Teaching Pragmatics

Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity and creativity of their endeavors. Taken together, the activities constitute a spectrum of possibilities for teaching pragmatics. Each submission provides novel insight into the ESL/EFL classroom and demonstrates that there is no single approach to the teaching of pragmatics. The variety of approaches means that pragmatics can be integrated easily into any classroom, whether traditional or communicative. What is pragmatics? The study of pragmatics explores the ability of language users to match utterances with contexts in which they are appropriate; in Stalnaker's words, pragmatics is â€Å"the study of linguistic acts and the contexts in which they are performed† (1972, p. 383). The teaching of pragmatics aims to facilitate the learners' ability to find socially appropriate language for the situations they encounter. Within second language studies and teaching, pragmatics encompasses speech acts, conversational structure, conversational implicature, conversational management, discourse organization, and sociolinguistic aspects of language use, such as choice of address forms. These areas of language and language use have not traditionally been addressed in language teaching curricula, leading one of our students to ask if we could teach him â€Å"the secret rules of English. Pragmatic rules for language use are often subconscious, and even native speakers are often unaware of pragmatic rules until they are broken (and feelings are hurt, offense is taken, or things just seem a bit odd). Neither does pragmatics receive the attention in language teacher education programs that other areas of language do. Nevertheless, rules of language use do not have to be â€Å"secret rules† for learners or teachers. A growing number of studies describe language use in a variety of English-speaking communities, and these studies have yielded important information for teaching. From the teacher's perspective, the observation of how speakers do things with words has demystified the pragmatic process at least to the point where we can provide responsible, concrete lessons and activities to language learners. We are in the position to give assurance that they can learn pragmatics in their second or foreign language and be â€Å"in the club† of English speakers. Teachers can successfully decode the apparently secret rules for classroom learners. Why teach pragmatics in language classes? We advocate teaching pragmatics because, quite simply, observation of language learners shows there is a demonstrated need for it, and instruction in pragmatics can be successful. Learners show significant differences from native speakers in language use; the execution and comprehension of certain speech acts; conversational functions, such as greetings and leave takings; and conversational management, such as back channeling and short responses. (See, for example, Bardovi-Harlig, 1996, 1999, 2001; Kasper & Schmidt, 1996; Kasper & Rose, 1999. Without instruction, differences in pragmatics show up in the English of learners regardless of their first language background or language proficiency. That is to say, a learner of high grammatical proficiency will not necessarily show equivalent pragmatic development. As a result, learners at the higher levels of grammatical proficiency often show a wide range of pragmatic competence. Thus, we find that even advanced nonnative speakers are neither uniformly successful, nor uniformly unsuccessful, but the range is quite wide. The consequences of pragmatic differences, unlike the case of grammatical errors, are often interpreted on a social or personal level rather than as a result of the language learning process. Being outside the range of language use allowed in a language or making a pragmatic mistake may have various consequences. As the teachers contributing to this volume point out, a pragmatic error may hinder good communication between speakers (Takenoya), may make the speaker appear abrupt or brusque in social interactions (Lee), or may make the speaker appear rude or uncaring (Yates). Gallow points out that maintaining a conversation in English requires underlying knowledge of responses that prompt a speaker to continue, show understanding, give support, indicate agreement, show strong emotional response, add or correct a speaker's information, or ask for more information. Berry discusses the importance of learning how to take turns and demonstrates that listening behaviors that are polite in one language may not be polite or recognizable in another. Unintentional insult to interlocutors (Mach & Ridder) and denial of requests (Weasenforth) have been identified as other potential pragmatic hazards. Left to their own devices with respect to contact with the target language in and out of the classroom, the majority of learners apparently do not acquire the pragmatics of the target language on their own (Bouton, 1988, 1990, 1992, 1994, Bardovi-Harlig, 2001; Kasper, 2001). What makes pragmatics â€Å"secret† seems to be in some cases insufficient specific input and in others insufficient interpretation of language use. Language classrooms are especially well suited to provide input and interpretation. Instruction addresses the input problem by making language available to learners for observation. Some speech acts, such as invitations, refusals, and apologies often take place between individuals, so learners might not have the opportunity to observe such language without being directly involved in the conversation. Some speech events, such as office hours and advising sessions, are generally not observed by a third party, but closed events need not be as private as going to the doctor, as one of our graduate students pointed out: A person might want to know the conventions for talking to a hair stylist in a second language, something equally difficult to observe! The second problem of input that instruction addresses is salience. Some necessary features of language and language use are quite subtle and not immediately noticeable by learners, such as the turns that occur before speakers actually say â€Å"goodbye† and the noises they make when encouraging other speakers to continue their turns. Differences in making requests, such as by saying â€Å"Can I? † (speaker-oriented) instead of â€Å"Can you? † (hearer-oriented) might not be immediately salient to learners. By highlighting features of language and language use, instruction can inform the learner. Finally, the classroom is the ideal place in which to help learners interpret language use. Instruction can help learners understand when and why certain linguistic practices take place. It can help learners to better comprehend what they hear (â€Å"What does this formula mean? â€Å") and to better interpret it (â€Å"How is this used? † â€Å"What does a speaker who says this hope to accomplish? â€Å"). A classroom discussion of pragmatics is also a good place to explore prior impressions of speakers. For example, Americans are often thought of as being very direct. As Howard reports, her learners often tell her that â€Å"you don't have to be polite in English. † Instruction provides the opportunity to discuss the absence of some types of politeness markers in English and the presence and function of others that may not be immediately recognizable to learners. As discussed above, the need for pragmatics instruction is fairly easy to document. Recent studies suggest instruction benefits pragmatic development, both in production and comprehension. (For overviews see Kasper, 1997a, and 2001. For