The Effects Of Rap On Inner Cities Essay -- essays research papers fc

Thesis   Ã‚  Ã‚  Ã‚  Ã‚  Do you believe that one’s words can reflect on a certain person’s action? Today, Rap has become the most popular type of music in the US. The Rap industry is dominated by artists’ who mostly dedicate their lyrics to either violence, drugs, or sex. Through 1998 and 1999 the survey taken by the National Music Bureau, stated that 46% of the listeners of Rap are under the age of 19. While 65% of the listeners, live in run-down homes, or impoverished areas, usually being inner cities. The National Music Bureau also reported that in the 66% of the listeners of Rap who are under the age of 19, 86% of those teen-agers are black. Along with that fact, many of the artists sing about their ghettos, and their past ways of life, which included, drugs, sex, murder, and alcohol. The listeners of rap living in run down areas in the inner cities see themselves in the same situation as many of the rap artists’, and duplicate what they hear. So although a person may be responsible for his or her action, rap music dramatically affects the lives of America’s inner cities and slums. In this day and age, of the biggest problems in America has become teen pregnancy. 68% of 18-year old have had sexual intercourse, while half of 17-year old have had sexual intercourse. To add to that, 6 in 10 girls between the ages of 18-19 become pregnant. While pregnancy rates among teens continue to rise, rappers continue to rap and call themselves â€Å"Playa’s† and rap about their, â€Å"bitches,† and sexual encounters. In a song titled â€Å"The B.I.G† Notorious B.I.G AKA Biggie Smalls says â€Å"Please don’t shoot up your guns, ‘cause one of these ladies will be havin’ my baby.† Of the 66% of the listeners of rap, who are under the age of 19, 26% of them are women. Biggie is promoting sexual activity, and a bad message is being sent out to all women. Another important fact is that every year 3 million teens; about 1 in 4 sexually experienced teens acquire a Sexually Transmitted Disease (S.T.D). Another rapper, â€Å"Mast a’ Pimp† begins each song by saying â€Å"Pimpin’ Aint Easy!† In a song by Masta’ Pimp titled â€Å"The Way of Life,† Masta’ Pimp says â€Å"From the ghetto to where all my hooches at, I’ll ride for life, f$%# da condoms, ‘cause I’ll f$%@ all da’ bitches for life.† While Masta’ Pimp talks about his â€Å"hooches† in his ghetto, 60% of sexually active teens between the ages 15-19 ... ...n the cities of New York, Chicago, Washington DC, Los Angeles, Las Vegas, and Detroit. Also, in 37% of violent crimes committed in inner cities, the offender was high on some sort of drug, usually being marijuana. The bureau also stated proved that in 20% of un-planned pregnancies, one of the participants was intoxicated. And, 92% of the time the baby came out with a deformity. When researching what kind of affect rap has on America’s inner-cities, there is only one conclusion to come to. Yes, many people may say that people should be able to take responsibility for their own actions, but the statistics, and the eye-witness encounters has proven that rap does have a negative affect on America’s inner-cities. Works Cited 1) Bureau of Justice Statistics 2) http://www.ojp.udoj.gov/bjs/cvcivtgen.htm – Criminal Victimization 3) Facts in Brief: Teen Sex and Peganancy http://www.agi-usa.org/pubs/fb _ teen_ sex.html 4) Encarta 98 Encyclopedia 5) Groilers Encyclopedia 6) Violent Crimes: Drugs and Alcohol http://www.rom.pubs/atest/org.html 7) The Official Website of The Music Television http://www.mtv.com 8) The National Bureau of Music Distribution http://www.nbmd.musc.org.html

Dimensions Affecting Learning Acquisition of Cte Students in Sdssu-Lianga Campus

DIMENSIONS AFFECTNG LEARNING ACQUISITION OF CTE STUDENTS IN SURIGAO DEL SURSTATE UNIVERSITY, LIANGA CAMPUS A. Y. 2013-2014 A Research Proposal Presented to The Faculty of the College of Teacher Education Surigao del Sur State University Lianga Campus In Partial Fulfillment of the Requirements for Research 1 By: Mark Jason M. Blaya Jonas Christian S. Estor March 2013 CHAPTER I THE PROBLEM: RATIONALE AND BACKGROUND INTRODUCTION The pattern of learning acquisition of a child happened in different instances.His intelligence, attitudes, interest and desires underlie the educative (teaching-learning) process. The acquisition of knowledge, formation of habits, skills and his development of abilities and attitudes are conditioned so that learning becomes more meaningful. The student’s capacity to learn varies, thus students can be classified into fast, average and slow learners. Some are high, moderate or slow achievers. The above mentioned types of learners need different conditions in acquiring learning.According to Gagne’s Condition of Learning, learning process is affected by two conditions, the internal and external conditions that both influenced the learning acquisition of a child (Lucas and Corpuz, 2007). Conditioning is a behavioral process whereby a response becomes more frequent or more predictable in a given environment as a result of