Climate control essays

Climate control essays This exercise was a busy exercise. It was interesting to take a closer look at the weather though. I found myself also trying to predict it instead of just reading it. My boyfriend thought I was crazy and trying to be mister no-it-all when I told him to take rain gear to work with him because I told him it was going to rain when it was a perfectly sunny morning. He got wet that day. Some interesting things were happening in the weather. We had warmer temperatures in September than we did in August. Down in the southern part of the U.S. had hurricane after hurricane. We had flooding in the middle of September. The basement of my new house flood and I had and still have a mess. It was an interesting month as far s weather is concerned. In keeping a diary of the weather and how much precipitation I had out at my house found to be an experience in itself. My boyfriend would dump the rain gauge, and then when I went to check it, it would be empty. He doesnt remember things very well so it would take my twenty minutes to help him think of how much rain we got. We didnt get much rain until about the middle of September when we started get a lot of rain fall and a lot of flooding due to this rain fall. The month o September was a better month than July or August, temperature wise. The temps for the most part stayed in the 80s to mid 70s. I think at one point in time the weather man said that we were on day 10 for being in the 80s. Now at the end of the month and the beginning of the new month the temps are getting right back down to were they would normally be. I think that it feels a little colder though because we had such warm weather for most of the month and then the temps dropped pretty fast and now it is cold, c old outside. It has been freezing at night. Over the weekend it was snowing and sleeting up in the northern part of the state. A few of my friends were up at Lake Vermillion for ...

The Market Research Analysts Approach to the Decision Making Process †Business Research Paper

The Market Research Analysts Approach to the Decision Making Process – Business Research Paper Free Online Research Papers The Market Research Analysts Approach to the Decision Making Process Business Research Paper As a market research analyst, the first step in my decision making process would be to analyze the situation. The problem is that my company has just created a new type of packaging product that improves the shelf life of food products, but the product development department does not know what to do with this novel product. The product could potentially be marketed to consumers and businesses, in which case it would be a convenience product (consumer) or a packaging/supply product (business). The problem is not only what to do with this new product, but who to market to and how to market it. Before performing any research on the potential market, I would test the product as extensively as possible to make sure that it is a quality product. The most important thing when selling a product is quality, and if they product is not up to company standards, I would throw the idea out, or perform research to make the product the best it could be. If the product was up to the company’s standards of quality, I would then move on to researching the market. After testing the product’s quality, I would also identify what the potential uses for the product are. Once I have identified my problem and thoroughly tested my product, I would perform as much research as possible. First, I would research my competition’s product development to determine if anyone else in the industry has created this new form of packaging as well. If they had created the product, I would research their product development and marketing strategies. If they had not created the product, I would research for other new and innovative technologies that could be potential competitors with my new product. After performing research on my competition, I would focus on the potential consumers for this product. For this particular type of product, I would use focus group research as my primary research tool for usage of this product. I would use the product in several different ways and test the reactions of the consumers to determine which would be best to market. In order to select people to participate in the focus group, I would choose people from many diverse demographic groups to determine whether the responses to the product would be similar in people from different age groups, education levels or ethnicities. After the focus groups are completed, I would follow up with a consumer survey to get the participants reactions to the product. Using this information gained from performing the focus groups and consumer surveys, I would be able to determine the potential consumer markets for this product. I would also have to take into consideration my potential customers, including existin g customers and unrealized customers. Once the consumer research has been completed, I would focus on the business market. Is there a need/desire for a product like this to be sold to other companies? Since the demand for industrial products is derived from the demand for consumer products, I would assume that there is a desire for business to use this product as well (given that based on consumer research, this product is something that consumers would be interested in using in their homes). When all the testing and researching is completed, it still must be decided what to do with this product, and in order to do so, the options must be considered. First, using my research on consumer and business responses to this new product, I could sell the product. If I am a producer of food products, it would make sense to market the new packaging product as well as sell more of my own food products. For example, if I sell dairy products, I would market my food products as usual, but I would emphasize the fact that my company is using new and advanced packaging technology that will keep the consumer’s food fresher for longer. If I do not sell food products, one of my options is to license my new product to permit another company to use the new technology. If I choose to license the packaging technology, it would limit my involvement greatly. Of course, I would determine the advantages and disadvantages of this form of business and weigh them against my other options. Another option for my new product is to form a joint venture with another company (regardless of whether I sell food products). In this case, I have a very useful product that my company would be contributing to the venture, so I would have to choose carefully before determining that this is where I want my new product to go. There are so many potential uses for packaging technology, and surely there would be great potential from food producers to get their hands on this product. I think this would be my last choice in deciding what to do with this product, but I need to weigh my advantages and disadvantages and determine what the risks are in going into this form of business. Once I have determined what my options are, the risks and advantages of each must be compared. Using this information, in addition to my research gathered, it will be easier to decide what to do with this product. In order to develop successful new products, there are three activities that must be completed: first, to uncover unmet needs and problems, second, to develop a competitively advantaged product, and third, to shepherd products through the firm. The first step in this process has already been identified: the new packaging technology increases the shelf life of food products, and that is the â€Å"unmet need or problem.† Developing a competitively advantaged product is much more complex. This step of the process involves: (1) input from customers, (2) input from marketing about what competition is doing about the need, (3) manufacturing input about what is being done to satisfy the need, (4) engineering input about additional technology that is available, (5) R and D input about new ways of addressing the need, and (6) financial input regarding costs. I have already received customer input by performing the focus groups and consumer surveys, but I do need to complete every ot her step before I can move forward in deciding what to do with this technology. It is important to consult with every department so that I can once again identify my risks and my advantages in each step of this process, before I can decide what to do with my product. Once i have consulted with each department and decided how to market this product, the objectives for selling the product must be established. Research Papers on The Market Research Analyst's Approach to the Decision Making Process - Business Research PaperMarketing of Lifeboy Soap A Unilever ProductRiordan Manufacturing Production PlanBionic Assembly System: A New Concept of SelfAnalysis of Ebay Expanding into AsiaResearch Process Part OneOpen Architechture a white paperThe Project Managment Office SystemMoral and Ethical Issues in Hiring New EmployeesGenetic EngineeringDefinition of Export Quotas

The Perils of Business Process Outsourcing Essay

The Perils of Business Process Outsourcing - Essay Example Business organizations are often attracted by the prospects of lowering operation and administrative costs by looking for low-wage workforce to take in their processes. Managers also argue that BPO is a "management tool" which "frees companies to build upon their core competencies by leaving the non-core stuff to providers" (Banham 1). However, the above presumptions about BPO are myopic as they fail to recognize the costs associated with leaving the companies' processes to lower paid third world workers. First, as companies try to find less costly resources, the labor market in the home country usually suffers because of massive lay-off. It is also irrefutable that BPOs, like call centers, does more harm than advantage. Take Dell for instance which have always been regarded for its excellent customer service. This recognition for the company has been eroded due to the fact that India's customer agents often lack the knowledge and skill necessary to service customers (Dell Admits Indian Mistake). For these reasons, I believe that business process outsourcing is more detrimental than beneficial. Companies planning to outsource should rethink and weigh both quantitative and qualitative aspects of BPO. Banham, Russ. "Cut to the Core-Business Process Outsourcing-Statistical Data Included." CFO:Magazine for Senior Financial Executives. Oct. 2001.

