Emotional Intelligence Essay Example for Free

Emotional Intelligence Essay The purpose of this paper is to describe the differences between traditional cognitive intelligence and emotional intelligence. It will also address the use of emotional intelligence concepts in the work life, home life, and personal life. There are many possible definitions of emotional intelligence. In accordance with an article titled â€Å"Theory, Findings, and Implications† written by Mayer, Salovey, and Caurso in 2004, described emotional intelligence as, â€Å"the capacity to reason about emotions, and of emotions to enhance thinking. It includes the abilities to accurately perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and to reflectively regulate emotions so as to promote emotional and intellectual growth. † Cognitive Intelligence is the intellectual abilities such as logic, reason, reading, writing, analyzing and prioritizing. These abilities are abilities that is in your head which uses the neocortez, not the emotional part of your brain. Emotional Intelligence is expanded into five main domains which expands it definition for a clearer understanding. The first is knowing one’s emotion, which describes self-awareness of recognizing a feeling as it happens. It is the keystone of emotional intelligence. Having the abilities to monitor your feelings from one minute to the next is crucial to your psychological insights of understanding yourself. The second is managing your emotions, which is self management. This means handing feelings so they are appropriate in an ability that builds on your self-awareness. The third is motivating yourself, which is control yourself in the face of adversity and continue toward attaining your personal goals. The fourth is recognizing emotions in other people around you. Showing empathy for others makes people appreciate that their feelings are recognized and respected. The fifth and final domain is handling relationships. This demonstrates social skills. How well you can handle relationships with your workers, which you use to influences them in accomplishing the organization’s mission. Prior to  taking this course, I did not realize how vital the emotional intelligence concept has in our work life, home life, and personal life. As a leader you are charged with leading people to accomplish the organization’s goal. In the military, the definition of leadership is the art of influencing soldiers to accomplish the mission by providing, purpose direction, and motivation. We discuss intrapersonal and interpersonal skills but never to point to call it emotional intelligence. Soldiers join the military from all walks of life. As a leader you must adapt to the differences in everyone’s culture. You job is mesh these people together gel as one cohesive unit in peacetime and wartime. If you do not possess the five concepts as mentioned above the road to accomplishment can be devastation to not only the military, but to our country national security. Emotional Intelligence in your home life calls for a lot of managing your emotions and empathy. Sharing life with a partner is not an easy feat. You are thinking for yourself anymore like you once did. When you add children to the equation then life as you know is never the same. You are basically do the same a home that you are doing at work, trying to accomplish a goal. In this case, it more personal but the path your family takes depends on your ability to lead them by managing your emotion being empathy to your family when they do not meet the expectation you have for them. Emotional Intelligence in your personal life has a tremendous affect on whether you lead a happy life or whether you are always fighting with someone about one thing or another. Daniel Goleman described an instant in his tenth anniversary edition book on Emotional Intelligence about how important emotional intelligence is to selecting a partner to marriage. The fifth domain is important to handling relationship. Most relationship suffer because two people not understanding each other. You must recognize what a person tick in order adjust you emotion for harmony. During this paper, a description of the difference between traditional cognitive intelligence and emotional intelligence was explained. The five main domains which expands the definition for a clear understanding was listed. The emotional intelligence concepts in work life, home life, and personal life was analyzed to explain how the domains are intertwined in every aspects of your life. Reference Coleman, D. (2005). Emotional Intelligence: Why it Can Matter More Than IQ (10th ed.). New York, NY: Bantam Dell.

Disabilities, communication, disorders and giftedness

Disabilities, communication, disorders and giftedness This paper is design to create an understanding of learning disabilities, communication disorders, dual diagnosis as well as giftedness. In addition to the establishment of producing a positive learning environment for children with impairments will maximize their achievement. To understand each type of disability mention above we should look at the characteristics, causes, and definitions of each form of disability and disorder to better enhance the learning environment for both the student and the teacher. As a special educator, it is an imperative aspect to stay abreast of all disorders we come in contact with to produce a quality education for all those involved. For many students with disabilities and for those without, the key success in the classroom lies in having adaptation, accommodations and modifications made to the curriculum and instruction and other classroom activities. Learning Disabilities There are many definitions of learning disabilities. However, the most use comes from Individuals with Disability in Education Act (IDEA). It defines learning disabilities as various cognitive or psychological disorders that impede the ability to learn, especially on that interferes with ability to learn math or develop languages skills (listening, reading, writing, and speaking) (IDEA 2004). Some characteristics of learning disabilities are children having a deficits in the area of reading and written language that cannot make connection with similar concepts in learning math (cannot connect 3 + 5 = 8 when asked 5 + 8 equals), difficulty in thinking in sequential or logical order, having behaviors in the area of not being organized and losses things. No one is exactly sure what causes learning disabilities. Experts are not sure to the causes. The differences in how a persons brain works and how it process information can be from brain damage, heredity, problem during pregnancy and the environment the person lives in. Currently there is a prevalence figure of 45.3% of school- aged children in the United States classified as having a specific learning disability and receive some kind of special education support (United States Office of Special Education, 2007a). Communication Disorders Communication Disorders is the speech and language disorders that relate area such as oral and motor function. It can be verbal, nonverbal or a combination of both. It revolves three components; sender, message and receiver. Language (the system of symbols used to express and receive meaning) is a factor in each element of the process; speech (the systematic production of sound) is a factor in verbal communication. . Communication disorders include speech disorders of articulation, fluency, and voice, and language disorders. It may range from simple sound repetitions, such as stuttering, to occasional misarticulation of word and complete inability to use speech and language communication. A child who is language impaired should show skills in the primary language that are below those expected for his/her chronological age. The prevalence of language deficits in the school-age population in the United States is approximately 2.5%. and 50% of children who receive special education services from other disabilities (Hall et al., 2001). An understanding of normal patterns of language acquisition is an important part of identifying children with language disorders and developing remediation programs for them. It also involves screening, evaluating, diagnosing and making appropriate placement decisions. Giftedness Gifted children may show outstanding abilities in a variety of area including intellectual, academic aptitude, creative thinking, leadership and the visual and performing arts. They also show the ability to find and solve problems quickly. The full development of the gifted student depends on his or her environmental context, strong encouragement, and support from the family and social groups (Sydney Marland 1972). Longitudinal studies of gifted children indicated that most of them are healthy and well adjusted and achieve well into adulthood, with some exceptions that are underachievers. Teaching cognitive strategies, problem finding, problem solving, and creativity are some characteristics that special programs focus on for gifted students. Effective problem finding and problem solving skills depend on the individuals flexible use of his or her knowledge, structure and creativity. In addition, it depends on the capacity for divergent thinking, a willingness to be different and strong motivation. Underachievers have feeling of inferiority, expectation