Homelessness Among Youth In Canada Social Work Essay

rooflessness Among Youth In Canada Social Work EssayHomelessness among spring chicken is a comprehensive, multi-faceted brotherly problem in Canada. (Roebuck.2008). correspond to public health mental representation (2007) the estimated official number of topographic pointless person population in Canada ranges from 150,000 to 300,000, one third of which be offspringfulness of age 15 to 24 years.(Stewart et al.2010). Homelessness means living in outdoors and in abandoned readying with unsafe mail. (Kisely et.al, 2008). The factors that leads young personfulness into homelessness are family dysfunction, school related problems, need for more freedom and exiguity this issue is cosmos regaleed by the serve that are accessible for them in the area of living accommodations, income and assist services. (Kisely, 2008). This study also includes the critical analysis of policies relevant to juvenility homelessness, anti oppressive organisational structure for the marginal ised spring chicken and recommendations and suggestions to prevent young into homelessness.The apprehensivenesss almost the homelessness among young person in CanadaThe most significant reason that leads the young people into homelessness is family dysfunction. The family conflict whitethorn lead the young people into homelessness. This starts when spring chicken have gone through stirred and physical conflict with their parents and also some youngsters leave their home delinquent to overleap of monetary support from their parent. (Miller et al, 2008). On the other hand, lack of family functioning and support leads some youth into homelessness. Similarly, the situational factors like parental divorce or disengagement and death of the parents also list youth into a stage of homeless. Sometimes parents alcohol and drug consumption may lead youth in to homelessness condition. (Duroff,2004).The distressing school performance is a nonher reason for the youth who leaves their home. The premature leaving of the school added to family conflict and the combination of these two factors leads them to leave home. except, failing a variant in school, and problems with teachers or students also leads some youth into homelessness. Based on my understanding lack of education create them barrier in surfaceing job. afterward on it leads to extreme poverty and unemployment among the youth homeless. (Miller et al, 2008).A strong sense of independence is the primary factor some of the youth leads to homelessness. In some cases youth are like to stay their own family only if payable to family conflict they like to stay away from the home. The desire for the more freedom sometimes youth leads into homelessness. And also, parents over interference to the youths personal matters may become the a nonher reason for the youth to live their home.(Miler et al,2008)The financial crisis of the family or poverty of the family leads to some youth into homelessness. The lack of easy lodgment, limited employment opportunity, and scrimpy wages also leads youth into homelessness. Moreover, lack of education sometimes creates barriers to youth find employment. The insufficient material demand of the money lead them into poverty. (Miler et al,2008).Homelessness among youth is a growing concern in entire Canada. (Stewart et al. 2010). Eventhough Canadian government is offering some service to the youth homeless their support needs and support interference selectence always not match with services available to them. (Stewart et al. 2010). Moreover, youth homelessness are considered as vulnerable due to shortage of cheap housing, lack of employment or income, poverty, poor physical or mental health, reduced government support, and violence or ab give in the home. Stewart et al.2010 (as cited in Campaign, 2009 Laird, 2007) Furthermore, the pattern of life style brings them exposure to violence, neglect, chronic poverty, physical and sexual abuse, crime, drug and alcohol use, unemployment, and social isolation. (Stewart et al 2010 as cited in Naboss et al., 2004 Reid, Berman, Forchuk, 2005). unconnected from that, the homeless youth often reported with inadequate social relationships, conflict within their families, and exposure to violence, criminal peers, and abusive situations.( Stewart et al 2010 as cited in Haber Toro, 2004 Reid et al., 2005). Therefore, the personal and structural reasons that contribute to oppression to find adequate housing for the youth should be addressed by anti oppressive approach of social cut back practice.According to Martin (2002) one of the major reasons that leads young people into homelessness is lack of normal activities has to do with a lack of readiness and ability to seek and find salaried employment. (Klodawsky et al.2006). The homelessness youth most of the time doesnt show much interest to do any kind of physical activity due to lack of knowledge, skill and interest.The lack of formal support contributes major challenges among homeless youth. In the most of the time homeless youth shows withdraw from the social network. This creates them barriers to know to the highest degree the services available for them. The homelessness youth barriers to seeking services include denial problems, pressure to focuses on basic resources such as food, clothing and give up, fear of not been taken as seriously, concerns some the confidentiality, and lack of knowledge about available services. In spite of all available services still they face discrepancies in available and need service (Stewart et al, 2010).The housing support helps the youth to stay in a safe situation. The homelessness youth improvement needed in shelters including additional beads, a home like environment, less fighting among themselves and caring staff. The income support helps them to gain financial support. Most of the youth needed financial needs is for the educational expense. Furthermore, most the ho melessness youth needed information about the support services in the area of bribeing to school, skill training, getting a job, budgeting, and seeking counselling. Generally, the support service for the homelessness helps the youth to overcome the situation they are living now. (Stewart et al, 2010).The personnel and limitation of the social policy for youth homelessnessThe social policies are incumbent for the homeless youth to amend systemic and historic inequalities they are facing in the society. The social policy is important to homeless youth to overcome the systemic barriers they are facing in the affordable and secure housing, lack of income or income support services, and support services. (Hulchanski et al, 2009). In Canada the policies related to homelessness youth include housing policies and program which include tenant testimonial act and rent supplement units, emergency shelter policies, income assistance, deinstitutionalisation, social services and discharge o f policies from correctional facilities. (Ministry of social ontogeny and stinting security,2001).The social hosing programs provide housing for the individuals and families who are unable to compete in the housing market. (Ministry of social growing and economic security,2001). The social housing program gives benefit to the homeless youth to find better place to live but the insufficient supply of housing due to lack of new rental construction and demolition of existing affordable rental unit are create them less accessibility to the social hosing. The loss of significant number of affordable rental units resulted to tenant protection act. In Canada the most of the tenant and land lords are covered by this policy. According to this act a rental unit can be an apartment, a house, or a room in a rooming or boarding house. And the act also can apply to care homes and retirement homes. (Government of Ontario, 2010). The briny critique about this act is that most of the time tenant w ants to pay first and last month pay and it create barrier to youth to utilize this opportunity because of insufficient money. The housing cooperation of Ontario has portfolio of rent supplement unit in a private building these units are available for the low income households. The rent supplement is a financial support directly paid to land lord by provisional government. The main critique about this policy is eligibility criteria of accommodation need the proof of Canadian residency and most of the homeless youth dont have any document to prove their residency. (Ministry of social development and economic security,2001).In Canada, the absence of permanent housing for the risk population emergency shelter policies for the homeless population. According to this act the police can use force to compel the homeless people to use shelters especially extreme whether alert. The emergency housing should not provide permanent housing options for the homelessness youth. According to homeless ness live up to task force in Toronto, some of homeless people are using shelter as permanent housing these creates the availability of the beds less. Due to lack of privacy some homeless youth dont prefer to stay in the shelter. The main critique about this act is the emergency shelters opposed to the development of permanent housing solution for the youth. (Ministry of social development and economic security, 2001).There are lot of income assistance services are available for the person who are living in the street. The homelessness single person is eligible to beget $195 per month, on a month by month basis. These services are available for the individual who are living in the most vulnerable situation. Homeless youth who are staying in a shelter would not be eligible for income assistance because it is assumed that their needs would be fulfilled in the shelter. The main critique about this policy is that the eligibility criteria for the income assistance create barriers to th e youngsters especially the age group of 16 and 17. This makes many youth to turn into illegal or uninvited source of income. (Ministry of social development and economic security, 2001).The deinstitutionalisation policy offered by the provisional government after the dramatic decline of mental health beds in the psychiatric hospitals in Ontario. The deinstitutionalisation policy offers community base mental health services and addiction service for the homeless people. Deinstitutionalization is often credited with the decrease need of medical examination care and also it is the new beginning of psychiatric care. The deinstitutionalization process is together with the shortage of community-based care and related to the visible problems ofhomelessness. The major critique about this policy is that due to lack of societal interaction most of the homeless people are not aware about the mental health issues they are having and the services available for them. (Ministry of social devel opment and economic security, 2001).The social service policies are helping the individuals, who are insecurely housed to keep their housing and give assistance to the people who became homelessness. Usually these services are given by case managers, housing workers, and different type of people who are working in the social and housing sector. The social service agencies are giving referral service to the homelessness youth to find appropriate services according to their immediate needs. According to social service scheme, the homelessness youth are getting employment skill training and skill development program but due to budget cut many of these programs are scratch by the social service agencies. The one of critical impact of this policy is that most of the