ORGANISATIONS AND BEHAVIOUR Essay Example | Topics and Well Written Essays - 500 words

ORGANISATIONS AND BEHAVIOUR - Essay Example It explains why human needs change with time but not how. These theories help the managers to understand the specific factors that would motivate the employee to perform better. Content Theories includes: This theory indicates a hierarchy of human needs where satisfaction of lower level need motivates individual to achieve higher-level need (Thompson, 1996, pp.10). The hierarchy includes following needs: This theory state that managers believe in either â€Å"Theory X† that employees dislike work and tend to avoid it or in â€Å"Theory Y† that employees appreciate work and are self motivated (Goldsmith School of Business, n.d). Herzberg, in his two-factor theory described hygiene factors as the factors which do not motivate employees for better performance at work; however, their absence can lead to dissatisfaction from the work. In the hygiene factor, he placed factors like pay, job satisfaction, work environment and company policies (Thompson, 1996, p.13-14). It would be correct to consider pay as the most important of hygiene factor. An individual works to earn a living and finance his needs so money is the main aim behind an individual job. Among the entire hygiene factors, all are negotiable for an individual besides his pay. Usually, an individual in need of money would not mind working in an unstable work environment without any job satisfaction if the money is right for him. However, it varies with the individual, as an individual who works with the perspective to learn like an internee would place more importance to job satisfaction then pay. Therefore, importance of factors is variable with the individual concerned but generally, pay is the most important hygiene factor. Pay is definitely an important tool for managers to increase motivation however; it is a very short-term tool and does not guarantee long-term motivation. This is because with

Importance of Time in Chinese Culture Essay Example for Free

Importance of Time in Chinese Culture Essay The importance of time is always dependent on the different perspectives of people’s origin, particularly culture. â€Å"Time is one of the most important bases by which culture rests and all other activities revolve† (Riggs et al 31). Different cultures handle time differently. In the past, time was measured in daylight, darkness, or in seasons; however, nowadays, time has become more important and more complicated. Yet, no matter how complicated it has become, it always boils down to the influence of culture, just like China, one of the countries with a very rich culture. The impact of modernization in China on the changes of Chinese’ behavior is significant. However, these changes in their behavior have had a more significant impact on their values. Indeed, Chinese seem to have never given up one of their most important cultural characteristics, Guanxi, which up until now, remains as an important Chinese business element. In the advent of globalization, Chinese has kept and reinforced this unique characteristic even in the most important socio-cultural changes. Yes, China has indeed undergone substantial cultural changes; nonetheless, with regards to the thinking and dealing process, modern China remains rooted to its traditional Yin Yang approach, and this is reflected on their shrewd use of time to keep their relationship intact. Because Chinese people value relationship more than anything else, as they believe that this could lead them to success, it is logical to expect that the Chinese society concentrates on fluid/multi-focus time value. Chinese people are both famous and infamous in different negotiations for their wise use of time as their bargaining tool. Chinese are known to have adept ability to run down the clock because they prioritize their relationships with their associates or business partners first. This way, they know that the value of relationship or guanxi continues. Moreover, Chinese can afford or stand to play the waiting game, provided that there is always someone left to invest and spend for them. Cultures around the world have developed their own way of responding to time. The dimension for time orientation is based on two aspects; the relative significance the culture gives to its past, present, and future, and its way of approaching the time. China has indeed embraced globalization since the last three decades. Despite this, its stronghold to its culture is still very evident. This is because China is considered as a past-oriented culture country. Countries that fall under this category have a culture that is largely leaned towards the past; they see their future as a repetition of their past experiences. Moreover, they have high respect and regard for their collective historical experiences and their ancestors. As per David Thomas’ description of the country, China embraces its tradition and culture of ancestor worship and has strong pride of its customary and cultural persistence for over thousands of years (73). The Chinese society holds the perspective that their past is their guide on how to live their lives in the present. According to an old Chinese proverb, â€Å"Consider the past and you will know the present† (Quotations). Work Cited Riggs, James, et al. Industrial Organization and Management. Manila, Philippines: McGraw-Hill, Inc. , 1980. Lo, Vincent. Chinese Business Culture: Guanxi, An Important Chinese Business Element. 17 March 2005. 01 May 2009 http://chinese-school. netfirms. com/guanxi. html Thomas, David. Cross-Cultural Management: Essential Concepts Second Ed. California: Sage Publications. 2008. Quotations. 14 February 2008. 01 May 2009. http://www1. bbiq. jp/quotations/past. htm

Otherness and the Rhetoric of Imperialist Discourse :: Free Essays Online

Otherness and the Rhetoric of Imperialist Discourse Le yo vle touye yon chen, yo di’l fou. (When they want to kill a dog, they say it’s crazy.) ---Haitian Proverb When Elizabethan map makers came upon an area of the globe that was yet to be thoroughly explored by â€Å"western† civilization, they would give a rough estimate as to its shape and terrain, and then label it as Terra incognita, or â€Å"unknown land.† To help illustrate exactly how unknown this land was, images of demons and a variety of other monsters filled space usually inhabited by the names of cities, rivers and deserts. While the labeling itself could at first sight be dismissed as a simple acknowledgment of ignorance (as it certainly was,) an understanding of traditional cultural attitudes within imperialist countries provides us with the tools to see such language and imagery as highly representative of an ideology exemplified (though certainly not monopolized) by England during the period. What is so striking about terra incognita is not so much its name or the images it connects to nonwestern culture, but the fact that betrays even something as scientific and functional as a map to be a form of discourse deeply enmeshed in ideology. In a imperialist society, cultural discourse tends to seep into nearly every aspect of human communication and interaction, and is frequently characterized by an emphasis on separation, classification, and the idea of opposites. This seperative effect exploits differences in ideology, race, religion, tradition, clothing style, and language, among others, to create a images of â€Å"cultural oppositeness.† Such images are exactly the type that Edward Said describes in his book Orientalism. As Said puts it, orientalism â€Å"is a style of thought based upon ontological and epistemological distinction made between ‘the Orient’ and (most of the time) ‘the Occident.’†[1] These distinctions can be found in all colonial and imperialist societies, including those that benefit from modern day manifestations of such constructions. The effect of separating â€Å"first world† or â€Å"Occidental† culture from that found in countries outside the â€Å"Occident† is to create a general perception of the people practicing these cultures as â€Å"Others.† â€Å"Otherness† (a term frequently used in critiques of imperialist discourse,) is usually synonymous with poor, â€Å"third world,† or â€Å"pre industrialized,† and suggests many of the same remedies that have been prescribed to countries suffering from â€Å"otherness† and â€Å"Orientalism† for hundreds of years.

