Importance of television in our life Essay

Natural rubber, also called India rubber or caoutchouc, as initially produced, consists of suitable polymers of the organic compound isoprene, with minor impurities of other organic compounds plus water. Forms of polyisoprene that are useful as natural rubbers are classified aselastomers. Currently, rubber is harvested mainly in the form of the latex from certain trees. The latex is a sticky, milky colloid drawn off by making incisions into the bark and collecting the fluid in vessels in a process called â€Å"tapping†. The latex then is refined into rubber ready for commercial processing. Natural rubber is used extensively in many applications and products, either alone or in combination with other materials. In most of its useful forms, it has a large stretch ratio, high resilience, and is extremely waterproof.[1] Varieties[edit] The major commercial source of natural rubber latex is the Parà ¡ rubber tree (Hevea brasiliensis), a member of the spurge family, Euphorbiaceae. This species is widely used because it grows well under cultivation and a properly managed tree responds to wounding by producing more latex for several years. Many other plants produce forms of latex rich in isoprene polymers, though not all produce usable forms of polymer as easily as the Parà ¡ rubber tree does; some of them require more elaborate processing to produce anything like usable rubber, and most are more difficult to tap. Some produce other desirable materials, for example gutta-percha (Palaquium gutta)[2] and chicle from Manilkara species. Others that have been commercially exploited, or at least have shown promise as sources of rubber, include the rubber fig (Ficus elastica), Panama rubber tree (Castilla elastica), various spurges (Euphorbia spp.), lettuce (Lactuca species), the related Scorzonera tau-saghyz, various Taraxacum species, including common dandelion (Taraxacum officinale) and Russian dandelion (Taraxacum kok-saghyz), and guayule (Parthenium argentatum). The term gum rubber is sometimes applied to the tree-obtained version of natural rubber in order to distinguish it from the synthetic version.[1] Discovery of commercial potential[edit] The Para rubber tree is indigenous to South America. Charles Marie de La Condamine is credited with introducing samples of rubber to the Acadà ©mie Royale des Sciences of France in 1736.[3] In 1751, he presented a paper by Franà §ois Fresneau to the Acadà ©mie (eventually published in 1755) which described many of the properties of rubber. This has been referred to as the first scientific paper on rubber.[3] In England, Joseph Priestley, in 1770, observed that a piece of the material was extremely good for rubbing off pencil marks on paper, hence the name â€Å"rubber†. Later, it slowly made its way around England. South America remained the main source of the limited amounts of latex rubber used during much of the 19th century. In 1876, Henry Wickham gathered thousands of Para rubber tree seeds from Brazil, and these were germinated in Kew Gardens, England. The seedlings were then sent to India, Ceylon (Sri Lanka), Indonesia, Singapore, and British Malaya. Malaya (now Malaysia) was later to become the biggest producer of rubber. In the early 1900s, the Congo Free State in Africa was also a significant source of natural rubber latex, mostly gathered by forced labor. Liberia and Nigeria also started production of rubber. In India, commercial cultivation of natural rubber was introduced by the British planters, although the experimental efforts to grow rubber on a commercial scale in India were initiated as early as 1873 at the Botanical Gardens, Calcutta. The first commercial Hevea plantations in India were established at Thattekadu in Kerala in 1902. In Singapore and Malaya, commercial production of rubber was heavily promoted by Sir Henry Nicholas Ridley, who served as the first Scientific Director of the Singapore Botanic Gardens from 1888 to 1911. He distributed rubber seeds to many planters and developed the first technique for tapping trees for latex without causing serious harm to the tree.[4]Because of his very fervent promotion of this crop, he is popularly remembered by the nickname â€Å"Mad Ridley†.[5] Properties[edit] Rubber latex Rubber exhibits unique physical and chemical properties. Rubber’s stress-strain behavior exhibits the Mullins effect and the Payne effect, and is often modeled as hyperelastic. Rubber strain crystallizes. Owing to the presence of a double bond in each repeat unit, natural rubber is susceptible to vulcanisation and sensitive to ozone cracking. The two main solvents for rubber are turpentine and naphtha (petroleum). The former has been in use since 1764 when Franà §ois Fresnau made the discovery. Giovanni Fabbroni is credited with the discovery of naphtha as a rubber solvent in 1779. Because rubber does not dissolve easily, the material is finely divided by shredding prior to its immersion. An ammonia solution can be used to prevent the coagulation of raw latex while it is being transported from its collection site. Elasticity[edit] In most elastic materials, such as metals used in springs, the elastic behavior is caused by bond distortions. When force is applied, bond lengths deviate from the (minimum energy) equilibrium and strain energy is stored electrostatically. Rubber is often assumed to behave in the same way, but this is a poor description. Rubber is a curious material because, unlike in metals, strain energy is stored thermally. In its relaxed state, rubber consists of long, coiled-up chains. When rubber is stretched, the chains are taut. Their kinetic energy is released as heat. The entropy and temperature increases during elongation but decreases during relaxation. This change in entropy is related to the changes in degrees of freedom. Relaxation of a stretched rubber band is thus driven by a decrease in entropy and temperature, and the force experienced is a result of the cooling of the material being converted to potential energy. Rubber relaxation isendothermic, and for this reason the force exerted by a stretched piece of rubber increases with temperature. The material undergoes adiabatic cooling during contraction. This property of rubber can easily be verified by holding a stretched rubber band to one’s lips and relaxing it. Stretching of a rubber band is in some ways opposite to compression(although both undergo higher levels of thermal energy of an ideal gas), and relaxation is opposed to gas expansion (Note: rubber bands last longer in the cold). A compressed and heated gas also exhibits â€Å"elastic† properties, for instance inside an inflated car tire. The fact that stretching is equivalent to compression is counterintuitive, but it makes sense if rubber is viewed as a one-dimensional gas, plus it is attached to other molecules. Stretching and heat increase the â€Å"space† available to each section of chain, because the molecules are pulled apart. Vulcanization of rubber creates disulfide bonds between chains, so it limits the degrees of freedom. The result is that the chains tighten more quickly for a given strain, thereby increasing the elastic force constant and making rubber harder and less extensible. When cooled below the glass transition temperature, the quasifluid chain segments â€Å"freeze† into fixed geometries and the rubber abruptly loses its elastic properties, although the process is reversible. This property it shared by most elastomers. At very low temperatures, rubber is rather brittle. This critical temperature is the reason winter tires use a softer version of rubber than normal tires. The failing rubber o-ring seals that contributed to the cause of the Challenger disaster were thought to have cooled below their critical temperature; the disaster happened on an unusually cold day. The gas molecules in the rubber were too close to their bound solid molecules(a partial phase change that separated the rubber molecules may have occurred), allowing the rubber to take on a more solid shape(a partial phase change to a more liquid and molecularly separated form would not be good, either). Heated gas has a higher energy, and rubber must be kept at specific temperatures and probably should not be used on vehicles that undergo extreme temperature changes. Chemical makeup[edit] Latex is the polymer cis-1,4-polyisoprene – with a molecular weight of 100,000 to 1,000,000 daltons. Typically, a small percentage (up to 5% of dry mass) of other materials, such as proteins, fatty acids, resins, and inorganic materials (salts) are found in natural rubber. Polyisoprene can also be created synthetically, producing what is sometimes referred to as â€Å"synthetic natural rubber†, but the synthetic and natural routes are completely different.[1] Chemical structure of cis-polyisoprene, the main constituent of natural rubber: Synthetic cis-polyisoprene and natural cis-polyisoprene are derived from different precursors. Some natural rubber sources, such as gutta-percha, are composed of trans-1,4-polyisoprene, a structural isomer that has similar, but not identical, properties. Natural rubber is an elastomer and a thermoplastic. Once the rubber is vulcanized, it will turn into a thermoset. Most rubber in everyday use is vulcanized to a point where it shares properties of both; i.e., if it is heated and cooled, it is degraded but not destroyed. The final properties of a rubber item depend not just on the polymer, but also on modifiers and fillers, such as carbon black, factice, whiting, and a host of others. Biosynthesis[edit] Rubber particles are formed in the cytoplasm of specialized latex-producing cells called laticifers within rubber plants.[6] Rubber particles are surrounded by a single phospholipid membrane with hydrophobic tails pointed inward. The membrane allows biosynthetic proteins to be sequestered at the surface of the growing rubber particle, which allows new monomeric units to be added from outside the biomembrane, but within the lacticifer. The rubber particle is an enzymatically active entity that contains three layers of material, the rubber particle, a biomembrane, and free monomeric units. The biomembrane is held tightly to the rubber core due to the high negative charge along the double bonds of the rubber polymer backbone.[7] Free monomeric units and conjugated proteins make up the outer layer. The rubber precursor is isopentenyl pyrophosphate (an allylic compound), which elongates by Mg2+-dependent condensation by the action of rubber transferase. The monomer adds to the pyrophosphate end of the growing polymer.[8] The process displaces the terminal high-energy pyrophosphate. The reaction produces a cis polymer. The initiation step is catalyzed by prenyltransferase, which converts three monomers of isopentenyl pyrophosphate into farnesyl pyrophosphate.[9] The farnesyl pyrophosphate can bind to rubber transferase to elongate a new rubber polymer. The required isopentenyl pyrophosphate is obtained from the mevalonate pathway, which is derives from acetyl-CoA in the cytosol. In plants, isoprene pyrophosphate can also be obtained from 1-deox-D-xyulose-5-phosphate/2-C-methyl-D-erythritol-4-phosphate pathway within plasmids.[10] The relative ratio of the farnesyl pyrophosphate initiator unit and isoprenyl pyrophosphate elongation monomer determines the rate of new particle synthesis versus elongation of existing particles. Though rubber is known to be produced by only one enzyme, extracts of latex have shown numerous small molecular weight proteins with unknown function. The proteins possibly serve as cofactors, as the synthetic rate decreases with complete removal.[11] Current sources[edit] Close to 21 million tons of rubber were produced in 2005, of which approximately 42% was natural. Since the bulk of the rubber produced is of the synthetic variety, which is derived from petroleum, the price of natural rubber is determined, to a large extent, by the prevailing global price of crude oil.