a collection of studies see Rose & Kasper, 2001. For individual studies see Bouton, 1988, 1990, 1992, 1994). What are the goals of teaching pragmatics? What are the ultimate benefits to learners? The chief goal of instruction in pragmatics is to raise learners' pragmatic awareness and give them choices about their interactions in the target language. The goal of instruction in pragmatics is not to insist on conformity to a particular target-language norm, but rather to help learners become familiar with the range of pragmatic devices and practices in the target language. With such instruction, learners can maintain their own cultural identities (Kondo), participate more fully in target language communication, and gain control of the force and outcome of their contributions. Kondo notes that â€Å"successful communication is a result of optimal rather than total convergence† (Giles, Coupland, & Coupland, 1991). Expanding upon this view, the authors included in this volume point out that exposing learners to pragmatics in their second or foreign language helps the learners to expand their perception of the target language and those who speak it.. The classroom provides a safe place within which learners can try out new forms and patterns of communication in an accepting environment. They can experiment with unfamiliar forms of address, attempt shorter conversational openings or closings than they are used to, or try longer openings or closings that initially might feel too drawn out-just to get the feel of it. The instructor and other student participants can provide feedback. Instruction should allow students to choose how much of the pragmatic norms of the culture they would like to include in their own repertoire. As a result of the activities suggested in this book they will be better able to interpret the speech of others and, therefore, to decide what they feel comfortable adopting. They will also enjoy greater insights into the target culture. Equally important, we believe that students genuinely enjoy learning about pragmatics because it is like being let into a secret! How can pragmatics be taught? We emphasize that there is not a single best way to teach pragmatics. The teaching activities we have included here represent a wide range of teaching styles and approaches. Regardless of method, however, the activities share some important pedagogical practices. Readers will find that 1) awareness activities generally begin the units described in the chapters, 2) authentic language samples are used as examples or models, and 3) input precedes interpretation by learners or production activities. Instruction in pragmatics may utilize the learners' first language as well as the target language. Awareness raising activities can profitably involve demonstrations in the L1 or L1 language samples. Demonstrations may include the use of space, such as where people stand in a line, or nonverbal gestures that accompany certain types of talk, such as shaking hands during greetings or introductions. In Berry's lesson on listening behaviors, students demonstrate active listening behavior in their own language(s) before observing native speakers. L1 language samples can serve to introduce learners to ideas in pragmatics in a context in which they have native control of the language. The samples can also serve as the basis of L1-L2 comparisons, as in Howard's lesson on politeness in which L1 and L2 business letters are compared. All languages have pragmatic systems, and with a little encouragement all learners will recognize that their L1s also have â€Å"secret rules. † Pragmatics is an area of language instruction in which teachers and students can learn together. The use of authentic language samples in this volume is important because, as Wolfson (1988) points out, in contrast to intuitions about language form or grammar, the intuitions of native speakers regarding language use are notoriously poor. Moreover, the use of authentic language included herein makes possible the teaching of pragmatics by nonnative speakers of English. Throughout this volume, the teacher-authors demonstrate many ways to collect authentic language samples on which to base lessons, including -to name just a few- tape recording messages on answering machines, using internationally broadcast English language talk shows, showing educational films, exploring appropriate world wide web sites; and saving letters and correspondence. The presentation of authentic language samples generally precedes interpretation or production activities, thus giving learners something to build on. It is important to take into account the fact that, just as teachers cannot rely on their intuition in teaching pragmatics, neither can learners do so in their second/foreign language prior to instruction. Pragmatics can be integrated into the English-language curriculum at the earliest levels: There is no reason to wait to introduce learners to the pragmatics of a second language. In fact, the imbalance between grammatical and pragmatic development may be ameliorated by early attention to pragmatics in instruction. Kontra's lesson shows how pragmatics can be introduced to learners even at beginning levels. Contents and organization Each chapter has five main sections: description of the activity, procedure, rationale, alternatives or caveats, and additional pedagogical resources. The chapters specify the level of the learners for whom the lesson was designed, the time required to conduct the lesson, resources needed, and the goal of the activity. The chapters open with a description of the activity, followed by the step-by-step procedure for implementing it with language learners. In the rationale sections, teacher-authors review the reasons behind the development of the activities. Applications of the activities to other learners, settings, modes, or areas of pragmatics; ways to expand or elaborate the activities; and caveats associated with the activities are all included. Examples appear throughout the chapters, with worksheets and overheads following the chapters. This book is organized into five main sections. The chapters in each section are ordered according to the level of the learners for whom the lesson was designed, beginning with activities for the lowest level learners and progressing to advanced learners. The first section, Awareness, presents teaching activities that focus on raising learners' awareness of pragmatic differences between languages. The sections following Awareness offer production activities. The activities that focus on production are organized by the area of pragmatics they address: conversational management, conversational openings and closings, requests, and daily life. Conversational Management includes activities that address the mechanics of conversation, such as turn taking, active listening, relevant short responses, and using hesitation markers. Conversational Openings and Closings deals with the boundaries of conversations: how to begin and end conversations both in person and on the telephone. Requests deals with the specific speech act of asking someone to do something. Finally, Assorted Speech Acts presents a variety of speech acts, including complaining during service encounters, turning down invitations, complimenting, and responding to compliments. Finally, the book has an index designed to help teachers find activities appropriate for their students. To make this easier, the index is organized around major features, such as level of learners, type and content of activity, computer use, and nonverbal communication.

