Language As An International Language Essay - 947 Words

In line with the trend of globalization and the growing recognition of language as resource, English as an international language has increasingly attracted ESL learners across the world to study in the United States. While international ESL learners collectively contribute to the diversity of education on the macro level, they bring their distinctive identities into each classroom on the micro level. Situated in a multicultural learning environment, learners constantly represent and negotiate their identities through classroom interaction with other participants. Investigating participants’ identities is significant because it not only provides valuable insights of applying humanistic education principles to ESL teaching and designing (Elias Marriam, 2005), but informs teachers of potential chances and barriers that particular individuals or groups confront (Gutowska, 2014). In this paper, I analyze a three-minute classroom discourse to demonstrate how participants’ i dentities can be constructed, negotiated, and reconstructed through interaction in an intermediate-level adult ESL classroom. Conceptual Orientation Adopting a sociocultural approach, I conceptualize language learning as a socially constructed activity, where a teacher should question how participants’ identities are shaping or shaped by the context. While identity is frequently characterized as a social construct, the critical dimension of individuality should also be considered. Burke and Sets (2009)Show MoreRelatedEssay on English Language: The International Language515 Words   |  3 Pages Language is important because its one of the main ways to communicate and interact with other people around us. It keeps us in contact with other people. English language is an example for the importance of a language because it is the international language and has become the most important language to people in many parts of the world. It is most widely used in communicating around the world, Also it is spoken as the first language in many countries. English is playing a major roleRead MoreEnglish Is An International Language1475 Words   |  6 PagesEnglish is an international language. When you travel to other countries, you can communicate them by using English. Many people are trying to learn English, so the number of students who study English literature or linguistics has been increasing. Learning English literature is a good choice to improve people’s English because literature and linguistics are related to each other. Learning a foreign language is not an easy thing. And it’s not just about learning language; it’s about understandingRead MoreEnglish As An International Language1155 Words   |  5 PagesIntroduction English is an international language is it required in most countries. As any language, English has four skills to master it: reading, listening, speaking and writing. It depends on the purpose why you will use English. For example, a researcher or a writer needs to master writing; while a traveler needs to know how to speak to interact. For me I learned to speak Standard English independently applying five strategies which can be used by teachers to teach speaking of English. The wayRead MoreThe Language Of International Business Essay1741 Words   |  7 Pagesother villages they did not have the same language. When speakers started to trade, they communicate using their own language and adopting some words from the others as a result of the mix of this two â€Å"languages† it is known as a â€Å"pidgin†. Currently the society needs a language that acts as a universal language or â€Å"lingua franca† it means it is the language that plays a fundamental role sharing knowledge in a certain period of time. A Lingua Franca is a language that is used universally outside fromRead MoreEnglish Is An International Language1255 Words   |  6 PagesEnglish is an international language, and it is one of the foreign languages that many students want to learn. Success in learning English means master not only language skills but also language components. There are four language skill, listening, speaking, reading, and writing. In addition, there are three language components that are equally important to master the language. They are grammar, vocabulary, and pronunciation. Grammar is considered as one of the most important as well as the mostRead MoreEnglish as an International Language5090 Words   |  21 PagesAN INTERNATIONAL LANGUAGE Abstract This paper is intended to raise awareness on the aspects which define English as an international language, by examining the characteristics of an international language, the number of users, how it spread to reach global status, what factors may impede its continued spread and what dangers are involved in the development of English as an international language. English’s international statusRead MoreInternational Mother Language Day877 Words   |  4 PagesOur Mother Language Day (21st February) UNESCOs declaration of 21st February as the International Mother Language Day has brought fresh glory and prestige to Bangladesh which is making significant strides towards peace, progress and prosperity at home and discharging international obligations abroad. After 1952, the people of Bangladesh have been observing every year the 21st day of February as their glorious and unforgettable Language Martyrs Day. What happened on 21st February 1952 is widelyRead MoreEnglish Is An International Business Language1399 Words   |  6 Pagesa universal way of life is proved by the spread of English. Language - the great agent of homogenization, it is the wave on which culture is transmitted. If English becomes the main language of communication, the consequences are obvious: culture of English-speaking countries will be dominant in the world. English is the first universal global language. Although there may be as many people who speak different dialects of Chinese language, as well as Engli sh-speaking, nevertheless, English is undoubtedlyRead MoreTeaching English As An International Language754 Words   |  4 PagesThe rapid spread of English has inspired many scholars to look into the probability of shifting from traditional ENL (English as a native language) pedagogy in ELT to EIL (English as an International Language (Jenkins 2009; Kirkpatrik 2007; Sharifian, 2009, Matsuda 2012, McKay, 2012). Taken together, the goal of teaching English today from an EIL perspective is to prepare the learners to use English to become part of the globalized world, which is linguistically and culturally various, and thus bothRead MoreThe Impact Of English As An International Language2023 Words   |  9 PagesThe Impact of English as an International Language What happens when a language disappears? Why do languages disappear? These questions might not be commonly asked, despite the fact that a language dies every fourteen days (Rymer). Humans were created with the unique ability to use speech for communication; yet, languages are disappearing as time passes . Crucial to cultures, communication, and society, languages define individuals beyond their native tongue. According to Rymer, from National Geographic

