Carlos Ghosn At Nissan An Evaluation Management Essay

Carlos Ghosn At Nissan An Evaluation Management Essay In 1999 Renualt and Nissan formed an alliance, as both companies could benefit from each other. Renualt needed a partner that could enhance their global position and Nissan had been looking for a strategic partner because they needed financial support after their credit rating was announced to be lowered to junk status, mainly due to the Asian financial crisis. The alliance should also contribute to new management ideas for Nissan to turnaround their seven out of eight year deficit. Carlos Ghosn was the guy to help Nissan to do this. The challenges that Ghosn faced were among others resistance to change, Japanese culture and communication problems. Ghosn promised that if he hadnt changed the deficit to a profit within two years, he would step down from his job at Nissan. He managed to turnaround Nissan in just eighteen months. Evaluation of Carlos Ghosn approach The evaluation of Ghosn approach to the turnaround of Nissan is addressing the following aspects. At the end of the paper the actual evaluation will be stated. Resistance to change When strategic changes are going to be implemented in companies, resistance to change almost always appears, and Nissan were no exception. The resistance in Nissan occurred because the Japanese culture is bureaucratic and focuses on social harmony. But organizational culture also caused some resistance from the employees. With that said I dont think that the employees where that resistant. It sounds like the employees knew that the situation was serious, and they didnt want to lose their job. As stated later in the paper, the mindset of the employees change and that the changes happened very fast. Some of the main causes of resistance are unawareness of what and why things are changing and lack of communication from the leader to the employees (Ford 2009). The first thing Ghosn embrace is exactly those things, and thereby avoid resistance concerning those causes. Tina Nielsen Strategy Execution 48-hour exam 050684-1216 CM-J41 Oktober 29th 2010 Page | 4 Reasons for resistance Despite of the things Ghosn do to avoid resistance, there is some resistance from the employees. The causes for resistance are seen below: No guaranty of lifetime employment Promotion based on performance instead of seniority and education (Nennkou-Jyoretu philosophy) Ghosn encouraged risk-taking Matrix structure The changes for the employees were thus large, as their whole business mindset had to change. The causes are described in the following: Lifetime employment was security for the employees as they knew that they would never lose the job. The Japanese government would bail the company out if they were in financial trouble. This, though, werent the case for the major financial house, Yamaichi, which went bankrupt and not saved by the government just before Ghosn came to Japan (case: C551). This changed the employees mindset so they got a sense of urgency of getting Nissan to perform well again or else they could lose their job. A big resistance from the employees was the promotion of younger leaders over older, longer-serving employees. The Nennkou-Jyoretu philosophy did no longer exist, as Ghosn wanted to promote risk-taking and personal accountability and responsibility. This was done by introducing performance based incentive systems, which included cash incentives and stock options for achievements directly linked to successful operating profit and revenue (case:C553). The change of the promotion system would course some resistance from the employees that were up for a promotion, but didnt get it because of the new system. This could create a dis-motivating problem that Nissan has to consider and exterminate. The reason for changing the promotion system was to encourage risk taking. The Nemawashi philosophy destroyed the effectiveness of decision making in Nissan and other Japanese companies. These informal meeting before information meeting was Tina Nielsen Strategy Execution 48-hour exam 050684-1216 CM-J41 Oktober 29th 2010 Page | 5 held to protect the individual from making bad decisions, and in the previous promotion system, the only thing preventing the employee of a career advancement what failure and mistakes. This Ghosn changed as he wanted the employees to think, take responsibility and be accountable for what they did. Every report that the employees handed in had to be accurate and the employees was held accountable for what was stated in the report. Ghosn changed the organizational structure to a matrix structure. This meant that every employee will have two bosses; a functional and a regional. The often fatal weakness of this structure is the discussions among employees from different departments about