Literary Analysis of Night

The Holocaust changed the lives of many people and survivors and had many adverse effects. Some began to question their faith in their beliefs and even questioned their god. They pondered upon the thought of how God could sit idly by and allow the atrocious actions committed within their own homeland be unjustified. Those that survived have many terrifying stories to tell. Many survivors are too frightened to tell their story because their experiences are too lurid to express in words or even comprehend. One of Wiesel's main objectives in writing Night is to remind readers that the Holocaust occurred, and hopes that it will never happen again. Night themes include the inhumanity of humans toward others and how death can cause potent harm to one’s psyche. In Night, Elie Wiesel uses many literary devices such as Tone, Imagery, and Repetition to portray the acts of death and inhumanity as well as their traumatizing effects. Elie Wiesel uses repetition to clearly state and emphasize what he has endured and shall never falter or be forgotten but shall always linger within the confines of his forever scarred conscience. Never shall I forget that night, the first night in camp, which has turned my life into one long night, seven times cursed and seven times sealed. Never shall I forget that smoke. Never shall I forget the little faces of the children, whose bodies I saw turned into wreaths of Ingles 2 Smoke beneath a silent blue sky. Never shall I forget those flames which consumed m y faith forever. Never shall I forget that nocturnal silence which deprived me, for all eternity, of the desire to live. Never shall I forget those moments which murdered my God and my soul and turned my dreams to dust. Never shall I forget these things, even if I am condemned to live as long as God Himself. Never. † (Pg. 32) This quote displays not only the horrifying acts that were committed but the effects it had on the author’s conscience. Also, notice that Eliezer states that his God was murdered. â€Å"For the first time, I felt revolt rise up in me. Why should I bless His name? The Eternal, Lord of the Universe, the All-Powerful and Terrible, was silent. †(Pg. 31) But in the final line Eliezer acknowledges him as God. Despite saying his God was murdered, it is clear that Eliezer is actually struggling with his faith and his God. Just as he is never able to forget the horror of that night, he is never able to reject completely disdain his religion. Elie Wiesel uses imagery to depict explicitly what happened within the concentration camps. The imagery used in Night also gave the readers a sense of what Eliezer endured and the many horrors he encountered during his time spent within the camps. â€Å"Babies were thrown into the air and the machine gunners used them as targets† (Pg. 4)