of failure and low self confidence. The prevalence of giftedness is approximately 10% to 55% of the school-age population of children who are identified (Gagne, 2003; Renzulli Reis, 2003). To uncover the abilities of children who come from cultural subgroups, special identification methods and procedures that depend less on prior knowledge and experience and more on reasoning and creative thinking are necessary. Children with physical and sensory handicaps can be intellectually gifted, but often their abilities are undiscovered because educators do not search for their special talents. Dual Diagnosis Fredericks Baldwin (1987) suggested that the term dual diagnosis be used with great care, mental health disorders is one disability with secondary characteristics growing out of the lack of environmental input that is from the sensory disability. Unfortunately, some children with certain impairments struggle in class and have behavior problems. Often these conditions may be a result from having to struggle in class and the emotional health of the child may be cause by attention deficit disorder (ADD) or Attention deficit/hyperactive disorder (ADHD). However, IDEA has a problem in the number of children that qualify as a disabled. Furthermore, Pinborough-Zimmerman, Satterfield, Miller, Bilder, Hossain and MaMohn (2007) findings confirm that 6.3% of school aged children were receiving speech therapy services and co-concurring conditions like intellectual disabilities, autism spectrum disorder and emotional behavior disorders. In the public school system the numbers have a grave implica tion to provide essential service for these children. Curriculum There should be a differentiation curriculum to serve all learners, regardless of ability, disability, age, gender or cultural and linguistic background. Curriculum should be modified appropriately. First there should be modification of learning disabilities in the area of math, reading and language. In communication disorders the teacher should make sure she speak with students with impairment the same way he/she speak to the regular education students. The curriculums for gifted students are lesson, assignments, and schedule modification are lesson generated toward higher order of thinking, content modification, and encourage group interaction. Some theorists also suggest that curriculum need to be in terms of the learning environment. The key features of educating a child with any disability or disorder is to focus on tailoring the curriculum in the areas of strengths, weaknesses, needs, interest, ability and characteristic of the child. It is important to understand the differences in order to indentify, assess, evaluate and remediate the student. Conclusion Finally, the important of regular teachers and special educators are arm with the knowledge, training and information in regards to disabilities. Students with communication disorders, giftedness, and also any other learning disabilities can learn and be successful in academics. Professional can prepare curriculum and appreciate the vital features of services for special need students. By modifying lessons for student and giving accommodations to these students with other classroom activities.

International Marketing: Franchising and Entrepreneurship

International Marketing: Franchising and Entrepreneurship The past twenty years has seen an unprecedented internationalisation of business and growth of multinational organisations.   Some analysts credit these large multinational firms with more economic impact than many nation states.   This has greatly changed the way marketing is done.   Global markets are extremely difficult to define, and variables significantly more complex and diverse.   The decision to take a company outside the UK involves careful analysis of risk and benefit factors, consideration and selection of potential markets, planned market entry, and development of market penetration over time.   While this can be done through a number of strategies, franchising is a growing means of achieving international presence.   In particular, McDonald’s and The United Colors of Benetton represent two distinct yet successful examples of effective international marketing in globally franchising firms. DECIDING TO FRANCHISE INTERNATIONALLY With the increase in international franchising and its impact on marketing, a number of studies have been conducted on various related aspects.   One first consideration in literature is what leads to the decision to go international, and how this stimulates marketing within the firm.   It is first helpful to consider the relationship between parent companies and their subsidiaries, whether franchises, partnerships, or company-owned outlets.   Structurally, large multinationals such as McDonald’s and Benetton are â€Å"better viewed as inter-organisational networks than monolithic hierarchies,† because each subsidiary can take actions that affect the company as a whole (Birkinshaw 2000, 2).   Corporate structure is determined by interplay between parent and subsidiary, with both responding to and driving needed changes in the business environment (Birkinshaw 2000, 4).   Sometimes it will be the subsidiary that pursues markets, making a â€Å"proactive and del iberate pursuit of a new business opportunity† in order to â€Å"expand its scope of responsibility† (Birkinshaw 2000, 2). Eroglu (1992) studied determinants in firms’ decisions to franchise internationally.   He found two sets of â€Å"perceptual variables – perceived risks and perceived benefits – † determine a company’s decision (19).   When the perceived benefits outweighed the perceived risks, the company would proceed with expansion.   Cost/benefit analysis in one common method for measuring benefits versus risk, but again, is filtered through the perceptual opinions of decision makers.   It is therefore to consider the variables as perceived benefits and perceived risks (Eroglu 1992, 23). Additional research cites factors leading to international franchising as either push factors or pull factors.   Push factors include market saturation, competition, and diminishing domestic profits (Alon and McKee 1999, 76).   For example, after fifty years of franchising in the United States, there are a limited number of good locations for domestic franchises that do not already have a McDonald’s restaurant.   Should McDonald’s continue to build restaurants in a saturated market, they will begin to cannibalise each other, with one McDonald’s competing with another nearby for market share.   This is not a healthy long-term scenario for either the franchisee or the parent company.   In the case of Benetton, more and more fashion retailers start-ups and expansions have greatly increased competition within the sector (Barela 2003, 114). This competition reduces the potential and actual profits of both current and future outlets, causing the firm to explo re other markets where competition is less intense, and market share more easily won.   Pull factors include political changes, such as the opening of Eastern block countries to Western investment, economic changes, such as the growth of a formerly underdeveloped nation to the point it can sustain retail outlets, and the formation of regional trading units that seek out franchise opportunities (Alon and McKee 1999, 76).   Both McDonald’s and Benetton have been swift to move into emerging markets, even when other multinationals have delayed.   For example, franchises in Kazakhstan require complex business licenses, which has deterred foreign investors.   Benetton is one of the few Western companies to move into Kazakhstan, doing so through its typical franchise license method (Anon 2001, 5).   Nigeria was not an initial new market target for McDonald’s, as the average worker there will work over eleven hours to pay for a value meal.   However, the company has entered the country successfully at the initiation of local franchisees, who locate their restaurants in more economically viable areas of the country (Vignali 2001, 97).   Global market initiatives are often â€Å"driven by unmet product or market needs amongst non-local suppliers and customers (Birkinshaw 2000, 23).   In addition to push and pull factors, there are two theories in the study of franchising that explain the decision to move into international locations.   Both address one of the most debated topics in franchising research: why the parent company would want to franchise, when company-owned units provide a higher rate of return (Elango and Fried 1997, 69).   Once a business achieves a certain size, it is more profitable to the parent company if wholly owned.   For example, a typical franchisee may make a forty percent margin, and pay half of that to the parent company.   â€Å"With the right economies of scale, the franchisor could recoup more of that profit margin by owning the company outright† (Hoar 2003, 78). The first, resource scarcity theory, contends that companies lack the resources such as capital, local market knowledge, and managerial talent to open international outlets on their own (Altinay 2004, 427).   By recruiting local franchisees who supply capital, management, and knowledge of the local market, franchising organisations can achieve internationalisation not otherwise possible (Altinay 2004, 427).   