time homelessness youth shows less interest for the skill development. (Ministry of social development and economic security, 2001).The discharge policies from the correctional facilities help the homelessness youth find eme rgency shelters upon their release. This policy is made available to the people who are being released from the provisional correctional facilities. It ensured the people they have a place to go in the community. The discharge policy is authorised with the condition of release of the person from the jail. However, the authorised person could not compel the person who already finished their sentence to go in an emergency hostel. Moreover, the discharge plan is accessed by all offenders who are about to return the community. The major critique of this policy is that most of the time the young offenders dont prefer to live again in an institutionalised setting. (Ministry of social development and economic security, 2001).The strength and limitation of the anti oppressive social work practiceAnti oppressive approach is a form of social work practice to address the structural inequalities and social division of the people who are living in a particular social system. It tries to change o rganisational structure and people attitude about the particular issue. (Mullaly, 2010).An anti-oppressive framework involves several key overarching tenets awareness of the mechanisms of oppression, domination and injustice acknowledgment of the structural elements at play in human behaviour credenza of diversity and difference recognition of the complexity of power and necessity for action. (Karabanow, 2004 as cited in Campbell, 2000). In the anti oppressive approach the homelessness among youth can be addressed by locality development, social development, active participation, structural definition of the situation, consciousness altitude and social action. (Karabanow, 2004).In the anti oppressive approach, the social development helps the person to address their needs in a collective way. The organisation that works based on the anti oppressive approach do not look for the street youths deviant behaviour such as criminal behaviour and drug addict on the contrary, it works for the holistic development of the person. The holistic approach helps the youth to learn values and respect themselves and others. Moreover, through the social development approach an organisation can make better understanding about the issues related to youth homelessness. The anti oppressive approach helps the youth to build self identity and strength to change things in their life. (Karabanow, 2004)The active participation based on the anti oppressive approach helps the youth to design and implement the shelter plan which include youth resident represent the committees responsible for shelter policy. Moreover, there are several position available for street youth in the organisation especially the areas of self help, mutual aid group, peer mentoring and cooking. conjunction within the organisation helps the youth to understand mainstream culture. The active participation in the organisation always associated with the acceptance and respect which make the marginalised youth feeling neat and being needed. The active participation represent both street youth and workers to join together to construct a common vision and direction for the organisation. (Karabanow, 2004)The anti oppressive organisations main insight is to make balance between the populations self constructed images about homelessness youth. The structural approach helps the organisation to believe that the social, political and economic factors of the youth push them into street life. The survival of the most youth on the street is due to lack of affordable and clean houses and adequate employment. The anti oppressive organisations always admit the street activities instead of criticising the street behaviour because the organisations place them within the large context of exploitation and victimisation. (Karabanow, 2004)The conscious raising help the youth to fortune past, present and future goals and experience in genuine manner. Through the consciousness raising a youth can share experience to others and connect with deeper understanding of particular issue. In the anti oppressive practice, conscious raising involve an intimate and in-depth exploration of ones action through a process of knowledge building, cargo and solidarity. (Karabanow, 2004 p.56). Furthermore, for the part of consciousness raising a person can critically self reflect about the situation they are facing now. Consciousness raising come out as an intimate process of exploring, accepting and ultimately reconstructing the ideas of ones past, present and future orientation. (Karabanow, 2004 p.56). The anti oppressive organisations promote safe community settings where marginalised youth can build and rebuild a sense of identity, worth, and understanding of their immediate environments. (Karabanow, 2004 p.56).In the anti oppressive framework an organisation move a stones throw further to advocacy for the alienated and stigmatised people. Social action involves a commitment to the fundamental change in th e society on the form of equal intercession for the marginalised youth. The social action endeavours includes when the street youth to petitioning in the provisional leaders to increase the number of affordable housing and youth employment. Through the social action movement, the service users and service providers try to achieve specific goals based on the common needs of the population. Based on the anti oppressive approach social action is sense of commitment and trust for the social development. Through the social action the marginalised group also can participate in the societal activities. (Karabanow, 2004)The anti oppressive approaches help the organisation to build safe and respectful environment for the marginalised populations. Moreover it helps the marginalised youth to identify the grass root of the problem and the structural inequalities they are facing in the society. The anti oppressive practice at the structural level tries to change intuitional arrangements, social process and social practice that work together to benefit the dominant group at the expense of subordinate group. (Mullay,2010).The anti oppressive is useful to identify systemic inequalities, discrimination, and violence faced by marginalised youth based on their gender, age, race, poverty, disability, sexual orientation, immigration or aboriginal status. Moreover the anti oppressive approach is very useful to understand how these types of structural inequalities make possibility to youth become homeless. The anti oppressive social work practice is necessary for reconceptualise the idea of power. (Mullaly, 2010). This help the marginalised youth to recognise that how age and poverty create them barrier to find appropriate housing.The anti oppressive practices in the structural level help the marginalised youth to find alternative services and organisation. According to these services marginalised homeless youth can connect homeless people in the mainstream organisation. The mainst ream organisation helps them to find adequate solution to the problem in a collective response. The collective response always gives immediate response to the problem. (Mullaly, 2010.)The recommendations and suggestions for the homelessness youthThe four primary recommendation to reducing the homelessness among youth of includes build on the youths optimism and goal through the development of peer networks mobilize and support interest in education and employment through contacts with employers support ties to family, including extended family or families of choice when available and use true living arrangements or create living arrangements which can facilitate education and employment.(Miller etal,,2008)The hopefulness is very important for the youth to gain strength to mind.. twist strength is very important among the homelessness youth because the studies conducted by Millier et al 2008 shows that to stay longer as homelessness made them remain as homelessness. The strength c an build among homelessness youth through counselling in the school, shelters and other and other social service agencies and also to the youth support group and networks. The most of the homeless youth consider their situation is temporary and look for the future development, this shows the clear need of the building the sense of optimism and determination among youth especially in the areas of education and conclusion a job. (Miller etal,,2008)The organisation that works for the homelessness should support and mobilize the youth to gain interest in education and employment. The lack of education creates employment barriers to the youth but the part time work helps them to continue their education. The marginalised youth is looking to improve their ability to work through education. This shows necessity of the guidelines for youth employment appropriate instruction and training. Moreover, the alternative schooling option also helps the youth to satisfy their expressed needs in th e education. This shows the clear need of more educational grants and subsidies for the marginalised youth. (Miller etal,,2008)A support tie with family is very important for the marginalised youth. The family dysfunctions are one of the major reasons for the youth to leaving their home. Family and friends are able to provide assistance in the accommodations, financial and emotional support. Generally youth has lots friends in the variety of fields. The family counselling is very important to prevent homelessness among youth. Through the family counselling the worker can prevent family systems crack down in the first place. (Miller etal,,2008)The living arrangement and support service for education and employment is the most important wanted thing for the youth homelessness. The current living arrangement creates barriers to youth in education and finding employment. And some of the marginalised youth think that living or socialising with similar issue having peers is not favourabl e for their development. They also express similar concern in the shelter system. On the other hand, the marginalised youth express to live in a both corroborative and supportive environment. This can accomplish by the government through development of teen program that offer alternative living arrangement and positive peer groups through foster or group homes. (Stewart et al, 2010)Hosing is the fundamental right of the human being. The main recommendation of this study is to improve housing facilities for the youth. Homelessness sometimes leads to the pique and victimisation. The government also should arrange social and income support services for the youth. Through the counselling service the worker can guide the homeless into proper track. Moreover government should spent more money for the social service who are giving services for the youth. The funding cutbacks always affect the service agency to provide adequate services for the youth. And also federal government also organ ise some support services for the youth homeless. (Stewart et al, 2010).ConclusionThe community based approaches is necessary for the homeless youth to satisfy their needs especially in the areas of housing, income, and support. The positive attitude of the social service agency helps the youth to come out of the situation they are living now. Moreover the alternative service of the agency, especially in the area of skill training and alternative schooling also help the youth to overcome the systemic barriers they are facing in the society.