resource allocation (KaplanNorton 2006), and thereby cause resistance to the change. It was not only the employees that were resistance to change. Business analysts and the media both criticized Ghosn for going against the Japanese culture by firing people that not met targets, this also let to a nickname: the foreigner (case: C552). The government responded to this change of business culture by offering subsidies and programs for the affected employees, probably because they saw the rational of not bailing companies out of their crisis, just because they didnt manage their company well. Organizational culture To turn Nissans deficit to a profit, the corporate culture had to change. The Japanese culture had a big impact on how the corporate culture was, but some of the problems at Nissan where not normally seen in other Japanese companies. On top of the problems Ghosn states (see case: C549), there are some other organizational problems. These problems were: Follow-up on decision was not effective Top management had created tunnel vision regarding market share instead of profit à   created unprofitable products Communication problems through the layers Tina Nielsen Strategy Execution 48-hour exam 050684-1216 CM-J41 Oktober 29th 2010 Page | 6 Top management did not follow up effectively on decisions, which made it difficult to know which decisions were successful and which were bad. The consequence is that Nissan doesnt learn of their mistakes and thereby cannot use the lesson learn from bad decision or the experience from good decisions to future decision making. Top management focused on market share instead of profit, which created unprofitable products as listed in the case: à ¢Ã¢â€š ¬Ã‚ ¦ only four out of 43 models turned a profit. (Case: C546). The reason for this focus was the maintenance of company size and staff. This corporate problem stem from the long standing partnership between the government and major businesses to ensure lifelong employment. As there was no guaranty at being bail out by the government, Nissans strategic focus has to change to regard profit instead of market share. The communication problem at Nissan concerns no shared vision or strategy throughout the company. Staff doesnt know what the top management is doing and top management doesnt know what the other managers and employees are doing. This may lead to a company that doesnt move in the same direction as the employees dont know the direction they should work. This problem stems from the national culture problem that groups dont talk to each other, and only worry about how their own department is doing. What Ghosn did to enlist support To handle the above problems Ghosn made three principles that transcended all cultures in the firm. These were: 1. Transparency 2. Execution 95%, strategy 5% 3. Communication These principles were used to give employees structure and give guidance on what to keep in mind when managing the company in the future. Ghosn was surprised how fast the employees at every level adapted to the new management process. But he also saw the cultural problem as a challenge and he Tina Nielsen Strategy Execution 48-hour exam 050684-1216 CM-J41 Oktober 29th 2010 Page | 7 stated that it was important to respect the employees culture. This led to the following initiatives: The first thing Ghosn did was to ensure that the people that accompanied him from Renault had the same respect and attitude for Nissan and the Japanese culture as him. He initiated long discussions with several hundred managers in order to get an insight on the day-to-day operations. He turned the resistance into feedback and used the conversations with managers as a resource to find the optimal solutions (Ford 2009). After these discussions he developed a program which encouraged the employees at Nissan to contribute recommendations for the company. This replaced outside hiring and Ghosn hoped this induced motivation. This program called Cross-Functional-Teams (CFT) consisted of 10 members from different departments. The groups also contributed to better insight across the different departments, and moved away from the imploded relationships in the company (Krackhardt 2000). It also gave the employees a better insight of the company as a whole. The groups developed a new corporate culture from the best elements of the Japanese culture (case:C551). Working in these groups also helped the managers to think in new ways and share ideas across departments. Ghosn created a matrix structure so every employee had two bosses; this improved the transparency and communication between the departments and also the awareness of both functional and regional problems. Ghosn disciplined employees strongly for inaccurate and poor data; he wanted employees to take responsibility. This was to