reinforcement, with reinforcement typically being a stimulus or reward for a desired response (global. britannica. com) The dimensions that affect learning acquisition as determined by Kurt Lewin have inner and outer forces.Inner forces includes intrinsic motivation, feeling and attitude while the outer forces includes peers/classmates, classroom climate, and teacher’s behavior. Those forces play a vital role on generating learning on the part of the students, because it will determine the factors that influence most of the students in gaining knowledge. Learning is viewed as an experiential process result ing in a relatively permanent change in behavior that cannot be explained by temporary states, maturation, or innate response tendencies (Lefroncois, 2007).Learning is the most part in education. It is an indispensable design of every school wherein learning most occur and the one who is responsible for the process is the teacher. Learner agents are teachers; they conduct, guide and encourage pupils to learn. They can help motivate these pupils’ development and advancement in learning. Students in other hand would keep a stride to counterbalance the teacher’s role because learning is a-two way- process (Demasuay and Raza, 2013). The main goal of the teacher is to transfer learning.He should promote positive transfer of learning in classroom, guided with methods and techniques in teaching learning process. Transfer can be defined as a process of extending knowledge acquired in one context to other context. (Byrnes, 2001). It is the most complex part of the teaching lear ning process because there are varied types of learning in a single classroom that needs different attention and approaches just to acquire knowledge. Thus, it is a role of a teacher on how he will make adjustments to make the learning process more meaningful. The teacher plays a vital role in the transfer of learning.It is said that the aim of teaching is to promote and produced desirable changes in behavior which will carry over into new situations. If the teacher lacks knowledge, how could he facilitate learning? The teacher serves as foundation of learning; therefore, it is significant for him to know the character of techniques play in implementing and refining principles for effective deliberation of knowledge to his learners. The teacher may know many things and be ready to teach his pupils, but he will have little success on his profession unless he has knowledge of the mind of his pupils and knows what goes on there.Through this study, the factors that affect learning acqui sition of CTE students will be measured, and those measurements will serve as the baseline information for the faculty in the College of Teacher Education program on what teaching approaches suited to the varied learners in each program of study. STATEMENT OF THE PROBLEM The purpose of the study is to find out the dimensions affecting learning acquisition of CTE students in SDSSU-Lianga Campus. The study aimed to answer the following problems: 1.What is the profile of CTE students of SDSSU-Lianga Campus when grouped according to: 1. 1 Age 1. 2 Sex 1. 3 Civil Status 1. 4 Program of Study 2. To what extent do the College of Teacher Education students manifests the indicators along dimensions that affect learning acquisition. 2. 1 Self- motivation 2. 2 Feelings 2. 3 Attitude 2. 4 Peers/ classmates 2. 5 Classroom Climate 2. 6 Teacher Behavior 3. Is there a significant difference in the dimensions that affect learning acquisition of the College of Teacher Education student ofSDSSU-Lianga Campus when grouped according to question no. 1? NULL HYPOTHESIS There is no significant difference on the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus when grouped according to age, sex, civil status, and program of study. THEORETICAL FRAMEWORK OF THE STUDY This study is anchored on the following theories. 1. Theory of Conditioning * This theory states that the process of learning consist of the acquisition of the new ways of reacting to stimuli developed through attaching new stimuli to established modes of behavior. . 1. Classical Conditioning * This is based on the experiment conducted by Ivan Pavlov a Russian psychologist on the reaction of the dog, who postulated that conditioning consists of eliciting a response by means of a previously neutral or inadequate stimulus. Principles under Classical Conditioning 2. 2. 1. Adhesive Principle – a response it attached to every stimulus. For every stimulus there is always a response. 2. 2. 2. Excitation – also known as the law of acquisition. It occurs when a previously neutral stimulus gains the ability of eliciting the response. . 2. 3. Extinction – also known as unlearning and occurs when the conditioned response is no longer elicited by the conditioned stimulus because the conditioned stimulus is frequently presented without the paired stimulus. 2. 2. 4. Stimulus generalization – This happens when the Conditioned response is also elicited by other stimuli similar to the conditioned stimulus. 2. 2. 