobility of capital has altered the geographic or ganisation of production and the network of financial markets whilst reorganising the employment structure. Financial markets goods, services or labour are all moving towards social integration. This change has meant no individual national capital market can have a sustainable independent existence. Regional economic integration is becoming increasingly efficient in integrating goods and services whereas labour markets are functionally separate at national level and integration being resisted by national governments (Buckley et al, 2001). Due to this the largest multi-national enterprises can exploit these differences within the markets to maximise profits (Buckley and Ghauri, 2004). The increase in volume of financial industries (Sassen, 2001) has given major cities a key role in the management and control of such global network. The importance of centralisation has enabled cities like New York, London and Tokyo to become centres of finance and global servicing. All have contributed to the increase of centralised services for management and regulation of the economy accelerating transactions globally (Sassen, 2001). This increased shift of economic activity to finance and highly specialised zones has altered management within companies from an activity focussed on production to one that is financially focussed. The involvements of the complexity of transactions lead to the array of specialised services leading to the high densities and agglomeration economies. This continuous building of high rise office complexes accelerates land price triggering a competition for land. This process of agglomeration represents a phase in the formation and expansion of an industrial complex controlled by command functions and finance; whilst referring to benefits that accumulate when firms locate in â€Å"propinquity† to one another (Bingham Mier, 1993). Alfred Marshall a leading economist observed that firms often continued to cluster successfully in the same locations because of knowledge â€Å"spillovers†, local and non-traded inputs and a local skilled labour pool (McCann, 2013). Marshalls’ model looks at how individuals acquire skills by interacting with one another with denser areas increasing in rate; with the strength of the economy rising there is a higher mean and variance of skills (Glaeser, 1999). The integration of local and national economies into an agglomeration whilst unchanged by protectionism allow for economic grow th. Wealth will be created and shared with more people to enjoy the benefits of modernisation, technological advancements and society. However critics may argue that globalisation has resulted in the clustering of the affluent and educated class whilst fracturing working classes and marginalising the poor who may not have the skills and economic asset to gain from an open market approach (Guttal, 2007). The agglomeration approach gives sense to global cities; bases of spatial organisation and communication of production and markets (Duffy, 1995). On a smaller scale â€Å"second cities† such as Birmingham have consolidated position as the source of services for businesses. The process allows similar or like economies and industries to cluster together in order to raise price, competition and consumers to raise their economic profile. Allowing benefits from reduced transport and negotiating costs, pool of labour and the sharing of speciality machinery (Bingham Mier, 1993). This competition for inner city location can be monitored by the Bid Rent model by Alonso, 1964 (McCann, 2013). However once a centre of agglomeration has occurred it becomes difficult for institutions to locate outside of the area due to the profound benefits and links that have evolved, however FDI may offer a solution. Within the recent global economy the emphasis of new investment and transactions is centred by Foreign Direct Investment (FDI); the allowance to inquire a firm in a foreign country (Sassen, 2000). In recent years the internationalisation of production to developing economies has been the main focus. Throughout the 1990’s developing countries had a lower investment flow than developed countries; it was still observed as high in historic terms, hence reflecting the growing internationalisation of economic activity (Sassen, 2000). Expansion of economic growth driven by the outsourcing and investment of primarily manufacturing has enabled areas such as China to grow and become a global economic driver. The urban economic agglomeration which occurs throughout China has enabled itself to be an economic superpower (Chow, 2002). The rise of China has enabled a manufacturing, production and service base for a labour intensive industry. The optimum location can thrive off a growing economy with the ability to absorb raw materials whilst having in exhaustible cheap labour for production and a growing internal market. Since 2003, China has been the main location of Asian exports and served as the primary incentive of growth within the world’s economy over the past decade (Guttal, 2007). The more recent approach of The Asian Tiger economies has led to the independence of Hong Kong, Taiwan, Singapore and South Korea. By the twenty-first century all four nations had seen advancements towards high income economies, specialising in aspects of competition. This enhancement altered their global economic