stimulate risk taking and personal accountability. Ghosn created a system of if you contribute there will be opportunity and reward (case: C553) These initiatives and the fact that Japanese respect leadership helped Ghosn to incorporate his new management process in the corporate culture. Tina Nielsen Strategy Execution 48-hour exam 050684-1216 CM-J41 Oktober 29th 2010 Page | 8 National culture The Japanese culture is very incorporated in every company in Japan as so in Nissan, and it is hard not to affect Ghosn. The national culture has challenged Ghosn both on the personnel side and the financial side. The following are listing some of the Japanese cultures impact on Nissan: The keiretsu philosophy à   tying up capital of $4 billion Cultural consensus of group harmony creates efficiency à   no awareness of what is going on outside own group (Imploded relationship; Krackhardt 2000) Finger pointing à   no one accepted responsibility. Blamed everyone but themselves. Acceptance rather that responsibility because culture protects career advancement Nemawashi à   informal meetings before information meetingsà   no individual to blame Hampered risk-taking and slowed decision making at all levels. Routine, details and concepts with no sense of urgency slowed decision making and created no risk taking As Ghosn states: The Japanese are so organized and know how to make the best of things. The respect leadership. (Case:C550) Ghosn had a very open mind when entering the job, for instance he didnt wanted to learn much about the Japan before he came, because he didnt wanted to get any preconceived ideas (case: C546). Ghosn had also worked at four different continents and spoke five different languages, which indicates that he has an open mind to cultural differences and that he is used to work in different cultures. You can say that Ghosn is multicultural. This helped Ghosn to reduce the difference between his culture and Nissans culture, and thereby didnt induce deep cultural differences. Tina Nielsen Strategy Execution 48-hour exam 050684-1216 CM-J41 Oktober 29th 2010 Page | 9 Culture as a helper or hindrance Culture was both a helper and a hindrance for Ghosn. The hindrance consisted of how deep Japanese culture where incorporated in Nissan, such as no responsibility, accountability and risk taking from employees and the keiretsu philosophy. The respect for leadership was a big helper for Ghosn, as the employees at every level where willing to change their mind and embrace new ideas. Ghosn himself was very surprised that the acceptance of change happened that quickly. The way Ghosn embraced the cultural difference was: à ¢Ã¢â€š ¬Ã‚ ¦ by accepting and building on strengths of the different cultures, all employees, including Ghosn himself, would be given a chance to grow personally through the consideration of different perspectives. (case: C550). This way Ghosn made culture into an opportunity and not a hindrance for managing Nissan. Luck and timing One of the most powerful impacts on strategy execution is the capital market (BowerGilbert 2007). One of the reasons that Nissan needed help was the Asian financial crisis, where the devaluation of the yen/USD had a big impact on Nissans keiretsu investments. This meant that Nissan should find a new partner in the automobile industry to avoid a credit rating as junk. They also needed new capital and new ideas. The financial house, Yamaichi, went bankrupt at the same time Ghosn arrived to Japan, and where not helped by the government. This sent a message to Nissans employees that they should not be sure of having a job if Nissan proceed with their operations as usually. Ghosn also took advantage of the situation by using the Yamaichi example any time possible. Renault looked for a partner, as they wanted to exploit the Japanese and the North American market to enhance their global position. Another reason was to reduce their dependency of the European market. In May 1998 Renault merged with DaimlerCrysler, which led to a sense of urgency of finding a partner to compete more Tina Nielsen Strategy Execution 48-hour exam 050684-1216 CM-J41 Oktober 29th 2010 Page | 10 globally. If Renault didnt alliance with Nissan, Ghosn would never have been COO of Nissan. Another thing is that Ghosn came to Renault in 1996, if the alliance were made before that, Ghosn would not have been the leader of the changes. If the alliance were made in the beginning of his career at Renault it is not sure that Ghosn would have got the job. All these events have resulted in the success of Nissan turning their deficit to a profit. If these events where not happening at the same time, it is not certain that the success Ghosn experienced would have happened. I dont think than Ghosn could have had the same success a few years earlier, as the