Autonomous Learner Characteristics

Autonomous Learner CharacteristicsINTRODUCTION1.1 Background of the study flavour back in date, English words were gived once during the Cambodian Republic Regime (1970 1975), but thereafter, English was completely banned during the Genocidal Regime of political leader Pot and the Khmer Rouge in 1993, for the first National Election in Cambodia, English talking to emerged again in this country with the arrival of United Nations transitional Authority in Cambodia (UNTAC) (Narith, 2008). Since then(prenominal) the popularity of English language has gradually gr be intimateledge among Cambodian people. According to Crystal (1997) manoeuvres that English language gains its popularity in the world due(p) to political power, military power and economic power. In Cambodia, beca mathematical function of local and international business, international non-govern intellectual organizations, job requirements, consumerism, computers and mass media, young people atomic number 18 encour aged to need English as a foreign language (Narith, 2008). Further, Igawa (2008) studies about English language and its education in Cambodia states that communicative competence in English center a better job and a better pay for Cambodian people. That is why English language is encouraged and promoted to learn.Concerning English language direction, Cambodian students culturally seem to be respectful, obedient, and passive towards their teachers. This happens because of the traditional classroom, which is car parkly practiced and mainly focuse on teacher-centered approach. This approach offers fewer opportunities to students to engage in their program line, because the teacher eer plays a role as a grappleledge transmitter to students. Moreover, there is little interaction among teachers and students. The teacher usually spends a with child(p) deal of time speaking and explaining in the class while students are required to sit passively and listen to the teacher attentive ly (Wang, 2007).However, after the communicative language program line has emerged in Cambodia over the last ten years, the role of teacher and student has been gradually changed in modern classroom. In other words, there is a campaign from a teacher-centered approach to a prentice-centered approach, which offers students to a greater extent possibilities to actively engage in their education process. Since this shift occurs, apprentices are look oned as the main source of information for reading process, which the practice of assimilator self-reliance begins to grow in language discipline and teaching (Benson, 2001). Holec (1981) was the first person who coined the term learner autonomy and defined it as the ability to play charge of ones own learning. Autonomous learning encourages a very active role of learners and focuses on greater students initiative rather teacher-centered direction. (Eyob, 2008).Tudor (1993) likewise states that learner-centeredness is non a met hod, nor whitethorn it be decreased to a engraft of rules. It is, however, an approach, which views students to mystify more active and participatory roles in the learning and teaching process than in traditional approaches. Additionally, this approach requires diametric classroom activities, the structures of which are decided by students themselves resulting in increases in students involvement and need. There is also a parallel change in the teachers role in learner-centered classrooms. The teacher is less(prenominal) likely to dominate classroom events in contrast to traditional classrooms where the learning purlieu is teacher-centered and teachers are considered as authorities.According to, Nunan (1996) there are two complementary aims of learner-center. One of them focuses on language content, the other focuses on learning process. To achieve these aims, shrunken need to decide what they want to learn and how they want to learn at their own pace, and use up a decision r egarding their own language competence. Thus, it is the teachers duties to create such(prenominal) self-governing learning conditions in which students can acquire skills and knowledge while making choices about the process and content of their learning. Likewise, Tudor (1993) suggests that if teachers are to foster self-directed learning conditions, student will be able to motor more benefit from the teaching and learning process, particularly in the fol first-class honours degreeing areas (a) more relevant goal setting with the contributions of students, (b) more effective learning enriched with students p parts, (c) more benefit from activities, the content of which decided by students, (d) more efficient study program with more student involvement.Learner autonomy is considered as a crucial concept that students actively manage their learning in and out of the classroom. That is, they are independent in ground of selecting their own goals and purposes, deciding on materials, choosing ways of learning and tasks, and opting for criteria for self-evaluation (Eyob, 2008). Besides, autonomous learning can be achieved by certain conditions such as development cognitive and metacognitive strategies, learner attitudes and demand, egoism, and learners awareness and knowledge about language learning (Thanassoluas, 2007). Similarly, Cotterall (1999) indentifies learning strategies as one of the most important factors in autonomous language learning. She also claims that the learners will brace difficulties in classroom promoting autonomous learning without strategies training. Additionally, Chan (2001) states that increasing the level of learner maneuver will increase the level of self-rule thereby increasing overall motivation in the development of learner autonomy. Therefore, learners need to be self-directed and to determine the direction of their own language learning process.In brief, developing and promoting autonomous learning is vital as the aim of a ll education is to help people bring forward, act and learn respectively in relevant areas of their lives. In this respect, a strategy for developing and fostering autonomy in language teaching will require enhanced cognitive and metacognitive skills, self-awareness to break motivation and willingness to take charge of learning.1.2 Problem StatementWith this novel concept, learner autonomy, Cambodian students are expected to take more responsibilities to demonstrate a great deal of autonomy in their learning process in order to succeed academically.However, Many English language teachers create become frustrated with investing endless amounts of energy in their students and getting very little response. Most teachers need had groups of students who never did their homework, who were reluctant to use the target language in two whatever or group work, who did non learn from their mistakes, who did not listen to each other, who did not use opportunities to learn outside the cla ssroom, and so on.These reveal that students are not making efforts in their learning. Moreover, most of them are not likely to be aware of their roles in their learning process, and particularly they deficiency learning strategies to enable them to go by in their language finishance. Regarding this issue, students make slow progress in their learning, performing poorly, thereby affecting their ultimate achievement in English language learning. And to the stovepipe of our knowledge, there is little research conducted on assessing learner autonomy in Cambodian EFL context. Thus, the aim of the present work is to identify learners perspectives about their learning responsibly and their actual practice of learner autonomy in Cambodian Youths Future Institute (CYFI).1.3 Research QuestionsThe study on the current practice of learner autonomy is aimed at answering the two main hesitancys and the two sub questions below in order to meet the objectives1. How do the CYFI students percei ve their own and their teachers responsibilities in learning English?-Are there any differences in the learners perceptions of their own and their teachers responsibilities in learning English regarding their gender?2. To what extent, are the Autonomous learning strategies (inside and outside the classroom) used in learning English by ESL learners at CYFI?-Are there any differences in the learning strategies according to their gender?1.4 Significance of the studyThis study is expected to translate empirical support for the identification of factors considered to be significant for the promotion of autonomy in foreign language classrooms and examines the claims made in language learning writings about each of these factors. By exploring them, teachers could also construct a shared understanding of the essential foundation of learner autonomy and experience considerable insights into what roles they have to play in order to facilitate learner autonomy. Furthermore, it can increase learners awareness of how to be in charge of their own learning and inform the learners which learning strategies that they need to learn more and apply in their learning process. Similarly, it will help learners change their behavior by encouraging them to take state for their own language learning, to change their attitudes towards the English class, and to deal with their foreign language learning problems. And finally, it whitethorn serve as a preliminary idea for any arouse researchers in the area.CHAPTER TWOLITERATURE REVIEWThe Literature in this review was found from the Hun Sen Library of the Royal University of Phnom Penh (RUPP), and by using the websites of Asian EFL Journal, Cambridge, Google Scholar, Oxford and Zunia to identify relevant books, journals and articles focusing on shore leave in English langue learning. Other reviews was obtained from numerous articles and the list of references by several well-known scholars such as, Beson, , Gardner, Holec, Lee, Littl e ,Tudor and Wenden. These scholars are hanker established writers in this field and have indite and conducted many researches about this area. The key words used to identify the articles are Lerner Autonomy, Learner Responsibility, Self-regulated Learner and Self-access Learner.2.1 What is learner autonomy?The definition of learner autonomy seems to interpret in many different ways. Holec (1981, p.3) was the person who first coined the term learner autonomy and defines the term as the ability to take charge of ones own direct learning. Dickinson (1995) characterizes autonomous learners as those who have the capacity for being active and independent in the learning process. fleck Higgs (1988, p.41) views it as a process, in which the learner works on a learning task or activity and largely independent of the teacher who acts as manager of the learning programme and as resource person. In fact, learners attain autonomy depends on a variety of factors, including learners