[12][13] Today, Asia is the main source of natural rubber, accounting for about 94% of output in 2005. The three largest producing countries, Thailand, Indonesia (2.4m tons)[14] and Malaysia, together account for around 72% of all natural rubber production. Natural rubber is not cultivated widely in its native continent of South America due to the existence of South American leaf blight, and other natural predators of the rubber tree. Cultivation[edit] Rubber is generally cultivated in large plantations. See the coconut shell used in collecting latex, in plantations in Kerala, India Rubber latex is extracted from rubber trees. The economic life period of rubber trees in plantations is around 32 years – up to 7 years of immature phase and about 25 years of productive phase. The soil requirement of the plant is generally well-drained, weathered soil consisting of laterite, lateritic types, sedimentary types, nonlateritic red, or alluvial soils. The climatic conditions for optimum growth of rubber trees are: Rainfall of around 250 cm evenly distributed without any marked dry season and with at least 100 rainy days per year Temperature range of about 20 to 34 °C, with a monthly mean of 25 to 28 °C High atmospheric humidity of around 80% Bright sunshine amounting to about 2000 hours per year at the rate of six hours per day throughout the year Absence of strong winds Many high-yielding clones have been developed for commercial planting. These clones yield more than 2,000 kg of dry rubber per hectare per year, when grown under ideal conditions. Field coagula[edit] Mixed field coagula Smallholder’s lump at a remilling factory There are four types of field coagula, â€Å"cuplump†, â€Å"treelace†, â€Å"smallholders’ lump† and â€Å"earth scrap†. Each has significantly different properties.[15] Cuplump is the coagulated material found in the collection cup when the tapper next visits the tree to tap it again. It arises from latex clinging to the walls of the cup after the latex was last poured into the bucket, and from late-dripping latex exuded before the latex-carrying vessels of the tree become blocked. It is of higher purity and of greater value than the other three types. Treelace is the coagulum strip that the tapper peels off the previous cut before making a new cut. It usually has higher copper and manganese contents than cuplump. Both copper and manganese are pro-oxidants and can lower the physical properties of the dry rubber. Smallholders’ lump is produced by smallholders who collect rubber from trees a long way away from the nearest factory. Many Indonesian smallholders, who grow paddy in remote areas, tap dispersed trees on their way to work in the paddy fields and collect the latex (or the coagulated latex) on their way home. As it is often impossible to preserve the latex sufficiently to get it to a factory that processes latex in time for it to be used to make high quality products, and as the latex would anyway have coagulated by the time it reached the factory, the smallholder will coagulate it by any means available, in any container available. Some smallholders use small containers, buckets etc., but often the latex is coagulated in holes in the ground, which are usually (but not always) lined with plastic. Acidic materials and fermented fruit juices are used to coagulate the latex – a form of assisted biological coagulation. Little care is taken to exclude twigs, leaves, and even bark from the lumps that are formed, which may also include treelace collected by the smallholder. Earth scrap is the material that gathers around the base of the tree. It arises from latex overflowing from the cut and running down the bark of the tree, from rain flooding a collection cup containing latex, and from spillage from tappers’ buckets during collection. It contains soil and other contaminants, and has variable rubber content depending on the amount of contaminants mixed with it. Earth scrap is collected by the field workers two or three times a year and may be cleaned in a scrap-washer to recover the rubber, or sold off to a contractor who will clean it and recover the rubber. It is of very low quality and under no circumstances should it be included in block rubber or brown crepe. Processing[edit] Removing coagulum from coagulating troughs The latex will coagulate in the cups if kept for long. The latex has to be collected before coagulation. The collected latex, â€Å"field latex†, is transferred into coagulation tanks for the preparation of dry rubber or transferred into air-tight containers with sieving for ammoniation. Ammoniation is necessary to preserve the latex in colloidal state for long. Latex is generally processed into either latex concentrate for manufacture of dipped goods or it can be coagulated under controlled, clean conditions using formic acid. The coagulated latex can then be processed into the higher-grade, technically specified block rubbers such as SVR 3L or SVR CV or used to produce Ribbed Smoke Sheet grades. Naturally coagulated rubber (cup lump) is used in the manufacture of TSR10 and TSR20 grade rubbers. The processing of the rubber for these grades is a size reduction and cleaning process to remove contamination and prepare the material for the final stage of drying.[16] The dried material is then baled and palletized for storage and shipment in various methods of transportation. Transportation[edit] Natural rubber latex is shipped from factories in south-west Asia, South America, and North Africa to destinations around the world. As the cost of natural rubber has risen significantly, the shipping methods which offer the lowest cost per unit of weight are preferred. Depending on the destination, warehouse availability, and transportation conditions, some methods are more suitable to certain buyers than others. In international trade, latex rubber is mostly shipped in 20-foot ocean containers. Inside the ocean container, various types of smaller containers are used by factories to store latex rubber.[17] Uses[edit] Compression molded (cured)rubber boots before the flashesare removed Contemporary manufacturing[edit] Around 25 million tonnes of rubber is produced each year, of which 42 percent is natural rubber. The remainder is synthetic rubber derived from petrochemical sources. Around 70 percent of the world’s natural rubber is used in tires. The top end of latex production results in latex products such as surgeons’ gloves, condoms, balloons and other relatively high-value products. The mid-range which comes from the technically-specified natural rubber materials ends up largely in tires but also in conveyor belts, marine products and miscellaneous rubber goods. Natural rubber offers good elasticity, while synthetic materials tend to offer better resistance to environmental factors such as oils, temperature, chemicals or ultraviolet light and suchlike. â€Å"Cured rubber† is rubber which has been compounded and subjected to the vulcanisation process which creates cross-links within the rubber matrix. Prehistoric uses[edit] The first use of rubber was by the Olmecs, who centuries later passed on the knowledge of natural latex from the Hevea tree in 1600 BC to the ancient Mayans. They boiled the harvested latex to make a ball for a Mesoamerican ballgame.[18] Pre-World War II manufacturing[edit] Other significant uses of rubber are door and window profiles, hoses, belts, gaskets, matting, flooring, and dampeners (antivibration mounts) for the automotive industry. Gloves (medical, household and industrial) and toy balloons are also large consumers of rubber, although the type of rubber used is concentrated latex. Significant tonnage of rubber is used as adhesives in many manufacturing industries and products, although the two most noticeable are thepaper and the carpet industries. Rubber is also commonly used to make rubber bands and pencil erasers. Pre-World War II textile applications[edit] Rubber produced as a fiber, sometimes called ‘elastic’, has significant value for use in the textile industry because of its excellent elongation and recovery properties. For these purposes, manufactured rubber fiber is made as either an extruded round fiber or rectangular fibers that are cut into strips from extruded film. Because of its low dye acceptance, feel and appearance, the rubber fiber is either covered by yarn of another fiber or directly woven with other yarns into the fabric. In the early 1900s, for example, rubber yarns were used in foundation garments. While rubber is still used in textile manufacturing, its low tenacity limits its use in lightweight garments because latex lacks resistance to oxidizing agents and is damaged by aging, sunlight, oil, and perspiration. Seeking a way to address these shortcomings, the textile industry has turned to neoprene (polymer of chloroprene), a type of synthetic rubber, as well as another more commonly used elastomer fiber, spandex (also known as elastane), because of their superiority to rubber in both strength and durability. Vulcanization[edit] Main article: Vulcanization Natural rubber is often vulcanized, a process by which the rubber is heated and sulfur, peroxide or bisphenol are added to improve resistance and elasticity, and to prevent it from perishing. The development of vulcanization is most closely associated with Charles Goodyear in 1839.[19] Before World War II era manufacturing, carbon black was often used as an additive to rubber to improve its strength, especially in vehicle tires. Today, all vehicle tires are made of synthetic rubbers. Allergic reactions[edit] Main article: Latex allergy Some people have a serious latex allergy, and exposure to natural latex rubber products such as latex gloves can cause anaphylactic shock. The antigenic proteins found in Hevealatex may be deliberately reduced (though not eliminated)[20] through processing. Latex from non-Hevea sources, such as Guayule, can be used without allergic reaction by persons with an allergy to Hevea latex.[21] Some allergic reactions are not to the latex itself, but from residues of chemicals used to accelerate the cross-linking process. Although this may be confused with an allergy to latex, it is distinct from it, typically taking the form of Type IV hypersensitivity in the presence of traces of specific processing chemicals.[20][22]

Nestlé: Sustaining Growth in Mature Markets Essay

