Drivers Influencing SMEs in the UK Term Paper Example | Topics and Well Written Essays - 2500 words - 1

Drivers Influencing SMEs in the UK - Term Paper Example To begin with, the UK is a developed country that is considered economically stable and highly competitive in the global market. In fact, in 2008 it was ranked in terms of nominal Gross Domestic Product (GDP) in the European region. In addition, it is the sixth largest economy globally in terms of Purchasing Power Parity (PPP) (Excellis Business Consulting, 2009). The country is a member of some of the most prominent organisations in the world including the European Union (EU), North Atlantic Treaty Organisation (NATO), Organisation for Economic Cooperation and Development (OECD), the United Nations Security Council, World Trade Organisation (WTO) and the G8 (Excellis Business Consulting, 2009). The country’s population was slightly below 50 million according to a census conducted in 2008 and ranked third in the EU (Excellis Business Consulting, 2009). The UK remains one of the proficient players in the global economy after recovering from the economic and political effects of the two world wars. Manufacturing is a key component of the UK economy however, it can be noted that it only accounted for approximately 13 percent of the output in 2003. The industry also contributes nearly half of the exports and ? 150 billion annually (Excellis Business Consulting, 2009). This trend has led to the increased levels of transfer of the UK manufacturing base and foreign ownership. In recent times, UK based companies are no longer the leaders in the manufacturing sector. Nevertheless, the UK still ranked sixth worldwide with regards to Gross Value Added (GVA) and manufacturing output (Excellis Business Consulting, 2009). Most conventional manufacturing companies have evolved into new activities such as silicon design, silicon design, in-flight refueling systems, and Bluetooth technology. Other manufacturers have engaged in the development of state of the art technologies in nanotechnology, information technology, and communication. In 2006, 25 percent of the exports were in the high technology class compared to 22 percent in the US and 15 percent in France (Excellis Business Consulting, 2009. Globalisation has both positive and negative impacts on SMEs. It poses numerous challenges such as increased competition and exposes the economy to pressures in the global economy such as recessions (Beise, 2004). Globalization allows for the free trade and global companies can trade in the UK market resulting in increased competition (Dicken, 2007:5). This affects the viability and competitiveness of SMEs. Owing to the fact that SMEs are in search of uncontested market space, globalization leads to an increase in the number of players in the market and this increases the level of competition faced by the SMEs thereby negatively affecting profitability. Through globalization, the global economy is viewed as one entity hence if there is an economic crisis in one economy it is likely to have a ripple effect on other economies. This means that SMEs are more e xposed to global economic crises owing to the rising trend of globalization (Dicken, 2007:5). These are the negative impacts of globalization on SMEs.

Sociol Pedagogy and the Public Intellectual Essay - 1

Sociol Pedagogy and the Public Intellectual - Essay Example This was an issue was brought up by the rapid rural urban migration in those years. The immigration led to increased population that put a lot of pressure on the existing resource such water and sanitation, housing, and office-space among others. Hence, Industrialism, urbanization, and the simple upsurge in the figures involved convoluted all human relationships. This further led to the breakdown of the inbred structures of social control. However, progressive reform measures were quickly put in place to solve some of these problems, but the equally created new ones. As such, social organizations such as, the family, church, and other community organizations had to adjust excruciatingly, and not always effectively, to the ever-changing needs of their constituents. One of the constituent that was greatly affected was in the education sector. Some of its practitioners decipher social pedagogy as ‘community education’ and have constantly defined it around three key pillars/traditions. Accordingly, the first tradition is The Continental tradition; that reflects on the nature of man which acts on the notion that individuals can fully develop only if they are part of that society. This institution of social pedagogy emphasizes upon social integration and socialization. The second tradition is Social conditions and social problems ‘the American tradition’. Further, in this element of the tradition the focus is on working with individuals, casework in addition to providing care. Unlike in the others, this tradition has more interest in and minimizes the impact of social disparities. Lastly, the pedagogy tradition of social pedagogy has its origins in the work of educational thinkers and philosophers such as Jean-Jacques Rousseau, Johann Heinrich Pestalozzi and John Dewey. Moreover, Paulo Freire has in the recent past been outspoken and advancing theories aimed at helping people to structure their