Computer mouse Essay

It is found that repetitive movement by the wrist and arm, which occurs when using a computer mouse, can cause physical injury to the body parts involved. There has been an attempt from injured workers and their representatives, such as OSHA, to pass legislation requiring employers to develop programs that prevent these injuries. The workers are simply saying that the employers are responsible for these injuries. However, it is well known that most of these employees own personal computers and use them daily outside of work, making it difficult to determine where the injuries first occurred. The government should not establish standards of computer use. Individual employers should be allowed the right to establish special preventative programs if they see fit. However, in a world where people are using computers in all aspects of their lives, it is unreasonable for the government to hold only employers responsible for these injuries. Employers who truly care about their employees might not take full responsibility for this problem, but might still decide to implement programs to prevent losing exceptional workers. The responsibility falls more on the injured person than anyone else. The computer mouse is an accessory that causes much of these injuries, and ergonomic companies have created versions of the mouse to reduce and prevent these injuries. Workers who feel they are at risk for these injuries should be using these specifically designed tools in the workplace. If they are not using these special tools, then no one but himself or herself can be held responsible. Overall, it is the worker’s responsibility to maintain a level of personal safety in the workplace. The employer can provide a certain level of safety, however when it comes to detailed person decisions like what type of computer mouse to use, then it is ultimately the worker’s responsibility. Forcing all employers to develop preventative programs is unreasonable and expensive. Employers should have the choice to develop these programs, just as worker’s have the choice to work for their specific employer or not. Issue 6. 4 The concept of Internet wearables is an amazing one. Being able to access the Internet quickly through a pair of glasses is extraordinary. With all of their glitz and glamour however, Internet wearables do have their downsides. Overall, Internet wearables could allow certain individuals the information they need in a more timely and efficient manner, making them more productive. However, unless you are James Bond, it is unclear who exactly might benefit the most from this innovation. Internet wearables have the potential to be more of a hazard than a helper. Everyone is annoyed by drivers who are constantly making poor driving decisions due to their cell phone use while driving. Imagine someone trying to drive while also navigating his or her Internet wearable glasses. It is a crisis waiting to happen. The problem with these inventions is that most people will choose not to use them responsibly. It is not that people are born irresponsible; it is simply that they are easily distracted and have more confidence in their abilities to do a million things at one time than they should. Humans sometimes have faith that they can look away from the road for a few seconds and usually nothing bad will happen. There are even drivers who read the paper while driving, propping it up against the steering wheel. However, there are a few people who might benefit from these outrageous gadgets. Investigators or police officials might benefit greatly from these gadgets. Although most police cars have Internet access in their cabs, imagine them being able to be chasing a suspect on foot and access the Internet at the same time. These devices could in fact help the police fight crimes more effectively and efficiently. It could be incredible. Other people who may benefit from these devices are students. Students could access materials they need during class without even leaving their seats. The downside to this is students could also use these as negative devices to cheat as well. However, more than likely professors would rather not deal with the possibility of cheaters and prohibit these devices during tests and other exams. These devices would no doubt be a huge hit in places where people needed to access the Internet, but there was no physical space for a desktop computer. They would allow people in small spaces to get the information they needed. Internet wearables probably won’t break big on the scene for many years. Until there is more of a real need for this item, people will not be drawn to use them on an everyday basis. If and when they do become an enormous hit, there is no doubt there will be laws governing public use soon after. These laws may seem unreasonable to those who want to use their wearables wherever and whenever they choose, but since public safety is involved, the government will need to be involved in some way or another. Issue 7. 3 Copying CDs is a popular way for people to get the music they want without having to pay for the CDs. The music industry and some major artists are furious over this, with the reason being obvious. When one person copies a CD instead of buying the CD at the store, the music industry loses money. The music industry is concerned that soon they will lose almost their entire market, with just a few people buying their CDs and the rest of the market copying from the few purchasers. Many of the â€Å"CD stealers† get their music from the web; bringing up the question of whether or not it is ethical to download music from the web to burn on a personal CD. Anytime you take something from someone without paying for it, or without their permission, your actions are unethical. It is apparent that the music industry and artists are not giving permission for these actions, and the government is taking their side against it. Multiple lawsuits have been filed over the past few years targeting those who are illegally downloading music from the Internet. These cases have involved adults as well as minors. Many of the downloaders were not aware of their offense, however the publicity of these cases has left it next to impossible for downloaders to be oblivious to what they are doing. This being said, it is still up in the air of whether after the person purchases a CD if it is ethical for them to copy the CD for their own use. Many times someone will want one copy for their home and another copy for their vehicle. Having two copies would save them from transporting the CD to each location. Again, if the laws are read loosely, as long as the person purchased the CD they should be able to use it at their discretion. However, the music industry loses the potential money from patrons who would have bought more than one copy for themselves. If the person were to make a copy for someone else from their purchased CD however, it would be unethical, as the other person should buy their own copy. Recording companies should indeed be able to use special programs to prohibit copying of their CDs. However, they must realize that there will always be someone who can get around the yellow tape. That being states, with musicians and actors being paid disgusting salaries it makes one wonder why they even care if a few people are not contributing to their unnecessarily high income. Some production companies are already using programming to prohibit copying, however hacker software companies have already created programs to get around the production companies attempts. Overall, people should definitely refrain from copying CDs or downloading music without permission. The practice of taking something without permission will always be unethical and that fact clearly pertains to this scenario.