5. Spontaneous recovery – This happens when a conditioned response which does not appear for some time but re-occurs without need of further conditioning. . 2. Operant Conditioning – Theory based on the experiment conducted by Burrhus Frederick Skinner upon a hungry rat. He believed that since an organism tends in the future to do what it was doing at the time of reinforcement, one can train that organism either by presenting him a rewa rd or punishment as a consequence of his actions. Feedback Principle – states that an organism responses maybe reinforced by presentation or removal in other words, rewards and punishments. 2. Vector and topological Theory Basically, this is derived from the terms vector which means a quantity that has magnitude and direction and topology which is concerned with properties of geometric configuration which are unaltered by elastic deformations. As a Learning theory, it was advanced by Kurt Lewin and states that an individual’s exist on a field of forces within his environment that move, change and give him a degree of stability and substance or define his behavior. The behavior of an individual is a result of forces operating simultaneously within his environment and life space.CONCEPTUAL FRAMEWORK The focus of the study is to determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus. The variables that will be used on this study a re independent, moderator and dependent variables. The schematic diagram of this study is presented in figure 1. Dependent Variable Academic Achievement And Effective Instruction Independent Variable Dimensions affecting Learning Acquisition Inner Forces 1. Intrinsic /self-motivation 2. Feeling 3. Attitudes Outer Forces 1. Peers 2. Classroom Climate 3.Teacher’s Behavior Moderator Variable CTE STUDENTS PROFILE 1. Age 2. Sex 3. Civil Status 4. Program of study Fig. 1. 1. Paradigm of Independent, Dependent, and Moderator Variables on the Dimensions that affects learning acquisition of CTE students. Shown in figure 1 is the schematic diagram of the study. It is composed of the first box contains the independent variables of which it comprises the dimensions that affect learning acquisition of CTE students. As determined by Kurt Lewin, Learning acquisition of the students has inner and outer forces.Inner forces include intrinsic motivation/self-motivation, feelings and attitudes w hile the outer forces comprise the peers/classmates, classroom climate and teacher’s behavior. The above stated dimensions affects the learning the acquisition of a child, each forces trigger the child’s determination in acquiring knowledge. Intrinsic Motivation/self-motivation –. Internal motivation is a desire from within to obtain knowledge. Therefore, Artelt (2005:233) states that intrinsic learning incentives possibly reside within the learner. This can be attributed to striving towards self-actualization.According to Herington and Weaver (2008:124), their study showed that engaging in group projects suggested that intrinsic factors may have encouraged students to engage in activities at different times, indicating the possibility that personal factors and social styles affected adopted learning approaches. Feeling – in this dimension the learner is conditioned in accordance to what feeling he possess towards learning, it is influenced by the peers/c lassmates, teacher and classroom environment. Attitudes – in this dimension the learner himself generate knowledge through his behavior, experience and determination to learn.Peers/ classmates – in this dimension the learning acquisition of a child is being influenced by the people around him who has equal respects him as to year level, co-major, age, etc. or it is the assignment of students to help one another on a one-to-one basis in a small groups in a variety of situations. Classroom Climate – in this dimension the learner is being influenced by the classroom environment; such as the arrangement of the chairs, ventilation, lighting, pictures posted, cleanliness and room accommodation.Teacher’s Behavior – in this dimension the learning acquisition of a child is being influenced by the behavior of the teacher in facilitating the teaching learning process. The second box is the dependent variable which consider as response or the expected output o f this study. It comprises the academic achievement of CTE students and Effective instruction for the faculty assigned on the said program of study. The third box is the moderator variable. It contains the age, sex, civil status and program of study.The broken line that is attached to the arrow from independent to independent variable signifies it’s influenced in achieving the second variable. SIGNIFICANCE OF THE STUDY This study aimed to determine the dimensions that affect learning acquisitions of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. The result of this study hopes to benefit the following. School Administrator – the findings would help the administrators to innovate changes in line with the curriculum, instructional facilities and technological instructional availability.It may help also to evaluate whatever trainings, seminar and workshops