To Miss C.O. Y R. Free Essays

To Miss C. O. y R. We will write a custom essay sample on To Miss C.O. Y R. or any similar topic only for you Order Now by Jose Rizal (A Translation from the Spanish by Nick Joaquin) Why ask for those unintellectual verses that once, insane with grief, I sang aghast? Or are you maybe throwing in my face my rank ingratitude, my bitter past? Why resurrect unhappy memories now when the heart awaits from love a sign, or call the night when day begins to smile, not knowing if another day will shine? You wish to learn the cause of this dejection delirium of despair that anguish wove? You wish to know the wherefore of such sorrows, and why, a young soul, I sing not of love? Oh, may you never know why! For the reason brings melancholy but may set you laughing. Down with my corpse into the grave shall go another corpse that’s buried in my stuffing! Something impossible, ambition, madness, dreams of the soul, a passion and its throes Oh, drink the nectar that life has to offer and let the bitter dregs in peace repose! Again I feel the impenetrable shadows hrouding the soul with the thick veils of night: a mere bud only, not a lovely flower, because it’s destitute of air and light Behold them: my poor verses, my damned brood and sorrow suckled each and every brat! Oh, they know well to what they owe their being, and maybe they themselves will tell you what. Translated from the Spanish by Nick Joaquin Source http://joserizal. info/Writings/Poetry/poetry. lwp. htm#To%20Josephina%20%28To%20Miss%20C. O. %20y%20R. %29 How to cite To Miss C.O. Y R., Papers