Yamaichi bankruptcy changed Nissans employees mindset referring to their job security. Renault would probably not have been looking for an alliance partner (and Ghosn would not have been in Nissan), if they hadnt got the need of a global position on the world market, which they urgently got in 1998 after the merger with DaimlerChrysler. The conclusion is that both luck and timing of many elements affects the success of changes. Evaluation My opinion of Carlos Ghosns approach to turning Nissan around is that it was the right way to do it. Ghosn knew that he had to respect the national culture, and he knew that he had to lead the employees being heard. The latter is often a reason why resistance occurs, because it is the employees that know the day-to-day operations and know what can be done (Ford 2009). A key initiative he imposes was the CFT, which should enforce communication and motivation: He (red.Ghosn) felt that if the employees could accomplish the revival by their own hands, the confidence in the company as a whole and motivation would again flourish. (Case:C550) Tina Nielsen Strategy Execution 48-hour exam 050684-1216 CM-J41 Oktober 29th 2010 Page | 11 This was very clever as the CFT accepted the firing of the 21,000 employees. This was accepted of the employees because if the CFT agreed on that, then it must be right, or else they wouldnt have fired people. If it was Ghosn alone that made the decision, employees may not have been accepting that as fast, and resistance would have appeared. The way Ghosn approached the Japanese culture were with humility and respect, this was necessary in a country where culture is as important as in Japan. Literature Ford, J. D. and Ford, L. W. (2009). Decoding resistance to change. Harvard Business Review, 87(4), 99-103 Kaplan, R. S. and Norton, D. P.(2006).How to implement a new strategy without disrupting your organization. Harvard Business Review, 84(3), 100-109 Krackhardt, D. and Hanson, J. R.(1993).Informal networks: the company behind the chart. Harvard Business Review, July/August, 104-111 Bower, J. L. and Gilbert, C. G. (2007). How managers everyday decisions create or destroy your companys strategy.Harvard Business Review, 85(2), 72-79

Chronicle of a death foretold :: English Literature:

Chronicle of a death foretold Chronicle of a death foretold by Gabriel Garcia Marquez is a fictitious novel. It was originally written in Spanish but was later translated to English. The story began on the morning of Santiago Nasar’s murder. We are being told the story in first person view by an unnamed narrator who has witness the events that occurred. I think there is a surreal and repetitive tone; I get the feeling that the narrator is investigating the murder because we are told the story years later from an omniscient point of view and all the characters’ thoughts are shared. There were two main themes that I noticed. The main theme was how unpowerful the women are in the story. This is shown when Marquez writes "The brothers were brought up to be men. The girls were brought up to be married.† This excerpt shows the severity of the lives women lead in the reserved Colombian culture of the town. A woman's worthiness as a wife was measured by her beauty in conjunction with her ability to gracefully run all aspects of a household. The idea that the woman in a marriage is expected to suffer is significant-no woman enters marriage expecting to be happiness unless she is fortunate enough to love whichever man decides to court her. In this Spanish culture, unlike Western culture, marriage is not based on love. There is also the importance of cultural traditions like honor. The twin brothers murder Santiago Nasar because he took their sister’s virginity away. Also, I became aware the there in an emphasis on the dream that Santiago had, with the trees and the weather on the day he was murdered. Some recalled that it rained and some said that it was sunny. One technique used in the story as a motif as magic realism. This is the incorporation of fantastic or mythical into realistic fiction. I noticed that Marquez keeps on repeating the murder before it occurred, this helped to build suspense. From the second chapter I understood that the narrator implies that Santiago is innocent for the crime he dies for. But if he is innocent, then who took Angela Vicario’s virginity? The brutality of the social conventions surrounding women becomes clear in this chapter. Because she was not a virgin when she married, not only is Angela abandoned by her husband, but she is beaten by her mother. The double standards of her culture are highlighted by the fact that the narrator, Santiago and some other friends are all at a whorehouse doing whatever they please. This novel reminded me of the difficulty of understanding events.