How to improve the employees' work efficiency Thesis

How to improve the employees' work efficiency - Thesis Example This research will begin with the statement that over a long period, time management has continued to be a contentiously debated and researched area. Inadvertently, work efficiency directly relates to time management. In this research carried out at SDPW, time management is a critical issue that has elicited numerous responses that have shed more light and given a new perspective on work efficiency. Repeatedly, successful companies and organizations, like SDPW, strive to put up measures to reduce time wasting, while employees on their part try to evaluate how to manage their time at work. All these are the parameters for checking time management that would, in turn, bring about work efficiency. While it is known that time is a preciously limited resource, managing it is equally indispensable. As Chinese proverb goes, gold cannot get anyone time that has been lost. It is, therefore, clear-cut: time management is hazardous when improperly utilized. When properly managed, a company can reap many benefits of effectively managing time; work efficiency ultimately influences the outcome of services provided by the company. In everyday life, the amount of work needed to be done inevitably piles up more and more. In the work place, there are many deadlines to beat, assignments to hand in and schedules that need to be kept. In this regard, work efficiency will not be achieved if the time factor is thrown into the backburner. The time always seems to be limited, no matter what we do. (Groves et al., 2004). Time management in essence is the key to overcoming all the bottlenecks associated with work efficiency. It all comes down to how employees manage their time at the work place, which, in turn, determines the amount of work done and the levels of achievements reached. Time management is ultimately the key to doing everything within limited amounts of time given and still being efficiently productive in the end. The research study carried out at SDPW was an involving proj ect. True to its effect, the activities of data collection undertaken between the months of February and March 2012 reflect and capture the views and experiences on employees of SDPW. Work efficiency as acknowledged is a critical area of study that its findings go a long way in shaping up working environments in many companies. There is a growing need for efficiency at the workplace as presented by the study carried out. The specifics and range of research methodologies was particularly put in place to ensure maximum results were achieved. The quantitative method of research, focus group and the absolute structured interview of parameters of time wasting ensured that the researchers put into consideration the different angles of work efficiency. This ensured that the managers, the engineers, officers and employees were specifically sampled. The sampling included those with considerable levels of experience at the company and those who were particularly less familiar with the company . Conclusion The research findings from SDPW revealed that efficiency at work comes down to how many employees maximize their use of the limited time resource. In particular, the essence of an employee working efficiently by adequately using time is a factor that shapes the growth of a company (Jill and

Tv Boon or Bane Essay Example for Free

Tv Boon or Bane Essay One hardly comes across a house today that does not have a TV set. Even those who belong to the lower income group invest in a TV set as soon as they can afford it. Most Indians spend their evenings glued to the television as this is the most easily available entertainment for them. Now there are cable connections in most of the houses and with the advent of international channels on our television, the popularity of TV has grown many folds. How TV does affect our lives today? We have to consider its advantages and disadvantages. In some ways TV is a boon. It is a vital source of information and helps to shape our lives in many ways. It keeps us posted with the latest political, social and cultural developments in the world. Hence, it educates us. It brings the people of the world closer by removing the distances that exist between us. Sitting in our rooms, we get a view of the entire world. TV also takes us nearer to the cultures of the world. While entertaining us with soap operas, dances, plays, music, etc. , it educates us about the lifestyles of the foreigners in those lands where these programmes are produced. We can compare our own culture with theirs and can learn something from them. With a television set in the house, a person can never get lonely. It can be mans best friend. However, the television turns into a curse when it interferes with the normal routine of our day. When children neglect their school books and homework, the television becomes a curse. It is a source of great temptation for children to watch a cartoon show or a movie on TV rather than study. Adults often become less social because of the television. They tie themselves down to the house according to the timings of their favourite television programme thus making themselves unavailable for various social gatherings. They might skip meeting a friend or calling on their relatives because they would rather watch a movie on television. This keeps them confined to the house and they often miss out on activities which are equally, if not more important, outside the four walls of the house. If one balances the TV viewing time and time for work, then TV is a boon all the way, else it may become a curse.