ability to take responsibility, personal constructs, teacher support, peer support, availability and flexibility in learning environment (Little, 1990 McDevitt, 1997 Lee, 1998). Even though there is a slightly different interpretation of learner autonomy, those meanings may contribute to the understanding deeply of the term.According to Benson and Voller (1997) there are five categories of the term learner autonomy, including situations in which learners study ideally on their own, a set of skills which can be learned and applied in self-directed learning, an inborn capacity which is suppressed by institutional education, the exercise of learners responsibility for their own learning, and the pass aroundd of learners to determine the direction of their own learning.However, there is also a great deal of misconceptions about the definition of autonomous language learning. Esch (1996) thinks that autonomy is not self-instruction or learning without a teacher, does not mean that intervention or initiative on the part of a teacher is banned, is not something teachers do to learners, is not a single easily identifiable behavior, and is not a steady state achieved by learners once and for all.2.2 Why learner autonomy?In fact, the cultivation of learner autonomy is a longsighted process. Teacher should help students develop gradually from teacher dependence to autonomy. As an old Chinese saying goes Give a man a fish, and you feed him a day teach him how to fish, and feed him for a life time. Moreover, the saying you can bring the horse to water, but you cannot make him drink can clearly illustrate why we need learner autonomy in teaching learning process. In language learning, a teacher can offer all the necessary tools and input, but learning can only occur if learners are willing to get involved and participate (Scharle Szabo, 2000). Further, Scharle and Szabo (2000, p.4) indicate that learners can be successful in learning when they have a responsible attitude. There fore, we can understand that learners need a great deal of responsibility and active involvement in conducting learning activities in order to accomplish tremendous achievement in language learning. Eyob (2008) also states that learners accept responsibility for their learning, they invariably reflect on what they are learning, why they are learning, and with what degree of success and their learning is fully integrated with the rest of what they are.2.3 Characteristics of Autonomous LearnersWe understand that autonomous learners have to be responsible for all decisions that they have to make in their own learning. In other words, they are self-directed in the sense impression that they act independently of the teacher without remaining passive or waiting to be told what to do from teachers.According to remit (2000) characterized autonomous learners as those whoknow their needs and work fruitfully with the teacher towards the achievement of their objectives.learn both inside and outside the classroom.can take classroom based material and can build on it.know how to use resources independently.learn with active thinking.adjust their learning strategies when necessary to improve learning.manage and divide the time in learning properly.do not think the teacher is a god who can give them ability to master the language.Further, Wenden (1991) also characterized autonomous learners as those whoare willing and have the capacity to control or supervise learning.are motivated to learn.are good guessers.choose material, methods and tasks.exercise choice and purpose in organizing and carrying out the chosen task.select the criteria for evaluation.take an active approach to the task.make and reject hypothesis.pay attention to both form and content.are willing to take risks.2.4 The Role of Teachers and Students to Promote Learner AutonomyHolden and Usuki (1999) who questioned Japanese students perceptions of learner autonomy concluded that it was not the learners who we re innately passive, but it was the teachers that created an environment which discouraged learner autonomy. Moreover, it also concluded that the vast majority of students view their instructor as playing a major role in the development of their language skills. However, it stresses that learner autonomy, is not something that teachers do to learners, or another teaching method that can be taught (Little ,1990 Benson, 2001). Also, Dickinson (1987) states that, the learner is totally responsible for all of the decision concerned with his learning and the implementation of those decisions. In a full learner autonomy there is no involvement of a teacher or an institution. And learners are also independent of specially prepared materials. For instance, the early research on language learning strategies carried out by such researchers as Rubin (1975) indicated that good learners have an active involvement with language learning, that they have clear ideas about the opera hat ways for th em to go about language learning, and that they set up their own learning objectives. However, this research has no strong reason to support that autonomous learning requires teachers or institutions, does not mean that it must proceed independent of them.Even there is a contradiction between the role of the teacher and the learner in promoting learner autonomy, McCarthy (2000) and Scharer (2000) argue that, in developing learner autonomy, the teacher-student relationship is crucial. The trust and cooperation between the teacher and the students makes the students feel comfortable and secure in the classroom. Only then can the students have the confidence to adventure in language learning. Benson and Vollers (1997) study also found that teachers have a significant role to play in launching learners into self-access and in helping them to stay afloat. In this investigation, it was found that there is a great change for both teachers and learners. Teachers are no longer in their domin ant position as speakers in class while learners are not passive receivers any more. However, it does not necessarily mean teachers are less important. On the contrary, the teachers job is more demanding and challenging in helping students grow up as creative and independent learners. Teachers must focus their attention on how to learn instead of how to teach. They must play different role in class as guides, facilitators and counselors. Therefore, adjusting the teachers and students roles, and establishing proper relationship are the keys to the success in promoting autonomous learning (Benson Vollers, 1997).2.5 Language Learning StrategiesThere are a number of researchers who have defined the term language learning strategies (LLS) in different ways. Wenden (1991) defines LLS as, mental steps or operations that learners use to learn a new language and to regulate their efforts to do so. OMalley and Chamot (1990) defined LLS as the special thoughts or behaviors that individuals us e to help them comprehend, learn, or retain new information. By understanding various definitions from different researchers, we can see that learning strategies are very important in learning a language. Hence, all students have to be trained on how to use them appropriately in order to be successful learners.According to Hedge (2000), there are four types of learning strategies utilized by language learners, including cognitive strategies, meta-cognitive strategies, socio-affective strategies, and communication strategies.2.5.1 Cognitive StrategiesHedge (2000) defines cognitive strategies as thought processes used directly in learning which enables learners to deal with the information presented in tasks and materials by working on it in different ways. According to Tudor (1996), cognitive strategies implicateRepetition repeating a chunk of language (a word or phrase) in the course of performing language language task.Resourcing Using available reference sources of information ab out the target language, including dictionaries, textbooks, and prior work. collectioning Ordering, classifying or labeling material used in a language task based on common attributes recalling information based on grouping previously done.Note pickings Writing down key words and concepts in abbreviated verbal, graphic, or numerical form to assist performance of a language task.Deduction/ Induction consciously applying learned or self-developed rules to produce or understand the target language. replacing selecting alternative approaches, revised plans, or different words or phrases to accomplish a language task.Elaboration Relating new information to prior knowledge relating different parts of new information to each other making meaningful personal associations to information presented.Summarization Making a mental or written summary of language and information presented in a task.Translation rendering ideas from one language to another in a relatively verbatim manner. change ove r using previously acquired linguistic knowledge to facilitate a language task.Inference Using available information to guess the meanings or usage of unacquainted(predicate) language items associated with language tasks, to predict outcomes, or to fill in missing information.2.5.2 Meta-cognitive StrategiesAccording to Oxford (1990), metacognitive strategies are actions which go beyond purely cognitive devices, which provide a way for learners to coordinate their own learning process. Oxford also mentions that there are three metacognitive strategies such as centering learning, arranging and planning learning, and evaluating learning. Moreover, Tudor (1996, p.205) also states that metacognitive strategies consist of planning, monitoring and evaluating some of these strategies arePlanning previewing the organizing concept or principle of an anticipated learning task ( appear organization) proposing strategies for handling an upcoming task generating a plan for the parts, sequence, m ain ideas, or language functions to be used in handling a task (organizational planning).Directed attention Deciding in advance to attend in general to a learning task and to ignore irrelevant destructors maintaining attention during task execution.Selective attention deciding in advance to attend to specific aspects of language input or situational details that assist in performance of a task attending to specific aspects of language input during task execution.Self-management understanding the conditions that help one successfully accomplish language tasks and arranging for the presence of those conditions controlling ones language performance to maximize use of what is already known.Self-monitoring checking, rambleing, or correcting ones comprehension or performance in the course of a language task.Problem identification Explicitly identifying the central point needing resolution in a task or identifying an aspect of the task that hinders