Nestlà © was first founded by Henri Nestle in the 1860s by developing and producing food products for babies who could not adapt mother’s milk. Following the success in baby food products, Henri incorporated with an Anglo-Swiss condensed milk company to develop dairy products, especially for government supply in World War I. High sensitive and quick responding to the demand of consumer, Nestle continued to create and develop new product mix to canned food, beverage, pet care products, to maximize its scope of business in the food segment. Nestle had been incurring high success during its operation in food industry, proved by production many creative product portfolio, double sales and tripled profits, globally brand recognition, offices and factories around the world with the management of previous CEO Helmut Maucher. Maucher successfully promoted Nestle to higher position in the market as a global company and has been operating beyond its original Europe boundary. Nestle is presently one of the largest food company in the world. Nestle has been called the most conglomerate companies ever, with more than 400 plants in 77 countries and growing. Nestle is Switzerland’s largest industrial company and the world’s leading food processor. The food giant ranks as one of the 100 largest companies in the world. Nestlà ©Ã¢â‚¬â„¢s primary products include beverages such as (coffee, chocolate drinks, mineral water, and soft drinks), dairy products, infant formula, culinary products (soups, seasoning, condiments), frozen foods and ice cream, yogurt and chilled desserts, and chocolate. Nestle seems not still happy with what it had obtained. Under leadership of current CEO Peter Brabeck, Nestle is now experiencing a more significant growth and synergies as the top nutrition and Food Company with the strategic management of Brabeck since he took over Nestle in 1997. CEO Brabeck realized the need of Nestle and his first priority was to achieve real internal growth. Strategies were employed to achieve this organic growth and now Nestle is posting CHF $91 billion in sales and CHF $8 billion in profits. Brabeck’s will hand over the company in 2008 and his successor will be facing the task of maintaining the successful momentum. This uncertainty about the future of the company is left to be seen and is the driving factor to the question: Can Nestle sustain its industrial growth in Mature Markets under the new CEO Paul Bulcke or would  the growing competitive pressure shrink its overall growth. To answer this question, an in-depth analysis must be undertaken to understand the external environment that Nestle is operating in by looking at the General, Industry, and Competitor environment and also a microscopic look into Nestle internal environment. The general environment of Nestle looks at the demographic trend. Nestle international operations are in 77 countries with over 400 plus plants and their products are sold on all six continents. The world population is increasing on a daily basis and the geographic distribution of populations is shifting. The world population is also aging quickly and the ethnic mixes in developed countries are changing rapidly. The average household incomes are increasing and Nestle could take advantage of these trends. The demographic environment presents both opportunities and threats for Nestle. The increases in population size and household incomes would help to expand the market in which Nestle operates. However, changes in the geographic distribution of populations, due to technological advances in communications, may cause difficulties for nestle in determining profitable locations for new plants. The economic trend shows that the average market growth of a mature global food industry is 2 percent. Nestle first achieve a four percent internal growth target in 2000 and consistently repeated performance in subsequent years. This growth might be contributed by the economic global trend. The U.S economy decline into recession in 2001 and in order to stimulate the economy, interest rates in United States were cut to near record lows. Many nations around the world are affected by the U.S economy and Nestle Global companies are no exceptions. The economic trend showed in 2005 that there was significant economic growth due to very low interest rates in the United States, resulting in substantial growth in global trade. This growth was slow down by high oil prices. The economic environment presents both threats and opportunities for Nestle. The growth in global trade presents opportunities for Nestle in innovation and renovation of new and old products to offer to its customers. However, the increase in oil prices would cause an increase in the cost of transportation for goods destined for Nestle plants which would threaten Nestle profitability. Operating in all six continents in over 77 countries, the politic al/legal environment presents a threat for Nestle. The differences in the political/legal environment across regions would make it difficult, and  sometimes costly, for Nestle to comply with government regulations. Political risk in some countries remains comparatively high as does the threat of lawsuits from competitors, distributors, and consumers. The socio culture presents opportunities for Nestle. Nestle is often referred to as a role model company that thinks globally but acts locally (p. N 261). Creating a unit that is concerned with adapting global products to local taste and requirements. Nestle would take advantage of the consumer by proving what the consumer wants in that culture. Whether it would be the color, shape, form or taste of the product, Nestle would adapt to those local culture. The technological environment presents opportunities and threats for Nestle. When GLOBE has been introduce in the most relevant markets, all inter-market systems will communicate much better with each other than they do now (p. N 263). Improvements in technology will allow Nestle to perform better analysis of data related to existing and future customer bases. The improvements will also allow Nestlà © to continue to improve its supply chain, which is vital in enabling Nestlà © to offer better prices to its customers. These technological improvements, however, may also be readily available to competitors. Competitors can easily mimic Nestlà ©Ã¢â‚¬â„¢s processes through advances in technology. The global environment presents opportunities for Nestlà ©. The company enjoys being in the leading position in the global food industry. The rapid globalization of business markets presents opportunities to Nestlà © as countries relax regulations that hinder trade and foreign entry into domestic markets. The increased importance of environmentally friendly business operations may also increase costs of operation. However, Nestlà © has established itself as an environmental leader; and the result is shown by the increased in sales and profitability. An industry is a group of firms producing products that are close in substitutes (Hitt, Ireland & Hoskisson, 2009). In reference to Nestlà ©, an analysis of threats to new entrants, the bargaining powers of the suppliers and buyers, the threat to substitute products and rivalry amongst competing firms would be carefully examined. Nestlà © is the oldest and most truly global companies in the food industry (p. N 261). Nestlà © boast over 130 years of industry knowledge in all markets over the world and the awareness to adapt its products to local taste. Acquisitions of Dreyer, Ralston Purina and Jenny Craig made Nestlà © to become the market leader in ice cream, global  leader in pet food and the world largest nutrition and weight management market respectively. The threat of new entrants in Nestlà © industry looks at the barriers of entry. Product differentiation is very high to imitate. The company produces over 127,000 products under six strategic brands: Nestlà ©, Buitoni, Maggie, Nescafe, Nestea and Purina. Nestlà © products are produce to offer characteristics such as quality, taste and safety. Economies of scale is another barrier to entry for Nestle and this is showed through the operations of 400 plants in 77 countries and employed more than 250,000 people. Nestle drive for acquisition was to gain critical mass in terms of market share in businesses in which scale is vital for success (p. N265). Size provides considerable economies of scale in the food industry. Nestlà ©Ã¢â‚¬â„¢s operations are massive and global in scope. Barriers to entry for new entrants are increased by high economies of scale. The switching costs are high because Nestle production is based on innovation and renovation of its well branded product. Nestle works on improving their products especially in mature markets where Nestle generates the bulk of its sale. Continuous upgrading of existing product is an important source of internal growth. Nestle controls its distribution channel and provide assistance to Distribution Company to carry their products. Having access to distribution channels can be a strong entry barrier for new entrants, especially in industries like Nestle. Whenever industry growth is slow and constrained there will be expected retaliation. Nestle was increasingly facing fierce competition as many food producing rivals had achieved significant improvements in their operating efficiency (p. N 262). Nestle weak profitability, whose root causes could be traced to Nestlà ©Ã¢â‚¬â„¢s various acquisition that slowed down the overall growth of the companies and open the doors for competitors to take advantage. Bargaining power of suppliers with the food industry shows that Nestle manufactured over 127,000 products and purchase of raw materials such as coffee and milk. The company utilized the expansion strategy to help with dependency of coffee from its suppliers. The Power of suppliers is low. The supplier groups are less concentrated and not dominated by a few large companies. Bargaining power of the buyers is very high because Nestle is high on quality, taste, and safety. They have modified more than 700 of their products by adding nutritional functionalities for its buyers. Whereby, the buyers are demanding high  quality, taste, and safety products and Nestle is providing it. Nestle was facing fierce competitive pressure and the threat was due to the slow growth of the company that was caused by acquisitions. Although the number of truly global competitors was limited, the most notable being Kraft, Masterfoods, and Unilever, Nestle was also facing strong competition at the national and regional level (p. N 262). The return on shares decrease from 44% in 97 to 15% in 2001 but increase tremendously in 2005, whereby its rival, Hersey have seen a constant shareholders return over the ten years. Note in particular was the 88% in 2001 to 306% in 2005. In fact, all competitors yield positive shareholders return between the years of 2001 to 2005, possible due to the low interest rate that created a global increase in trade. The competitive environment in the external environment is fierce on the local and regional level but limited on the global level. Globally, Nestle competitors are Kraft, Masterfoods and Unilever. In 1997, the company was ranked eight among the world’s top 12 packaged food companies in terms of returns on capital. Its net margin was only half of its major rival Unilever (p. N 262). Today, Nestle employs over 250,000 employees, manufactures approximately 127,000 products in 77 countries under six major brands: Nestle, Maggie, Nescafe, Purina, Buitoni, and Nescafe. Nestle basically doubled its competitor industry growth and is far ahead of its closest competitor. The internal organization of Nestle focuses on the internal strengths and weaknesses of the organization. Between 1982 and 1997, under CEO Maucher, the company showed a great deal of strength and also major weaknesses, but CEO Brabeck, during 1997 and 2005, utilized effective strategy to move the company forward. The borrowing capacity of the company was evident in 2005, where Nestle generated total sales of CHF $91 billion and net income of CHF $8 billion and was the leading food manufacturing industry. Nestle also have the ability to generate internal funds and from 1997 to 2005, Nestle continued its expansion through a combination of organic growth and acquisitions. Once the feasibility study is conclusive, Nestle will focus on selecting the format best suited to the particular market and adapting that format to local needs. Nestle physical resource includes over 400 plants in 77 countries, on the six continent all over the world and employed more than 250,000 people of which 3,500 are scientist in the research and development section. The technological  resources utilized by Nestle were the GLOBE program that is designed to improve operational efficiency by integrating the company’s businesses on a global scale. The objectives are to establish best practices in business processes, to align data standard, and to install common information system. GLOBE will allow all inter market systems to communicate better with each other. Intangible resources such as knowledge and trust were seen in Nestle. The company knowledge was displayed in its 140 years of profound knowledge of markets all over the world, and the ability to adapt its product to local taste. Nestle trust its workers and the organization structure is