Need of Education Essay

Examples: a) School qualifications > no training > semiskilling > work b) School qualifications > apprenticeship > skilled worker/skilled employee c) Lower/intermediate secondary school qualifications > apprenticeship > master craftsman d) University entrance qualifications > apprenticeship > additional training > occupation e) University entrance qualifications > apprenticeship > higher education > executive position f) University entrance qualifications > higher education > executive position These examples illustrate that there are two ways of looking at the benefits of training. The first, which is marginal in one sense, answers the question of what benefits are to be obtained from adding a further stage to the training path already completed. The second is more typical and concerned with the incomes to be obtained from specific training routes. A comparison is made between the incomes attained at 30 years of age and those resulting from the next lower training path. This may be, for example, the benefits of an enterprise-based apprenticeship on the road to an academic qualification (path 6 compared with path 5). The additional income minus the costs of training produces (allowing for interest) the return on the training investment. From a macroeconomic viewpoint, investments in education and training are, to a certain degree, investments in the infrastructure, and the return on such investments becomes apparent only in the long term. The concept of benefits also includes other aspects which need to be kept apart. It is helpful in the first instance to distinguish between the benefits resulting from the efficiency of the education system and its quantitative performance, on the one hand, and the benefits in terms of subsequent yields (economic growth, low unemployment, tax revenues) on the other. The efficiency benefit is the ability of the education and training system to train the younger generation in â€Å"suitable† institutions so as to minimize the costs of students repeating classes or dropping out of higher education and thus reduce excessively long education and training periods. The benefits from vocational education and training are also associated with the allocative functions of the labour market. One function of vocational education and training is to ensure that the supply of labour matches demand. A training system should at least produce approximately those qualifications which are required on the labour market. There are therefore two sides to the benefits of investments in training. In formal terms, the benefit is the return on a long-term investment, but this return results from the allocative effects of the labour market. It would be an excessively narrow perspective if researchers were to look only at the return on investment in terms of human capital. And concentrating exclusively on the allocative aspects of the labour market would ignore the fact that education and training are an investment in themselves. There is also a third aspect to consider. Return on investment calculations can normally encompass only the direct costs and benefits, i. e. the returns of the first type. But investments in education and training also have effects on other areas. There may be positive or negative effects of a second type. Positive (synergy) effects occur when investments in education and training at one point raise productivity at another. These include in particular education and training investments which equip their recipients to work in research and development. Negative secondary effects occur in the form of redundancies when lesser qualified employees are replaced by their more qualified counterparts. There are numerous ways in which expenses may be refunded for training outside the workplace (refunding), e. g. by employers and employment offices. These refunds are deducted from individual expenses in the costs model (cf.Figure 6, p. 232). The survey aimed, first, to establish the direct costs, i. e. expenses directly associated with the continuing training measure as such (course and event fees, spending on learning materials, travelling expenses, board and lodging, cost of child care where applicable, and all other costs directly associated with participation in continuing training programmes). The survey also looked at indirect, or opportunity, costs. Unlike direct costs, indirect costs entail no expenses, but arise in the form of lost earnings (e. g.  unpaid leave or reduced working hours for continuing training purposes, but not the hypothetical earnings of someone who was previously unemployed) and the loss of leisure time. The leisure time lost consists of that time spent exploring the market, the time invested in the actual training programme, travelling time, preparation and follow-up and, in some cases, paid leave. However, the yardsticks used to convert the loss of leisure time into fictitious costs are ultimately based entirely on random decisions. Even the net income earned from employment, which would be a plausible choice, does not provide a suitable measure here. Either the individual may not consider taking paid employment during leisure time – unless it is moonlighting – or may regard it as a consumer good rather than a loss of leisure time. For this reason, the BIBB survey was limited to recording the amount of leisure time lost and no attempt was made to place a monetary value on it. Neither was it possible to apply any rules for evaluating the benefits. While it is quite clear that the â€Å"profitability† of continuing training is determined by the benefits, the input encompasses not only the time and money invested, but also the physical and mental exertion associated with learning. Private individuals, just like companies, are willing to subject themselves to continuing training only if it yields overall â€Å"rewards†. But these rewards depend on whether the training is a consumer good and the benefits are to be found in actual consumption, or whether it has been chosen for career, i. e. economic, reasons. Economic benefits may arise in many different ways: continuing training may serve to refresh knowledge, to adjust to new developments, to secure promotion and raise status, or else to avoid unemployment. Another consideration is that the benefits are normally not yet visible at the actual time of training. Those who opt for continuing training hope it will secure them promotion or save them from unemployment. Whether these objectives are actually attained emerges at a later stage. It is therefore objectively impossible to isolate the economic benefits of continuing training from other benefit factors. For this reason the survey was limited to presenting the respondents with a list of benefits and asking them to rate their importance in qualitative terms. http://www. cedefop. europa. eu/EN/Files/RR1_Kau. pdf.