its successful completion.Self-evaluatio n checking the outcomes of ones own language performance against an internal measure of completeness and accuracy checking ones language repertoire, strategy use, or ability to perform the task.Thus, it is very essential to teach students about metacognitive strategies in order to make their language learning effectively.2.5.3 Socio-Affective StrategiesOxford (1990) the term affective strategies refer to emotion, motivation, attitudes, and values. He claims that affective strategies are concerned with the affective elements of the learners such as self-esteem, attitudes, confidence, motivation, and anxiety. Oxford (1990) also suggests that there are three main sets of affective strategies lowering your anxiety, encouraging yourself, and taking your emotional temperature. While Tudor (1996) suggests some of the affective strategies areQuestioning for clarification asking for explanations, verification, rephrasing, or examples about the material asking for clarification or verificatio n about the task posing questions to the self.Cooperation working together with peers to solve a problem, pool information, check a learning task, model a language activity, or get feedback on oral or written performance.Self-talk Reducing anxiety by using mental techniques that make one feel qualified to do the learning task.Self-reinforcement providing personal motivation by arranging rewards for one self when a language activity has been successfully completed.Therefore, good language learners should know how to control their emotions and attitudes about learning (Oxford 1990).2.5.4 Communication StrategiesAccording to Hismanoglu (2000), communication strategies are employed by speakers when confronted with some difficulties because of the fact that their communication was misunderstood or was not caught clearly. Hedge (2000) also states that learners use communication strategies in order to make them understood and to maintain a conversation these strategies contain gesture, mi me, synonym, and paraphrases. The significance of these strategies is to help learners get involved in conversations when they practice the language and to assist learners in getting their message across or clarify what the speaker conveyed.2.6 Learner Attitudes, Motivation and self-prideBenson and Voller (1997) state that language learning is not merely a cognitive task Learners do not reflect on their learning in terms of the language input to which they are exposed. Rather, the success of a learning activity is partially contingent upon learners stance towards the world and the learning activity in particular, their sense of self, and their desire to learn. That is, language learning involves affective elements such as attitudes, motivation and self-esteem.The term attitudes refer to learned motivations, value beliefs, evaluations, what one believes is acceptable, or responses oriented towards sexual climax or avoiding (Wenden, 1998, pp, 52-53). There are two kinds of attitudes which are very essential attitudes learners hold about their role in the learning process, and their capability as learner. Thus, it appears that if learners have positive attitudes towards their learning, then those attitudes will play an important role in increasing learners motivation, and contribute to their achievements in learning.In educational context, many researchers or experts have defined the term motivation differently. So there is little agreement on the exact meaning of the term. According to Dornyei (2001) the father of motivational strategies refers the term motivation as a keen, committed, and enthusiastic learner who has good reasons for learning. Motivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity (Dornyei, 2001, p.7). Furthermore, according to Gardner and Macintyre (1993) indicate that motivation consist of three elements, including desire to achieve a goal, effort ext ended in this direction and satisfaction with the task.Indeed, people are motivated in different ways and to different degrees. And learners should encourage focusing more on their inhering motivation because it emerges with the inner drive or interest of the learners in doing something which they can sustain their motivation longer. Therefore, motivation is a key factor that contributes to the success of language learning. If learners are more aware of the importance of motivation, then they will be more likely to achieve their desire goals or outcomes.Indeed, attitudes and motivation are the concept of self-esteem (Thanasoulas, 2007). James (1983) defines self-esteem as a ratio found by dividing ones achievements in areas of life of importance to a given individual by the failures in them or ones success. According to Branden (2001), self-esteem is the sum of self-confidence (a feeling of personal capacity) and self-respect (a feeling of personal worth). If learners have a high s elf-esteem, then they may achieve highly in their learning process. Conversely, if they have a low self-esteem, then it can lead to negative attitudes towards their learning, possibly deteriorate their cognitive perform and lowering their success (Wenden, 1991, p.57).All in all, learners have to be willing to take charge of their own learning. They should use the right strategies plus having positive attitudes, intrinsic motivation and high self-esteem. And all of these do contribute a lot in leading them to largely succeed in language learning. Most importantly, they should use every opportunity that they obtain in order to learn the language effectively and successfully. Thus, teachers and students should be responsible in fostering autonomous learning (Eyob 2008).CHAPTER terzettoMethods3.1 Research DesignTo conduct this study, the researcher utilizes a survey research in order to describe the current practice of autonomous learning by CYFI students. By using this method, it also assists to illustrate the fundamental problems that challenge the practice.The method is suitable in attempting to describe the attitudes, opinions, behaviors, or characteristics of a sample or the entire population (Creswell, 2005). Additionally, it included cross-sectional studies using questionnaires and focus group interviews for data collection.3.2 information collection toolsChamot (2004) suggests that appropriate methods in conducting this kind of the study need to be utilized. Those recommending researches tools in data collection are group focus, interview and questionnaire and these methods can help researchers to ensure the reliability and validity3.2.1 QuestionnaireThe self-administered questionnaire is used in order to obtain descriptive and frequencies data of the study. The researcher employs this questionnaire because it is able to be administered with or without the presence of the researcher and it is easy to analyze with many computer software packages (Wilson Mclean, 1994). In addition, Questionnaire is long-familiar to most people. Nearly everyone has had some experience completing questionnaires and they generally do not make people apprehensive. Questionnaire also reduces bias there is uniform question presentation and no middle-man bias. Also, the researchers own opinions will not influence the respondent to answer questions in a certain manner because there are no verbal or visual clues to influence the respondent. Nevertheless, the researcher need to invest great amount of time to develop, pilot, and refine questionnaire and data collected may lack of flexibility of responding (Wilson Mclean,1994). The rate of return can also be a major concern when the researcher uses this data collecting tool (Anderson Arsenault, 1998).3.2.2 Focus Group DiscussionThe researcher uses a focus group discussion as a second data collection tool for this study. In order to verify the data collected from the questionnaire and to make the data more en riched and valid. By using focus group discussion, the researcher can explore more insights in some particular areas found from the results of the questionnaire and can cross check and probe more information about the study. Moreover, focus group will offer a incorporated view rather than an individual view and it is economical and less time-consuming. It also produce a large amount of data (Mogan, 1988). However, focus group may yield the data less than the survey and data may lack overall reliability as group disagreement and even conflicts may arise. Also, Data obtained from focus group will be difficult to analyze concisely.3.3 Sample size and Sampling techniqueThe research is conducted in the form of a drive study. The target populations of this study are Level 07 CYFI students whose levels are pre-intermediate. The sample of about 60 students of the entire population is chosen purposively to complete the questionnaire study. Besides, 4 to 6 students are also selected purposi vely to involve in the focus group discussion. The researcher intends to choose a non-probabilistic convenient sampling procedure for the study because, as its name suggests, it is convenient, fast, low cost and less-time consuming. Also, it is easy to conduct and the participants are available and voluntary to participate in the study (Cohen, Manion Morrison, 2007). And yet, the sampling may fails to represent the whole population and be limited to make a generalizability of the findings due to its nature.3.4 Data collection processThe self-administered questionnaires are administered to the participants at the end of their class. Since there are two kinds of self-administered questionnaires, the participants have a choice to complete questionnaires either in the presence or in the absence of the researcher, assistants and their teachers. If the participants decide to fil

Reasons For Strategic Decision At Thai Airways