Discovery and Hypothesis-based Science Approach Essay

The article, taken from the New York Times on March 03, 2009, tackles about the possible reasons for an increase in land fires in Indonesia. It was a claim that tried to defy the common thinking that drought is usually the cause of these fires, and showed several evidences to prove it. Upon reading the whole article and the study itself, one can easily conclude that the scientists used the discovery approach. The researchers began collecting data for the sole reason of gaining a better understanding on the possible causes of land fires. They did not formulate a hypothesis prior to data collection, nor did they think of draught as being the plausible cause. As a matter of fact, their first interpretation of their data is that low levels of rainfall correlates with increase chances of having wild fires. However, the results also show other significant data, on which the scientists draw their new conclusions from. It is then hypothesis based on the experiment already made. The researchers, in order to obtain just results, studied previous reports and cases of fires from the 1960’s to 2006. Aside from obtaining the obvious results regarding the low amount of rainfall, they found out a big difference on fire outbreak on Sumatra and Kalimantan – that even though these islands experience the same amount of rainfall, fires became common in Kalimantan only during the 1980s. Further data led to the researchers to hypothesize that the increase of population during the 1980s posed a great threat to the environment, for the government started to switch to large agri-business, which tends to abuse the land and cause accidental fires. Although the experiment did not use any control groups, I think that their case does not require one at all. The only possible question is whether the data they obtained were as accurate as possible. They mentioned that data obtained after the 1990’s were from fire-monitoring satellites, but those from the 1960s to the 1980s were merely from visibility records from airports. These can then be causes of discrepancies, since the method for data collection is not the same for all. Further more, what may be a fire signal for a fire-monitoring satellite may not be as such in the view from an airport. Aside from these, the report and the scientific approach seemed to be done well. They were able to obtain results that would significantly change man’s outlook on the environment. Article 2. Theory and Experiment Meet, and a New Form of Boron Is Found In this article, published in the New York Times last February 4, 2009, a great discovery was mentioned and brought up to the world. It is the isolated or creation of a new kind of boron. This element, as the article explains, have been studied by many scientist for around 200 years. Several boron compounds have come into existence, but it was only in 1909 where an almost pure, about 99%, boron was isolated. This then triggered the continuing study to locate other kinds of boron, such as what was done with carbon and hydrogen. In 2004, two researchers were able to produce a new kind of boron, one that is very stable and almost as hard as a diamond. It was done on super high pressure, and is very heat resistant and remains its hardness even after removing the pressure. Although the facts seem to state that this is a discovery science, the presence of the history and previous studies suggest this to be a hypothesis-based approach. They knew before hand that it is possible for boron to undergo different forms, and that the first three was not as stable as it should be. With this under their belt, they proceeded into testing new variables that would create the super-stable boron. And by altering the pressure, they were able to do that. The experiment was simply straight forward, done independently by the researchers only with no sponsors or any product endorsement. It was a simply experiment backed up by hypothetical information and theory from previous studies. The experiment was valid, since the product was also tested via several laboratory procedures to confirm its identity as boron. Computer-based crystallography analysis was also done to corroborate the stability of the element. As far as the experimental method and the results, the researchers were able to do a perfectly valid scientific experiment. Article 3. From Tons of Manure, a Growth Industry This final article, also from the New York Times newspaper, was published on March 1, 2009. It is about how two researchers were able to convert their farm cow manure into something more efficient and useful. The whole project took about 8 years, and a $72,000 grant from the Agricultural Business Cluster for the Cowpots to be born. These are flower seeding pots made directly from the manure of cows. Today, the industry has bloomed to its fullest, being able to produce several pots and attaining the interest of many costumers. As suggested by the facts and figures above, the researchers used a hypothesis-based scientific approach in this project. The mere fact that a grant was given means that a proposal was submitted to the grantor. It is then possible that within this proposal, the proponents of the project already outlined their possible hypothesis and even the methodology to attain answers to their problem. It is then a pre-planned idea, which began with a question and a hypothesis. Although the paper did not specify the exact procedure undertaken by the researchers in creating the Cowpots, the process seemed to be a combination of trial and error testing on the product’s ability to grow plants. It is then possible that a company, particularly those that are from or connected in any way to the Agricultural Business Cluster, could benefit from the project itself. But nothing was explicitly said on the paper. In addition to this, the study also used control groups, particularly in testing their pots. They mentioned of side-by-side comparison with normal seeding pots. These are entirely valid, and are in fact a great way to test the effectiveness of their product. Works Cited All articles were obtained from the New York Times Newspapers dated March 03, 2009, February 4, 2009 and March 1, 2009.

The theoretical developments of Modernism and Postmodernism The WritePass Journal