Motivation: Theory and Practice Essay

Motivation theories and practices remain as one of the most difficult subject to understand. In order to fully comprehend this topic, one must go through several disciplines and enormous research. This is especially crucial in the workplace. There is no methodology that is more efficient in increasing productivity than using motivation. Despite the importance of practicing motivation theories, it is still an area that very few have ventured in. One of the many reasons behind the reluctances of managers to carry out motivation theories is due to the complexity of understanding human behavior (Landy & Conte, 2007). Therefore, it is safe to say that most theories of motivation deal with the different aspects of human nature. This paper is going to look at 4 different motivational models. They are Maslow’s hierarchy of needs, Aldefer’s ERG theory, Herzberg’s two factor theory as well as Adam’s equity theory. The similarities and differences of these models will also be discussed in this paper. This is the prerequisite knowledge for the next section of the paper that is application of these theories by managers in order to help reduce the problem of involuntary absenteeism in the workplace and employee disengagement. Motivational models  Maslow’s hierarchy of needs Nobody can make a dent bigger than Abraham Maslow who introduces the hierarchy of needs model in 1940s. There are 4 layers in this motivational model and it is often portrayed in the form of a pyramid (Pride, Hughes & Kapoor, 2004). He believes that certain human needs are dominated over others. Therefore, at the bottom of the pyramid is the most basic and important needs of a human being. This layer consists of fulfilling the physiological needs of an individual such as food, water and air (Pride, Hughes & Kapoor, 2004). Literally, these are aspects that are required to ensure the human survival. After the physiological needs have been cater to, the second layer of the pyramid is satisfying the safety needs. This can be triggered by war or economic downturn whereby a person seeks for personal security such as family and health as well as financial security like employment and property (Montana & Charnov, 2008). According to Maslow, the third hierarchy involves achieving a sense of love and belonging (Montana & Charnov, 2008). This plays true to human’s nature as a social animal. Friendship, family and intimacy play an important role in meeting emotional obligation. The next layer is getting respect from others and building self-esteem (Montana & Charnov, 2008). Lacking in these aspects will lead to helplessness and depression. Finally, at the top of pyramid is the layer of self-actualization (Pride, Hughes & Kapoor, 2004). This is the stage where somebody reaches their full potential in life. One of the major criticisms of this model is the need to fulfill a human’s needs according to a hierarchy, from the bottom to the top of the pyramid. However, in real life, a person can be demotivated as a result from various reasons and not following a certain order. Aldefer’s ERG theory Clayton Aldefer comes up with a revised version of Maslow’s hierarchy of needs. The ERG theory also describes the necessity to fulfill human needs according to an order. Each letter of this model represents the three levels of needs. They are existence, relatedness and growth (Hoffmann, 2007). The existence needs are aspects that are needed to maintain the physical well-being of a person (Pattanayak, 2005). After this has been fulfilled, a person will move on to finding the relatedness needs such as building satisfying relationship with others (Pattanayak, 2005). Finally, a person will seek out his or her needs for growth whereby the competence level is developed and full potential is realized (Hoffmann, 2007). One of the major differences between Aldefer’s ERG theory with Maslow’s motivational model is the amount of flexibility. Although it is mainly concentrating on an individual fulfilling his or her needs progressively, Aldefer also acknowledges that a person may regress to lower level needs as they are easier to reach a level of satisfaction. Besides that, this flexibility also allows ERG theory to justify and observe a wider range of behavior. Therefore, ERG theory understands that different people will have different needs and the order can be changed or even, pursued at the same time. Herzberg’s two factor theory Frederick Herzberg is the psychologist who founded the two factor theory. According two him, there are two factors that play an important role in the enhancement of motivation and satisfaction of an employee in the workplace. They are known as the hygiene and motivator factor (Tosi, Mero & Rizzo, 2000). Hygiene factors are aspects to avoid unpleasantness while working but do not guarantee satisfaction (Tosi, Mero & Rizzo, 2000). This includes good working condition, feelings of job security, quality relationship with supervisor and colleagues, company policy, salary and etcetera. Meanwhile, motivator factors will lead to personal growth as well as job satisfaction (Schermerhorn, 2011). These factors are important in order to motivate employees to work harder and increase productivity. Components such as gaining recognition, opportunity for promotion, given more responsibility and stimulating work, just to name a few, will motivate workers to improve their performances. Herzberg’s two factor theory is similar to Maslow’s hierarchy of needs in terms of acknowledging the necessity to fulfill the requisites so that, motivation can occur. However, Herzberg argues that only the highest level of Maslow’s pyramid, self-actualization, can lead to motivation (Schermerhorn, 2011). The lower needs will only cause dissatisfaction if they are not