Reasons For Strategic end At siamese connection channelwaysAn inspired and c atomic number 18fully considered backing strategy displace be employ to guide a company to achieve greater profitability and success, as it is known that strategy can be viewed as plan, ploy, pattern, position and panorama (Kourdi 2009, p3). To those companies that rely on blue monetary value to attract customers, such as budget skyways, moving in strategy plays a significant role in their business. However, business strategy should be based on the under stand ups ab bulge out(p) competition and threats in the patience, micro and macro environment factors that affect the success of their business, and strengths and competitive prefers of the company. Only can business strategy that is based on these understandings be used to achieve success of businessQuestion 1Reasons for Launching a Low- personify airway with Thai Airwaystiger Airways is going to launch a cheap air lane with Thai Airways, wh ich get out target domestic and international destinations inwardly fivesome hours escape times distance on the basis of Bangkok (Creedy 2001). There argon many reasons that Tiger Airway launched this respiratory tract jointly with Thai Airways, and the fol pitifuling five reasons argon the most weighty onesTo get by effectively. It can be seen from the case that, by joint venture, it is easier for Tiger Airways to grow its business in Thailand, and impart compete effectively in this region with Jetstar and AirAsia (Creedy 2001).Additional ne twainrk advantages. By joint venture, it will build better network relationship with Thai Airways and may find advantages to deal with future spread risk and competition, as Thai Airways becomes a partner rather than a competitor (Creedy 2001).Additional make up advantage. By possessing 49% of the joint venture, and other 51% owned by Thai Airways, Tiger Airlways has chance to use the advantage of Thai Airways to maintain and level( p) strength its low cost advantage (Creedy 2001).To reduce risk. By additional network and cost advantages brought from this deal, Tiger Airways is capable to face further spread risk.Pan-regional strategy. This joint venture is an important step forward in Tigers pan-regional strategy. It is noted by CEO of Tiger Airways, Tony Davis, that Bangkok is one key South eastern United States Asian gateway within striking distance of both India and China (Creedy 2001). By additional network advantage from joint venture with Thai Airways, it becomes easier for Tiger Airways to implement this strategy.Reasons for Strategic DecisionTiger Airways decision of launching a naked airline jointly with Thai Airways can be considered as a strategic decision. Reasons are verbalise as followsThis decision abnormal the long-term direction of Tiger Airways. As mentioned above, this decision was an important step forward for its pan-regional strategy (Creedy 2001).This decision helped achieve advanta ge for Tiger Airways. Additional network advantage with Thai Airways and cost advantages were achieved by this joint venture decision.This decision expanded the activities scope of Tiger Airways to low-cost flying to Bangkok/ Thailand, and might expand to India and China as well This decision had major resource implication. It is mentioned in the case that by 2015, 68 flights would be completelyocated to this low-cost airline (Creedy 2001).This decision created immature opportunity for Tiger Airways. By this decision, Tiger Airways became more competitive with Jetstar and AirAsia, which created new opportunity for the growth of Tiger Airways (Creedy 2001).This decision stirred operational decisions of Tiger Airways. Investment in this new airline needs to be taken into consideration by Tiger Airways.Obviously, this decision can be viewed as a plan, a ploy, a pattern, a position, a perspective. Therefore, it is a strategic decision.Macro Environment AnalysisPESTEL model is a goo d proficiency that can be utilized to analyze macro environment factors that affect the industries, as well as low-cost airline labor. It contains six factors which are Political, Economical, Social, Technological, ratified and Environmental factors (Robinson 2009, p75).Political Government instability is a major factor to the low-cost airline industry. For example, the affairs of Prime Minister of Thailand, Thaksin Shinawatra and his Red-Shirt, led to a shameful drop in tourism industry, which may decrease the customer amount of low-cost airline industry (BBC 2010).Economical Economy recession and financial crisis affected the profitability of low-cost airline industry players. A survey carried by Airline Business indicated that although revenue didnt show decline, profitability was affected by the financial crisis. Many players encountered a loss in 2008 compared to 2007 (Dunn 2009).Social The attitude of income distribution and balancing work and leisure are factors that can t be neglected. People who are willing to distribute their money on travelling and their free time of leisure will increase the customer amount of the industry.Technological Technology that makes standing seats for airlines available influence this low-cost airline industry seriously. The availability of standing seats for airlines will cut down the cost of industry will make it more attractive (BBC UK, 2010).Legal and Environmental Employment laws, competition law, threat of natural causes, carbon dioxide emission are other factors of the low-cost airline industry.Question 2Corporate Strategy, Business Level Strategy and Operational StrategyCorporate Level StrategyAccording to the definition from Collis and Montgomery (2005, p8), incarnate level strategy can be defined as the way that a company uses to create grade through configuration and coordination of its multi market activities. There are three main emphases of this definition, value creation, configuration and multimarket activities. It is indicated in Appendix 1 that the corporate strategy of Tiger Airways is that To create a portfolio of profitable routes throughout Asia and Australasia by establishing airlines in market where low-fare, low cost business model has exceptional potential for sustainable profitability with ancillary services such as luggage upsize, seat selector and sports equipment check-in.Business Level StrategyOne model developed by Bowman called The Strategy Clock can be used to get good understanding about business level strategy, which relates competitive advantage to cost advantage and variediation advantage. These successful strategies can be illustrated as following levels Low price/ low added value, Low price, Hybrid, differentiation without price premium and Focused differentiation (Angwin et al 2007, p121)All these different strategy are classified based on two factors, price and value. It can be seen from Appendix 1 that the price of Tiger Airways is low because the co mpany implement cost leadership strategy. Besides, compare to other airlines, the value added by Tiger Airways is limited. Luggage is limited to a legitimate size seat selection will be charged. Only is purchased food or drink is allowed compare to free food and drink in SIA. Thus, the activities are low value-added. Therefore, based on these two factors, the business level strategy is Low price/Low added value.Operational StrategyAccording to the definition of Lowson (2002, p57) that operational strategy can be viewed widely as a value delivery strategy. It is all about decisions which helps create and deliver product/service, value to customers through companies core competencies. Therefore, the main operational strategy of Tiger Airways is to maintain and enhance the core competencies of low fare/ low cost. Many decisions have been made based on this strategyJoint venture with Thai Airways to launch new airline.Install forward-looking 3-D weather radar to increase efficiency ( Tiger Airways.com 2010)Minimize service that charges customers on customers behalf.Question 3Porters fin Forces AnalysisPorters five forces model is one of the most well-known models in business literature that produce the competitive situation in any industry ( smiling(prenominal) Williams 2008 pp76-77). The five forces and their relations are indentified as followsThreat of new entrantsThreat of substitutesBargaining power of buyersBargaining power of suppliersIntensity of rivalrySource Caneval Ventures. Models on the dynamics of cornerstone. http//www.caneval.com/vision/innovation/innovation2.html Last accessed Dec. 7th 2010Threat of new entrantsThe threat of new entrants of the low-cost airline industry is very fierce (4 out of 5). Although the investment funds of qualifyting up new airline companies is huge to those organizations which are not in the airline industry, it is feasible to other organizations which are already in airline industry to establish new companies whic h serve the low-cost airline industry. The establishment of Tiger Airways can be an example to support this point. Tiger Airways is partially by SIA, which is the leading airline service provider all over the world.Threat of substitutesLong distance coaches, trains, passenger ships, network and other airline service providers (such as SIA) are the main substitutes of the low-cost airline industry. It can be seen from Appendix 2 that, although the low-cost airline industry is a booming industry with superior growth rate, Network airline service providers are still the main provider in the airline industry. And Long distance coaches and trains play much more significant role in transportation in countries such as China because of the poor developing of air transport. Therefore, this threat is very high (3 out of 5).Bargaining power of buyersIn low-cost airline industry, though customers are easy to find substitutes but these substitutes may cause higher price or take more time to re ach their destinations. Therefore, the bargaining power of buyers is not so strong (2 out of 5). For example, it is clearly seen from Appendix 3 that SIA return just the ticket for travelling between Singapore and Hong Kong is around 100SGD expensive than that of Tiger Airways.Bargaining power of suppliersObviously, the main supply of low-cost airline industry should be the aircrafts, and Boeing and Air Bus are the two suppliers of aircrafts to low-cost airline industry. It means that these two companies are in the position of monopoly. Therefore, their bargaining power is extraordinary strong (5 out of 5).Intensity of rivalryThe intensity of rivalry of low-cost airline industry is not so fierce (2 out of 5). Although the core competency of low-cost airline players is low fare/low cost, they have regional characteristic, which means only few airline players are recognized by customers in a certain areas. For instance, in South East Asia, Tiger Airways and AirAsia are the two recogn ized players by customers.In conclusion of the analysis of Porters five forces model, the outcome can be summarized as the following picture. Low-cost airline industry is an attractive industry, as buyers dont have strong bargaining power, which means this market is a seller market low threats of substitutes means low-cost airline is a good choice among the products or services. Besides, although bargaining power of suppliers is extraordinary high, every player in the industry will face this problem, and because of a booming industry with high growth rate, low-cost airline industry is an attractive industry.Question 4Value drawing string AnalysisPorters value chain model is a typical value chain model, which state nine kinds of business activities (Wang 2007, p81). And these business activities are classified into assistance and basic activities, which can stated as belowWang Weijun (2007). Integration and innovation orient to e-society. New York Springer Science+ Business Media, LLC. p81.However, this model aims at reach companies. Tiger Airways is in the