The Lifecycle Of Pidgins And Creoles English Language Essay

The Lifecycle Of Pidgins And Creoles English Language Essay In reference to Hall, normal languages do not have life cycles, however, defining normal can be quite a complex and challenging task, especially when correctly categorising what language is normal. Hall attempts to define normal language as follows: One handed down from generation to generation through transference to children who learn it as their first language. (Quoted in Romaine, 1988, p 115) Pidgins tend to differ from this particular definition as in contrast to normal languages a pidgin usually comes into existence for a specific reason, lasts just as long as the situation that called in into being and then quickly goes out of use (Hall, p 115). A pidgin has the potential to gain a longer lifespan by evolving into a native language or becoming creolized and therefore acquiring the status of a normal language. When studying pidgins and creoles in detail, it rapidly becomes apparent that it is much more testing to study pidgins and creoles as two separate processes, rather than as two aspects of the same linguistic process, just at different stages. It has proven to be quite problematic for many researchers to specify accurately when a pidgin becomes a fully developed creole with a significant community of nativized speakers; however academics have developed a fairly precise continuum which states that a pidgin must traditionally experience four phases of development before winning the status of a creole. Throughout each phase, the language becomes much more complex and sophisticated, indicating features of a normal language. The developmental continuum is as follows: Jargon Stable Pidgin Expanded Pidgin Creole The first phase of the developmental continuum is the Jargon stage or prepidgin stage where vocabulary is extremely limited. The Jargon phase is the very beginning of the life cycle, where the purpose of the makeshift language is to merely form communication between two incomprehensible languages and is used in very limited domains, commonly trade and labour. Robertson (1948, Quoted in Romaine, 1988, p 118) however, suggests the idea that there is a pre-jargon stage where makeshift languages are instantly constructed on the spot out of a combination of gestures and speech. The example given to demonstrate this theory is the arrival of a European trade ship in Tahiti in 1767; à ¢Ã¢â€š ¬Ã‚ ¦we made all the friendly signs that we could think of, and showed them several trinkets in order to get some of them on-boardà ¢Ã¢â€š ¬Ã‚ ¦they paddled all round the ship and made signs of friendship to us by holding up Branches of Plantain trees, and making a long speech of near fifteen minutesà ¢Ã¢â€š ¬Ã‚ ¦but non of us could understand themà ¢Ã¢â€š ¬Ã‚ ¦we made signs to them, to bring of Hogs, Fowls and fruit and showed them some coarse cloth, Knives sheers Beeds Ribons etc., and made them understand that we was willing to barter with them. (Robertson, 1948 as quoted in Romaine, 1988, p 118) The jargon phase itself is not a huge progression from the pre-jargon stage suggested by Robertson as sentences are only minimal; one or two words in length at maximum. Lexicon is exceptionally small and the sound system is very basic (Romaine, p 117). Labov (1970/1977) defines this phase as an ingenious and original mode of expression which combines knowledge of the native vernacular with an imperfect grasp of the other languages in the new environment (Labov, as quoted in Romaine, 1988, p 118-119). There is evidence of considerable variation throughout the jargon phase as it is a newly constructed pidgin with no set linguistic rules, often resulting in confusion and a near incomprehensible language. For example, instances have shown how different syntactical structures can be used to the lexical items employed. The illustration given by Romaine is one of a Japanese woman who travelled to Hawaii, speaking her own form of expression as quite an isolated individual, never acquiring th e Hawaii Pidgin English. The language which she chose to adopt under these circumstances consisted of a primarily Japanese syntax with both Japanese and English lexical items. Furthermore, in the jargon stage, there is what Silverstein (1972) (quoted by Romaine, 1988:120) labelled a double illusion a contact language relatable