fulfilled. Adam’s equity theory This motivational theory is named after John Stacey Adam. The equity theory states that there should be an equal balance between an employee’s output and input in order to create motivation, satisfaction and productivity (Miner, 2007). An employee’s input is what and how much they put into the work (Miner, 2007). This includes variants such as effort, loyalty, hard work, commitment, flexibility, trust in superiors and personal sacrifice. Meanwhile, an employee’s output is what he or she gets back in return (Jones, Steffy & Bray, 1991). Determinants like financial rewards, recognition, a sense of achievement, praise and job security will be taken into consideration. There is a similarity between Adam’s equity theory with models that are proposed by Maslow and Herzberg. He agrees that subtle factors can affect the perception of an individual towards his or her work. However, the equity theory model is more fluid and thus, creates awareness as well as understanding to better handle wider situations from humans’ multi-faceted behavior (Jones, Steffy & Bray, 1991). Application of motivational theories by managers in the workplace Motivation plays a crucial role in any organizations in terms of increasing productivity. The effectiveness of a company is highly dependent on their employees’ desire to strive for success. On the other hand, demotivated workers can cause several problems. One of them is the involuntary absenteeism in the workplace. This is an indicator of low performance as workers are unable to complete their duty or obligation to their fullest. Another issue with demotivated workers is disengagement. Disengaged employees are not interested or have no passion in their jobs anymore. This feeling will reflect on their poor work performances. This section discusses the application of motivational theories that have been mentioned above by managers to solve the aforesaid problems in the workplace. There are many factors that can contribute to the demotivation of employees. Mainly, this is caused by the feeling of dissatisfaction with their work. One way managers can motivate their workers is through the creation of incentives such as gift cards, giving recognition and orchestrating friendly competitions (Landy & Conte, 2007). Based on Maslow’s motivational model, managers can offer different incentives to help employees to fulfill each need. Therefore, managers should also be aware that each employee is motivated in different ways and requires different incentive plans that cater to their needs (Landy & Conte, 2007). Besides that, employees do not move up the hierarchy at the same time and on the same pace. Apart from that, managers can try to motivate their employees by practicing Herzberg’s motivational theory. Adopting a more democratic approach can actually help to curb problems such as absenteeism and disengagement as employees have a positive view about their jobs (Lussier & Achua, 2009). One way is to give the workers a variety of tasks to perform. This will make the job seems more interesting and less mundane. Managers should also not be fraid to challenge their employees with more complex tasks. This can be stimulating and create a sense of accomplishment when employees are able to complete them. Besides that, managers can consider giving their workers more power when it comes to making decisions about their jobs. If a manager practices the ERG theory, he or she will come up with plans that concentrate on the various needs of the employees at one time in order to motivate them (Lussier & Achua, 2009). The frustration-regression step should also be taken into serious consideration (Landy & Conte, 2007). Therefore, an employee should not be blamed when he or she takes a step backward in their job performance because the environment does not allow him or her to have the opportunity to grow personally and advance to a higher status. It is important for managers to take care of this situation as soon as possible because frustrated employees who are not satisfied with their jobs will lead to demotivation after a prolong period of time. This is when employees have the tendency to be absent or disengage from their work. Finally, managers who like to apply Adam’s equity theory in order to motivate their employees should be aware that there must be a fair return to compensate for the work done by their employees (Lussier & Achua, 2009). However, this can be rather confusing as each employee has different notions on what constitutes a fair deal as it is often injected with personal values by the workers (Landy & Conte, 2007). For example, a single working mother may accept a lower salary to trade for shorter working hours so that, she can spend more time with her family will consider this to be fair. Besides that, an overly generous manager who pays excessively to his or her employees can also create an imbalance in the input and output scale. An overpaid employee has the tendency to decrease their productivity and feel demotivated. Conclusion This paper has looked at four different motivational theories. They are Maslow’s hierarchy of needs, Aldefer’s ERG theory, Herzberg’s two factor theory and Adam’s equity theory. Besides that, a brief discussion on the imilarities and differences of these motivational models are also included in this paper. A thorough understanding in this area is crucial for managers in handling demotivated employees. Effective application of motivational theories will solve various problems such absenteeism and employee disengagement. Employees who are satisfied and motivated can increase the productivity of their companies. In a nutshell, managers who can create a motivated working environment by making use of the study in huma n nature will be able to reap the benefits.