The parent company would not be able to expand, particularly on an international level, without the assets offered by the franchisee.   This theory is more easily applied to small and medium-sized firms which obviously lack the assets for internationalisation than it is to either McDonald’s or Benetton.   Interestingly both organisations do have some company-owned holdings.   For McDonald’s part, Ray Kroc once contended he was in the real estate business, not the restaurant business, citing the large passive income generated from the leasing of McDonaldâ €™s properties to individual franchisees (Vignali 2001, 97).   Agency theory is based on the relationship between the principal party, in this case the parent company, who owns or control a set of economic assets or functions.   They delegate work to the agent, in this case the franchisee, who operate on the principal’s behalf (Doherty and Quinn 1999, 227).   The theory stresses the importance of the process of the transfer of information, the problem of information asymmetry, and monitoring costs associated with both (Doherty and Quinn 1999, 224).   Jensen and Meckling (1975) explain information asymmetry problems occur because the franchisee has detailed information about franchise operations that are not communicated to the parent company, and this causes division between the aims of the parent company and the franchisee.   This is enhanced by the natural tendency for franchisees to operate in their own best interests, even at the expense of the parent company (Altinay 2004, 427).   Applying Agency Theory to a firm’s d ecision to franchise internationally, the company usually does so on the basis of lower costs and decreased risk.   Since salaried managers would be likely to under perform, going with franchisees increases the likelihood of dedicated performance, and therefore reduced monitoring costs (Elango and Fried 1997, 71).   This theory contends that while both McDonald’s and Benetton could open company-owned outlets instead of franchise, the inherent risk and monitoring requirements to the parent company outweigh the economic gains versus franchising.   Internationalisation of a retail entity, such as Benetton, involves the development of operations, sourcing of products, and transfer of expertise.   Doherty and Quinn (1999) cite a number of research studies, which conclude that franchising is a highly effective way to achieve desired results in all three areas in the retail sector (225).   Franchises â€Å"provide the parent company advantages such as economies of scale in marketing and production, while providing or entrepreneurial discretion at the unit level† (Elango and Fried 1997, 68).   In addition, franchises impact the overall marketing strategy and specific marketing activities of the firm as a whole.   Any increase in business activity, such as new outlets or product, should generate additional marketing.   In particular, international franchising usually requires adaptation of marketing products to the local cultures.   In the case of Benetton’s social awareness campaigns, marketing product was intended to be used globally, although some areas and retailers found some of the photos disturbing or inappropriate (Barela 2003, 118).   While the series certainly raised awareness and sales did increase during the time they were in use, there is contention whether the marketing scheme helped or hurt retailers’ bottom line in many locations (Barela 2003, 118).   While McDonald’s has had its own less effective marketing programmes, it has not created the same type of reaction as Benetton.   McDonald’s thoroughly researches each new market to determine the best, most effective, and least offensive marketing practices.   Only then is a marketing mix de veloped.   This often leads to the company adapting its global marketing strategy and components for a specific geographical region or cultural group (Vignali 2001, 97).   MARKET CHOICE Choice of market has also been a subject of much research.   â€Å"Each   concept and country must be considered separately in relation to a multitude of issues about the market, potential franchisees, legal matters, receptivity to franchising in general, and feasibility of the particular concept† (Maynard 1995, 69).   â€Å"In international markets, franchise relations are influenced by the extent to which the overseas franchise system can be transferred into the local market in terms of product acceptance, suitable local presentation and transferable support services† (Connell 1999, 86).   Legal concerns are of particular importance, since they differ so greatly from country to country.   For example, there is currently no legislation in the UK that regulates franchising (Hoar 2003, 77).   The European Union adopted block exemption for franchises, which protects them from antitrust laws.   â€Å"France, Mexico, and Brazil have enacted laws similar to th ose of the United States, requiring franchisors to provide presale disclosure to prospective franchisees, while Australia and Italy have adopted voluntary codes pertaining to presale disclosure and other requirements† (Maynard 1995, 71).   Atlinay (2004), citing a number of research studies, determined that several organisational determinants directly impact market choice.   Organisation size greatly determines the number of franchises that can be supported, as each must be supplied with product and support (Altinay 2004, 429).   Operating and international experience have both been shown to positively effect the decision to franchise.   In general, the greater the experience of decision-makers, particularly if they have lived or worked abroad successfully, the greater likelihood they will pursue markets beyond current operations.   (Altinay 2004, 429).   Company leaders may also recognise that competitive pressures in current markets make growth and expansion there unlikely or prohibitively expensive.   Similarly, the external environment of the markets under consideration may make them more or less attractive to potential investors (Altinay 2004, 429).   For example, some governments have highly restric tive business laws, while others provide little or no protection for franchisers.   The former makes both starting and doing business difficult, while the latter puts the franchiser at risk.   A supposed franchisee could simply take the business model or proprietary systems and go out on their own, cutting the franchiser out of their rightful position in the relationship. Other researchers have concluded geographical and cultural proximity are major determinants of market choice (Alon and McKee 1999, 76-77).   Specifically, organisations will choose markets based on their physical closeness or cultural similarities to the head office.   For example, the areas most likely to begin franchises of UK businesses are Ireland and France, while US franchisers first target Canada and Mexico (Alexander and Doherty 2003, 15).   The logistical issues of transporting people and product are greatly reduced when franchises expand into nearby countries, rather than ones far removed.   After geographically immediate countries, the next areas targeted for franchise are those with similar cultures to the organisation’s host country (Alexander and Doherty 2003, 15).   For example, UK retailers franchising in the US, Canada, or Australia can expect relatively similar customer groups, requiring little adaptation of product or marketing materials.   Train ing, advertising, and other organisation material can remain in English, with no need for translation or significant cultural variations (Alexander and Doherty 2003, 16).   In practice, some franchisers leave market choice almost entirely up to the initiation of franchisees, while others are more proactive.   In a best-case scenario, both the subsidiary and parent company evaluate the local market, the internal market, and the global market when considering possible markets (Birkinshaw 2000, 9).   For example, McDonald’s both requires market justification from franchisees and carefully evaluates each new market opportunity before allowing franchisees to proceed (Vignali 2001, 97).   Market approval is heavily dependent on resource allocation, that is, there must be sufficient resources available and available at that location for the market choice to go forward (Birkinshaw 2000, 45).   MARKET ENTRY Various factors have been found to contribute to the method, location, and timing of market entry.   First, there are a number of different methods used in international expansion and franchising.   Direct franchising, joint ventures, and master franchising are all common.   In direct franchising, the parent company seeks out potential franchisees in market areas it has selected for development (Maynard 1995, 66).   While it requires greater involvement by the parent company, it also allows the organisation to be more selective in franchisee choice and therefore have more control over the foreign operation (Maynard 1995, 68).   Franchisees may be solicited through newspapers or similar media outlets, but are more commonly sought through recommendations of other successful franchisees (Noren 2001, 62).   This method is similar to the licensing franchise arrangement typical of Benetton retailers worldwide; in some areas Benetton relies on a master franchiser, described belo w (Barela 2003, 116).   