needed to supplement the faculty’s development for effective construction of knowledge. For teac her – the study would help the teacher to raise their awareness of those teaching techniques and methods that would congruence to the different dimensions affecting learning acquisition of the students. Through this proposed study the teachers will be able to facilitate the learning in an appropriate manner in accordance to what specific dimension do the students preferred most.For students – the findings would help them to identify what dimensions of learning they excel in obtaining academic excellence and to determine how to cope up other dimensions to generate learning process faster resulting to the increase of their academic grades. Moreover, the findings would help the students modify their practiced attitudes towards learning into positive one, it is beneficial on their part because it will allow them to keep pace for whatever changes brought by the technology in the 21st century.For Librarian – the study will serve as a reference material for the future researchers on the different dimensions that affect learning acquisition of the students. For Future Researchers – the study would serve as the basis to conduct more researchers related to the proposed study. SCOPE AND LIMITATION The proposed study will be limited on the dimensions that affect learning acquisition of CTE students, first semester in the academic year 2013-2014. Definition of TermsFor the purpose of clarification the following terms are defined as they are used in this study. The following terms are arranged alphabetically. Attitudes – is a relatively enduring organization of beliefs, feelings, and behavioral tendencies towards socially significant objects, groups, events or symbols† (Hogg &Vaughan 2005, p. 150) Behavior – is the range of actions and mannerisms made by organisms, systems, or artificial entities in conjunction with their environment, which includes the other systems or organisms around as well as the physical environment.Dime nsions – as used in this study, the term is being referred to the factors that affect the learning acquisition of a child. Extrinsic motivation – it refers to a motivation that plays an indispensable function when a learner is not yet intrinsically motivated to learn. It includes several factors such as rewards, incentives, praise or words of encouragements, approval of significantothers like parents, teachers, peers, etc. Feelings – it refers to a natural  response of our thoughts and intentions. It is an affective state of consciousness, such as that esulting from emotions, sentiments, or desires. Peers/classmates – it refers to the people who are equal in such respects as age, education or social class etc. Intrinsic motivation – it refers to a motivation that is shown in the enjoyment of the activity itself and the inner convection of the learner that such things are the right things to do in order to realize a personal goal or a life dream. Learning Acquisition – it refers to a process by which a student gained knowledge in severalcontexts. Chapter II Review of Related LiteratureForeign Educational services are often not tangible and are difficult to measure because they result in the form of transformation of knowledge, life skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon definition of quality that is applied to education field. The definition of quality of education varies from culture to culture (Michael, 1998). The environment and the personal characteristics of learners play an important role in their academic success.The school personnel, members of the families and communities provide help and support to students for the quality of their academic performance. This social assistance has a crucial role for the accomplishment of performance goals of students at school (Goddard, 2003). Besides the social structure, parents’ in volvement in their child’s education increases the rate of academic success of their child (Furstenberg & Hughes, 1995). A number of studies have been carried out to identify and analyze the numerous factors that affect academic performance in various centers of learning.Their findings identify students’ effort, previous schooling (Siegfried &Fels, 1979; Anderson &Benjamin, 1994), parents’ education, family income (Devadoss& Foltz, 1996), self-motivation, age of student, learning preferences (Aripin, Mahmood, Rohaizad, Yeop, & Anuar, 2008), class attendance (Romer, 1993), and entry qualifications as factors that have a significant effect on the students’ academic performance in various settings. The utility of these studies lies in the need to undertake corrective measures that improve the academic performance of students, specially in public funded institutions. The throughput of public-funded institutions is under scrutiny especially because of the curr ent global economic downturn which demands that governments improve efficiency in financial resource allocation and utilization. Although there has been considerable debate about the determinants of academic performance among