structure; changing from traditional, agriculturally based societies to rapidly growing NIC’s with economic centres (Davies and Gonzalez, 2003). An expansion of these economies led to the snowball effect of â€Å"second-tier† East Asian developing economies; the emergence of Indonesia, Malaysia and Thailand. With the resurgence of Asia being the most significant global shift; becoming economic focuses within the spatial economy (Dicken, 2007). The agglomeration of local goods and services enables the â€Å"death of distance† (Cairncross, 1997), the reduction of friction of services between goods and individuals. This Global process does not solely just affect economic activities it affects the social and population structure of a city. Due to the diversification of cultures and norms across globalisation, population groups can agglomerate together. The creative class brings innovative new ideas to create change (Clifton, 2008). This innovation of clustering has enabled creative connectivity and the ability of creative individuals to push forwards to the frontiers of research within MNE’s. This area of potential allows the integration of individuals (Antonelli, 2000). It has been noted by academics that population loss within a city can occur due to globalisation; largest decrease in inner city areas (Duffy, 1995). Housing and workplaces were cleared in replace of lower income density housing and public amenities. However the opposite occurred in other locations known as counter-urbanisation. Within the core of the city homes and amenities where produced to attract the middle class back into the city, with the attempt of inner city redevelopment. Thus as a result of globalisation a snowball effect happened with the migration of the population which in turn led to redevelopment of the inner city. As Duffy (1995) states a city shall strive higher if there is a mix of population and norms as opposed to a uniform homogenous landscape. Whilst Glaeser identifies that high skilled and high income workers migrate back to city centres as a result of re-urbanisation as part of the consumer city hypothesis (McCann, 2013). Nonetheless there are challenges in which affect regions, whilst large markets offer investors great liquidity and competitive prices of stocks and greater security. Agglomerations of economic power in major metropolitan regions cause the peripheral areas of regions to be plundered for their raw materials and inexpensive unskilled labour intensive rolls. This economic clustering causes greater income inequalities whilst destroying the linkages of local communities and the homogenisation culture of western values (Buckley and Ghauri, 2004). However Rugman (2000) found that it is hard to address these issues because they hit directly at the logistics of a capitalist approach. For example due to the dynamics of the market system old jobs are destroyed whilst new jobs are being created and as the process escalates jobs become ever more insecure (Burchell et al, 2005). In conclusion the outsourcing and global expansion approach offers profound effects on cities and economic activities. Cities which were once industrialising hubs have lost the capital from old industrial centres and have transformed into the inflow of capital into NIC’s and TNC’s (Sassen, 2001). Globalisation has allowed for the development of physical and technological infrastructure enabling global linkages and the share of economic activity through the internet being the backbone of society (Castell, 2001). The interconnectedness of cultures and norms through the realms of trade offers endless benefits and negatives throughout spatial economies and cities. Development of economies can be modelled using regional econometric models which look at economic linkages that exist within and between regions worldwide. The model can predict that an increase in regional wage can have a long term effect on the population balance through in-migration; occurring whenever the regi onal wage rises relative to the national wage (Armstrong Taylor, 2000). Models allow prediction of the affects globalisation has spatially allowing analysis and discussion. Reference List Antonelli, C. (2000) Restructuring and innovation in long-term regional change, Oxford University Press, Oxford, pp.373-394. 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(1997) The Death of Distance: How the Communications Revolution will change our lives, Harvard Business School Press, Boston Chow, C.G (2002) Chinas economic transformation, Blackwell, Oxford Claval, P. (1998) An Introduction to Regional Geography, Blackwell Publisher, pp.299 Clifton, N. (2008) The â€Å"Creative Class† In the UK: An initial Analysis, Geografiska Annaler: Series B, Human Geography, vol. 90, issue1, pp.63–82. Davies, J.C. and Gonzalez, J.G. (2003) Scholarly Journal Articles about the Asian Tiger Economies: Authors, Journals and Research Fields, 1986-2001, Asian-Pacific Economic Literature, vol.17, issue 2, pp.51-61. Dicken, P. (2007) Global Shift: Mapping the Changing Contours of the World Economy, 5th Ed. SAGE publications ltd, London pp.599 Duffy, H. (1995) Competitive Global cities: Succeeding in the Global Economy, Chapman Hall, London, 195. Freidman, T, L. (2007) The world is flat: A brief history of the Twentieth Century, (3rd Ed.), Picador, New York Glaeser, E.L. 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