McDonald’s develops most of its franchises through a hybrid form of direct franchising, although individual franchisees initiate the franchising opportunity with McDonald’s, rather than the organisation needing to seek them out (Noren 2001, 63). Sometimes the parent company actually joins with a local firm to move into a foreign market.   This can be through acquisition or merger, but is more commonly accomplished through a joint venture.   This is when the companies join forces to create a distinct third company owned by both partner firms† (Maynard 1995, 66).   â€Å"Joint ventures create more-cumber-some tax and financial issues than the other two approaches, but they have other advantages, which vary depending on the partnership arrangement† (Maynard 1995, 68).  Ã‚   The created company then sometimes initiates or supervises franchise relations within its country or geographical region, and sometimes oversees company-owned units (Maynard 1995, 68). The most common approach to international franchising, and one used in part by Benetton, is the master franchisee.   This person is typically a well-capitalized local businessperson, with good understanding of local laws and culture, established relationships, and knowledge of the marketplace (Maynard 1995, 67).   They are recruited through local media such as newspapers, industry sources such as trade magazines, and international brokers.   Some governments also assist in the process; for example, the United States Department of commerce â€Å"seeks out foreign partners for US companies through its Gold Key program† (Maynard 1995, 69).   In this model, the master franchisee purchases the rights to develop franchise units within a specific area; this territory is often an entire country.   â€Å"After establishing a successful track record, the franchisee may be granted additional territories† (Maynard 1995, 67).   Master franchising requires minimal cost an d involvement on the part of the parent company, yet provides some accountability within the geographic region (Maynard 1995, 68).   Most importantly, â€Å"the master franchisee provides local expertise and oversight of the sub-franchisees whom it chooses to operate individual stores† (Maynard 1995, 68).   Finally, franchisers are â€Å"often approached by would-be master franchisees, who perceive a market for the product or service in a region† (Maynard 1995, 69).   Such contacts â€Å"have opened the door to international expansion for many companies† (Maynard 1995, 69).   Some initiatives put forth by franchisees involve operations within the company.   â€Å"The most critical facilitator of internal market initiatives is the credibility of the subsidiary in the eyes of the parent company† (Birkinshaw 2000, 26).   Such initiatives are geared towards rationalising and reconfiguring the systems within the parent company and increasing the efficiency of resource use, rather than improving external variables or increasing the firm’s resource base (Birkinshaw 2000, 27-28).  Ã‚   McDonald’s has is positioned itself as inexpensive fast food in the United States; its pricing is relatively low as are customers’ quality expectations (Vignali 2001, 97).   In the UK, restaurant prices are significantly higher in general.   Consumers are willing to spend more for restaurant food but also have higher expectations of product quality and service (Vignali 2001, 97).   McDonald’s determines prices for its franchisees based on their local positioning and the prices of competitors (Vignali 2001, 97). In addition, McDonalds’ strategy of place is standardised; the organisation seeks easily-access, high traffic locations regardless of the country or region where the restaurant will be located.   Facilities are also similar, although with subtle regional variations (Vignali 2001, 97).   Benetton similarly emphasises location; as a high-end fashion retailer it is imperative its retailers locate in upscale shopping areas, again regardless of the country where the new outlet is located (Barela 2003, 116).   This allows them to support the higher prices and quality of their products.   For these reasons both organisations require location approval from their franchisees, and do not allow movement of outlets without permission from the head office (Vignali 2001, 97; Barela 2003, 116). Overall, direct and master franchising are the most commonly used methods for market entry by UK firms.   They allow firms of various sizes, from small chains to large multinationals, to successfully internationalise.   Companies can both grow globally and â€Å"reap the benefits of size without sacrificing the benefits of local presence† (Birkinshaw 2000, 1).   The British Franchise Association (BFA) reports nearly seven hundred franchise systems are currently operational in the UK, accounting for more than 30,000 business units (Hoar 2003, 77).   These franchises employ 330,000 people, and represented a total turnover of  £9.5 billion in 2002 (Hoar 2003, 77).   While British firms have been slow to franchise overseas, particularly compared to companies from the US and Japan, they are rapidly catching up.   Over one-third of British retailers with operations outside the country employ franchising to some degree (Doherty and Quinn 1999, 225).   This number incr eases with the number of countries in which a particular firm has operations (Hoar 2003, 77). Factors driving franchisings international expansion â€Å"include heightened awareness of global markets, relaxation of trade barriers, saturation of some existing domestic markets, increasing prosperity and demand for consumer goods in many regions overseas, and increasing ease of doing business internationally because of improved communications and transportation systems† (Maynard 1995, 66).   Both McDonald’s and Benetton have been impacted by at least three of these variables. DEVELOPING THE LOCAL MARKET Finally, entrepreneurs exhibit various strategies to develop the local market, even if they do so as agents or franchisees of a global firm.   The traditional role of a subsidiary or franchisee is to adapt the parent company’s product to local tastes, â€Å"then act as a ‘global scanner,’ sending signals about changing demands back to the head office† (Birkinshaw 2000, 21).   Examples of this would be McDonald’s menu changes, often suggested or proposed by local franchisees, and the use of Ronald McDonald as a spokesman, which was first initiated by local franchisees (Anon 2003, 16).  Ã‚   It is imperative, therefore, that large organisations, particularly those that franchise, create systems and structural contexts in which local entrepreneurial activity is both encouraged and controlled (Birkinshaw 2000, 31).   If no such structure exists, franchisees will often act as free agents, making decisions and taking actions â€Å"that they believ e are in the best interests of the corporation as a whole,† whether or not these conform to the expressed desires of the parent company (Birkinshaw 2000, 2). Research indicates that four factors enhance initiative at the subsidiary or franchise level:   autonomy, resources, integration and communication (Birkinshaw 2000, 31).   High levels of autonomy and resources enhance local and global initiative, but detract from internal initiative.   High levels of integration and communication enhance internal initiative, but detract from local and global initiative (Birkinshaw 2000, 31).   â€Å"Local market initiatives are facilitated most effectively through a moderate level of autonomy in the subsidiary coupled with a fairly strong relationship with the parent company† (Birkinshaw 2000, 23).   In terms of marketing, local franchises have valuable input needed by the marketing teams at the corporate office, and should be respected for both their ideas and their first-hand knowledge of whether something is working.   If this does not occur, the company will suffer from information asymmetry problems, as previously discussed under agency theory (Doherty and Quinn 1999, 224).  Ã‚   When McDonalds decided to use famous athletes in its promotional materials, ads, and television commercials several years ago, they queried local franchisees for suggestions.   As a result, the company was able to choose sports figures recognised in each market area, rather than one internationally known athlete, such as a Tiger Woods, who might have less impact in local markets (Vignali 2001, 97).  Ã‚   A basketball star was featured in ads in the United States, a footballer in the UK, and so forth.   This allowed McDonalds to project a locally appropriate image through its marketing camp aign and further position align local franchises as part of the community, rather than as a foreign restaurant (Vignali 2001, 97).  Ã‚   The company was able to do this because they had previously established systems by which ideas and input could be communicated back and forth between franchisees and the corporate headquarters (Vignali 2001, 97).  Ã‚   Developing market requires initiating or building the demand of the public for a product, and positioning and pricing the product where it is available to meet such public demand (Johnson and Scholes 2002, 370).   The entrepreneur franchisee, therefore, has several strategies available.   He or she can make suggestions to the corporate office.   These are more likely to be well received if backed by solid market data, particularly data not available to headquarters.   