to both parties native languages. The example illustrated by Silverstein is as follows; à ¢Ã¢â€š ¬Ã‚ ¦there is a particular jargon between the French and the Indians, which is neither French nor Indian, and nevertheless when the French use it, they think they are speaking Indian, and the Indians in taking it up think they are speaking good French. (Jeune, 1633) This jargon is described by Silverstein as one with an unsystematic nature and lack[s] independent grammatical norms, (Silverstein, as quoted by Romaine, 1988:120) though other scholars disagreed with this somewhat negative interpretation and insisted that it was a vital trade component. The following period of the pidgin-creole lifecycle is the Stable Pidgin phase, where language is used not only for communication but for self-expression also. There is a stronger sense of linguistic complexity at this stage as both simple and complex sentences are applied. The most suitable example of a pidgin that falls under this category is Russenorsk (Russo-Norwegian); a trade pidgin which was used in Northern Norway by Russian merchants and Norwegian fisherman during the Pomor trade. (Romaine, 1988:124) Russenorsk is unique when compared against other pidgin languages, considering its lifespan. Generally speaking, a pidgin lasts as long as its required and then becomes obsolete. The alternative possibility is for the pidgin to become creolized and acquire a community of native speakers. However, Russenorsk is an exceptional instance and unlike normal pidgins has existed for such a long period of time without creolizing. The time between the first attested occurrence of the lang uage (in a lawsuit in 1785) until its extinction at the time of the First World War and the Russian revolution is 141 years (Romaine, p 125). The most obvious cause for this anomaly is the fact that it was merely used as a seasonal trade language in the summer months; it never became a fully-functioning native language, nor did it fall out of use (until WW1). A stable pidgins lexicon remains fairly small in size; Russenorsks vocabulary consisted of a total of approximately 390 words, however, half of which only occurred once, resulting in a key vocabulary of about 150-200 words. It was a very concise language, showing no signs of any inflections or categories such as gender, number or tense. Also absent is the verb to have. As a result of this and the fact that terminology remarkably originated from a wide variety of languages such as Dutch, German, French, Swedish and Lappish as well as Russian and Norwegian, there was evidence of many doublets or parallel forms. For example; good/well could be spoken as bra, good, dobra, dobro or korosjo further adding confusion (Fox, 1973, as quoted by Romaine, 1988:126-7). Fascinatingly, Slobin (1977, as quoted by Romaine, p 129) uses Russenorsk as a prime example of a language extremely close to universal grammar. Universal grammar is a linguistic concept proposed by Chomsky that suggests the idea that the capability to learn and understand grammar can happen without being taught that it is a cognitive process that happens naturally. According to Bickertons language bioprogram theory (1996), the principle of Universal Grammar is linked to pidgin and creole languages because specific characteristics are common in all different languages, allowing foreign speakers of language to interact and form a new language (pidgin). One of the characteristics, given by example by Bickerton, is the way in which an interrogative sentence can be transformed into a declarative sentence through purely altering intonation. Like the jargon phase, there is still a degree of variation in the stable pidgin stage, especially in pronunciation, according to Broch and Jahr (1984, quoted by Romaine, p 129) who said that pronunciation varied depending on the language and dialect background of individual speakers. The penultimate stage of the pidgin-creole lifecycle is the Expanded Pidgin phase. Here, grammar becomes much more complex and speech tempo is increased. Language and discourse becomes evidently much more cohesive and consistent. It is used not only as a simple means of communication for trade purposes, but in everyday life for self-expression and literature. (Romaine 1988:138) Sankoff (1977, as quoted by Romaine, p 139) was interested in the comparison between normal