Evaluating Nixons and Eisenhowers Use of Power free essay sample

Modern Presidency Research Paper Foreign Policy: Evaluating Nixon’s and Eisenhower’s’ Use of Power Both President Dwight Eisenhower and Richard Nixon were presidents during the cold war. Their uses of presidential power within foreign policy greatly shaped the United State’s strategies in cold war politics. Comparing their actions as Chief Diplomat, Chief Legislator, Chief Executive and Commander in Chief shows how they have used both their formal and informal powers to lead the nation. President Eisenhower was much more successful in gaining congress approval through working with them yet had much more trouble dealing with peace abroad. Nixon was able to use powers to make successful gains within the cold war abroad, yet had trouble working with others at home. As Chief Diplomat, Dwight Eisenhower vocalized the domino theory, meaning that if one country fell to communism this would lead to the fall of another country and so on (Skidmore 2004, 259). During his presidency, he believed that many nations were susceptible to Soviet sponsored Communism and that proactive United States commitment to world affairs would deter this effect. He theorized that communication between the Soviet Union and the United states was critical to the safety of the world, even if both countries were stocking up on nuclear weapons (PBS Eisenhower 2002, 1). Using his formal powers as Chief diplomat, Eisenhower tried to make an executive agreement with the USSR. Open Skies was the name of this first proposal to the USSR, he proposed this at the 1955 Geneva Convention. His plan included each nation giving one another a full description of their military facilities, and allowing one another to conduct aerial inspections to make sure that the descriptions provided were correct. This plan was rejected by the Soviets because they had previous knowledge of the whereabouts of the United States military facilities (PBS Eisenhower 2002, 1). Eisenhower used his powers of executive agreements many times as Chief Diplomat. He commanded United States negotiations to maintain communication with the Soviets, trying to come to an agreement to ban nuclear testing (PBS Eisenhower 2002, 2). Eisenhower used this strategy when dealing with Korea as well, sending his secretary of state, John Dulles, to talk with Prime Minister Nehru. Dulles conveyed to Nehru a warning that if the resolutions n Korea stopped, the United States may expand the war. However, talking to leaders of Korea indirectly was not a successful use of his power because the warnings given to Nehru never reached Eisenhower’s intended audience (Damms 2002, 34). Eisenhower also used his informal powers as Chief Diplomat. In 1953, he gave a speech highlighting the large amount of human cost that the cold war could bring to both the USSR and the United States. He offered Georgi Malenkov the cooperation and goodwill of the United States in exchange for the USSR’s discontinuation of extension of land and influence over other nations. This use of informal powers also proved to be unsuccessful when the Russians responded coldly (PBS Eisenhower 2002, 1). During Eisenhower’s last years in office, he began to make a breakthrough by meeting with Nikita Khrushchev, secretary of the Communist party. This meeting was a successful use of formal diplomatic powers because they agreed to meet again in 1960. However, an unwise use of executive power disrupted their meeting (PBS Eisenhower 2002, 2). Although Ike tried diligently to make executive agreements with communist nations, he was unsuccessful. However, his diplomatic relations formed a base for the United States policy during the rest of the cold war. (Damms 2002, 109-110). As Chief diplomat, Nixon used a variety of formal and informal powers in foreign policy. Unlike Eisenhower who chose to follow a safe route, acting conservatively, Nixon was distinctly a chance taker. Nixon saw that he had extended powers, due to the fact that he served as president during a war. These extended powers added to Nixon’s ability to accomplish this, further tempted Nixon to achieve great changes within foreign policy (Melanson 1996, 45). Nixon was able to limit congress’s oversight of his administration, and the publics control by using the Chief Diplomat formal power of secrecy. He wanted to use these formal powers to show that the president could plan and execute foreign policy as efficiently as historic leaders (Small 1999, 61). Nixon used his power of executive agreements manipulatively in a strategy that he called, linkage politics; this is a term for strategically organizing the United States relationships with communist powers (Small 1999, 63). Nixon knew that he must settle the Vietnam War with honor because it was a stake in Southeast Asia. Using his theory of linkage politics he saw that the end of the Vietnam War would affect negotiations with China and Russia (Small, 1999 65). He first tried to make an executive agreement with Russia, by explaining to them his idea of â€Å"strategic parity. This was an idea that because both nations had enough weapons to completely demolishes the other, neither should start war, and peace would continue. Like Eisenhower’s attempts, Nixon was unable to make an agreement with the USSR and talks continued to be slow (PBS Nixon 2002, 2). Playing the China card was a new way Nixon was able to integrate his idea of linkage politics. His theory was that because China was afraid of the Soviets, they may purse relations with the United States, which in return, would help control the USSR (PBS Nixon 2002, 1). In 1970, Nixon began to implement this theory by engaging in covert talks with China at Warsaw, using his formal powers of secrecy and executive agreements. However, China was angered when Nixon increased US troops in Cambodia and ceased talks. Like Eisenhower, Nixon began to try to relay messages through other parties such as Pakistan and Romania to China. After a year of sending these messages, China finally opened up to discussion once again (PBS Nixon 2002, 2). President Nixon then used another informal power by setting up United States ping pong players to visit China. Before Nixon had done this, the United states and China had not had a cultural exchange since 1949. â€Å"Ping pong diplomacy† pleased most Americans and helped to advance Nixon’s relations with China. By doing so, he also helped improve his relations with Russia because they feared a strong relationship between China and the United States (PBS Nixon 2002, 2). In 1972, Nixon was finally able to meet with Chinese official, Lai, in China. During this meeting, Nixon did not make any agreements with China, but this started a friendly relationship with one another. Due to his strategies, Nixon was also able to meet with a Soviet official, Leonid Brezhnev, where he signed ten formal agreements, including an anti-ballistic treaty and the SALT Treaty (PBS Nixon 2002, 2-3). Eisenhower and Nixon both had the same approaches to using their formal powers as Chief Diplomat. They both wanted to make agreements with communist nations. However, Nixon was able to use more planning within making these agreements. In return, Nixon achieved his goals in establishing relationships with the communist powers. Eisenhower was unable to establish these relationships, but was able to keep peace during his presidency. Nixon also used more informal powers. Eisenhower began his role as chief legislator within foreign policy by supporting the idea of containment (Damms 2002, 27). He wanted to be able to keep peace with the USSR without spending too much money on the arms race. His problem was being able to accomplish the conflicting goals of having adequate defense, and keeping the nations debt low (Damms 2002, 29). As Chief Legislator, Eisenhower developed a plan called the New Look and used the formal power of recommending the plan to congress. The New Look supported Eisenhower’s views of containment without bankruptcy, it was a conservative program. Congress reviewed the recommendations and began implementing the New Look in 1955. The army would be reduced from 22 divisions to 14 and have the service and support units depleted, the navy and 125,000 personnel cut and were limited to 1000 ships. However, the air force increased form 115 airplanes to 137 (Damms 2002, 32). † Although congress enacted Eisenhower’s plans without much objections, this soon changed and Ike found that congress, the armed forces, and even his own administration n o longer supported the â€Å"New Look†. They feared that it was creating a missile gap. (Damms 2002, 32). President Eisenhower also faced great opposition within the Senate. Even though the Republicans controlled congress, he was at the peak of his popularity, and the communist threat was at its greatest, Republican Senator John Bricker of Ohio introduced an amendment that would limit Eisenhower’s formal powers as Chief Diplomat (Peterson 1994, 222). This amendment would requisition Article 6 of the Constitution and limit the president’s power to negotiate treaties and executive agreements. In 1954, even though Eisenhower had strongly opposed this amendment, it almost was passed, missing only one vote to gain the 2/3 of the senate necessary (Peterson 1994, 222). Eisenhower’s narrow victory and the continuing threat that the amendment may pass, deeply affected his approach to congress and foreign policy (Peterson 1994, 222). For example, Eisenhower agreed not to request approval of the human rights covenants, he also unwillingly signed a bill that required the president to send all executive agreements to the senate within 30 days of their implementation. Both show that Eisenhower made decisions that he would have not have made under other conditions (Peterson 1994, 222). In 1957 the soviets launched the first space satellite, Sputnik.