Author Technique Questions in SAT Reading Strategies

Author Technique Questions in SAT Reading Strategies SAT / ACT Prep Online Guides and Tips Author technique questions are some of the rarer questions you will see on the SAT Reading section. In this article, I’ll go through what these questions look like and how to solve them step by step. Note: The advice in this article is still relevant for the current SAT (March 2016 and beyond); however, some of the examples have not yet been updated for the new test. What is an Author Technique Question? Author technique questions will ask about the author’s tone or the passage's mood in a Reading passage.These types of questions are relatively rare on the SAT, but they do come up at least a couple of times per test. Here’s an example: The author mentions "sharpener shavings" (line 10) in order to portray a mood of A. unrestrained joyB. sentimental reminiscenceC. bitter disappointmentD. cautious optimismE. dark foreboding Author technique questions are a subset of inference questions. This is because you have to understand the information in the passage and then take it a step further to make an inference about what feelings the author has toward the subject (tone) or what feelings she is trying to instill in the reader through her writing (mood). However, as with all other SAT Reading questions, you should still be able to find clear evidence for your answer in the passage. How Do I Solve These Types of Questions? Step 1: Carefully Read the Question First, read the question and figure out what it’s asking.If it asks for tone, it wants the answer that best describes the feelings the author has toward her subject.If it asks for mood, it wants the answer that best describes the feeling the specified part of the passage conveys to the reader. Step 2: Read the Lines Referenced in the Question Go back to the passage and look over the lines the question is referencing.I would recommend reading the whole paragraph around whichever line is referenced in the question so you get a full picture of the tone or mood in that section of the passage. Step 3: Think about the Tone or Mood Before you read the answer choices, think for yourself about what the general tone or mood of that section of the passage is.For questions like the example question above, look at where and how the phrase mentioned in the question is used and to what effect. Try to find key descriptive words that indicate the tone or mood and imply connotation. It's often helpful to identify positive or negative connotation for the tone or mood first in order to eliminate a couple of answers that definitely don't fit. Step 4: Go Through the Answer Choices, and Eliminate 4 Once you have a preliminary idea of the tone or mood in the passage, look at the answer choices.Eliminate any that obviously don’t fit based on your judgments about connotation.Then, look at the remaining choices and get more specific with your assessment so you can get rid of four choices.Try to find approximate synonyms for the answer choices in the passage - you should be able to come up with direct evidence for your answer. Now that we know the steps, let’s try and solve a question for real! SO PUMPED. Author Technique in Action Ready? Ok, here’s the question: The author's overall tone in this passage is best described as one of A. jubilationB. frustrationC. curiosityD. appreciationE. uncertainty First, we'll read the question over carefully. This is a tone question, and it’s going to be asking about the passage as a whole.We need to look for the author’s treatment of the subject of the passage and how she feels about it. Now let’s read over the passage: In between school days, we gathered hazelnuts, fished, had long deer-hunting weekends, went to powwows, beaded on looms, and made quilts. I did not question the necessity or value of our school education, but somehow I grew up knowing it wasn't the only education I would need. I'm thankful for those experiences of my Anishinaabe heritage, because now I now by heart not only the national anthem, but the ancient song of the loon. I recognize not only the alphabet and the parts of an English sentence, but the intricate language of a beaver's teeth and tail. The author is talking about her experiences growing up and learning skills relevant to her heritage that she wouldn’t otherwise have learned in school or anywhere else.What might the tone of the passage be? Well, the author definitely seems to have a positive impression of these experiences. We see direct evidence for this when she says â€Å"I’m thankful for those experiences of my Anishinaabe heritage.