languages and pidgins when investigating speech tempo. Her data showed that pidgins are vocalized at a slower rate than normal languages, largely due to the fact that pidgins are used merely as a second language to users and not as a first. It is only when a speaker becomes fluent in the language, does the tempo increase. Data that explores features of Tok Pisin (perhaps one of the most well-known expanded pidgins) shows that one of the features that separate a childs speech from adults is phonology. For instance, a child might condense syllables. The example given by Sankoff and Laberge (1973) is the phrase Mi go long haus (pronounced using four syllables by adults). However, they noticed that in comparison, a child is more likely to say Mi go l:aus, using only three syllable by shifting stress patterns. The concluding stage of the life-cycle is when the pidgin becomes creolized and takes on the identity of its dominant parent. However, according to Muhlhausler (1980), creolization does not necessarily have to take place at the final stage of the life-cycle, but can occur at any stage in the developmental continuum from jargon to expanded pidgin (as quoted by Romaine, p 154). He suggests that there are three possible varieties of creolization: Type 1: Jargon Creole Type 2: Jargon Stabilized pidgin Creole Type 3: Jargon Stabilized pidgin Expanded pidgin Creole Most known instances fall under Type 3 and are wide-spread creoles that are still fully-functioning and in use today such as Tok Pisin (spoken largely in Papua New Guinea as an official language and the most broadly used in that country) and West African Pidgin English. Some known instances fall under Type 2, however is much less common. Examples of Type 2 creoles include North Australian creoles and Torres Strait creoles (Romaine, p. 155). Cases of Type 1 creoles are currently non-existent. In contrast, Bickerton proposes an alternate view and suggests that creolization after stabilization of a pidgin is rare and in the majority of circumstances, pidgins have creolized whilst still being highly unstable in the early stages of development. So far, we have discussed the idea that creoles are formed from a pidgin which stabilizes. However, Bickerton goes even further to controversially suggest that there is no such link between pidgin and creole and that the development of a creole has more to do with the innate devices of a first language acquisition than with a gradual evolution from a pidgin. For example; Tok Pisin the lingua franca of Papua New Guinea had developed whilst co-existing alongside another language, therefore integrating many of its characteristics. However, what Bickerton labels the classic creole situation (where creole-speakers have been torn from their native cultures) differs from Tok Pisin as the majority of speakers could still rely on another langu age. (Bickerton, 1981, as quoted by Singh, 2000:52-53) DeCamp (1971) focuses his research on the fate of a creole upon reaching the end of the creole continuum. This particular area is not as thoroughly researched as earlier stages; however, DeCamp makes some attempt at outlining the potential routes a creole may take. These are: May well continue its status as a creole and remain unaffected, much like the Haitian Creole seems to have done. It may become obsolete. It may take on the identity of its dominant parent as a normal language. It may progressively combine with the national language as is happening in Jamaica (decreolization). (DeCamp, 1971, as quoted by Romaine, p 157). The post-creole continuum is as follows: Basilect Mesolect Acrolect The creole is what is meant by basilect, the national corresponding language is what is meant by acrolect and any transitional varieties in-between is what is referred to as the mesolect (Romaine, p 158). To go back to the question of the entire paper, is there a point at which a creole stops being a creole and takes on the identity of its dominant parent? We must look at the work of ODonnell and Todd (1980, as quoted by Romaine, p158), who points out that at the end of the continuum, we are not dealing with two distinct systems, but an unbroken spectrum between the pidgin or creole on the one hand, and the prestigious standard on the other. There is no point of the continuum where we find a sharp break between the varieties. Word Count: 2,120