educators, policymakers, academics, and other stakeholders, it is generally agreed that the impact of these determinants vary (in terms of extent and direction) with context, for example, culture, institution, course of study etc.Since not all factors are relevant for a particular context, it is imperative that formal studies be carried out to identify the context-specific determinants for sound decision making. According to the study conducted by Jacqueline Korir (2012) learning was affected by change of facilities, environment, psychological adaptation and socio-economically. Local According to the study of Melrose A. Sali-ot in his study entitled Competencies of Instructions: It’s Correlation to the Factors affecting Academic Performance of Students o n May 2011 he indicates five factors namely intellectual, physical, environmental, psychological and the teacher.He found out that the most prevailing factor is the intellectual and the least prevailing was the physical factor. CHAPTER III Methodology RESEARCH DESIGN Descriptive design particularly descriptive survey method will be used in this study. This survey method will determine the dimensions that affect learning acquisition of CTE students in SDSSU-Lianga Campus, Lianga, Surigao del Sur. RESEARCH LOCALE This study will be conducted at SDSSU-Lianga Campus, Lianga, Surigao del Sur.It is 107 kilometers away from Butuan City, the heart of the Timber Corridor of the Philippines and 89 kilometers from Tandag, the Seat of Governance of the SDSSU System. DETERMINATION OF THE SAMPLE SIZE NV + [Se2 (1-p)] NSe + [V2p(1-p)] To determine the sample size, the researchers consider the entire population of the respondents (CTE Students) enrolled in the first semester of the academic year 20 13-2014. The total population of the respondents is 169 as shown in table 1. To compute for the sample size of this study the below written formula will be used. Ss. =Unrestricted random sampling will be used to get samples for the respondent’s population (CTE Students), wherein each CTE students has equal chance of inclusion in the sample. Lottery techniques will be used in getting samples. To draw a sample, each individual in the population will be given an assigned number which is written on a piece of paper that will be rolled thoroughly on the box once at a time. The computed sample size of the population is 130 out of 169 students in teacher education program. The researcher will select 130 papers on the box and those selected papers will consider as the respondents of this proposed study.The computation of the sample size is shown below. NV + [Se2 (1-p)] NSe + [V2p(1-p)] Ss. = Given: N = 169 V = 2. 58 Se = 0. 01 P = 0. 50 169 (2. 58) + [(0. 01)2 (1-0. 50)] 169 (0. 01) + [(2. 58)2 (0. 50) (1-0. 50)] Ss= 436. 02 + 0. 00005 1. 69 + 1. 6641 = 436. 02005 3. 3541 = = 129. 996 Ss = 130 SAMPLING DESIGN AND TECHNIQUE Unrestricted random sampling and lottery techniques will be used in this study. RESPONDENTS OF THE STUDY The students of the College of Teacher Education of SDSSU-Lianga Campus, Lianga, Surigao del Sur enrolled during first semester A. Y 2013-2014 will be the respondents of the study.The researchers will gather the master list of the students’ on the said semester and academic year from the SDSSU- Registrar wherein the study will be conducted and will be arrange according to year level. Distribution of the respondents is shown in table 1. Table 1 DISTRIBUTION OF RESPONDENTS YEAR LEVEL| FREQUENCY PERCENTAGE| PERCENTAGE| 1st Year| 45| 34. 615| 2nd Year| 35| 26. 923| 3rd Year| 30| 23. 077| 4th Year| 20| 15. 385| TOTAL| 130| 100| THE RESEARCH INSTRUMENT The researcher will use the questionnaire for gathering data to determine the dimension s that affect learning acquisition of CTE students in SDSSU-Lianga Campus.The questionnaire as designed by the researcher will include items from books, completed researches, and websites. The questionnaire consists of two parts. Part I will aim to gather information of the respondents profile as to age, sex, civil status and program of the study. Part II will deal on the dimensions that affect learning acquisition of CTE students along the following: Inner forces which comprises self-motivation, feeling, and attitude and for outer forces, it consist of peers/classmates, classroom climate and teacher’s behavior. VALIDATION OF THE INSTRUMENTThe first draft of the questionnaire will be submitted to the researcher’s adviser for correction and suggestions. Several changes will be made. The revised form will then undergo reliability test through split half method. The questionnaire will be divided into two (2) halves, odd and even items. The result is reliability coefficien t for a half test, the reliability coefficient of a whole test is estimated by using the Spearman – Brown formula. This formula is as follows. rwt = 2 (rht) 1 + rht Where: rwt = reliability of a whole test rht= reliability of the whole test. Table 2 RELIABILITY TEST COMPUTATIONStudents | Scores| Rank | D| D2| | Odd| Even| Ro| Re| | | 1| 80| 76| 2| 3| -1| 1| 2| 66| 60| 18. 5| 25. 5| -7| 49| 3| 68| 78| 15. 