† It sounds likeshe is grateful for the opportunity she had to learn the skills described in the passage and proud of her heritage.Now that we have our basic idea of the tone, let’s see which answer choices we can eliminate. Choice A: jubilation The author is pleased with her learning experiences, but saying she has a tone of jubilation seems a little extreme.Do we see any words in the passage that indicate jubilation or uncontrolled joy? No, the tone is definitely more measured (calm) than that. Eliminate this one! Choice B: frustration This seems wrong right away because frustration has a negative connotation.The author is not frustrated with the learning experiences she had as a result of her heritage - she says herself that she is thankful for them. There's nothing in the passage that indicates frustration on the part of the author. Cross it out! Choice C: curiosity This could be a tricky one.The author does betray a curious personality because she is interested in learning about a variety of different things.However, even if curiosity might describe the author accurately, it doesn’t describe the tone of the passage. The feelings she presents toward the subject of the passage are nostalgia and gratefulness, not curiosity about her experiences. Get rid of this one too! Choice D: appreciation This choice matches with what we originally thought about the tone.The author even says â€Å"I’m thankful for those experiences† when referring to the descriptions of her childhood in the passage.She clearly appreciates having learned about her heritage and the skills that go along with it in tandem with her standard education. Keep this one! Choice E: uncertainty This answer doesn’t fit with the tone. It has a slightly negative connotation, and there's no evidence for any uncertainty in the passage. The author's feelings about her experiences are clearly stated. This one's wrong! Looks like Choice D is our answer! Did you know loons have red eyes? As if the sound of their "ancient song" wasn't creepy enough. You’ll notice that the key here was to look for direct evidence of tone in the passage.Tone and mood questions trip people up because they seem like they are ambiguous and subjective.Remember that SAT Reading can’t ask you any questions where the answers aren’t concretely supported in the text. For tone and mood questions, always look for keywords in the passage that point to the author’s feelings or the feelings she is trying to instill in the audience.Often you will find close synonyms for the correct answer choice like we did above with â€Å"thankful† and â€Å"appreciation†. You should at the very least be able to determine positive or negative connotation in the tone or mood, which usually helps to eliminate two or three incorrect answer choices. Summary Author Technique questions ask about tone and mood in an SAT Reading passage. To answer an author technique question, you should: 1. Read the question carefully2. Read the lines referenced in the question3. Make a preliminary judgment about the tone or mood4. Read the answer choices, and eliminate four based on the evidence in the passage Remember, even though tone and mood may seem like subjective things, on the SAT there is no ambiguity in answers.Look for direct evidence that points to your answer choice - if you can find it, you will get these questions right every time! What's Next? Want more skills-focused SAT Reading articles? Start with these articles on inference questions and big picture questions, or jump right into our ultimate guide to SAT Reading! What's the best way to get information out of a passage on SAT Reading? Find out the best way to read the passage and what's actually on SAT Reading. Learn the strategies you should be using to score an 800 on SAT Reading. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

critically consider whether evidence justifies a distiction between STM and LTM essays

critically consider whether evidence justifies a distiction between STM and LTM essays Critically consider whether evidence justifies Memory is a working process that enables us to learn and benefit from past experience. There are three stages of process, registration, storage and retrieval. Some Psychologists have undertaken research to show there is a distinction between STM and LTM. Atkinson and Shiffrin introduced the Multi Store Model that supports the fact that the STM and the LTM are different. The LTM is a permanent store while the STM is only temporary. The Multi Store Model proposes that information must pass through the sensory store and the short term store before it can be transferred into the long term store and become part of a long term memory. Atkinson and Shiffrin propose to transfer information form the STm to the LTM rehearsal must be undertaken. The evidence that supports the Multi Store Model includes two component tasks, coding and braindamaged patients. Two component tasks involves asking subjects to remember a list of words and asking them to repeat them using free recall. In conclusion to the experiment it showed that subjects recall items form the end of the list first and get more of these right, this is known as the regency effect which is connected to recall from the STM. The experiment also showed that items form the start of the list are recalled quite well but not as well as those at the end of this list. This is known as the Primacy effect which is connected to recall from the LTM. However the experiment showed that the words in the middle of the list were those that the subjects remembered least of. Many Psychologists own experiments and theories support the Atkinson and Shiffrins idea of rehearsing, including Brown and Peterson who carried out an experiment giving subjects sets of three consonants to remember. They found that if the subjects were allowed to rehearse, the experiment was easy, ...