Alexander Ghram Bell :: essays research papers

Alexander Graham Bell's invention of the telephone grew out of his research into ways to improve the telegraph. His soul purpose was to help the deaf hear again. Alexander Graham Bell was not trying to invent the telephone, he was just trying to help out people in need. Young Alexander Graham Bell, Aleck as his family knew him, took to reading and writing at a precociously young age. Bell family lore told of his insistence upon mailing a letter to a family friend well before he had grasped any understanding of the alphabet. As he matured, Aleck displayed what came to be known as a Bell family trademark--an expressive, flexible, and resonant speaking voice. Born in Edinburgh, Scotland, the inventor spent one year at a private school, two years at Edinburgh's Royal High School (from which he graduated at 14), and attended a few lectures at Edinburgh University and at University College in London, but he was largely family-trained and self-taught. He moved to the United States, settling in Boston, before beginning his career as an inventor. With each passing year, Alexander Graham Bell's intellectual horizons broadened. By the time he was 16, he was teaching music and elocution at a boy's boarding school. He and his brothers, Melville and Edward, traveled throughout Scotland impressing audiences with demonstrations of their father's Visible Speech techniques. Visible Speech was invented by their father but he didn’t have much luck with it. It is a technique were ever sound that comes out of a persons mouth can be represented with a visual character. In 1871, Bell began giving instruction in Visible Speech at the Boston School for Deaf Mutes. Attempting to teach deaf children to speak was considered revolutionary. Bell's work with his deaf students in Boston would prove to be a watershed event in his life. One of his pupils, Mabel Hubbard, was the daughter of a man--Gardiner Greene Hubbard-- who would go on to play a vital role in Bell's life and work. While Mabel herself would one day become his wife. Bell felt that a course had been set and he would go on to consider himself, above all else, a teacher of the deaf Bell had the good fortune to discover and inspire Thomas Watson, a young repair mechanic and model maker, who assisted him enthusiastically in devising an apparatus for transmitting sound by electricity. As the two collaborated on ways to refine Bell's "harmonic telegraph," Bell shared with Watson his vision of what would become the telephone.

Playing the Character John from Blue Remembered Hills :: Blue Hills Remembered Danile Potter Plays Essays

Playing the Character John from Blue Remembered Hills The group, consisting of John, Audrey, Angela, Willie and Raymond; have heard a bomb siren going off from the nearby prison camp. They know that this means danger and as they are in the woods, they cant go anywhere for cover and start to worry about one of the prisoners, or â€Å"Ities† and â€Å"Wops† as they call them, having escaped. They decide to keep an eye out for any dangers but all the talk of these â€Å"Ities† had got them just frightening each other even more. Raymond hears a sudden noise and the threat sends them running for cover in the long grass, huddling together as a group. After a while, they find out that the disturbing noise was in fact their friend, Peter, running through the woods towards them because of the sirens. Having left Angela’s pram behind, John and Peter decide to go looking for it; and this is where the scene ends. When we first see the group in this scene, they are all huddled together in the cover of the long grass. John reassures the rest of the group that this is a safe place to hide. (unsure) â€Å"Him wont find us down here† â€Å"This is nice and safe. Ennit?† John is slightly unsure of just how safe they are and in both quotes he is not only reassuring the group but also himself. I would say the first quote with confidence and while looking through the grass. The second line would be said in a lower pitch of voice as he is not as confident and say â€Å"Ennit?† as in an agreeable way and not in an asking way; even though John is adding this as if asking for support. â€Å"Did – did you see him?† I would say the first â€Å"did† in a nervous way but then adjust my voice to sound more confident in the rest of the sentence emphasizing the â€Å"see† as it is in italics. I think the reason the writer did this was because John wants to seem braver than he really is, but when he asks this question, he wants to know if there actually is a threat before he appears too nervous. â€Å"They’ll have the guards out after him. They’ll soon catch him.† Again, here John is reassuring himself by reassuring the group. When Audrey states, that shooting the escapee is a â€Å"Good job†, she shows just how confident she is and how little fear she has compared to the rest of the group. Angela soon starts to worry about the pram, which is obviously precious to her; John states that it will be fine where it is.