5| 5| 10. 5| 110. 25| 4| 73| 79| 6. 5| 1| 5. 5| 30. 25| 5| 69| 70| 13. 5| 13| 0. 5| 0. 25| 6| 72| 73| 9| 8| 1| 1| 7| 59| 54| 27| 28. 5| -1. 5| 2. 25| 8| 64| 70| 22. 5| 13| 9. 5| 90. 25| 9| 66| 73| 18. 5| 8| 10. 5| 110. 25| 10| 55| 55| 28| 27| 1| 1| 11| 50| 54| 29| 28. 5| 0. 5| 0. 25| 12| 75| 74| 3. 5| 5| -1. 5| 2. 25| 13| 68| 69| 15. 5| 15. 5| 0| 0| 14| 69| 68| 13. 5| 17. 5| -4| 16| 15| 81| 78| 1| 2| -1| 1| 16| 70| 73| 12| 8| 4| 16| 17| 73| 71| 6. 5| 10. 5| -4| 16| 8| 64| 65| 22. 5| 22. 5| 0| 0| 19| 64| 67| 22. 5| 20| 2. 5| 6. 25| 20| 64| 63| 22. 5| 24| -1. 5| 2. 25| 21| 63| 65| 25| 22. 5| 2. 5| 6. 25| 22| 75| 74| 3. 5| 5| -1. 5| 2. 25| 23| 61| 60| 26| 25. 5| 0. 5| 0. 25| 24| 72| 70| 9| 13| -4| 16| 25| 72| 67| 9| 20| -11| 121| 26| 65| 67| 20| 20| 0| 0| 27| 71| 69| 11| 15. 5| -4. 5| 20. 25| 28| 48| 52| 30| 30| 0| 0| 29| 67| 71| 17| 10. 5| 6. 5| 42. 25| 30| 74| 68| 5| 17. 5| -12. 5| 156. 25| Total| | | | | | 820| rht = 1- 6? D2 N3– N = 1 – 6(820) 303 – 30 = 1 – 4920 27,000 – 30 = 1- 4920 26970 = 1 – 0. 1824249 = 0. 82 rwt= 2 (rht) 1+ rht = 2 (0. 82) +0. 82 = 1. 64 1. 82 = 0. 90 The reliability coefficient of the whole test is 0. 90, the perfect coefficient for the test to become reliable is 1, thus the resulted computation which is 0. 90 is accepted reliable. DATA GATHERING PROCEDURE Having found the questionnaire valid and reliable the researcher will secure written permit from the Campus Director of SDSSU-Lianga Campus to allow researcher to conduct the study. Once the permit has been approved by the Campus Dire ctor, the researcher will administer the questionnaire to 130 CTE students. Data gathering will employ questionnaire.Descriptive survey method will be used in the study to determine the dimensions that affect learning acquisition of CTE students. The data that will be gathered will be tabulated, treated statistically, and subjected to analysis and interpretation. The interpreting the data the following measurements will be used. Mean ValuesDescription 3. 50 – 4. 00Always 2. 50 – 3. 49Sometimes 1. 50 – 2. 49Rarely 0. 05 – 1. 49 Never QUESTIONNAIRE PART I PERSONNAL DATA Name: _____________________________________________________ Sex:MaleFemale Age: 16-18 19-24 25-Above Civil Status:Single MarriedProgram of Study:BSEd BEEd PART II Direction: 1. Read each item carefully 2. At the end of each item are five choices, these choices are: 4 – Always 3 – Sometimes 2 – Rarely 1 – Never 3. Check the appropriate column to what extent each in dicators affects your learning acquisition. 4. Do not leave items unanswered. MOTIVATION| 4Always| 3Sometimes| 2Rarely| 1Never| 1. I learn best when I exert effort to find out why I need to do a particular task. | | | | | 2. I learn best when I reward myself when I worked. | | | | | 3. I learn best when I see to it that I give myself regular breaks from works. | | | | 4. I learn best when I am able to keep my concentration and does not let my mind â€Å"drift away† | | | | | 5. I learn best when I have ways of dealing with distractions. | | | | | 6. I learn best when I am willing to do the work that I do not enjoy because I see to it that it is important. | | | | | 7. I learn best when I go to tutorials to improve my school work. | | | | | FEELINGS| | | | | 1. I learn best when I feel to study with no worries. | | | | | 2. I learn best when I feel to read books with good valuable content. | | | | | 3. I learn best when I feel the ambiance inside the classroom discussion. | | | | 4. I learn best when I feel that my classmates cooperate well in the classroom discussion. | | | | | 5. I learn best when I feel that my teacher enjoy what she teaches and makes the discussion more lively. | | | | | 6. I learn best when I feel to relax my mind before working any task. | | | | | 7. I learn best when I feel that my classmates invest efforts in doing their works. | | | | | ATTITUDES| | | | | 1. I learn best when I ask assistance from my teacher when work is too difficult. | | | | | 2. I learn best when I observed my classmates working together with the task given by the teacher. | | | | | 3.I learn best when my teacher give comments to my work as feedback. | | | | | 4. I learn best when my teacher give me the topic in advance for the next session. | | | | | 5. I learn best when I make a list of valuable references with bibliographic details, page number of quotes and so on. | | | | | 6. I learn best when I re-write my notes and highlight it. | | | | | 7. I learn be st when my classmate re-explain the topic to me in a short generalized form. | | | | | Outer forces PEERS| | | | | 1. I learn best when I discuss work assignment. | | | | | 2. I learn best when I share resources with other students. | | | | 3. I learn best when I ask questions and generally take part in group discussion. | | | | | 4. I learn best when I listen out for key ideas when someone is talking. | | | | | 5. I learn best when I am listening to someone, and I try to anticipate what he will say next. | | | | | 6. I learn best when I study in a group. | | | | | 7. I learn best when my classmates teach me personally the lecture. | | | | | CLASSROOM