Internal and external recruitment Essay Example | Topics and Well Written Essays - 2750 words

Internal and external recruitment - Essay Example In external recruitment, employees are hired after conducting advertisement. External recruitment is also useful for organization because in this case, there is a large pool of candidates to be selected from. The major sources of external recruitment include employment agencies, educational institutes, and employment at factory level, advertisement, labor contractors, recommendations and employment exchanges. Internal and external recruitment, both have their own advantages and disadvantages. It depends upon the companies and their situations as what suits them the best. No matter if the recruitment is done internally or externally, the problem which arises with both the forms of recruitment is of Employee Turnover. Irrespective of the fact that employees are hired internally or externally, turnover always exists which has become a crucial area of consideration for employers. In many cases, employees who are hired internally leave the organization due to various reasons but in some cases, externally hired employees persistently perform their jobs without having an intention to leave. Many researchers and experts argue that only internal recruitment can reduce cost which is related to hiring and recruiting employees from external source but what if employee turnover rate is high? The cost which would be saved from externally recruiting employees will be spent on replacing them after they leave. Therefore, this paper discusses this most important issue of Employee Turnover which arises in both the forms of recruitment; External Recruitment as well as Internal Recruitment. The issue of employee turnover has received substantial attention of human resource experts and professionals, industrial psychologists and senior management. It is considered as one of the most costly inflexible challenges of human resource management which is widely confronted by the organizations. (SIGMA Assessment Systems Inc. , n.d.) Before coming

No need for topic Assignment Example | Topics and Well Written Essays - 750 words

No need for topic - Assignment Example This will make the currency appreciate because there are more local currency than foreign currency especially if there is no trade surplus. It will now take more local currency to buy the same amount of foreign money making foreign exchange rate to appreciate. Inflation meant that it now takes more money to buy certain goods and services. It also meant more money circulating in a given economy. Being such, it will take more money to buy same amount of foreign currency making the exchange rate to appreciate. Tax breaks given to business to encourage capital expenditures meant businesses will be buying more equipment. If the equipment is bought locally, foreign exchange will depreciate because there will be less need for it. If such equipment will be bought abroad through imports, then foreign exchange rate will appreciate. Good stock market performance will encourage more investment and more demand for the local currency. This will make the foreign exchange rate to depreciate while the dollar to appreciate. This is because foreign money would need more dollars to be able to invest in the stock market. Government intervention in the capital market will make foreign exchange rate to appreciate and the dollar to depreciate. This is typically done to make the imports competitive by making it cheaper. To make this happen, central banks will put more dollars in the system to depreciate the dollar. Monetary growth or the strengthening of economy through high exports will make the local currency to appreciate. It is because there are more foreign money coming in through trade. It has the effect of converting local currency into greater value through export or trade. Increase in GNP and real economic growth will make the local currency stronger. It will be able to buy more goods. It will have the effect of depreciating foreign exchange rate because of its stronger purchasing power. Forward premiums is a situation of trading