This era's three presidents, Theodore Roosevelt, William Taft, and Essay

This era's three presidents, Theodore Roosevelt, William Taft, and Woodrow Wilson, presided over a federal government beginning to assert its power to regulate - Essay Example In 1902 he cajoled Republican conservatives into creating the Bureau of Corporations with the power to investigate businesses engaged in interstate commerce but without regulatory powers. He also resurrected the nearly defunct Sherman Antitrust Act by bringing a successful suit to break up a huge railroad conglomerate, the Northern Securities Company. Roosevelt pursued this policy of "trust-busting" by initiating suits against 43 other major corporations during the next seven years. Also in 1902 Roosevelt intervened in the anthracite coal strike when it threatened to cut off heating fuel for homes, schools, and hospitals. This was the first time that a president had publicly intervened in a labour dispute at least implicitly on the side of workers. Roosevelt characterized his actions as striving toward a "Square Deal" between capital and labour. Roosevelt's boldest actions came in the area of natural resources. At his urging, Congress created the Forest Service (1905) to manage gover nment-owned forest reserves (Encyclopedia Britannica Online). William Howard Taft became President after Roosevelt. While agreeing with the overall policies of the Roosevelt administration, Taft felt that the power of the Presidency had been extended too far by the previous administration. Taft exerted his power to a much lesser degree. Often that was deemed by the progressive Roosevelt supporters as an abandonment of principles. Thus a major rift developed in the Republican Party. During his long government career, he served as Governor of the Philippines, Secretary of War, President of the United States and Chief Justice of the United States Supreme Court. He is the only man in U.S. history to have been both President and Chief Justice. Taft was committed to lowering tariffs, and when elected, he called Congress into a special session to this end. Congress succeeding in reducing the average tariff from 46 to 41 percent. However, special interest groups managed to raise the tariff on several items. Taft was an avid enforcer of the anti-trust policies of the Roosevelt administration. He repeatedly instituted the number of anti-trust suits brought against monopolist corporations. During his term of office, two of the biggest monopolies were broken - Standard Oil Company and the American Tobacco Company. Under Taft, the federal government for the first time began the regulation of the telephone and telegraph industries. The government also obtained the authority to fix interstate commerce rates. Taft maintained an activist approach to foreign policy. On one hand, he was the initiator of what became known as Dollar Diplomacy, in which the United States used its military might to promote American business interests abroad. Taft defended his Dollar Diplomacy as an extension of the Monroe Doctrine. Taft was a major supporter of arbitration as the most viable method of settling international disputes (History Central). The most visible legacy of Taft's Chief Justiceship is the Supreme Court Building, for which he lobbied. As Chief Justice, Taft's tenure was marked by hard work and by efforts for judicial reform. Taft was concerned about the delay and inefficiency in the federal court system. His first task was to secure the passage of The Judges Act in 1922. The act was the first major reform of the federal judiciary since 1789. It gave the Chief Justice more power over the

Bullying in Schools Essay Example | Topics and Well Written Essays - 3000 words

Bullying in Schools - Essay Example This study declares that victims of bullying in school have been shown to manifest a higher risk of social maladjustment. The good news is that because bullying behavior typically occurs on a recurrent basis between two individuals who know each other, it is one of the few conditions that can also often be identified and prevented, perhaps with the result of a reduction in criminal behavior among adults.   However, before teachers and administrators can reduce the long-term effects caused by bullying schools, they must first be informed as to the prevalence, development and identification of the problem to instill in them an appreciation of the seriousness of the problem and then be provided with knowledge of those approaches that have proven to reduce these behaviors among schoolchildren.  This research stresses that  the term ‘bullying’ is used to denote a specific behavior pattern statistically occurring most often among boys but that can occur among girls as we ll.   â€Å"Bullying is characterized by bigger and stronger youngsters ‘victimizing’ their peers through the repeated use of negative actions, such as physical, verbal or relational aggression†.  Despite noted differences in bullying behavior noted among grade levels, other research determined that the patterns of bullying and the social rejection that results from this type of behavior are established early.  A child with overly aggressive tendencies will quickly become labeled as a bully and will be socially rejected from the group, contributing to further disruptive behavior.