The entrepreneur can produce his or her own marketing scheme, if not prohibited from doing so by headquarters.   He or she can become highly active in community activities and use the franchise or its products for market development.   In the case of Benetton, local retailers could, for example, become involved with groups addressing world hunger.   Whatever the strategy, it must result in an increased affinity for the consumer towards the product, brand or retailer, and a corresponding increase in purchas ing. MCDONALD’S CASE STUDY McDonald’s started as a single family-owned restaurant.   In 1948, Dick and Mac McDonald had started a self-service drive-up restaurant in California, using a very efficient delivery system they had invented and named the Speedee Service System.   Ray Kroc, a milkshake salesman, visited the restaurant in 1954, and was so impressed with the system that he convinced the brothers to franchise their restaurant, a novel approach to business expansion at the time (Anon 2003, 10).   The company incorporated and opened its first franchise in 1955, also in California (Anon 2003, 10).   Fifty years later McDonald’s was one of the world’s largest multi-national organisations, operating more than 31,000 stores in 119 countries.   Over eighty percent of restaurants, including almost all international outlets, are franchised (Anon 2003, 123).   McDonald’s actively promotes its core values of quality, service, cleanliness and value, and requires this emphasis of all its franchises, regardless of location or local culture (Anon 2003, 123).   When it comes to choosing franchisees, therefore, McDonald’s is highly selective (Noren 2001, 60).   Franchisees must go through a lengthy interviewing and training process, usually two years or more, without pay.   They are also required to make significant capital investments, a high percentage of which must be from their own (non-financed) resources (Noren 2001, 61-63).   â€Å"Franchisees are required in their contract to become involved in their local community,† a practise which further localises the international chain (Noren 2001, 62).   It is important to note that McDonald’s franchises are under a great deal more organisational control than many other companies’ franchising models.   This prevents devaluing the McDonald’s product through loss of uniformity or free-riding from local operators, but also inhibits entrepreneurial innovation (Noren 2001, 63).   For example, headquarters can relocate a restaurant if they so desire, and often own the property and facility, which is leased back to the franchisee.   Local operators are not allowed any variance in product without permission from the parent organisation (Noren 2001, 62).   Training is very specific and highly regulated throughout the company.   However, franchisees do have considerable input at the organisation, provided they follow the proper channels and secure approval before acting.   Many of McDonald’s promotional and menu items have come through the suggestion of local franchisees.   A franchisee in Cincinnati, Ohio, first suggested fish sandwiches so as to be able to attract Roman Catholic families on Fridays.   A franchisee in Pittsburgh suggested the Big Mac, another in California developed the Egg McMuffin, and two restaurant operators in Washington, DC, first used Ronald McDonald as their local spokesman (Anon 2003, 16).  Ã‚   Another supported the company’s first investment in what would become the Ronald McDonald House Charities (RMHC), a foundation began in 1974 that gave families of sick children a place to stay near their children’s hospital.   Besides providing a much-needed social service, the charities have been an excellent public relations strategy.   Current services ha ve been expanded to include scholarships and free health care through mobile health trucks.   RMHC currently operates in twenty-six countries (Anon 2003, 122).   In recent years McDonald’s has further increased the ability of local franchisees to run their own local promotions.   For example, a long-time McDonald’s owner in Florida (USA) reported a twenty-percent increase in same store sales, and attributed this increase to local advertising on television and in print.   He creates his own ads in line with national promotions, such as showing pictures of McDonald’s products at sale prices, with the national theme music of McDonald’s current marketing campaign playing in the background (Kramer 1999, 6).   Critics contend such loosening of marketing standards threatens brand dilution, although the company differs in opinion.   McDonalds has benefited from the input of their franchisees in other countries, who assist the restaurant in adapting the menu and marketing to local tastes and needs (Vignali 2001, 97).   Some McDonalds products are standard throughout the organisation.   For example, french fries are included on all McDonalds menus worldwide and are subjected to intense quality control to maintain sameness (Vignali 2001, 97).   Other products are adapted to the local tastes of the region.   At a McDonald’s in France, wine is available with a meal, while in the United States the strongest beverage on the menu is chocolate milk.   Israeli McDonald’s serve sandwiches without cheese, a kosher requirement, Japanese McDonald’s offer rice and salads featuring teriyaki, and some other Asian outlets offer goat (Vignali 2001, 97; Anon 2003a, 99).   The company’s primary product mix of hamburger, fries, and a coke, however, remains constant throughout McDonald’s worldwide.   Most importantly, the organisation provides a system of input to its franchisees that allows controlled entrepreneurial activity at the franchise level. BENETTON CASE STUDY Luciano Benetton founded his colourful sweater retailer shortly after the end of World War II, and the company remains family-owned and operated.   The company is known for its innovative operation and management methods, and its large network of subcontractors who produce the Benetton products (Barela 2003, 113).   Acting as a franchisor, Benetton â€Å"sells and distributes its products through regional agents, each of whom is responsible for developing a certain market area† (Barela 2003, 113).   The company arranges licensing agreements with local business people through these master franchisors, who then sell Benetton products.   There are eight-three agents internationally, who are supervised by seven area managers (Barela 2003, 115).   As a manufacturer, the company has high control of its product quality and design, and can control its franchisees through withdraw of product.   â€Å"Its success has become an example for multinational businesses around the world† (Barela 2003, 114).   Benetton currently has more than 7,000 franchises worldwide (Ivey 2002, 13). The company provides franchisees with product and the use of the Benetton name.   It â€Å"expects each store to develop its market successfully,† with the help of some global marketing support (Barela 2003, 115).   This allows a wide variety of entrepreneurial activity on the part of local franchisees, who can develop and run marketing programmes alongside those provided by corporate headquarters.   Store location and control, product display and choice, and community involvement are all decisions left up to the individual franchise owner (Ivey 2002, 14). The company has recently begun to move into directly operated stores, particularly in high-cost areas where franchisees have been difficult to attract, such as the Madison Avenue area of New York City and   High Street in London (Ivey 2002, 14).   This allows it to maintain its market position as a superior

Blakes States of Mind in the Songs of Innocence and Experience :: Songs of Innocence and Experience

Blake's States of Mind in the Songs of Innocence and Experience "When you put two minds together, there is always a third mind, a third and superior mind, as an unseen collaborator." William S. Burroughs and Brion Gysin, "The Third Mind" We are symbol-using primates in search for an ultimate Truth. No poet has understood and exploited this idea more successfully than William Blake, and this was solely due to his mysticism, the fact that his doors of perception were cleansed. What is his world like, then? In the "Songs of Innocence and Experience" we are apparently presented with two different worlds, narrated by two different narrators. A more careful reading will present several interesting correspondences between the two. For example, the meek "Lamb" becomes the fiery "Tyger". The former appears to foster a syllogistic reasoning, a format of simple questions and easy answers in the midst of it's catatonia, we are unnerved by what we as readers bring to the text, inserting our alien (to the pastoral scene) phantoms of our experience. The latter poem, although pounding us with unanswered questions and awe-inspiring images, is, curiously, a more comfortable read in that it is a better fit into our perception. It seems that the open prairie and the dark forest belong to two entirely different worlds, but it is my belief that it is not the Lamb or the Tyger per se, that make the difference but the way they are treated, that is, narrated. Both "Chimney Sweeper" poems appear to be about the same situation. What clearly changes is the narration.