a decentralized one. Whenever there was an acquisition, Nestle would promote managers from the acquired company. This promotion displayed trust building measures hoping that those managers would be effective and efficient with their new roles and responsibilities. Nestle also utilized innovation resources for its success. Nestle is considered the innovation leader in the global food and nutrition sector (p. N 264). The company created a research and development section and invested CHF $1.5 billion for renovation and innovation of old and new products. They hired 3,500 scientists with the quest to this achieve internal growth. Business level strategy of Nestle was to seek ways in which the company can grow internally because the external growth strategy has been reached. The company was ranked first in all the product segments in which it operated (p. N 261). However, with all this acquisition and external growth, the company’s market growth was only 2 percent. The CEO Brabeck goal was to achieve real internal growth. The company had many challenges and weaknesses. The most important of these challenges when the company generated more than 70 percent of its sales in mature markets with a limited potential for organic growth (p. N 262). The company was also challenge with slow market growth due to the amount of acquisitions over the years and had portfolio that included several low margin product segments that negatively affected profitability. This led to company being ranks eight among the top twelve packaged food companies in terms of return on capital. Brabeck business strategy was focus specifically on Nestle organic growth. Organic growth in mature markets could only be reached by strengthening Nestlà ©Ã¢â‚¬â„¢s innovative capacity. His strategy was to force the businesses to become more efficient by cutting back on their investment budget (p. N 262). The first task was to achieve  Nestlà ©Ã¢â‚¬â„¢s operational efficiency. Nestle launched a manufacturing efficiency programs MH97, Target 2004+, and Operation excellence 2007. Other strategic initiatives were FitNes, GLOBE, and the reduction of the marketing expenditure by exploiting synergies brand. These efficiency strategies saved Nestle over CHF $12 billion and the savings were invested into internal growth. Organic Growth was evident when Nestle was transformed from a food company into a food, nutrition, health, and wellness company. This was accomplished by creating units such as Corporate Wellness and Nestle Nutrition units. The company strengthens its innovation by focusing on the research and development and investing heavily in innovation and renovation and organizational changes to improve research and development’s connection with market Nestle operates. They created the Product Technology Centers, Local Application Centers and Clusters. Nestle also used external growth as a platform for organic growth by the acquisition of Dreyer, Ralston Purina and Jenny Craig. All these strategies yielded Nestle in 2005 CHF $91 billion in Sales, $8 billion in profits and 4 percent market growth. In conclusion, the new CEO Paul Bulcke of Nestle is taking over an organization that is already a global giant and the strategies that his predecessor was able to establish in the span of ten years are fostered for continuity. The new CEO Paul Bulcke would be able to maintain and at some point, increase sales and profits for the next five years. Although the competition is fierce, Nestle economies of scales, financial capabilities, 140 years of knowledge and experience, external and now internal growth would make it difficult for the competition to shrink Nestle industry growth. With the sizeable investment of CHF $1.5 billion in research and development, the new CEO would have a unit that is created for new innovations and also to renovate the old products. The new CEO Paul Bulcke could build on the abundance of strengths Nestle acquire over the years, overcome the few weaknesses the global giant has, take advantage of the tremendous opportunities for nestle, and avoid the external threats that could cause the company to lose market share. CASE RELATED QUESTIONS Preparing to hand over the CEO position to Mr. Paul Bulcke on April 10, 2008, you decide to summarize the lessons and successes of your tenure in that position. Your first step will be to outline the environmental forces that  you faced in 1997 (Nestlà ©Ã¢â‚¬â„¢s internal strengths and weaknesses and the external opportunities and threats facing the company at that time). You have a meeting scheduled later this month to give Bulcke direction on taking the company forward. You’ve outlined the following agenda for the meeting. Characteristics of the Current Competitive Landscape: Globalization, Technology, Knowledge, Strategic Flexibility, Quality, Profit Pool Vision and Mission Stakeholders Acquisition Strategy Organizational Structure Strategic Leadership Strategic Entrepreneurship Your assignment is to give a full assessment of the agenda items to prepare Bulcke for leading the company in the years ahead keeping in mind that Nestle needs to maintain its strong growth momentum in the developing and emerging world. Since I took over the Nestle Organization from 1997 to 2007, many environmental forces were created during the past decade. The company went through environment opportunities and threats from outside and also established internal strengths and in process was exposed to a few weaknesses. Nestle had tremendous opportunities because of the numerous acquisitions by my previous predecessor. The company had the potential for organic growth, further expansion to other countries, and increase in shareholders capital. During that time, Nestle was threaten by fierce competition locally, regionally and a little on the global scene. This threat was due to the numerous acquisitions that slowed the industry growth and gave these companies the opportunities to compete. However, during the decade, numerous strengths were created whereby Nestle implemented manufacturing efficiency programs by cutting down on wild spending and channel that savings into innovation and renovation. That strategy grew the organization from a 2 percent growth to 4 percent. The company also boasts of 140 years of experience and knowledge, operating in all six continents, well liquidated, and has the ability to create what the consumer wants  through its research and development unit. The limited weaknesses were evident such as the inability to identify that the productions of canned food, tomato, oil, dry pasta that would be slow in growth. However those items were divested in the past decade. Characteristics of the current competitive landscape of Nestle look at the fierce competitive environment on the local and regional level but limited on the global level. Globally, Nestle competitors are Kraft, Masterfoods and Unilever. In 1997, the company was ranked eight among the world’s top 12 packaged food companies in terms of returns on capital. Its net margin was only half of its major rival Unilever (p. N 262). Nestle employs over 250,000 employees, manufactures approximately 127,000 products in 77 countries under six major brands: Nestle, Maggie, Nescafe, Purina, Buitoni, and Nescafe. The profit is on the rise and would make strategic flexibility for the new CEO. Nestle basically doubled its competitor industry growth and is far ahead of its closest competitor. Nestle vision states that â€Å"each day we strive to make our products tastier and healthier choices that help consumers care for themselves and their families† and its mission is to â€Å"positively influence the social environment in which we operate as responsible corporate citizens, with due regard for those environmental standards and societal aspirations which improve quality of life.† Stakeholders are an important part of Nestle organization and the bottom line is to ensure that the shareholders are satisfied. Shareholders were not satisfied with CEO Maucher due to the fact that shareholders were accustomed to getting 17 percent annually when the organization was growing through acquisition but when the limit of the external growth had been reached, shareholders return decreased. This decrease in shareholders return led to the firing of CEO Maucher. During the decade, Nestle acquisition strategy was used as a platform for organic growth. The concept behind acquisition was to gain a critical mass in terms of market share in businesses in which scale is vital for success. External growth was used to gain expect knowledge for further expansion into new product segments. The Nestle Organizational structure is one that is decentralized, and changes were made to improve the research and development’s connection with the markets in which Nestle operates. The organizational measures were the creation of Product Technology Centers, Local Application Centers, and Clusters Within the Nestle organization there  must be strategic leadership to move the company forward and also strategic entrepreneurship. This leadership must be able to identify specific areas where Nestle can grow, maintain, and sustain its global dominance. References Raisch, S., Ferlic, Flora. (2006). Nestle: Sustaining Growth in Mature Markets. INSEAD. Hitt, Ireland, Hoskisson. (2009). Strategic Management: Competitiveness and Globalization (Concepts and Cases). (8th ed.) Mason, OH Hitt, M. H., Ireland, R. D., & Hoskisson, R. E. (2009). Strategic Management: Competitiveness and Globalization. (8th ed.). South-Western Cengage Learning 5191 Natorp Boulevard Mason, OH 45040 USA. (n.d.). Retrieved from http://www.Nestlà © .com

Legalizing Prostitution Home Run Or Strikeout - 1266 Words

Winson Liang and Domenic Stallone May 1, 2017 Economics Professor Terregrossa Legalizing Prostitution: Home Run or Strikeout? Worldwide the prostitution industry is worth $186 billion. In the United States the industry is worth $14.6 billion, and is known as one of the oldest â€Å"trades† practiced today. However, since prostitution is illegal the conditions for the workers are usually horrible, with many of them contracting STDs and being treated terribly by their bosses. So what would happen if we legalize prostitution? In the United States, the federal corporate tax is anywhere between 15% to 35% (before Trump’s tax policy goes into place) and the state tax can be anywhere from 0% to 10%. Therefore, the minimum the government would make†¦show more content†¦Sex trade in America is a thriving and growing business, in Atlanta the income from this illegal misadventure brought in $290 million, while Miami came in second with $235 million and the nation’s capital, Washington D.C., at third with $103 million. The â€Å"pimps† who run the sex trade draw in around $30,000 ev ery week. Alan Dershowitz told the Wall Street Journal, â€Å"In this case, they wiretapped 5,000 phone conversations, intercepted 6,000 emails, used surveillance and undercover tactics that are more appropriate for trapping terrorists than entrapping Johns,† by legalizing prostitution police forces across the country can save time, money, and effort away from prostitution crimes and more focus on more serious issues. Prostitution is a product someone would actually purchase, in a study in 2012 10% of the male population of the United States said that they have paid to have sex with a prostitute, and in the United States 14.6 billion dollars are spent on the 1 million prostitutes operating. Legalized prostitution can be a source of tax revenue. While brothels in Nevada pay no state taxes, they pay significant amounts of tax to the rural counties where they do business, according to The New York Times. (Nevada Republicans blocked a plan a couple of years ago to subject brothel s to state taxes, as they didn t want schools and other state services funded

Obesity And The United States - 1265 Words