The theoretical developments of Modernism and Postmodernism Introduction The theoretical developments of Modernism and Postmodernism IntroductionReferencesRelated Introduction Sociologists Cohen and Kennedy   (2000) have traced the emergence of ‘modernity’ to the 17th century and the dawn of the revolutionary Enlightenment age which brought about historic changes and influenced European societies by dramatically transforming primary and secondary institutions. The term ‘modernity’ encapsulates the progress of society, from primitive civilisation through modern era characterised by industrialisation and capitalism and arriving at the current post-modern state of globalisation which is shaping contemporary society at an ever increasing momentum (Giddens, 2002). The Industrial Revolution in Western Europe throughout the mid-eighteenth century and the French Revolution of 1789 gave rise to the realisation of democracy which free-thinking people demanded (Browning, Halchi and Webster 2000:166). This radical defining feature of Enlightenment brought about significant changes in society and in the way people thought about the world (Cr aib, 1997). In short, science became the basis or the main source of knowledge and the notion of ‘people’ and ‘democracy’ replaced ‘religion and the monarchy’ as the main platform of government (Kirkby, 2000:503). Previously agricultural and rural societies were transformed by urbanisation and industrial productions. These developments collectively led to the emergence of modern society and modernity. Lyotard suggests that modernity is not an epoch but a mode within thought, speech and sensibility and which is governed by the Idea of emancipation (1997:24). Depending on the philosophies of history or the grand narratives that attempt to organise this mass of events, the Idea of emancipation is framed in many ways. There is the Marxist narrative of emancipation from exploitation and alienation through the socialisation of work, the capitalist narrative of emancipation from poverty through techno industrial development, the Aufklrer narrative of emancipation from ignorance and servitude through knowledge and egalitarianism etc.(Lyotard, 1997:25). Whatever the narrative, universal freedom or fulfilment of all humanity is regarded as the end product, however elusive it may be. Similarly, the movement of emancipation in modernity is one in which the third party who are initially external to the emancipator avant-garde, join the community of speakers. It is an only you and me tradition. However, in the course of the last fifty years the principles behind the grand narratives of emancipation have become invalidated. Auschwitz is a prime example that refutes the doctrine that ‘all that is real is rational, and all that is rational is real’. (Lyotard, (1997:29). Hence, Postmodernism developed with the growing signs of the failing of modernity. It grew out of a profound dissatisfaction with the modernist project of enlightenment and reason. It holds that rational thinking and scientific perspectives have fallen short in providing the ‘truths’ they were once presumed to hold. During the industrial era, science, rationality and technology were thought to hold promises of a better, safe and humane world. However, postmodernists now question the validity of scientific enterprise often pointing to the unforeseen and unwanted consequences of resulting technologies. There is however, much difficulty in defining postmodernism. Andreas Huyssen claims that ‘the amorphous and politically volatile nature of postmodernism makes the phenomenon itself remarkably elusive and the definition of its boundaries exceedingly difficult, if not per se impossible’ (Huyssen 1988:58 cited in Earnshaw 1994:24). Hassan also concurs that there is no clear consensus about its meaning among scholars (Hassan 1985:121 cited in Earnshaw 1994:24). Nevertheless, Lyotard describes it as ‘incredulity towards metanarratives’ (1984: xxiv). Basically, Postmodernism rejects the concept of western history as ‘progress’ which was present in the sociologies of both Functionalism and Marx. They have rejected the ‘grand narratives’ and replaced them by a more dispersed and discontinuous set of narratives which, has led to a shift from structuralism to post structuralism. They have also rejected the concept of science and rationalism a s leading to truth about the world and replaced it by a model of sociology which is always open to both falsification and subjectively based biases in the paradigms that are chosen. The French philosophers Michel Foucault and Jacques Derrida were important figures in constructing postmodernism. Foucault completely rejects the premodern idealist and realist claims that there are universal and unchanging truths and contends that what experts pronounce to be objective truth is really a disguised rationale for the elites to hold power and want to use it over others, especially the poor, the minorities, and women (McNicol 2005). Sociology as a discipline arose out of a series of debates which began during the period of Enlightenment between philosophers, scientists and other intellectuals about the origin and nature of human societies (Skidmore, 1979:1). During the period of Enlightenment questions began to be asked about what societies are and how they function, the relationships between individuals and societies and about social change. Different views, perspectives and ideas emerged in response to these questions leading to the development of sociological theories which are explanatory frameworks within which specific social phenomena can be understood as part of a much larger social, cultural or economic processes. Skidmore (1979:4) suggests that most sociological theories are developed out of our desire to find solutions to ‘theoretical problems’. Theories have arisen in order to explain modern societies of which Marxism, Functionalism and Interactionism are important. Marxists believe that modernity was brought about by the development of capitalist societies which comprise of two classes with different aims, always at conflict with each other. Marx’s view of society in The Communist Manifesto states ‘Society as a whole is more and more splitting up into two great hostile camps, into two great classes directly facing each other – Bourgeoisie and Proletariat ‘ ( Marx pg 82, cited in Kidd et al 2004:135). According to Marx the bourgeoisie or the ruling class own the means of production (land and factories) whereas the proletariat or working class work for the ruling class to survive. This forced labour alienates people from their true nature and identity as ‘the work is external to the worker†¦not part of his nature, that consequently he does not fulfil himself in his work but denies himself, has a feeling of misery, not of well-being†¦Ã¢â‚¬â„¢(Marx cited in Kidd et al 2004:135). Thus, capitalism makes peopl e slaves to work, oppressing and dulling their senses and alienating them from their true identities. Marxists view society as a system having an economic base infrastructure which shapes everything in society and a superstructure which includes all the major agencies of social control such as education, politics, medicine, and religion. The superstructure inevitably reflects the interests and desires of the dominant bourgeoisie class. Human relationship in this society is defined in terms of money and position in the division of labour. Individuals are shaped by power and authority and social order is maintained through force. People are seen as commodities that can be brought and sold to the highest bidders (Kidd et al 2004:135). Functionalists, on the other hand believe that modern societies developed out of consensus and mass production using industrial technology. Functionalism emerged from biology and sociology and states that ‘society is an organism which requires people and organisations to perform functions in maintaining social order’ (Rojek 1995:36 cited in Hermans 2003:27). It examines society through a functional framework which stresses that everything no matter how strange, out of place or harmful they may seem all serve a purpose. Functionalists consider society as a system having interconnected parts all working together to form a whole. Hence, social institutions like family, religion are analysed as part of the social system rather than as isolated units. Bohm states that the world is a system of interrelated parts, and each part makes a necessary contribution to the vitality of the system (Bohm, 2001). Division of labour according to Functionalists is based on meritocracy where people are rewarded on the basis of their achievements and capabilities. People are not discriminated on the basis of class, gender, or race. They further contend that roles and identity in modern society are achieved and not ascribed and society ensures that the most important positions are conscientiously filled by the most qualified persons using social stratification. This ensures effective role allocation and performance to the positions in society. Society hence, moulds people to perform societal functions. In short, functionalism maintains that the dominant condition of society is order reinforced by stability and consensus and not conflict based on coercion and dissention. Interactionism in sociology grew out from the works of Charles H Cooley, George H Mead, and John Dewey. According to Interactionists, society is created through our constant action and interaction with each other and not through structures or systems of society. They contend that the structures and systems of society do not create or shape our thoughts, actions, and behaviours but that people as reflective and thinking beings create their own identity in modern society. This is because according to Blumer ‘human beings interpret or define each other’s actions’ (Blumer 1962:19 cited in Rosenberg 1983:153). People are able to anticipate and weigh possible reactions to their behaviour because social situations are seen from the perspectives of others. Interactionists believe that individuals create their own social world through interactions or sharing and it is through that, that social order is maintained. This is in contrast to the views of functionalists and Marxists where social order is imposed upon people. This however leads to difficulty in understanding where power in society comes from. Social change in their view occurs when the position and communication with each other changes. Postmodernism however, is the view that society has now entered into a new phase which is fundamentally different from the societies described by functionalists, Marxists, or interactionists. Society is now increasingly fragmented and not built on the value consensus described by functionalists not class division described by Marxists because new social divisions have arisen based on gender, sexuality, ethnicity etc. People can now have varied identities rather than being classified as middle or working class people. The characteristics of post modernity have been identified in terms of work, culture, identity, globalisation, and knowledge. According to Michael J Piore (1986) capitalist societies have now entered into a post-Fordist era where work is now organised according to the principles of flexible specialisation (Cited in Haralambos et al, 2004: 641). As consumers are increasingly demanding more specialised products, technology is helping industries meet the changing demands resulting in a decrease in the mass-production of