Blogs are Only a Fad :: Internet Online Communication Essays

Blogs are Only a Fad With the beginning of the 21st century well under way, we find ourselves in the midst of a digital revolution. New technology seems to be springing up every other day, and old ones are continuously being replaced by improved versions of their precursors, if not being replaced by something entirely new. The internet is probably one of the most influential inventions of our time, bringing about a whole slew of other technologies into our lives. One particular technology of interest is the weblog, more often referred to as "blog". Blogs are essentially online journals where one can write and post their thoughts, which then become available for be read by anyone with access to the internet. Blog software such as Movable Type allows one to easily publish their entries online with a few clicks of the mouse. The convenience and accessibility of using blogs are what have made them so popular, especially among the younger generation. Despite their advantages, however, blogs are simply a fad, and will make no significant impact on our society or the way we write, because ultimately, we desire more permanence in our writing than a mere sequence of binary codes. The primitive cavemen of the prehistoric era, the Sumerians of the Fertile Crescent and Shakespeare all have something in common - typography. The cavemen etched crude drawings on walls, the Sumerians pressed pictographic marks into clay tablets using a stylus, and Shakespeare wrote poetry using a quill pen and ink. Though their writings vary greatly in elegance or sophistication, each of them left their marks so that their history and contributions may forever be preserved. As William J. Mitchell points out in his essay, "In the thousands of years since, humankind has figured out innumerable ways to bind words permanently to matter...to carve them into clay and stone, to print them on paper, to form them out of unlikely things like neon tubes, and furtively to spray them onto walls" (Mitchell 2003). The fact that mankind has been practicing the act of writing for eons is proof that we, as human beings, desire to leave writing as records so that future generations may read them a nd know of our actions and thoughts. If we did not feel the need to preserve our knowledge permanently, it would be passed down orally, and we would not care to preserve what little writing that would be done out of necessity.

Delay Planning Essay

Assignment 1 Part 1 1.Outline four areas within the above clause that could be identified as being unbalanced and give reasons why. I.The contractor gives the Superintendent, within 5 business days of when the Contractor should reasonably have become aware of that causation occurring, a written claim for an EOT evidencing the facts of causation and of the delay to WUC and any (Milestones). The reason for this being unbalanced is that 5 business days is too short of a time frame for the contractor to both collate all the relevant documents from certain people or organisations and then to write a formal claim also takes time especially if legal parties are involved. II.A comparison of the planned and as-executed critical path at the time when the delay occurred It is too difficult and unrealistic for the contractor to impact a delay into the construction programme without knowing the extent of the delay for example if a long lead item is delayed the contractor will have no idea on when the procurement item is due to arrive, the extent of the duration could affect the critical path in different ways III.If the contractor fails to give such a notice within the period required by this clause, the contractor shall have no claim arising out or in connection with any other delay. This is very extreme and is a link to the time frame of 5 days being a short term to provide evidence sometimes it is very hard and time consuming for the contactor to provide evidence even if the delays is actually present. IV.Or Subsequent delays from the original delay which should have been so notified. Each delay should be assessed on its own merit against the programme. 2.Rewrite the clause or those areas that you believe are unbalanced or unfair so that clause could be seen as evenly balanced towards all parties. Please refer to the relevant clause number above. I.The contractor gives the Superintendent, within 28 business days of when the Contractor should reasonably have become aware of that causation occurring, a written claim for an EOT evidencing the facts of causation and of the delay to WUC and any (Milestones). II.A comparison of the planned and as-executed critical path at the time when the delay seizes III.If the contractor fails to give notice within the period required by this clause, the contractor shall not be entitled to any claim until such information is provided. IV.Any subsequent delay from the original delay shall also require evidence prior to any EOT granted. Part 2 Provide a written explanation identifying how you as the contractor can ensure that they do not default on the contract addressing each point from A to E. Provide no more than half a page on each point.