Obesity in the United States has been a serious problem affecting Americans and has been continually growing higher in numbers each year. American obesity has nearly doubled within the last 40 years and is now considered to be an epidemic that is affecting millions of people around the nation. According to the National institute of Diabetes and digestive and kidney Diseases, 31% of men and 35% of women are considered seriously overweight, along with 15% of children between the ages of six and nineteen are also overweight. The lack of physical inactivity and extreme poor dieting are catching up to almost the same threat as cigarettes and tobacco smoking. We as a nation are considered to be the fattest country in the world. Obesity is a†¦show more content†¦But now it is found and occurring in many children. At a young age moderate obesity can dramatically increase the risk of getting diabetes. Because of the excess amount of stress put on the knees and hips, obesity can affect the joints in a serious way. Most obese persons cannot receive joint replacement surgery. The additional fat tissue that is formed in the body need oxygen and nutrients in order to live. This causes high blood pressure because the blood vessels cannot circulate more blood to the fat tissue and increases the workload of the heart. The heart now has to pump more blood through the blood vessels. All the extra weight raises the rate of your heart and reduces the body’s ability to transport the blood to where it is needed. The risk of cancer increases tremendously as well. Men that are overweight get a higher risk of colon cancer and prostate cancer. Women that are overweight have a higher chance of breast cancer, colo n, uterus, and gallbladder. Our social culture is defined on the idea of physical attractiveness. When it comes to psychosocial effects, being overweight plays a major role in the health of an individual. Culture believes in the perfect ideal person to be thin and in shape. This is considered the â€Å"sexy† and norm of our society. The people that are overweight and obese are often blamed for their weight and are automatically considered lazy and weak minded. This ultimately results in these people having fewer love lives and being placed in

Communication as a Key Driver of All Business Activities, Three Roles Term Paper

Essays on Communication as a Key Driver of All Business Activities, Three Roles of Leaders as Communicators, Drivers of Effective Communication Term Paper The paper â€Å"Communication as a Key Driver of All Business Activities, Three Roles of Leaders as Communicators,   Drivers of Effective Communication" is an exciting example of term paper on management. A disaster in its context is a serious disruption in a community that is a result of the impact of the disastrous events and requires extensive coordination of different stakeholders including the state and other entities to aid the community to recover from the disruption. Disaster management, on the other hand, is all the arrangements undertaken to manage the adverse effects of an event; this might be either arrangement for preventing, mitigating, responding to, preparing for, and recovering from a disaster. Governments, business institutions, learning institutions, and community-based organizations have disaster management strategic policies that allow them to come up with relevant disaster management programs should any adverse event occur. It is vital to note that communicat ion is an essential aspect of disaster management; for instance, communication helps in coordination of events, staff members, aid groups, and above all disbursement of the critical decisions made with regard to the disaster. Without communication disaster management programs cannot be successfully implemented.From Brisbane’s International Airport case study, it is evident that the company lacked a comprehensive disaster management strategic policy and if it was there, it was a weak policy that could not withstand the situation. There was virtually no coordination of events, the airline staff members, for instance, questioned Fred Smith for which grounds or policy was he using in trying to advise them on the way forward. Consequently, the CEO of the airport was adamant to intervene in the whole scene. Following this observation, this paper is an analytical report that discusses the different strategies and skills of communication that the airline could have put in place to ma ke sure that when adverse or disastrous events occur, the company should be in a position to respond efficiently and effectively.Effective Communication StrategyCommunication in any organization has two main effects; it can be a symptom and a cause for organization failure (Clemmer, 2013). Good communication strategies propagate companies to achieve their mission. Across all organizations, the world over, good communication strategies employed within these entities coupled with good communication practices and systems are key components in ensuring superb performance. Experts in communication have established that, information, knowledge, and understanding within any organization, are the life of that organization (Facey, 2013). Dynamic and performance-oriented firms appreciate the significant value of an effective communication strategy particularly in situations that demand immediate action or response. Effective communication results in, rather it is key in delivering immediate a nd tangible results (Facey, 2013). These range from, customer satisfaction, increased employee satisfaction, quality service, and product delivery and it is also crucial in recruiting and retaining talented personnel for the company (Facey, 2013).Organizations with poor organizational structure, ineffective processes, unaligned rewards, bureaucratic systems, poor customer focus together with unskilled leadership have poor communication strategies (Facey, 2013). Contrastingly, firms with elaborate organizational structures, an organizational culture that fosters performance, strategic leadership, and strong and measurable vision excel in their ventures.A comprehensive communication strategy has vast impact/influence and thus propels the change and improvement agenda. Firms with a strong communication strategy keep every member of the organization with up to date information and hence everyone is made to focus on priorities and goals of the organization (Facey, 2013). Similarly, effec tive communication strategies offer members of the organization with an opportunity to provide feedback on the progress on the course correction required. In essence, an effective communication strategy sets the tone and direction of improvement effort (Facey, 2013).

Students Diversity and Teaching Practices free essay sample

Teaching practice is the practical aspect of teacher training and it is an assortment of factual and dramatic characteristics. During the teaching practice student teachers find an opportunity to use the acquired knowledge, especially in the areas of psychology, teaching methods, teaching principles and teaching techniques. During teaching practice student teachers are like apprentices to acquire skills. Teaching practice is a valuable opportunity, where student teachers are in a position to increase their knowledge, do experiments on the basis of acquired knowledge and to solve the problems related to teaching. Student teachers which are on teaching practice, if they are aware about their lacking experience and need of more learning, as well as willing to learn and gain, then they can learn practically much more from experienced teachers and teacher educators. During teaching practice, it is not only that they have opportunity of teaching but they also have the opportunity to observe inside and outside of the classroom. In this connection data was collected from 650 student/prospective teachers who have completed their teaching practice and it was found that in Pakistan teaching practice is not taken seriously and many interesting findings were found in this regard. Key Words: teaching practice, problems, issues, Pakistan Introduction Practice teaching occupies a key position in the programme of teacher education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession (Furlong et. al, 1988). Performance during practice teaching provides some basis for predicting the future success of the teacher. Outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programme. During practice teaching working with students in schools provides a high degree of emotional involvement mostly of a 1Federal 2 College of Education H-9, Islamabad, Pakisatn,[emailprotected] com G C University, Faisalabad,Pakistan 3The niversity of Gujrat, Pakistan 4Federal College of Education H-9, Islamabad, Pakisatn  © 2010 International Online Journal of Educational Sciences ISSN: 1309-2707 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa positive nature. Student teachers feel themselves grow through experience and they begin to link to a culture of teaching. During practice teaching, they feel engaged, challenged and even empowered (Trowbridge and Bybee, 1994; sharafuddin, and Allison, 1969). Definitions of Teaching Practice A number of terms such as the practice teaching, student teaching, teaching practice, field studies, infield experience, school based experience or internship are used to refer to this activity (Taneja, 2000). The term practice teaching embraces all the learning experiences of student teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the practicing of teaching skills and acquisition of the role of a teacher; the whole range of experiences that students go through in schools; and the practical aspects of the course as distinct from theoretical studies (Stones and Morris, 1977). Teaching practice is the name of the preparation of student teachers for teaching by practical training. It is the practical use of teaching methods, teaching strategies, teaching principles, teaching techniques and practical training and practice / exercise of different activities of daily school life. Objectives of Practice Teaching According to Akbar (2002) Following are the objectives of practice teaching: 1. To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship. 2. To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession. 3. To develop personal relationship with others: administrators, teachers, parents and students. 4. To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control. 340 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 5. To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning. 6. To enable the student teachers effectively to plan and prepare lessons. . To develop skill in the use of fundamental procedures, techniques and methods of teaching. 8. To develop desirable professional interests, attitudes and ideas relative to teaching profession. 9. To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour. 10. To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefit s of constructive criticism. 11. To provide an opportunity for self evaluation and to discover own strengths and weaknesses. 12. To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material. 13. To provide an opportunity to liaison with school environment, its functioning and with community and its resources. 