articles. These developments have resulted in flexible working practices and flexible specialisation. People no longer expect a job for life but are continuously driven to increase skills that lead on to job satisfaction. Postmodernists believe that people’s behaviour and sense of identity comes from the images that they consume via the media. This is contrary to the meritocracy beliefs of functionalists and class beliefs of Marxists. Taylor states that ‘society has now been transformed into something resembling an endless shopping mall where people now have much greater choice about how they look, what they consume and what they believe in’ (Cited in Moore et al 2001:20). Postmodernism is also characterised by cultural diversity and pluralism in a range of social context like family, media, youth culture etc. Consumption has now become the central defining feature of post-modern culture where global marketing of cultural forms like cinema, music and computer games and global expansion of trans-national companies have enabled consumption on a global scale. Postmodernists also contend that people in the post modern society cannot put their faiths on great truths. They insist that truth is both unattainable and irrelevant in the post modern world. They stress on the relativity of knowledge, ideas, and lifestyles and that one explanation is in principle as good as another and should be judged on how useful and helpful people find them. Since society is changing education is also going through profound changes in terms of purpose, context, and methods. The difference in modern and post-modern conditions of knowledge lies in the purpose of knowledge (Lyotard, 1984). The dissemination and generation of knowledge in modernity is justified in relation to the grand narratives and its contribution to liberty, pursuit of truth and the betterment of humanity. Rationality, discipline, and scientific investigations are legitimised by the grand narratives which also form the basis for the development of state supported educational practices. In post modernity however, the purpose of knowledge is ‘performativity’ which is taken to mean ‘the optimising of efficient performance’ (Usher et al 1997:14). Education is necessary in order to develop transferable skills, self-motivation, self-supervision, and creativity to meet the rapid pace of globalisation and technological changes in the present world. According to Usher (1997, cited in Webb et al 2004: 145) education in the modern society is controlled by the state and takes the ‘one size fits all’ approach whereas in the post-modern society it is controlled by the communities and is diverse and customised to the needs of individual learners. Education is fixed in time and space and takes place during a fixed period of an individual’s life in modern society whereas it is more flexible and learning takes place throughout an individual’s life in order to meet the needs of the changing economy in post-modern times. Similarly, in modern society education is teacher led where learners are passive recipients of knowledge whereas in post-modern education the learners are active participants who learn through their own experiences. Thompson (1992) too, argues that education is changing to meet the differing needs of diverse communities as societies become more fragmented. Postmodernists reject the fact that education produces class inequalities but rather diversity. They envisage a diverse education system that responds to the need of different individuals and groups. They are sceptical of the functionalist claims that education produces shared values and social solidarity, of liberal claims that human potential can be achieved through education and radical claims that education can produce equality of opportunity in a just society. Usher and Edwards (1994) say, ‘Postmodernism teaches us to be sceptical of foundationalism in all its forms, of totalising and definitive explanations and theories and thus of the dominant taken-for-granted paradigms in education, whether these be liberal, conservative or progressive’ (cited in Haralambos et al 2004:128). In their analysis of education postmodernists us e the concept of subordination where the powerful elite control disempowered groups and classes, and marginalisation where the social, political, economic, and educational processes push powerless groups to the edges of society. Consequently, as demarcation between formal and informal education institutions are continuously breaking down adult education is filling up some of the spaces created by the fragmentation of the modern educational systems and is closely linked to post-modern consumption. According to Usher et al (1997) adult education has been particularly responsive to the post-modern trend towards greater choice and diversity. Individual needs are met through greater tailoring of the content and pace of education through flexible and distance learning programmes. According to Bryson adult education in modernity is seen as ‘all the activities with an educational purpose that are carried on by people engaged in the ordinary business of life’ (1936:3-4). It is a voluntary learning activity initiated by learners themselves. The motives being personal improvement, remedial, occupational, liberal, political, or relational. However, in post-modern times adult education has become more of a consumer product involved in lifestyle choices where it is more of a playful leisure activity rather that a purposive goal orientated one. Knowledge is valued on the basis of its usefulness and its ability to be exchanged for money in the labour market rather than for just providing ‘the truth’. Furthermore, since it can be consumed, many people are consuming it to escape from oppression and disadvantage. Usher et al say ‘there are many groups who see empowerment in terms of the increased consumption of desired goods†¦Ã¢â‚¬â„¢ (1997). Therefore, new forms of provision and delivery in the contemporary education landscape are developing. Open and distance learning has increased in prevalence where ‘the post-modern phenomenon of space-time compression has meant that learners and providers become increasingly available to each other on a global scale’ (Edwards 1994 cited in Usher et al 1997:23). The diverse desires of a diverse range of adult learners are readily satisfied by ODL provision. The relationship between learning, face-to-face interaction and pre-planned curricula is fractured without the need to attend specific places of learning at specific times. The postmodernist interpretation of contemporary society is that fragmentation, diversity, difference and multiple identities are replacing cohesion, convergence sameness, and singular identities in working, civic, and private lives. This is true of the UK’s population which has become inundated with immigrants from different nations, speaking many different languages and dialects. There are refugees, asylum seekers, migrant workers, family migrants and members of settled communities who are in turn, not homogeneous (Dalziel and Sofres (2005), Ivanic et al (2006), Baynham et al (2007) and Pitt (2005). Although diverse, there are some commonalities within and across these groups and there is a wide spectrum of needs and expectations. Learners from these groups bring diverse educational, cultural, employment backgrounds, life experiences, histories and skills. Their circumstances affect what they want to learn as well as where and how they want to learn. Their motives to learn t he English language varies from securing and progressing in sustainable employment, accessing services, supporting children and taking up opportunities to participate in community and cultural activities. Hence adult education in the form of ESOL (English for Speakers of Other Languages) as an activity is seen as becoming more urgent and central. The nature of ESOL how it is talked about, how it is practised, and how it is affected by other areas of social policy has changed over time and continues to do so. The 2000’s saw an unprecedented policy focus on adult education via the Skills for Life strategy which in turn grew out of the Moser report to the Department of Education (DfEE 1999). Adult ESOL in the UK has been included under the Skills for Life policy umbrella along with adult literacy and numeracy. The attempt to fit adult ESOL into generic Skills for Life pedagogy built up tensions as it is distinct, and a generic one-size-fits-all focus threatened to sideline the needs of ESOL learners. With the publication of the working group report, Breaking the Language Barriers (DfEE 2000) ESOL entered wholly into the adult basic skills agenda. This brought about the creation of a statutory ESOL Core Curriculum (DfES 2001), a new teacher training framework and qualifications mapped against the national standards. With t he Leitch (2006) report, the drive for an across-the-board improvement in the skills base of the UK arose so that the country could compete in the global market. This strengthened the connections in policy between learning in the Further Education sector and business. ESOL departments in colleges are expected to provide work linked courses and cooperate closely with local employers through various programmes. Similarly, the rapid rate of globalisation, technological and social changes is making it extremely imperative to up skill or reskill. Firms are being forced to increase efficiency through down sizing, out sourcing and providing flexible working practices. Even low skilled workers are expected to have basic literacy, numeracy, and IT skills along with the ability to learn and adopt. Both the government and individuals themselves are seeking opportunities to raise their qualifications and skills to enhance employability and avoid the fate of being marginalised in developed societies. (Hutton, 1995). As such, education and training programmes are required to produce more people who have higher levels of language competency and skills. The ESOL policy therefore aims to respond to the global economic changes by seeking ways to increase the general level of language competency and skills of learners. The values expressed in the Adult ESOL Core Curriculum (AECC) mainly corresponds to the Reconstructivism value system which focuses on the knowledge and skills relevant to the learner’s everyday life needs and the practical needs of society. The strategies used are community-based learning, group work, role-playing, inquiry, and discussions which are in line with post-modern perspectives of learning. These strategies require learners to process new materials and make personal sense of it. It involves the practise of high-order mental skills such as creativity, evaluation, synthesis and analysis and also practise common skills like the ability to work with and communicate with others (Petty 2004:219). Learners and teachers work together to uncover, solve, and propose solutions to selected problems. Reconstructionists believe that students learn more, remember it longer, and apply it to new situations better if they learn through experience rather than through being told to do s omething. Hence, AECC is a learner centred curriculum which focuses on the learning needs and future goals of learners and finds meaning from student feedback. Since focus is on learners it provides direction for the curriculum and forms the basis of a post-modern curriculum design. As the nation’s population has become diverse with multiple identities, educators have sought