Cai in Chemistry

1 COMPUTER ASSISTED INSTRUCTION IN CHEMISTRY IN RELATION TO LEARNERS’ PERSONALITY Dr. R. Sivakumar Abstract The aim of this study was to find out the effectiveness of Computer Assisted Instruction in Teaching Chemistry In Relation To Learners’ Personality. The sample consisted of 40 students in Control group and 40 students in Experimental group. The data were collected using appropriate tools and it was analyzed by t’ and F’ test. The finding is that the achievement scores of Experimental group Students were higher than the Control group Students. Introduction Today is an era of Computer. Read this Practice Test Chem 105Computer finds a big place in educational technology. Many research studies proved CAI has been effective in realizing the instructional objectives. But there is dearth of studies in establishing relative effectiveness among different modes of computer based instruction. The studies have also proved the effectiveness of different media changes with respect to individual differences among learners. Under this circumstance it is inoperative to establish whether the personality of learners has any influence in determining the media effectiveness. The investigator has thus chosen computer as the medium to teach Chemistry.The Investigator has also measured the effectiveness of teaching Chemistry through computer over the conventional method namely lecturing 2 Computer Assisted Instruction The most exciting innovation in the Educational Technology is Computer Assisted Instruction. It is a development of systematic programmed learning and teaching machine. It is a self-instructional device with the principle of atomization. Computer Assisted Instruction as â€Å"Computer applications applied to traditional teaching methods such as drill, tutorial, demonstration, simulation and instructional games†.It is an effective media and an indispensable aid in the teaching-learning process. The instructional process carried out with the help of computer is known as Computer Assisted Instruction. It is not merely a sophisticated type of programmed instruction but a different kind of instruction altogether. It uses programmed instruction electronic data processing, data communication, concepts of audio-visual and media theory, communication theory, system theory and learning theory.Computer technology is likely to influence education enormously and can play an important role in enhancing the efficiency of the teaching-learning process. C. A. I. is perhaps the best, because it offers: ? Individualized instruction ? Effective interaction with t he learner and ? Immediate feed back Science In common usage, the word science is applied to a variety of disciplines or intellectual activities, which have certain features in common. Usually a science is characterized by the possibility of making precise statements, which are susceptible 3 of some sort of check or proof.This often implies that the situations with which the special science is concerned can be made to recur in order to submit themselves of check, although this is by no means always the case. There is observational science such as astronomy or geology in which repetition of situation at will is intrinsically impossible, and the possible precision is limited to precision of description. Science Education It we throw a bridge between science and education, using psychology, we arrive at the concept of science education, which bluntly speaking, is an integrated concept.If so it is then, within the realm of possibility to link the most powerful concepts of science to the growing minds of children through active experimental pedagogy. In that case, science education need no longer remain a single dimension activity. It would be our job then to develop the scientific and technical capabilities of our school going pupils. We may be then able to win our race in education in the 21st century. The field of science education is thus coterminous with life. This view promotes as well the inherent value system of science on a very large scale.It is precisely for this reason that research in scion is needed and, if so, needs to be produced for relevance at an early hour. Chemistry Chemistry is a physical science related to studies of various atoms, molecules, crystals and other aggregates of matter whether in isolation or combination, which 4 incorporates the concepts of energy and entropy in relation to the spontaneity of chemical processes. Chemistry is the science concerned with the composition, structure, and properties of matter, as well as the changes i t undergoes during chemical reactions.Chemistry is the scientific study of interaction of substances called chemical substances that are constituted of atoms or the subatomic components that make up atoms: protons, electrons and neutrons. Atoms combine to produce ions, molecules or crystals. Chemistry can be called â€Å"the central science† because it connects the other natural sciences, such as astronomy, physics, material science, biology, and geology. Objectives of Teaching Chemistry The knowledge gained about the universe is science and this knowledge is so vast that the human mind cannot comprehend it completely.Hence science has deferent divisions as Physics, Chemistry, and Biology among these divisions â€Å"Chemistry† has a greater importance since a number of chemical compounds are applied in our day to day life. Hence chemistry becomes a vital aspect in all levels of education. ? The pupils develop scientific attitude towards chemical phenomena. ? The pupils develop the skill of enquiry observation accepting the facts based on repeated and relevant experimentation. ? The pupils acquire knowledge and understand the chemicals terms, facts, concepts, principles and processes. 5 The pupils apply knowledge and understanding of chemistry in unfamiliar situations. ? The pupils develop skills in handling apparatus, reporting chemical information, evidences and results using scientific technology. ? The pupils appreciate the chemical phenomena in nature and the role of chemistry in human welfare. ? The pupils develop interest in living world. Concept building is an essential goal in teaching of science. In order to make scientific concepts more meaningful, suitable communication media are needed. Need For the Study Computer is very effective for teaching learning, analysis and evaluation.Though, the computer has flourished in many ways, there is another side in which the teacher taught through conventional method. It has been observed that ther e are some defects or disadvantages in conventional classroom method of teaching and learning. In this type of teaching, students have to observe classroom under tight-control and rigid supervision. It is highly laborious and time consuming. There are many types of diversion occur due to various factor such as poor performance of the students, inadequate class room climate, excess class strength, noisy situation etc. The students can learn at their own convenience.There performance or the assessment will not be exactly correct. They cannot be active as compare to experiment method. There are many external disturbances is learning. Thus it has been found that Computer Assisted Instruction is very much suitable method for the teaching and learning. 6 Objectives of the Study 1. To develop and validate CAI Software for teaching Chemistry for XI Standard Students. 2. To find out whether there is any significant difference between the students’ achievement scores in Chemistry of th e control group and experimental group at Pre – test level. 3.To find out whether there is any significant difference between the students’ achievement scores in Chemistry of the control group and experimental group at Post – test level. 4. To find out the effect of CAI software on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 5. To find out whether there is any significant difference between control and experimental group of students’ achievement in Chemistry of various categories of sub-samples wise. i. Gender ii. Locality of the students iii. Parental Education v. Parental Occupation v. Computer Knowledge and vi. Residence of the Students 6. To find out the effect of CAI software on the achievement in Chemistry among control and experimental group of students based on different Personality types. 7. To find out whether there is any significant difference in the achievement of the follow-up tests conducted during the treatment for XI standard students. 7 Hypotheses of the Study 1. There is no significant difference between the students’ achievement scores in Chemistry of the control group and experimental group at Pre-test level. 2.There is no significant difference between the students’ achievement scores in Chemistry of control group and experimental group at Post-test level. 3. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry in different learning objectives such as Knowledge, Understanding, Application and Skill. 4. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students’ classified on the basis of i. Gender ii. Locality of the students iii. Parental Education iv. Parental Occupation . Computer Knowledge and vi. Residence of the Students 5. There is no significant difference among groups taught through CAI and Lecture method on the achievement in Chemistry with respect to students’ personality types. 