14. To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions’ staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school. Stages in teaching practice Following are the stages in teaching practice 341 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Primary Stage It is necessary to make a trip of student teachers to that particular school, where they are going for practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of the students and their usual routine. On return from the tour student teachers must have the details about scheme of studies, age of the students, strength of the class, abilities and specific problems of the students, timing of the school, textbooks and teaching aids. Preparation of Lesson For the preparation of lesson student teachers must know the subject, the relevant books and audio visual aids which he / she is going to teach. Well prepared lecture gives confidence to the teacher in the class. Student teachers and supervisor can reform the teaching learning process after its evaluation. Qualities of a Good Lesson A good lesson has the following qualities: I. II. III. IV. V. VI. VII. Lesson planning should be in complete detail. Lesson should be interesting. Effective and timely use of teaching methods and teaching aids. Student should be ready for learning. Students should be involved practically in teaching learning process. Lesson should be taught in professional and friendly environment. All students should be given same attention by keeping in view their individual differences. 342 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching in Classroom The stage of teaching in the classroom is known as practice teaching. Student teachers while teaching in the classroom passes through different steps of his / her teaching (Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson. Evaluation of Teaching Practice In order to evaluate the teaching practice supervisor observes the student teacher while teaching in the classroom. Supervisor evaluates / observes the punctuality, lesson planning, teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson, interest of the students, discipline of class, use of black / white board, students’ notebooks and objectives of the lesson. Participation in other Routine Works of School Teaching in classroom is not the only objective of teaching practice, but also to provide training in all activities which student teachers are going to perform in future during their job as a professional teachers. For this purpose they have to spend whole day in school as teacher. They have to participate in all the activities of school e. g. preparation of timetable, preparation and maintenance of different registers, evaluation of class work and home work, arrangement of tutorial groups, sports / games, morning assembly, co-curricular activities, duty during recess, duty as day master, duty before and after school timing, decoration of classroom, preparation and maintenance of attendance board, news board, information board, look after and arrangements of A V aids room, home economics room, science laboratories and library. How to deal with students’ parents, officers of the school, school employees and guests are also the part of teaching practice. Duties as invigilators, preparation of question papers for examinations, evaluation of answer scripts and compilation of results is also part of teaching practice. 343 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Role of Supervisor in Teaching Practice Supervisor’s duty is not only to evaluate the lessons of teaching practice, but by using his/her all the abilities to make this experience (All the stages of teaching practice) result oriented. He/she should have got all the activities planned before hand. He/she should have meeting and conversion with teacher educators, experienced teachers of the institution, educationists, concerned school head teachers and other teachers. Introductory lectures should be arranged before the departure of student teachers to the practicing schools in order to aware the student teachers about the preparation of lesson plans and other assigned activities. During teaching practice it is the duty of supervisors to supervise their lessons, other assigned activities, guidance and counselling as well as provide the student teachers with feed back and to enable them so that they can criticize and reform themselves. During the teaching practice student teachers should not be criticized in front of the practicing school staff and students. If there is a need then all the student teachers should be gathered and should be scolded and warned without nominating and asking the name. Supervisors’ role is to prepare teachers for future, therefore he / she should act as a facilitator. Teaching Practice in Pakistan A variety of teacher training courses are being offered in Pakistan. In all the programmes teaching practice is compulsory component except M. Ed (Master of Education). In true spirit we can produce good teachers through this activity, but the procedure adopted in Pakistan is just to pass / kill the time. Teaching practice duration is very short; it is about 4 to 8 weeks or teaching of 60 to 75 lessons. During teaching practice student teachers are bound to the classrooms for teaching. They are not trained for the other activities performed in schools. Therefore, effective learning could not take place. Student teachers are bound to use easy principles and methods of teaching. They are just being taught how to start the lesson, how to control the class, how to keep an eye over the students while writing on the black / white board. 344 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Teaching practice is doing nothing to serve the purpose and is working on adhoc basis. Those schools in which teaching practice is being conducted are not taking active part in preparing the teachers for future but only tolerating this activity. The administration and teachers of the participating schools are not aware of the required information for evaluation techniques, which are to be used during teaching practice. They are not fully aware of the importance of teaching practice for student teachers and future generations. It is fact that student teachers are not ideal teachers and due to this fact practicing school teachers cannot give them full authority but at least they can trust them. Practically two behaviours are seen here in Pakistan. Firstly these uninvited guests are considered inferior teachers and criticized without any justification. Secondly some teachers transfer their all burden to them. In some teacher training institutions selection of lessons is kept up to the choice of student teachers and they select such lessons which are very easy and in which minimum audio visual aids are used. Research Questions 1. 2. 3. What are the issues and problems of teaching practice in Pakistan? How do the prospective teachers view the trends of teaching practice in Pakistan? How far does the Practice Teaching help the student teachers in anticipating the problems they might face in their professional lives? Research Methodology Population and Sampling The population of the study consisted of all the prospective teachers who are admitted to B. Ed programme in public sector institutions in four provinces of Pakistan. 650 prospective teachers were considered as the sample of the study. These students were selected from 26 teacher training institutions, 25 students from each institute. 345 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Research Tool Development and Data Collection Since the study was descriptive in nature, therefore, survey approach was considered appropriate to collect the data. For the purpose, a twenty seven item questionnaire was developed out of which seven had the option of â€Å"yes† and â€Å"No; while the remaining 20 items had three options as â€Å"Maximum†, â€Å"To some extent† and â€Å"Not at all†. Administration of Research Tool The questionnaires were administered on prospective teachers personally and responses were received. Data Analysis The data collected through questionnaire was terms of percentage and mean scores. coded and analyzed through SPSS XII in Findings Data collected through the questionnaire was analyzed in terms of percentage and mean score. The findings drawn out from the data analysis are given below. Table 1. I agree with the importance attached to practice teaching. Yes Number of Responses Percentage 87. 6% 12. 4% 569 No 81 650 Total Above table reveals that 87. 6% prospective teachers responded that they agree with the importance of teaching practice and 12. 4% responded in negative. 346 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 2. There is clarity of concepts before the actual process of teaching. Yes Number of Responses Percentage 487 No 163 650 74. 97% 25. 03% Total Above table reveals that 74. 7% prospective teachers reported that they have been given orientation before the start of teaching practice and 25. 03% reported in not. Table 3. The help extended by the Parent institution was quite appropriate. Yes Number of Responses Percentage 63. 54% 25. 46% 413 No 237 650 Total Above table shows 63. 54% respondents were in favour that department /institute extended help provided the criteria for the evaluation of the teaching practice and 25. 47% are not in favour. Table 4. It helps when you replicate the assessment and evaluation procedure adopted by your teachers during the theoretical sessions. Yes Number of Responses Percentage 65. 38% 34. 62% 425 No 225 650 Total 347 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 69. 38% prospective teachers are in favour that they have been provided with the manual of rules and regulation regarding teaching practice and 34. 62% not reported in favour. Table 5. The school provided the necessary infrastructure and the attitude of the staff was encouraging. Yes Number of Responses Percentage 56% 44% 364 No 286 650 Total Above table reveals that 56% respondents have responded in favour that attitude of the staff was encouraging and 44% not responded in favour. Table 6. Peer co-operation develops critical thinking and polishes teaching skills. Yes Number of Responses Percentage 56. 46% 43. 54% 367 No 283 650 Total Above table shows that 56. 46% have reported that they have been provided with separate staff room in the practicing school during teaching practice and 43. 54% reported in negative. Table 7. The school staff often visits the classrooms and gives informative tips. Yes Number of Responses Percentage 54. 6% 45. 24% 348 No 294 Total 356 650 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table reveals that 54. 76% respondents are affirmative that the staff of practicing school is cooperative and 45. 24% are not affirmative. Table 8. Appropriate information in orientation about teaching practice. Maximum Number of Responses Percentage 36. 92% 20. 76% 42. 30% 240 T o Some Extent 135 Not at All 275 650 1. 94 Total Mean Above table reveals that 36. 92%respondents responded for maximum, 20. 76% for to some extent and 42. 30% for not at all and mean score is 1. 4, which shows that appropriate information about teaching practice are mostly not given in orientation. Table 9. The school administration paid due consideration to my preferences while allocating the classes. Maximum Number of Responses Percentage 48% 10. 30% 41. 69% 312 To Some Extent 67 Not at All 271 650 2. 06 Total Mean Above table reveals that 48% prospective teachers opted for maximum, 10. 30% for to some extent and 41. 69% for not at all and mean score is 2. 06, which supports that choice of prospective teachers are mostly not considered for assigning the lesson. Table 10. From the attitude of the school administration, I got a fair experience of how to organize a school. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 30. 15% 11. 07% 58. 76% 349 196 72 382 650 1. 71 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 30. 15% respondents are in favour of maximum, 11. 07% in favour of to some extent and 58. 76% are in favour of not at all, the mean score is 1. 71 which supports that attitude of school administration do not provide a fair experience about the organization of school. Table11. There is a sufficient availability of Audio-Visual Aids. Maximum Number of Responses Percentage 11. 05% 21. 56% 67. 38% 72 To Some Extent 140 Not at All 438 650 1. 44 Total Mean Above table shows that 11. 05% respondents opted for maximum, 21. 56% for to some extent and 67. 