CLIMATE| | | | | 1. I learn best when the chairs are arranged in such a way that I can easily move with-out unnecessary disruptions. | | | | | 2. I learn est when the room is well-lighted and ventilated. | | | | | 3. I learn best when I can see the teacher clearly in the front. | | | | | 4. I learn best when the classroom is wide enoug h to allow me to move during activities. | | | | | 5. I learn best when the seat arrangement is flexible. | | | | | 6. I learn best when there is no picture or any other fixture that distracts my attention. | | | | | 7. I learn best when the room is well cleaned and free from any sort of dirt. | | | | | TEACHER’S BEHAVIOR| | | | | 1. I learn best when my teacher approach me if I had understand the topic. | | | | 2. I learn best when my teacher talk with a lot of facial expressions. | | | | | 3. I learn best when my teacher gives me enough time to do my work. | | | | | 4. I learn best when my teacher give a quiz right after the discussion. | | | | | 5. I learn best when my teacher gives me new work to do when I am ready for it. | | | | | 6. I learn best when my teacher takes hard lessons in small steps. | | | | | 7. I learn best when my teacher tells me where I can find more information to help me learn about lesson. | | | | |

Strategic Analysis of Air New Zealand - Free Essay Example

Sample details Pages: 5 Words: 1411 Downloads: 4 Date added: 2019/10/10 Did you like this example? Abstract Air New Zealand is a leading airline based in New Zealand; The Auckland-based airline majors its operations in 21 domestic and 31 international destinations.   The airline operates in almost 20 countries around the Pacific and some parts of the United Kingdom.   The airline has enjoyed much success and dominance in the New Zealand, although not as a monopoly. The success of the airline can be attributed to any factors. This essay targets to explain the strategic analysis of Air New Zealand in details. The essay contains information got from various sources and the info involved been cited accordingly. Introduction The national airline of New Zealand was established in the year 1965, following the buying of Tasman Empire by the government of New Zealand.   Airways Limited, which was then the provider of Tran-Tasman flights series named the airline Air New Zealand.   For the time that the airline has existed, it has undergone through many levels of change. For a long time, the airline was owned by the government fully. However, later stakeholders and investors came in, and today the airline is owned jointly. The airline has a unique strategy which ensures that it remains on top of the game in new Zeeland airline activities. Don’t waste time! Our writers will create an original "Strategic Analysis of Air New Zealand" essay for you Create order The 2016 ratings rated air new Zealand the airline of the year in the country. This means that the airline was almost acting as a monopoly in 2016. Skytrax world airline awards rated Air New Zealand the world’s best in terms of premium economy class.   These are just but a few of the prizes that Air New Zealand attained in 2016. There are more and more prizes.   One thing that stands out with the airline, however, is the fact that most prizes were commendable and the airline beat other much world-class. Currently, Air New Zealand operates in 29 known countries (Dà ­az et al. 2016). This involves major connections between cities in Europe, Asia, Oceania and North America. The airline also operates domestically in New Zealand.   These operations act to open up both the interior parts of New Zealand to the world and vice versa. The journey of the success of the airline has not been a simple one. This is because commercial airlines today operate in a very competitive environment characterized by high expenditures and costs governed by international and national regulations. These laws are hard for the airlines but either way, they have to adapt and operate according to the rules. The airline has had its highs and lows. Before 1982, the airline was in great debt and was in the consecutive loss. Norman Grey was the CEO who was appointed then to turn around the state-owned Air New Zealand in the right direction.   The airline was experiencing high wages, limited geographical market, low revenues and high operating costs (Lyon Francis, 2016). Grey organized wage negotiations with the union of the airlines employees, and wages were altered to ease the burden.   To increase sales and returns, the airline purchased a fleet of Boeing 747s. The airline was, therefore, able to accommodate more passengers and provide the required comfort which characterizes an international airline (Lyon Francis, 2016). Grey also introduced some new carriers which were quickly sold out.   By 1988 when Jimmy left, the airline was back on its feet. Jim Scott replaced him with a new marketing strategy which mainly targeted the Pacific tourists. The period from 1982 to ’88 is attributed to most of the success story that characterizes air new Zealand today. Although more policies were introduced later, Grey’s policies are still evident a great deal and to date, they make Air New Zealand what it is. Like any other airline, Air New Zealand has its vision, mission and goals and ambitions (Fu Oum, 2014).   