instructional practices that will expedite English language acquisition in a practical, efficient, and meaningful way. Amongst the plethora of theories that have evolved Constructivism is deemed as the post-modern technique of knowledge. It is the main underlying learning theory in post-modern education (Braund 1966). The basic idea behind this theory is that knowledge is constructed or invented in the mind which opposes the modernist mindset which says that knowledge is discovered rather than constructed. Knowledge is seen as a human construction, tentative and conjectural, which keeps on undergoing revision as learners acquire more experience. Usher and Johnston assert that this experience is not to enumerate the knowledge gained and become a better person but, is an end in itself, leading to further experience (1997:10). Constructivists and postmodernists ‘leave behind one-size-fits-all methods and negotiate activities and objectives based on the needs of the learner, using knowledge of learning styles and multiple intelligences and encouraging meta-cognition and self-reflection in order to increase students’ self knowledge and capacity for making conscious meaning’ (Diaz-Rico, 2008). Likewise, they stress on the fact that collaborative learning or the sharing of experiences and ideas through language makes language both a personal and social construction (Zahorik, 1995:10-13). This is in contrast to the modernist view where individual consciousness is seen as the absolute origin of knowledge and action (Hadden, 1997:19). Consequently, Task based instruction has been chosen as the best method of language teaching by post-modern ESOL teachers. The ‘learning task provides a framework for meaningful interaction to take place, using ‘purposeful’ situations which ref ine cognition, perception and affect’ (Breen and Candlin, 1980:91). According to Ellis, tasks can be seen as tools for constructing collaborative acts. He states that tasks cater for learning by providing opportunities for learners to use new language structures and items through collaboration with others, subsequently engaging in more independent use of the structures they have internalized in relatively undemanding tasks and finally using the structures in cognitively more complex tasks (Ellis, 2003:178). Task based learning combine many features of post-modern education, viz. collaboration, autonomy, student-centeredness and negotiation of meaning. Tasks involve the learners in their learning which in turn promotes active decision making, problem-solving, critical thinking and responsibility of learning. It also includes formative self-assessment which requires learners to set goals, assess their achievements and reflect on their needs. This is a key aspect of post-modern education which considers every learner to be unique having a unique learning style. Despite education being greatly influenced by postmodern practice, according to Taylor (1992:2) Postmodernity is not just a new theory in sociology but rather a challenge which questions the very bases of conventional sociological understanding. Incredulity as referred to by Lyotard is a scepticism that results from discrepancy between modernity’s ideas and promises and the actuality of the oppression and destruction that characterises the contemporary world. Postmodernity however cannot provide an alternative grand narrative making it impossible for adult educators to completely disinvest from the ‘grand narratives’ despite gradually losing faith in them. This is evident in the fact that adult educators cannot avoid talking in terms of ‘progress’ while at the same time doubting whether more of the same will automatically continue to do so (Usher et al 1997:7). In other words, modernist discourse provide us with ways of talking and knowing which we ca nnot readily dispense with and postmodern attitudes enable us to recognise this. Although postmodernism lacks a concrete model, consumerism has taken the place of science, religion, and reason. People see themselves as consumers and producers. One implication of this on education is that it is seen as a product having a customer service. Learners are viewed as customers who are allowed to select the products they desire and the nature of the delivery of the products. This is a fundamental paradigm shift from the traditional model of education where students accepted the school’s prerogative in defining the nature, purpose, and methods of the educational experience. Learners are now able to look for the best deals, feel a sense of entitlement, negotiate, and can become litigious if disappointed. Education these days teach that truth is relative, all cultures are equally deserving of respect, and all values are subjective. We cannot however ignore the fact that Western culture continuously comes under severe criticism and racism, sexism, classism, and homophobia are considered to be universally evil. Subject matter of courses have shifted dramatically away from traditional fare as colleges and universities are increasingly offering courses that are non traditional which focus on themes of sex, race, gender. Similarly, the Open University is an example of a postmodern education organisation which uses a more flexible approach to teaching. It uses electronically mediated communication to advertise and teach within higher education both domestically and globally. Although postmodernism seems to have evolved in the higher education sector of the UK it has not been openly received by the education system as a whole. Schools are still bound to the concept of performativity like nationwide league tables and standard attainment target tests and the education system continuous to be shaped by wider political and economic forces which postmodernists tend to ignore. According to Apple (1997 cited in Haralambos 2004:730) types of knowledge that are valued by postmodernists particularly cultural theory, are not highly valued or seen as important in the exercise of power. Instead he believes that ‘technical/administrative knowledge’ is considered to be of the highest value and people gain position, power, and influence by possessing such knowledge. Apple argues that contemporary societies are still run by capitalism and we should not allow postmodernists make us think otherwise. Furthermore, although consumption has increased in importance the nature of consumption still depends upon income which is in turn is determined by occupation and social class. Hence, much disparity still exists in education as it relates to racial, ethnic, or disadvantaged groups. The national curriculum still represents a male-dominated, European-centred, Western and capitalist culture and contributions of underrepresented groups like Asians, Africans, the economically disadvantaged etc. are still not included. A culturally diverse curriculum is still to be created in order to reach all the learners especially those marginalised in contemporary schools. This however remains at odds with the centralisation of power in the hands of the government. Hence, although postmodenists have been anxious to attack all grand narratives they have avoided claiming their approach as a coherent theory. Conversely, they have attempted to offer an explanation for what and how education works which in itself can be regarded as a theory. Having said that, postmodernism lacks sufficient empirical research to test its propositions. Although it does represent an important social theory, it fails to live up to the promise of sociology or to develop a set of scientifically and empirically tested propositions about how the social world works. References Baynham, M., Roberts, C., Cooke, M., Simpson, J., and Ananiadou, K., (2007) Effective teaching and learning ESOL London: NRDC Bohm, R. M., (2001) A Primer on Crime and Delinquency Theory Wadsworth Belmont CA Breen, M.P., and Candlin, C. (1980) The essentials of a communicative curriculum in language teaching Applied Linguistics 1/2, 89-112 Browning, G., Halcli, A., and Webster, F. (Eds) (2000) Understanding Contemporary Society: Theories of the Present London: Sage Publications Ltd Bryson, L., (1936) Adult Education New York NY: American Book Company Cohen, R. and Kennedy, P., (2000) Global Sociology Hampshire: Palgrave Macmillan Craib, I. (1997) Classical social Theory: An Introduction to the Thought of Marx, Weber, Durkheim and Simmel Oxford: Oxford University Press Dalziel, D. and Sofres, T.N., (2005) ESOL Pathfinder Learner’s Survey and Prisons Report London: DFES Danaher, G., Schirato, T., and Webb, J., (2000) Understanding Foucault London: .Sage Publication DFEE (2001) Skills for Life: the national strategy for improving adult literacy and numeracy London: Department for Education and Employment Diaz-Rico, L. (2008) Strategies for Teaching English Learners (2nd edn) Boston: Pearson Education Inc DIUS (2007) Leitch Implementation Plan: World Class Skills: Implementing the Leitch Review of skills in England, London: Department for Innovation, Universities and Skills Earnshaw, S., (1994) Postmodern Surroundings Rodopi Ellis, R., (2003) Task-based Language Learning and Teaching   Oxford: Oxford   University Press Giddens, A. (2002) Runaway World: How Globalisation is Reshaping our Lives London: Profile Books Ltd Hadden, W. R., (1997) Sociological Theory: an introduction to the classical tradition University of Toronto Press Haralambos, H. and Holborn, M., (2004) Sociology: Theories and Perspectives 6th Ed Collins London Hermans, A. M. C., (2003) Participatory Learning: religious education in a globalising society Brill Hutton, W., (1995) The State We’re In Chatham: Mackays Ovanic, R., Appleby, Y., Hodge, R., Tusting, K., and Barton. D., (2006) Linking Learning and Everyday life: a social perspective on adult language, Literacy, and numeracy classes London: NRDC Jayapalan, N., (2001) Sociological Theories Atlantic Publishers and Distributors Kidd, W., Abbott, D., and Czerniawski. G., (2004) Sociology A2 Heinemann Kirkby, M., (2000) Sociology in perspective Heinemann Lawson, T., Heaton. T., and Brown, A., (2010) Education and Training 2nd Edition Palgrave, Macmillan Basingstoke Lyotard, F, J., (1995) Toward the Postmodern Humanities Press New Jersey Lyotard, F, J., (1997) The Postmodern Explained University of Minnesota Press McNicol, J, G., (2005) Foucault and Education New York: Peter Lang Moore, S., Chapman, S., and Aike, D., (2001) Sociology for AS level Collins Olssen, M., (2006) Michel Foucault: Materialism and Education Boulder, Col: Paradigm Publishers Petty, G., (2004) Teaching Today A Practical Guide 3rd Edition Nelson Thornes Pitt, K., (2005) Debates in ESOL Teaching and Learning London: Routledge Rosenberg, M., (1983) Introduction to Sociology Routledge Schaefer, R,T., and Lamm, R. P., (1998) Sociology New York : The McGraw Hill Companies, Inc Skidmore, W., (1979) Theoretical Thinking in Sociology, Cambridge: Cambridge University Press Slattery, M., (2003) Key Ideas in Sociology Nelson Thornes London Taylor. S., (1999) ‘Postmodernism: a challenge to Sociology’, ‘S’ Magazine No. 4 Pg 14 Trifonas, P, P. and Peter, M., (2004) Derrida, Deconstruction, and Educations: Ethics of Pedagogy and Research Oxford UK: Blackwell Usher, R., Bryant, I., and Johnston, R., (1997) Adult Education and The Postmodern Challenge Routledge London Usher, R., and Edwards, R., (1994) Postmodernism and Education (Different voices and different worlds) Routledge Zahorik, A.J., (1995) Constructivist Teaching, Bloomington Ind: Phi Delta Kappa Education Foundation