E-commerce Initiative by Competing Firms Term Paper

E-commerce Initiative by Competing Firms - Term Paper Example The researcher states that commerce is often a basic economic activity that mostly involves trading or the buying and selling of goods and services. During the early days, businesses were mostly conducted face to face for example a customer would enter a bookshop, examines the books, and pays for them. In order to fulfill the customer requirements, the bookshop needs to carry out other transactions and business functions such as to process the payment. However, with the advancement in technology whose aim is to cover a larger market segment, the question is whether the commercial transactions and business functions can be carried out electronically in a more successful manner. E-commerce is therefore an important activity a firm can venture into if it wants to be successful. Thus in E-commerce there is no paperwork or personal contact. In order for a firm to be successful, it must look back to what used to be done to the traditional business, how management used to operate in those t imes and the information technology that was applied. Moreover, the company needs to evaluate its business environment and other factors such as corporate strategies, her business structure, and the resources available for the business. Ecommerce has lately changed the economy and affecting most companies on how they transact their business. Today, it is clear that no company can ignore ecommerce as it has been a more effective method of doing business and more convenient to even customers. Business strategy is a long term plan on how a given company will get enough profit to keep it in operation. However, this can be possible if the given company if the given ecommerce strategy would be able to implement the given activity in the most efficient way. Ritesh believes that for a successful ecommerce strategy, the company must consider their relationship with the consumer. Most often, the business owners neglect their relationship with the buyer and in so doing, they would be losing cu stomers. Therefore, good customer service online goes hand in hand to retaining customers as the sole aim of a business is to make a profit that depends on retaining and acquiring new customers. Moreover, supply chain management is also essential in a successful online business as it ensures good communication between the business and the consumer (98). The four companies use ecommerce which has made them take advantage of tools and techniques being provided in the ecommerce websites such as the shopping cart, use of video that are more cost effective and easier to implement by the organization. However, they have adopted in the use of business strategies due to the much competition amongst themselves. Safaricom, Zain, Orange, and Yu mobile service providers have come up with different strategies in order to gain a competitive edge over the other. 1.1 Costs The four firms located in the same environment have mostly been successful in Kenya where they have looked for ways to gain a c ompetitive advantage over them. This strategy aims at a firm becoming the lowest production company in a given industry. However, it is never an easy way so it calls for nice planning on how to do it. In the past companies often had to deal with the issue of competition with either increasing their sales or by decreasing cost in order to

The Blacks and the British-Americans in the United States of America Essay

The Blacks and the British-Americans in the United States of America - Essay Example The black race of the United States of America also known as the African-Americans are all the descendants of the African people who were taken to America as slaves in the year 1619. These slaves had their own quarters and they were branded slaves for life. When the slaves were freed many of them settled in the southern area of Georgia while other slaves moved north into New York. Majority of the slaves lived in poverty. Racial discrimination was ripe and this meant that the blacks were not welcome in the white territories. The blacks were denied many privileges like accessing health care or even schools for their children. To solve this problem, the Africans reacted being independent through the formation of their own schools, hospitals and starting their own businesses (Edmonds 122). The British Americans the people who migrated willingly into the United States of American and they initially settled on the island of Jamestown. The British were interested in acquiring land and other resources in the United States of America. These people enjoyed various privileges like good hospitals, schools for their children and good houses. When the Americans gained their independence, many Britons were assimilated quickly into the American culture as compared to the African slaves who were not considered as American Citizens whatsoever (Elaine 210). The positive integration of the blacks in to the American Society is that they were able to interact with the American people and be able to integrate the important culture of the Americans and they were able to integrate the new technologies from the American people in their areas of work, hospitals and even schools (Edmonds 123). The Americans benefitted from the cheap and readily available source of labor from the African people. The British people were able to establish strong ties with the American people through their diplomatic skills. Business, therefore, flourished among the two races. There are many areas in the United States of America that are named after various places in Britain, for example, New Hampshire named after Hampshire (Gunnarsdottir and Nora 153).