industry of low-cost airlines, which is a service industry, therefore, the model needs to be modified based on the assumptions as followsAll the purchases are for infrastructure development purpose.Service is produced once purchase happens.Therefore, it can be seen from the case and other information from website and Tiger Airways 2010 yearly reports that the value added activities are presented as followsIn the case, it is said that by 2015, 8 flights would be allocated to the new launched low-cost airline this is the value-added activity which develops the infrastructure of Tiger Airways (Creedy 2001).In the annual report, it is stated that all new directors to the Board are briefed by Management on the Groups business activities, strategic directions, and will be sent for external training and development programmes. This is the value-added activities on manpower resource management (Annual report 2010 ). By this, Tiger Airways is able to make out better corporate, business level and operational strategies for the long-term development of the company and sustain the cost advantage as well.According to the media release of Tiger Airways, in 2010, by partnering with Honeywell, the company installed advanced 3-D weather radar enhance safety and passenger comfort. This can be viewed as a value-added activity based on technology development (Tiger Airways.com 2010).The annual reported stated that by renewing contracts with airports, ground services, providers and other suppliers, and purchased two aircrafts from Airbus (own rather than lease), enabled Tiger Airways to further reduce operating cost and in tune increase value to customers (Annual report 2010).According to the website, extra service is provided such as luggage upsize, seat selection and as well as related service, for example, hotels, insurance and car hire to enhance the types of service that customer can enjoy through T iger Airways.There are many other business activities done by Tiger Airways, which enrich the value of service provided by Tiger Airways and gain wide recognition among customers, this is the exact reason helps Tiger Airways be one of the leaders in South East Asia to provide low-cost airline service.Question 5Common Cost-cutting StrategiesAccording to many literatures, there are many different kinds of cost-cutting strategies, for instance, rationalization, standardization, central processing of transactions, technology application and cost management strategy (OBrien Datta 1989, p165). Therefore, related to low cost carriers, the common cost-cutting strategies can be presented as followsRationalization. To low cost carriers, non-value-added activities are removed and only do those value-added activities remain. For example, there is one rule in Tiger Airways that only is purchased food or drink is allowed.Standardization. other strategy is to standardize the service of low cost carriers. It can be seen for Appendix 4 that the service of Tiger Airways is standardized, as extra services will be charged by a certain price.Central processing of transactions. Crucial processes are identified by low cost carriers that need to be focus on to provide the basic service to their customers.Technology application. New technology can be applied to reduce operational cost and even reduce the proportion of risk. As mentioned above, the 3-D weather radar is applied by Tiger Airways to increase the accuracy of weather prediction to reduce needless loss by reason of bad weather (Tiger Airways.com 2010).Cost management strategy. This strategy is used by low cost carriers to understanding the factors that affected the cost such as fuel, labour, distribution, inventory management, purchasing, and foreign exchange (IATA Training Portfolio). Take Tiger Airways as an example, the two main business regions are South East Asia and Australia. Therefore, the foreign exchange rate be tween AUS Dollar and SGD is a factor that cannot be neglected Another evidence stated in Tiger Airways 2010 annual report that by renewing contracts with airports, ground services, providers and other suppliers, and purchased two aircrafts from Airbus (own rather than lease), enabled Tiger Airways to further reduce operating cost.Three Future StrategiesThe strategies will be given according to Ansoffs product/market matrix.Source Berger Roland., Kotler Philip., Bickhoff (2010). The Quintessence of Strategic Management. London Springer Heigelberg. p36.Market Penetration. To Tiger Airways, it should use activities such as advertising, gross sales promotion to increase seat occupancy rate, which in turn will reduce the operating cost, this is the way to build strong core competencies.Market Development. It is bare in the case that market development is a suitable strategy for Tiger Airways to reduce operating cost and company development (Creedy 2001). By adding new airlines through joint ventures with other airline companies, it will give Tiger Airways have chance to benefit from advantages of other airline companies.Diversification. There are two main types of diversifications, related and unrelated diversification. Thus, To Tiger Airways, the company may use related diversification strategy to expand its business, such as to international submit business. Through this strategy, the company can reduce the operating cost.ReferencesAngwin Duncan., Cummings Stephen., Smith Chris (2007). The strategy pathfinder core concepts and micro-cases. Oxford Blackwell Publishing. pp121-122.Annual report (2010). Chairmans statement. http//www.tigerairways.com/news/Annual_Report_2010.pdf Last accessed Dec. 7th 2010BBC (2010). Thailand red-shirts set out new conditions. http//news.bbc.co.uk/2/hi/8671991.stm Last accessed Dec. 7th 2010BBC UK (2010). Are standing seats a standing joke? http//news.bbc.co.uk/2/hi/8779388.stm Last accessed Dec. 7th 2010Beamish Karen., Williams Jo hn (2008). Analysis and Evaluation. Oxford Elsevier Ltd. pp76-77Berger Roland., Kotler Philip., Bickhoff (2010). The Quintessence of Strategic Management. London Springer Heigelberg. p36Caneval Ventures. Models on the dynamics of innovation. http//www.caneval.com/vision/innovation/innovation2.html Last accessed Dec. 7th 2010Collis J. David., Montgomery A. Cynthia (2005). Corporate strategy a resource-based approach.New York McGraw-Hill. P8.Creedy, S. (2001), Tiger Airways to start Thai low-cost airline, The Australian, http//www.theaustralian.com.au/business/tiger-tostart-thai-low-cost-airline/story-e6frg8zx-1225900253006 Last accessed Dec. 7th 2010Dunn Graham (2009). Low-cost carriers Ready for battle. http//www.flightglobal.com/articles/2009/04/21/325429/low-cost-carriers-ready-for-battle.html Last accessed Dec. 7th 2010IATA Training Portfolio. Cost simplification Strategies. http//www.iata.org/training/courses/Pages/talf02.aspx Last accessed Dec. 7th 2010Kourdi Jeremy (2009). Bu siness Strategy A Guide to Taking Your Business Forward. 2nd ed. London Profile Books Ltd. p3.Lowson H. Robert (2002). Strategic operations management the new competitive advantage. 1st ed. Oxon Routledge. p57OBrien Richard., Datta Tapan (1989). International economics and financial markets. Oxford Oxford University Press. p165.Robinson Peter (2009). Operations Management in the Travel Industry. Oxford CAB International. p75.Tiger Airways.com (2010). Tiger Airways to install advanced 3-D weather radar first low-cost airline in Asia to use latest technology on A320s. http//www.tigerairways.com/news/20100616.pdf Last accessed Dec. 7th 2010Wang Weijun (2007). Integration and innovation orient to e-society. New York Springer Science+ Business Media, LLC. p57.Appendix 1http//www.tigerairways.com/sg/en/about_us.phpAppendix 2Figure 1 Airline Market persona by Type of CarrierNote All others is primarily regional jet carriers but may include a small percentage of plan charter carriers.Sour ce M.R. Dayton, Trends and Demand in Aviation Markets, presentation at the ATCA/FAA/Nav Canada Technical Symposium, Office of Inspector General, U.S. Department of Transportation, 2004.Appendix 3Tiger Airways pricehttp//booking.tigerairways.com/skylights/cgi-bin/skylights.cgiSIA pricehttp//www.singaporeair.com/saa/zh_CN/Pricing/FlightCalendar.jsp

Components in Art Education Essay -- essays papers

Components in Art EducationBalanced programs for machination cultivation have been constantly changing and adapting over the years. One program that was developed back in the late 1960s by Elliot Eisner incorporated three areas of artistic production into the curriculum. These included art object, art criticism and the historical context of art. His program developed into a theoretical base for art curriculum in the primary(a) schools that is very similar to programs used today (Madeja 2001). Today most art education programs are made up of four roles. One of these components is art aesthetics. esthetics is the study of the nature of a piece of artistry. It analyzes the work by asking specific questions regarding the artist and the piece. The viewer becomes the judge in a sense. It tries to discover what the artwork might be representing. They could also ask what type of emotion the artist was trying to convey in their work. The viewer also takes part in analyzing the fleshly aspects and characteristics of the work. It focuses on the use of color, sequence and synchrony of an artwork. It notes the artists craftsmanship, artistic ability and proficiency in technique (Hoffman 1999). Art criticism is another component of art instruction. It includes showing appreciation for an artwork and its purpose. The critic uses their own acquaintance of art and their own depiction of the work to make an opinionated statement on it. It requires background knowledge and a trained eye of perception to be able to make an accurate analysis of a persons work. This includes knowledge of the physical details, design, technique and style of the work (Hurwitz 1991).Art history is also a component of art education. This component includes teaching children ... ... academic subject. Overby, L. (1992). Status of leaping in education (Report No. ED348368). Washington, DC Eric Clearinghouse on Teacher Education. Discusses the status of dance as a part of the elementary school curriculum. This Digest examines the rationale for dance in education, the status of dance education, and selected issues in dance education. Cato, T. (2001, January1). Reasons to support art education. Retrieved September 18th, 2002 from http//www.gaea.armstrong.edu/. Promotes the teaching of art education in Georgia. Calls for research into art education to show its benefits and advantages. Kaiser, M. (2002, June). National standards of art education. Retrieved October 29th, 2002 from http//artsedge.kennedy-center.org/. Provides the national standards for art education. Also has teaching materials and professional resources for art educators.