6. There is no significant difference in the achievement of the follow-up test conducted during the treatment for XI standard students. Methodology An experiment involves the comparison of the effects of a particular treatment with that of a different treatment or of no treatment. In a sample conventional 8 experiment, reference is usually made to an experimental group and to a control group.These groups are equated as nearly as possible. The experimental group is exposed to the influence of the factor under consideration; the control group is not observation is made to determine to what difference appears or what change or modification occurs in the experiment as contrasted with the control group. The present study, which aims at finding the Computer Assisted Instruction in Teaching Chemistry for XI Standard Students, has been designed using the methodolo gy as Experimental method. Sample of the Study The Investigator selected 200 students in XI Standard.Out of these 200 students, 80 students were selected, based on their performance in the half-yearly exam, which is a common one. For that, those students who have secured 60% and above marks are alone selected. Further an entrance test prepared by the Investigator was administered to the 80 students thus selected. Based on the marks of the entrance test, students were arranged in descending order. From that the Investigator selected the first one for control group, next for experimental group. The control group consists of odd number of students and experimental group consists of even number of students.Control group was exposed to traditional method of teaching. It consists of 40 students of XI standard. In the same way experimental group was given treatment through Computer Assisted Instruction in teaching. It also consists of 40 9 students of XI standard. Thus 80 students were the total sample selected for this study. Tools Used 1. Syllabus based CAI software packages were developed for the topic â€Å"Chemical Bonding† of XI Standard Chemistry. 2. Syllabus based Pre-Test and Post-Test Materials were prepared and validated. 3. Myers-Briggs Types Indicator (MBTI) Personality test was used. (Developed and Standardized by Jung, 1971) 4.The Personal data of the samples were collected through the questionnaire. Statistical Techniques Used Statistical techniques serve the fundamental purpose of the description and inferential analysis. The following statistical techniques were used in the study. 1. ‘t' test was applied to analyze the deferential hypothesis. 2. ‘f' test was used to find out the significance of relationship between the Sub-group variables. Analysis of Post-Test Performance The following table furnishes the data on the Post-Test performance of the Control and Experimental groups and also furnishes the significance of ifference betw een the achievement scores of students in various groups in detail. SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN PRE-TEST LEVEL Sl. No. Variable N Mean S. D. t’ Test Level of Significant 1 Control 40 14. 3 1. 9 0. 55 Not Significant at 0. 05 level Experimental 40 14. 1 2. 16 10 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN POST-TEST LEVEL Sl. No. Variable N Mean S. D. t’ Test Level of Significant 2 Control 40 71. 27 6. 44 17. 35 Significant at 0. 05 level Experimental 40 90. 6 2. 83SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN DIFFERENT LEARNING OBJECTIVES SUCH AS KNOWLEDGE, UNDERSTANDING, APPLICATION AND SKILL Sl. No. Objectives Variable N Mean S. D. t’ Test Level of Significant 3 Knowledge Control 40 26. 08 2. 76 13. 88 Significant at 0. 05 level Experimental 40 32. 3 1. 11 4 Understanding Control 40 21 . 3 2. 02 23. 58 Significant at 0. 05 level Experimental 40 29. 45 0. 85 5 Application Control 40 12. 2 1. 22 16. 05 Significant at 0. 05 level Experimental 40 15. 6 0. 55 6 Skill Control 40 11. 7 1. 21 4. 74 Significant at 0. 05 levelExperimental 40 12. 95 1. 07 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO GENDER, LOCALITY, KNOWLEDGE OF COMPUTER AND RESIDENCE Sl. No. Variable Sub Variables N Mean S. D. t’ Test Level of Significant 7 Gender Boys 20 90. 5 3. 05 0. 221 Not Significant at 0. 05 level Girls 20 90. 7 2. 65 8 Locality Rural 24 90. 83 2. 61 0. 635 Not Significant at 0. 05 level Urban 16 90. 25 3. 17 9 Knowledge of Computer With Computer Knowledge 13 88. 84 2. 37 3. 11 Significant at 0. 05 level With out Computer Knowledge 27 91. 44 2. 66 10 Residence Hosteller 18 89. 66 2. 78 1. 94 Not Significant t 0. 05 level Day Scholar 22 91. 36 2. 68 11 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF STUDENTS WITH RESPECT TO PARENTAL EDUCATION AND PARENTAL OCCUPATION Sl. No. Variable Categories Sum of Squares df Mean F Level of Significant 11 Parental Education Between Groups 9. 079 2 4. 540 0. 555 Not Significant at 0. 05 level Within Groups 302. 521 37 8. 176 Total 311. 600 39 12 Parental Occupation Between Groups 427. 746 5 8. 549 1. 08 Not Significant at 0. 05 level Within Groups 268. 854 34 7. 907 Total 311. 600 39 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMENT SCORES OF THE CONTROL ANDEXPERIMENTAL GROUP IN DIFFERENT TYPES LEARNERS’ PERSONALITY Sl. No. Variables N Mean SD t Level of Significant 13 Extroversion 22 89. 09 2. 43 4. 59 Significant at 0. 05 level Introversion 18 92. 44 2. 12 14 Sensing 14 92. 14 1. 95 3. 07 Significant at 0. 05 level Intuition 26 89. 76 2. 91 15 Thinking 17 92. 29 2. 31 3. 8 Significant at 0. 05 level Feeling 23 89. 34 2. 53 16 Judging 15 88. 73 2. 96 3. 7 Significant at 0. 05 level Perceiving 25 91. 72 2. 09 SIGNIFICANCE OF DIFFERENCE BETWEEN THE ACHIEVEMEN T SCORES OF THE CONTROL AND EXPERIMENTAL GROUP IN FOLLOW-UP TEST Sl. No. Variable N Mean S. D. ’ Test Level of Significant 17 Control 40 71. 25 7. 15 14. 8 Significant at 0. 05 level Experimental 40 89. 32 2. 89 FINDINGS 1. The calculated t’ value 0. 55 is very much lesser than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is not significant. 12 2. The calculated t’ value 17. 35 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group is significant. 3. The calculated t’ value 13. 8 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Knowledge level. 4. The calculated t’ value 23. 58 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Understanding level. 5. The calculated t’ value 16. 05 is greater than the critical value 1. 99 at 0. 05 level of significant.This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Application level. 6. The calculated t’ value 4. 74 is greater than the critical value 1. 99 at 0. 05 level of significant. This indicates that the difference in the achievement of Control group and Experimental group is significant in the learning objective Skill level. 13 7. The calculated t’ value 0. 221 is very much lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of Boys and Girls is not significant. . The calculated t†™ value 0. 635 is lesser than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement Rural and Urban area students is not significant. 9. The calculated t’ value 3. 11 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of students having with computer knowledge and without computer knowledge is significant. 10. The calculated t’ value 1. 94 is lesser than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Day Scholar and Hosteller students is not significant. 11. The calculated F’ value 0. 555 is lesser than the Critical value 3. 23 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Education is not significant. 12. The calculated F value 1. 08 is lesser than the Critical value 2. 48 at 0. 05 level of significant. It implies that the difference in the achievement of the Student of various groups, based on their Parental Occupation is not significant. 4 13. The calculated t’ value 4. 59 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of extroversion and introversion personality type students is significant. 14. The calculated t’ value 3. 07 is greater than the critical value 2. 02 at 0. 05 level of significant. This indicates that the difference in the achievement of sensing and intuition personality type students is significant. 15. The calculated t’ value 3. 8 is greater than the critical value 2. 02 at 0. 05 level of significant.This indicates that the difference in the achievement of Thinking and Feeling personality type students is significant. 16. The calculated t’ value 3. 7 is greater than the critical value 2. 02 at 0. 05 level of significant. This ind icates that the difference in the achievement of Judging and Perceiving personality type students is significant. 17. The calculated t’ value 14. 8 is very much greater than the critical value 1. 99 at 0. 05 level of significant. This implies that the difference in the achievement of Control group and Experimental group students is significant. Summary of the FindingsThe major finding of the study reveals that Experimental method of teaching more effective than the Traditional method in teaching Chemistry. In other words teaching Chemistry by using CAI is more effective. There is no significant difference between the Control group and Experimental group in the pre-test. But in the post-test the Experimental group performed better than the Control group. 15 Conclusion From the above study, the investigator has an idea that CAI provides greater opportunities for the students to learn. It is better than the traditional method of learning.It brings a new kind of experiences for t he students in Higher Secondary Schools. 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