38% for not at all, the mean score is 1. 44. This shows that audio visual aids are not available in the practicing school. Table 12. The Supervisors were quite frequent in their visits to the schools. Maximum Number of Responses Percentage 50. 92% 19. 69% 29. 38% 331 To Some Extent 128 Not at All 191 650 2. 21 Total Mean Above table reveals that 60. 92% respondents opted for maximum, 19. 69% for to some extent and 29. 38 %for not at all, the mean score is2. 21 which shows that mostly each lesson plan is checked and remarks are given by the supervisors. 350 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table13. The supervisors regularly assessed the lesson plans before the start of the classes. Maximum Number of Responses Percentage 37. 23% 39. 53% 23. 07% 242 To Some Extent 257 Not at All 150 650 2. 14 Total Mean Above table reveals that 37. 23% respondents opted for maximum, 39. 3% for to some extent and 23. 07% for not at all, the mean score is 2. 14. This shows that to some extent supervisors regularly assessed the lesson plans before the start of the classes. Table14. The supervisors visited the classes regularly. Maximum Number of Responses Percentage 26. 50% 44. 61% 28. 92% 172 To Some Extent 290 Not at All 188 650 1. 98 Total Mean Above table reveals that 26. 50% re spondents opted for maximum, 44. 61% for to some extent and 28. 92% for not at all, the mean score is 1. 98. This shows that supervisor did not visit the classes regularly. Table15. The supervisors often discuss the ongoing teaching practice with the school administration. Maximum Number of Responses Percentage 41. 69% 25. 84% 32. 46% 271 To Some Extent 168 Not at All 211 650 2. 09 Total Mean 351 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table reveals that 41. 69% respondents favoured for maximum, 25. 84% to some extent and 32. 46% not at all. The mean score is 2. 09, which show that supervisors often discuss the ongoing teaching practice with the school administration. Table16. Teaching practice scheduled is strictly followed. Maximum Number of Responses Percentage 50% 25. 23% 24. 76% 325 To Some Extent 164 Not at All 161 650 2. 25 Total Mean Above table shows that 53. 06% respondents opted for maximum, 32. 65% to some extent and 14. 29 not at all. The mean score is 2. 39, which supports that mostly teaching practice scheduled is strictly followed. Table17. I got enough experience and knowledge of delivering the lessons and organizing the classes. Maximum Number of Responses Percentage 35. 53% 40 % 24. 46% 231 To Some Extent 260 Not at All 159 650 1. 80 Total Mean Above table shows that 38. 3% respondents are in favour of maximum, 40% to some extent and 24. 46% to not at all. The mean score is 1. 80, which proves that mostly student teachers got enough experience and knowledge of delivering the lessons and organizing the classes. 352 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table18. There were enough chances for development of awareness as far as Teaching Skills are concern ed Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 64. 92% 22% 13. 07% 422 143 85 650 2. 58 Above table reveals that 64. 2% respondents opted for maximum, 22% for to some extent and 13. 07% for not at all. The mean score is 2. 58, which proves that mostly there were enough chances for development of awareness as far as teaching skills are concerned. Table19. Performance Assessment should take place during Teaching Practice. Maximum Number of Responses Percentage 35. 23% 22. 30% 42. 46% 229 To Some Extent 145 Not at All 276 650 1. 92 Total Mean The above table reveals that 35. 23% respondents are in favour of maximum, 22. 30% in favour of to some extent and 32. 46% in favour of not at all. The mean score is 1. 2, which shows that the evaluation process for teaching practice is not satisfactory. Table 20. There was a possibility of shifting the Methods from one to the other during the classes Maximum Number of Responses Percentage 22% 50% 28% 353 To Some Ex tent 325 Not at All 182 Total Mean 143 650 2. 05 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Above table shows that 22% respondents are in favour of maximum, 50% to some extent and 28% not at all. The mean score is 2. 05; this shows that all the teaching methods and techniques studied theoretically were applied practically to some extent. Table 21. There is a need to improve the quality of teaching practice to meet the latest challenges. Maximum Number of Responses Percentage 62. 61% 18. 15% 19. 23% 407 To Some Extent 118 Not at All 125 650 2. 43 Total Mean Above table shows that 62. 61% respondents opted for maximum, 18. 15% for to some extent and 19. 23% for not at all. The mean score is 2. 43, which shows that there is a dire need to improve the quality of teaching practice to meet the latest challenges. Table 22. There was an opportunity after the teaching practice to discuss the problems with the teachers and give suggestions Maximum Number of Responses Percentage 19. 3% 18. 15% 62. 61% 125 To Some Extent 118 Not at All 407 650 1. 56 Total Mean Above table indicates that 19. 23% respondents are in favour of maximum, 18. 15% are in favour of to some extent and 62. 61% in favour of not at all. The mean score is 1. 56, this shows that there was not an opportunity after the teaching practice to discuss the problems with the te achers and give suggestions. 354 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Table 23. Given the choice, I shall change the techniques and methods I had employed during teaching practice. Maximum Number of Responses Percentage 46. 15% 19. 23% 34. 61% 300 To Some Extent 125 Not at All 225 650 2. 11 Total Mean Above table indicates that 46. 15% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 34. 61% in favour of not at all. The mean score is 2. 11, which shows that mostly students used different methods and techniques during teaching practice. Table 24. More time should be devoted to preparing teachers before teaching practice starts. Maximum Number of Responses Percentage 64. 61% 30. 76% 4. 61% 420 To Some Extent 200 Not at All 30 650 2. 0 Total Mean Above table indicates that 64. 61% respondents are in favour of maximum, 30. 76% are in favour of to some extent and 4. 61% in favour of not at all. The mean score is 2. 60, which shows that students are strongly of the view that more time should be devoted to preparing teachers before teaching practice starts. 355 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Ta ble 25. The student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Maximum Number of Responses Percentage 65. 53% 24. 92% 9. 3% 426 To Some Extent 162 Not at All 62 650 2. 56 Total Mean Above table indicates that 65. 53% respondents are in favour of maximum, 24. 92% are in favour of to some extent and 9. 53% in favour of not at all. The mean score is 2. 56, which shows that students are strongly of the view that student teachers should be allowed to sit in each other’s classes to observe strengths and weaknesses. Table 26. I had the availability of all the instructional material that I needed. Maximum Number of Responses Percentage 30. 76% 11. 53% 57. 69% 200 To Some Extent 75 Not at All 375 650 1. 73 Total Mean Above table indicates that 30. 76% respondents are in favour of maximum, 11. 53% are in favour of to some extent and 57. 69% in favour of not at all. The mean score is 1. 73, which shows that students did not have the availability of all the instructional material that they needed. Table 27. Overall, I am satisfied with the quality of teaching practice as conducted in Pakistan. Maximum To Some Extent Not at All Total Mean Number of Responses Percentage 26. 92% 19. 23% 53. 84% 175 125 350 650 1. 73 356 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Above table indicates that 26. 2% respondents are in favour of maximum, 19. 23% are in favour of to some extent and 53. 84% in favour of not at all. The mean score is 1. 73, which shows that students are not satisfied with the quality of teaching practice as conducted in Pakistan. Discussion Teaching practice is a compulsory component in teacher training programme, but some respondents were denied to have it, one possible reason might be that their institution did not send them for the purpose. Government of Pakistan (2003) states that quality education requires motivated and competent teachers at all levels. Teaching practice is a segment, which provides opportunity to prospective teachers; apply theoretical knowledge practically in real situation. The importance of teaching practice is not recognized practically in the teacher training institutions of Pakistan. Government of Pakistan (1998) accepted that the existing teacher education programme as considered is not being adequately responsive to the demands for quality in the school system. Objective, manual, orientation, rules and regulation of teaching practice are neither prepared nor supplied properly. These are prepared in few institutions but not supplied to all concerned person of the teaching practice. Rashid (1999) quoted that an objective is more specific and describes definite activities. Application of all methods and techniques are very essential for quality training, developing confidence, competency and skills, which are helpful in transfer of learning and knowledge comprehensively. But in prevailing situation teaching practice is based on conventional style. There is no use of latest techniques; the departments/ institutions are also not providing A V aids and other helping material. The role of supervisors in the teaching practice is very rare. The supervisors do not provide proper guidance. Supervisors are seen over loaded and sufficient facilities and incentives are also not being provided by the departments/institutions. Issani and Virk (2004) describe that due to lack of adequate training facilities for university teachers the present position of teacher with proper professional competencies and training is alarming low. 357 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa Evaluation and assessment criteria is also very formal like satisfactory, unsatisfactory, good, very good or marks % etc. during evaluation all the aspects of teaching skills are not being considered. The segment of teaching practice in teacher training institution is not considered seriously. Modern techniques are neither supplied nor applied. Rafaquat (2002) quoted that mostly the teacher training institution are following lecture methods. It is recommended to adopt modern and better teaching training methodology like demonstration, discovery or participation methods to attain qualitative improvement. The duration of teacher training should be lengthened to develop favourable attitudes of prospective teachers towards teaching profession. It is need of the new trends of education to improve the quality of teaching practice. New inventions demand that teachers must be well trained, having latest knowledge and be able to apply the new approaches with latest technology. Quality of education and implementation of all policies and plans are depended upon the motivated and quality based teachers. Duration of teaching practice is short. It is not up to the international standard. Farooq (1990) who has pointed out short duration of teacher training programme as compared with the developed countries. Rafaquat (2002) who reported that the duration of teaching practice of teaching may be increased according to the programme of training. The quality of teaching practice may be improved by providing adequate human: physical resources and special consideration must be given to the practical components of teacher training programme for producing quality teachers. Conclusions Teaching practice is an activity, which can play an important role in preparing teachers for future challenges in a classroom. Its effectiveness for the nation is beyond any doubt. It is a milestone for