Faith and Reason within the Holocaust Essay -- Essays Papers

Faith and Reason within the Holocaust One of the greatest horrors of the 20th Century was the extinction of over 6 cardinal Jews and 5 million others during the Holocaust. In the face of this atrocity many have wondered how such a tragedy transcended in a supposed civilized European society. What role did phantasmal institutions play in the prevention or lack of prevention of the horrors inflicted by the Nazis? How did the German government create, within a reasoning public, acceptance and even corroborate for the extermination of a people who previously were considered equals? The inhumanity of the Holocaust was procured with effective use of propaganda on the German people who were willing to support anyone who could return Germany to the stentorian time prior to World War I. The Holocaust was able to sustain vitality during the war because of the Wests ignorance and indifference of the horrendous reality that was the Holocaust. The off of millions at extermination ca mps such as Auschwitz and Dachau was the end result of a series of events that did not develop through extraordinary circumstances, but rather from an educated German and Western societies abandonment of their responsibility to the minority. Ordinarily, one would expect that any acts of injustice to a person would be found morally wrong by religious institutions. However, in Europe, Jews historically had a difficulty functioning within a Christian society. The vision that people could live together peacefully contempt religious differences was a New World concept that had not found its way into Europe during the 1930s. A great deal of Germanys population was Protestant furthermore, they were Lutherans. As followers of Luthers principles... ... this widespread lack of compassion for the other Jews, the Nazis were able to fulfill one of their goals before their final fallthe extermination of over 75% of the German Jewish population. In the hours before his suicide, Hitler c onsoled himself with this while the rest of the world questioned how such an atrocity had manifested. Endnotes 1. Rita Steinhardt Botwinick, A History of the Holocaust From political theory to Annihilation (Upper Saddle River Prentice Hall, 1996), 19. 2. Adolf Hitler. The Jewish Peril. Rpt. in Rogers, 396. 3. Rita Steinhardt Botwinick, 84. 4. Rita Steinhardt Botwinick, 76. 5. http//serendipity.nofadz.com/cda/niemoll.html 6. Joseph Goebbels. The Jews Are to Blame. Rpt. in Rogers, 405. 7. Christopher R. Browning, Ordinary Men (New York Harper Perennial, 1992), 179.

The Structure of Hawthornes Young Goodman Brown Essay -- Young Goodma

new-fangled Goodman Brown the Structure Q. D. Leavis in Hawthorne as Poet mentions Nathaniel Hawthornes Young Goodman Brown as fundamentally dramatic The first batch of works I specified including Young Goodman Brown is essentially dramatic, its use of language is poetic, and it is symbolic, and richly so, as is the dramatic poets. . . (27) This study will examine this and other features of the structure of Hawthornes short story. Leavis evaluation of the storys structure as essentially dramatic is consistent with the take hold of expressed by Clarice Swisher in Nathaniel Hawthorne a Biography. She states Biographers and critics of Nathaniel Hawthorne mustiness deal with opposites determination and self- suspect, imagery of light and dark, flowers and weeds paradoxes (13). Swishers opposites and Leavis essentially dramatic are the like concept, in the estimation of this reader. Lets examine the text to see evidence of this notice how the opposites say their lines in the fashion of a drama dearest heart, whispered she, softly and rather sadly, when her lips were close to his ear, prythee, put off your journey until sunrise, and sleep in your own bed tonight. A lone woman is tumultuous with such dreams and such thoughts, that shes afeard of herself, sometimes. Pray, tarry with me this night, dear husband, of all nights in the year My love and my Faith, replied young Goodman Brown, of all nights in the year, this one night must I tarry away from thee. My journey, as thou callest it, forth and back again, must needs be done twixt now and sunrise. What, my sweet, pretty wife, dost thou doubt me already, and we but three months married ... ...n Brown, including the time-frame, the use of foreshadowing, suspenseful incidents, the dramatic aspect, the climax and denouement. WORKS CITED Abrams, M. H. A Glossary of Literary Terms, 7th ed. New York Harcourt Brace College Publishers, 1999. Hawthorne, Nathaniel. Young Goodman Brown. 1835. http//www .cwrl.utexas.edu/daniel/amlit/goodman/goodmantext.html Kaul, A.N. Introduction. In Hawthorne A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ Prentice-Hall, Inc., 1966. Leavis, Q.D. Hawthorne as Poet. In Hawthorne A Collection of Critical Essays, edited by A.N. Kaul. Englewood Cliffs, NJ Prentice-Hall, Inc., 1966. Swisher, Clarice. Nathaniel Hawthorne a Biography. In Readings on Nathaniel Hawthorne, edited by Clarice Swisher. San Diego, CA Greenhaven Press, 1996.

History of Marriage Law Essay -- Essays Papers

annals of Marriage Law While abortion law is a lot more univocal and the patterns are obvious, marriage law in the United States is a bit more complicated.-English common law, and early American law, before the 1820s treated marriages like job mergers. The fathers paid dowries and often arranged marriages for their daughters. In the early 1800s fathers could contract their daughters to marriage as early as age 12 and there was no consent on her part. Boys had to be 14 before they could enter into a marriage contract.-The age at which a woman could enter into marriage in the mid-nineteenth one C varied widely from state to state, and therefore a timeline of laws is very difficult to accomplish. -Throughout the 19th century and the early 20th century the age at which women could leg eachy marry rose slowly to anywhere from 16-18 years of age by the mid 20th century. -States differed widely on what rights women had in a marriage. Until 1873 women had absolutely no claim to custody of their children unless proof of abuse of the children was offered and corroborated.-This is about the time that women began to get property rights as well in some states. The responsibilities that came with these rights, however, were huge and not all told states were universal in their protection of a womans property. If a woman did own anything, she had the legal obligation to use it to support completely any illegitimate children, all of her children from her marriage, her husband, her grandchildren, and her parents. So if any of these people asked her to support them she could not legally refuse.-Coming into World War I women could not divorce a husband for adultery, even though he could divorce his wife for the ... ...d so much about the decision, about the issue, and about the legality that reproductive choice makes even more sense to me forthwith than it did originally. I recommend that anyone very interested in the issue of choice read the decision and look into the Gr iswold case and the issue of Right to Privacy. BibliographyAbout.com Womens History Comstock Law. visible(prenominal) online at www.about.com.About.com Womens History Man and Wife available online at www.about.comBlackmun, Supreme Court Justice. Majority Decision in the Case of Roe v. Wade.Delivered January 22, 1973.Brief History of the Emergence of the Crime of Rape available online at Hansel.mnstate.edu/classes/CJ400/Monograph/Oldlaw21.htmlHistory of Marriage available online at www.2-in-2-1co.uk/university/brhistory/index2.htmlSchwartz, Bernard. A History of the Supreme Court. 1993.