Resistance of a nichrome wire Essay Example

Resistance of a nichrome wire Paper Introduction In this piece of coursework I aim to find the effects of length on a piece of nichrome wire. Resistance is a force which opposes the flow of an electrical current, this is why energy is needed to push the particles around. The circuit also contains its own resistance if the wires vary in thickness, a thin wire has a high resistance as there is less room for the particles to move and a thick wire has a low resistance because the particles can move around very easily. Its also measured in ohms. George Ohm discovered that the emf (Electro motive force) is directly proportional to the current, this means if you double one you double the other. He called this resistance; the formula for working it out is as follows- Resistance = Volts Current Prediction I predict that as the length increases the resistance will also increase in proportion to the length, my graph should also show that they are proportional this is from my scientific knowledge that says. Nichrome wire conducts electricity very well and because current is the movement of atoms through the wire, if the wires length is doubled so is the number of electrons which will double the resistance. Predicted graph- How am I going to do it? Materials 1. Power pack 2. Rheostat 3. Volt meter 4. Ammeter 5. Nichrome wire 6. Wires 7. Crocodile clips 8. Sellotape The wire was sellotaped to a metre rule with excess at both ends for the crocodile clips to be attached. The rest of the equipment was assembled as shown in the diagram below. We will write a custom essay sample on Resistance of a nichrome wire specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Resistance of a nichrome wire specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Resistance of a nichrome wire specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I chose to take the readings in ten 10cm gaps. I placed a crocodile clip at each measurement and record the resistance three times for an accurate average and then put the averages on a graph. Circuit diagram Results table To make sure of a fair test I am going to do the test 3 times and then plot a mean on a graph. Length Pd(v) Current (I) Resistance(V/A) 3 Length Pd(v) Current (I) Resistance. From all these results a mean was worked out. Length Resistance What do they mean? Without a graph its hard to tell below is a graph of the results Conclusion The graph is a straight line and passes through the origin, this indicates that resistance is directly proportional to length. This means that if the length is doubled then so is the resistance Evaluation From my graph I can see that my results that I collected are very reliable. I know this because my graph does not show any anomalies, this is because the graph is a straight line with no bulges or severe direction changes. There are several changes I could make to ensure better results were gained. When I was measuring the lengths of wire, my measurements might have been inaccurate, as the rulers used might be slightly varied and not exact. It was difficult to get an accurate reading of length by eye, as the wire was not completely straight or flat, these could have caused slight variations in my results. But not affected them too much. Other variables that could be changed are * Temperature of the wire * Diameter of the wire Overall the experiment went well and my results were good, and clearly prove my hypothesis. 1 5 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Electricity and Magnetism section.