professional adolescence. It is a fuel for an endless journey and a combination of personality, professional skills, knowledge and training. Now it is the duty/responsibility of teacher educators and teachers of practicing schools to make this fuel endless. Brief conclusions on the basis of the findings are as follows. Most of the respondents agreed that manual of rules and regulations of teaching practice were not provided to the 358 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 rospective teachers before going to practicing schools. The supervisors neither indicated shortcomings in the lesson plan nor did they assess practically each lesson of the prospective teachers on daily basis. Objectives of teaching practice were not prepared properly and supplied to all the concerned in writing. Before commencing the teaching practice, orientation was not given to prospective teachers and the concerned staff, where they could be able to share the ambiguities regarding procedure, manual and evaluation process. Time table/schedule of the teaching practice was strictly followed by the departments/institutions but evaluation and supervision criteria were not up to the mark. The interest and choices of the prospective teachers were not considered while assigning the period and timetable during the teaching practice. Feedback from the participating school, administration, supervisors and prospective teachers was not taken so the practice could not play an effective role to develop confidence, vision and competency in the prospective teachers. Recommendations Rules and regulations of teaching practice should be defined by the institutions before the student teachers go for teaching practice. It will not only help the student teachers but also the supervisors to achieve the predefined targets. Specific teachers should be appointed by the concerning departments to observe teaching of student teachers so that they may stay whole day in school to check the activities of the students and comment honestly. Orientations should be given to the student teachers before teaching practice so prepare them mentally for the challenges coming in their way during teaching practice. Teaching practice should be given proper weight age. Students should be informed before hand the process of evaluation of teaching practice so that the teacher students may try their best to improve their performance consciously. It seems that student teachers are not satisfied with their time table and periods during their teaching practice. Institutions should properly contact schools before starting teaching practice and set their time table according to students’ choice other wise students should be prepared accordingly. It would be a good practice if institutions develop permanent sort of links with some specific schools to adjust their students instead of selecting schools haphazardly to improve this 359 Aijaz Ahmed Gujjar, Bushra Naoreen Saifullah SAIFI Muhammad Jamil Bajwa practice and to make it more effective. School administration can be cooperative if it finds some kind of incentive in it for their school otherwise it might think that student teachers are there only to disturb the school. Feedback from student teachers regarding the problems faced by them in schools should be considered important to improve the practice for next time. Institutions should try to fill the gap between theory and practice because some times the situation in schools is different to that taught to the students in theory so to save the student teachers from any sort of bewilderment. References Akbar, R. A. (2002). A study of Teaching practice of Prospective Secondary School Teachers and Development of a Teaching practice Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Ali Murtaza, (2005). Comparative Study of Practice Teaching in Formal and Non formal Systems and Development of a Model, Arid Agricultural University, Rawalpindi (Unpublished PhD Thesis). Brwn, P. D. Brown N. R. (1990). Effective Teaching Practice. Stanley Thornes, England Cohen, A. Carver, N. (1970). A Students’ Guide to Teaching Practice. University of London Press, London. Cohen, L. Manion, L. (1983). A Guide to Teaching Practice. Methuen, London. Government of Pakistan (1998). National Education Policy 1998-2010, Ministry of Education, Islamabad. Government of Pakistan (2003). Islamabad. Furlong, V. J. ; P. U. Hirst and K. Pocklington. (1988). Initial Teacher Training and The Role of the School. Open University Press, Philadelphia. Education for all 2001-2015, Ministry of Education, 360 International Online Journal of Educational Sciences, 2010, 2(2), 339-361 Govt. of Pakistan. (1997). Pakistan Vision 2010. Report; Seminar on Education. Planning and Development Division, Islamabad. Issani, C, U. A. G M, L, Virk (2004). Higher Education in Pakistan: A Historical and Futuristic Perspective, National Book Foundation, Islamabad. Malik, S. R. (1992). The System of education in Pakistan. National Book Foundation, Lahore. Muhammad Ashraf (1990). Dictionary of Primary Education. A. P. H. Publishing Corporation, New Delhi. R, A, Farooq (1994). Education System in Pakistan: Issues and Problems, Asia Society for Promotion of Innovation and Reforms in Education, Islamabad. Rashid, M (1999). Teaching Strategies, Allama Iqbal Open University, Islamabad. Shah, R. A. (1995). Education and Teacher education in Pakistan. Pakistan study Centre, University of Sindh, Jamshoro. Taneja, R. P. (2000). Encyclopaedia of Comparative Education, Vol. 4. Anmol Publications Pvt. Ltd. , New Delhi. 361

Kenyon Commencement Speech Essay Essay Example

Kenyon Commencement Speech Essay Paper One of the best beginning addresss that were given was by David Foster Wallace. Many may state that he was a superb adult male. which he genuinely was. In his address you can state he gave a life lesson to his graduating category and the people among them. He gave his position of what â€Å"freedom† truly is. Freedom is to be able to care of others alternatively of merely yourself. to be able to be free from your ain head. to be able to alter your default scene. You can be in control of your bosom and your head ; be their maestro and be able to command them your wants and demands. Always try to believe long and difficult about your life determinations and everything that defines who you are. Peoples can hold or differ with Wallace’s point of position on freedom because freedom is so large and it has different significances for everyone. To truly hold freedom and to be able to populate the manner that you truly want to. is truly all up to you. You need to do your life de terminations for yourself and maintain your fingers crossed that you truly hold yourself figured out and you’re perfectly certain you know what you’re making and where your determinations will take you. We will write a custom essay sample on Kenyon Commencement Speech Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kenyon Commencement Speech Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kenyon Commencement Speech Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Your head and your bosom are merely under your control and they will make as you say. Now we all know that the head and the bosom don’t ever acquire along. one can desire one thing and the other one can oppugn that. It’s alright to be confused. but to be able to state yourself to maintain composure and grok what is traveling on with yourself and what is around you will merely fulfill you. Wallace provinces. â€Å"This I submit. is the existent freedom of existent instruction. of larning how to be well-balanced. You get to consciously make up ones mind what has significance and what doesn’t. You get to make up ones mind what to worship† ( 207 ) . This statement that he made is nil but true. You should be able to believe for yourself and respond the manner that you feel. Never make a determination based on the determinations of your parents. co-workers. friends. because you can hold your ain ethical motives and beliefs. and that’s what makes you. you. To hold freedom is to be your ain individual. believe logically. and know the right manner to respond in life. â€Å"It’s the automatic manner that I experience the drilling. frustrating. crowded parts of grownup life when I’m runing the automatic. unconscious belief that I am the centre of the universe. and that my immediate demands and feeling are what should find the universes priorities† ( 206 ) . says Wallace. In everyone’s caput. the universe is all about us and we are the centre of attending. Most of the clip we neer think about the people among us and their feeling or state of affairs. It’s easier for us to believe about our demands and the state of affairs that we are in that 2nd. Wallace besides says how sometimes we need to step out of our ain places and seek to look at the state of affairs from person else’s point of position. Which merely sound superb because every bit much as being â€Å"selfish† is in our nature. there might be people in worse state of affairss than us. It’s ever easy for us to kick about our jobs. which some people may truly hold. and others may overstate over a interruption up and believe that’s the terminal of the universe. Before making or stating something you will repent you need to take others in consideration. You can take full control over your head and alternatively of responding the manner that you automatically would. you could take to do the right determination and understand that non everything is ever about you. You have the power to command yourself if you truly want to. No 1 truly likes to be commanded to make anything. In fact. many of us intentionally do the antonym of what we are told to make because we want to be â€Å"rebels† or because we want to turn out our ain point. One thing that is ever hard for us to travel against is our ain head. It takes dedication and strength to hold the bravery to contend against your head. and to be able to alter your default scene. Like it was mentioned before. our default scene is chiefly to be selfish and think that it’s all about us. â€Å"Think of the old cliche about the head being an first-class retainer but a awful master† ( 202 ) . says Wallace. If you truly look deep into this cliche . you truly get down to recognize how much sense it truly makes. How astonishing would it be if you were ever the maestro of your head and it ever did merely as you said. Never would you have to hold a default scene of your ain. you would be in the scene that you pleased to be in. Most of us suffer in our ain ideas and allow our heads take over our whole organic structure. To be able to put yourself free. you need to larn to put yourself free from your ain head. You need to be the maestro of your head alternatively of being its waiter. In decisions. you can state that Wallace was seeking to learn his fellow graduating category to larn non to takes things for granted. Freedom is fundamentally all about being able to be well-balanced. Bing able to care for others. set yourself in their places and seek to do bad state of affairss look better. Our default scene is all about ourselves ; how we feel. how we look. what we think. what we want. etc. To be able to alter that default scene and be able to believe of others merely every bit much as believing about yourself would reasonably much give you the feeling of being free. To hold the power to command your head alternatively of being under its control. As we all know. it’s ever hard to acquire your bosom and head to acquire along and hold. Well. if you genuinely wanted. you can do them acquire along. Everyone has their ain ideas about this topic. This beginning address that Wallace gave about â€Å"freedom† was one of his brilliant authorship. His address genuinely shows how he feels about freedom. and of class he cared plenty to inform others about it before they all started a life outside of school.