How to Use the French Preposition Sans

How to Use the French Preposition Sans The French preposition  sans  means without, indicating a lack in general, an absence, privation or an exclusion.  It can be used with nouns, pronouns, and verbs, and it  appears in many French idiomatic expressions: to signify  without, to express a  condition and to use with an infinitive. Learn how to say homeless, otherwise, barefoot, and more with this partial list of expressions using  sans. There are many, many more. The word sans has also made its way into several English-language terms and expressions, such as  sans serif, describing a font without flourishes or serifs. To Indicate a Lack Il est parti sans moi.He left without me. Sans argent, cest difficile.Its hard without money. sans blagueseriously; all kidding aside; no kidding sans chaussuresbarefoot sans quoi  (informal)otherwise sans attendreright away sans aucun doutewithout a doubt sans additif  additive-free essence sans plomblead-free gasoline sans scrupulesunscrupulous To Say  What Didnt Happen Il est parti sans me parler.He left without saying anything to me.Elle est venue sans à ªtre invità ©e.She came uninvited (without being invited). To Express a Condition Sans mes amis, je serais triste.If it werent for my friends, Id be sad.Sans son assistance, nous ne pourrons pas finir le projet.We wont be able to finished the project without his help. When Used With an Infinitive sans savoirwithout knowing; without being aware   sans plus attendrewithout further ado comprendre sans comprendreto understand without fully understanding To Signify Without and  Translate as un____ Or ____less   un homme sans abrihomeless man sans coeurheartless une femme sans prà ©jugà ©sunbiased woman sans scrupulesunscrupulous

General Motors Essay Example | Topics and Well Written Essays - 750 words

General Motors - Essay Example How does the company plan to rally. Are they being realistic in their efforts to meet foreign competition Are they actually looking at the areas that need further attention, or are they looking for short-term incentives as a means of increasing their market share Exactly what are the main issues that must be addressed before GM can begin to recoup its losses In 2005, GM North America reported a loss of $1.6 billion in the third quarter, compared with a loss of $88 million in 2004. In the last quarter of 2005, GM had to revise its losses by a further $2 billion (Krolicki, 2006), the reason said to be charges related to factory job losses and Delphi Corporation's bankruptcy. Unfortunately, the company can be compared at present to a house of cards, easy to topple. Toyota, on the other hand is growing by leaps and bounds and is expected to take over the number one spot in auto sales within the next few years. The chart below is based on an NPR study by Diane Geng (2005) and indicates some of the more telling statistics regarding competition between these companies: Unfortunately, the company does not seem to be focused on global issues, and its efforts have been limited to quick fixes. The recent agreement with United Auto Workers union to cut health care costs, perhaps by $3 billion a year, offers an immediate boost. However, this savings is expected to be achieved by higher co-pay for doctor's visits and prescription drugs. The company also announced its intention to eliminate 25,000 jobs. Where is the incentive for employees to increase output How much emphasis does the company place on employee satisfaction The most recent effort is a promotional incentive for anyone who buys a new SUV in California or Florida. With gas prices at present well over $3 a gallon, the offer for a redeemable card with gas at $1.99 a gallon for one year if the customer signs up for On-Star, free for a year and then $16.95 a month (Durbin, 2006) is an immediate benefit. But will this incentive improve the way customers see the GM brand The major marketing push has been for trucks, especially popular over the past few years, and SUVs. The company's promotional incentive will help sell the SUVs that are no longer as popular as they were, but then what Future Issues to be Addressed at General Motors Because of the present interest in fuel consumption, commentary on the current economy as it relates to automobile design and manufacture is being updated every day. Some of the online publications that offer a running commentary are Business Day, MarketWatch, YEALD and NPR, as well as books and journal articles as noted in references. Certain areas must be explored if GM wants to stay ahead of the market. Because of the serious issues facing the company, a study directed

Journal assignment Essay Example | Topics and Well Written Essays - 500 words

Journal assignment - Essay Example Theft of cleaner from the custodian’s cart, leading to a 911 call and posion control situation, was a difficult experience to manage. The group meetings were more controlled than the different interventions with the patients, as the nurse maintained direction and had personal experience with those who exhibited inappropriate behaviors. She understood the dynamics of paranoid schizophrenia and the sometimes distorted commentaries that come along with it. The moderating nurse was a proverbial breath of fresh air. Group meetings were concentrating attention on the patients which seemed to satisfy their needs, or perhaps it was out of long-standing respect for the nurse that they maintained control. I was changed personally not only in my sudden (and not pre-existing) apprehension around being near disturbed patients, but in how I view society and its diversity. In some households, these behaviors might be considered interesting or spontaneous, however in the clinical environment it was not an inviting experience. I have developed, in a small degree, much less trust for individuals after seeing this unusual social behavior. Though I recognize these problems are inherent and out of the patients’ control, to see such reckless behavior as the self-poisoning scenario made me realize why quality nurses are needed. My overall view of mental health is virtually unchanged. I realized that individuals with behavioral problems can be controlled if they have concentrated support and attention. Control was something desperately needed in this clinical environment. Elements of this rotation that could be considered reliable included memory game and trivia play in order to spark interest and maintain a decorum. Anytime that mental health patients had attention focused directly on them, they seemed to be more docile and rational. In a future role, I would take these lessons and attempt to model them for an informal research study in terms of sustaining positive control