The airline targets to strive and become the leading airline operator in every market they venture.   The airline intends to achieve this by creating a workforce which is very well motivated and is omitted to its customers, in the typical New Zealand way, to attain superiority in the industry’s returns. Judging from the recent dealings and results of the company, this vision can be defined as completely valid and achievable. The airline has taken many steps towards achieving its targets. Come 2000 December, when Gary Toomey took over as CEO, the company was almost on its knees, a repetition o the occurrences of the ‘80s (Merkert, Pearson, 2015).   The main reason behind this was cost expenses (Merkert, Pearson, 2015). The expenses were more than the company could manage.   By September, the airline was in a state of voluntary administration and was almost forced to cease its operations.   That year, the company recorded $1.4 billion dollars in losses.   The government by this time had sold its shares, but at this point, it had to step in. The government bought 76.5% stake in Air New Zealand to save it from collapsing. Ralph Norris, a new CEO was appointed, and it is at this point that the current vision was created.   The priority of Norris was to stay in business. He believed that Air New Zealand was meant to fly people, not planes.   Therefore, his approach towards customers was to initiate a personal interaction between the management and the customers. He focused on what customers needed, not what the stakeholders demanded. In doing so, he realized that the employees were crucial in bringing the company back to its feet. Therefore, besides coming up with tough regulations for employees, he also targeted at motivating the employees. Unlike Grey in the 80’s, Norris did not negotiate to reduce prices with the employees union. He cut off 40% of the managerial positions which were burdening the wages (Safiullin et al. 2014). In so doing, he ensured that the junior employees, who in most cases interact with the customers, were not negatively affected (Safiullin, et al. 2014).   Online b ookings were also introduced, hence reducing dependency on travel agents. To focus more on international activities, serving meals for local travelers was cut. By 2005, when Norris handed over to Robert Fyfe, the company was swimming in profits. Fyfe is another character who had unique managerial skills and upheld the situation of the company the way it was expected of him (Walulik, 2016). He believed in exploring new ideas (Walulik, 2016). Communication was his prime objective. He wrote a weekly email to his staff to brief them. He also attended to all calls that were addressed to him personally, in that communicating with him was very easy. Fyfe was present in all activities of the airline. He continuously joined his staff in different sections regularly. One night, he joined a team of engineers on the night shift to fix a wheel, being an engineer by profession himself.   He was awarded many prizes, especially in the field of communication and teamwork (Gillen Hazledine, 2015). In 2012, Fyfe left to pursue other personal interests (Douglas et al. 2017). His successor, Christopher Luxon, is still the CEO of the airline today. He is a strategist who is down to earth and pays attention to detail. His prime focus is to increase sales. His strategy has been impressive and has been bearing fruits since his inauguration. The new CEO has built relationships with the tourism industry, including travel agents, airports and other bodies involved. Luxon has a history of around 18 years in the airline and therefore knows everything regarding the carrier operations. When he was running the international wing of the airline, he is accredited to cutting off operations in unprofitable routes which were costing the airline more than $2 million in one week. Air New Zealands management under Luxon has also crafted strategies to attend to potential threats regarding the change in market patterns and other calamities such as terrorism (Davies, 2016).   These, however, cannot be guaranteed without the input of all the employees of the airline. The managers, the employees, the pilots, the crew in the cabin, the luggage movers and the engineers all have to do their parts and do them with dedication. Even the most convenient strategy in the world needs the contribution of any stakeholder (Davies, 2016). In summary, the operations of the new Zealand-based airline have faced significant challenges in the last half of the century. Through changing strategy and adopting new methods, the airline has always come back to its feet. Situations, where the airline was almost literally on its knees, have been witnessed and overcame. The current strategy of the airline still stands out as its best of all time. The airline threatens to enjoy the monopoly in the near future if it already has not begun.