Training and selective stimulus control in rats Essay Example

Training and selective stimulus control in rats Essay Example Training and selective stimulus control in rats Paper Training and selective stimulus control in rats Paper The aim of the experiment was to show that rats demonstrated stimulus discrimination and selective stimulus control during operant conditioning. The first hypothesis was the subject would learn to discriminate between the VR16 conditions that signal reinforcement and the EXT conditions. It was also hypothesised that the stimulus used to discriminate between VR16 and EXT would either be the light or the tone, not a combination. The participant in this experiment was a 16-month-old, female, Spague Dawley albino rat that was randomly selected from a group of 20. The apparatus used was an operant chamber, which delivered two stimuli (a light and a tone) to the subject, and a reinforcer of diluted condensed milk. During the first week of experimentation the subject underwent discrimination training, this was followed by a series of probe trials in the second week. The results from the first week showed the subject learned that no reinforcement was given during EXT, because the rate of responding decreased. The second weeks results showed that high tone was the stimulus used to discriminate between the stimuli. These results supported both the hypotheses, and it was concluded that rats do demonstrate stimulus discrimination and selective stimulus control. The major theorists for the development of operant conditioning were Edward Thorndike (1910), John Watson (1914), and Burrhus Skinner (1938) (Huitt and Hummel, 1997). They proposed that learning is the result of the application of consequences following overt behaviour; that is, subjects begin to connect certain responses with certain stimuli. This led Thorndike to conclude that the probability of a specific response reoccurring is changed according to the consequences following the response, and he labelled this learning conditioning (Carlson and Buskist 1997, Huitt and Hummel, 1997). In 1910, Thorndike used the notion of consequences to teach cats and dogs to manipulate a latch in a puzzle-box, to activate a door and escape (Huitt and Hummel, 1997). The consequence was either punishment or reward (Carlson and Buskist, 1997). Thorndike measured the time it took the animal to escape over various trials, and over time he noted that the animals latency to escape decreased consistently until it would activate the lever immediately after being placed in the box (Huitt and Hummel, 1997). The reward of being freed from the box somehow strengthened the association between the stimulus of being in the box and the appropriate action (Huitt and Hummel, 1997). Thorndike concluded that the reward strengthened the stimulus-response associations (Carlson and Buskist, 1997). He then went on to formulate his law of effect, which can be summarised by saying that an animal is more likely to repeat a response if the result is favourable, and less likely to repeat the action if the consequences were not favourable (Carlson and Buskist, 1997). There were two possible consequences of a behaviour, reinforcement or punishment. These could be divided into two sub-categories, positive (sometimes called pleasant) and negative (sometimes called aversive). These could be added to or taken away from the environment in order to change the probability of a given response occurring again (Carlson and Buskist, 1997. Werzburg University). Punishment decreases the repetition of behaviour and reinforcement usually increases the likelihood of response being repeated. A stimulus that acts as an indicator to the subject, suggesting that a reinforcer is available is said to be a discriminative stimulus (Gleitman, 1995). A discriminative stimulus affects the subjects behaviour considerably (Gleitman, 1995), as it influences the likelihood of a response occurring (Carlson and Buskist, 1997). Reynolds (1961) conducted experiments where two pigeons learned to tap a red key with a white triangle. To determine which was the discriminative stimulus, he tested the two birds with either a plain red key or a plain key with just a white triangle. Reynolds (1961) found that the first bird used the red key as the discriminative stimulus and the second bird used the white triangle to discriminate between stimuli. This experiment is also an example of selective stimulus control, where each pigeon selected which stimulus it believed was responsible for producing the reinforcer. To effectively study how a subject behaves in a given environment and to certain stimuli, it was necessary to establish a schedule of reinforcement, which is a set of guidelines saying how often the subject is reinforced (Gleitman, 1995). Stimuli could be presented to the environment according to a schedule of which there were two categories: continuous and intermittent (Gleitman, 1995), or not at all using extinction. Continuous reinforcement simply means that the behaviour is followed by a consequence each time it occurs. Intermittent schedules were based either on the passage of time (interval schedules) or the number of correct responses emitted (ratio schedules). The consequence could be delivered based on the same amount of passage of time or the same number of correct responses (fixed) or it could be based on a slightly different amount of time or number of correct responses that vary around a particular number (variable). This results in four classes of intermittent schedules, fixed interval (FI), fixed ratio (FR), variable interval (VI), and variable ratio (VR) (Gleitman, 1995). [Note: Continuous reinforcement is actually a specific example of a fixed ratio schedule with only one response emitted before a consequence occurs.]. The final schedule was extinction. During extinction, the subject is no longer reinforced for producing a previously reinforced response. Because there is no reward for responding, the frequency of the response decreases until it stops altogether (Carlson and Buskist, 1997. Huitt and Hummel, 1997. Gleitman, 1995). For the purpose of this experiment we used two alternating schedules of consequence (Lab Manual Psychology 111/112, 2002), Variable Ratio of 16 (VR16), where a reinforcer was given after an average of 16 responses, and Extinction (EXT). VR schedule was chosen, as a variable ratio was thought to be the best for maintaining behaviour (Werzburg University).  The aim of the experiment was to demonstrate stimulus discrimination and selective stimulus control in rats, and in turn, give support to past research indicating that learning comes from experience. The subject for this experiment was a female, albino rat, approximately 18 months old. The rat was placed in the operant chamber and subjected to two stimuli, a light and a tone. VR was paired with a dull light and high tone (1000Hz) and EXT was paired with a bright light and a low tone (500Hz) (Lab Manual Psychology 111/112, 2002). By reviewing past research, two hypotheses were formulated. The initial hypothesis was that the subject would learn to discriminate between the VR16 conditions that signal reinforcement and the EXT conditions, and therefore the rates of responding during VR16 would be higher than during EXT. It was also hypothesised that the stimulus used by the rats to discriminate would either be the light or the tone, not a combination (selective stimulus control).

Adding Commas to a Paragraph

Adding Commas to a Paragraph This exercise offers practice in applying the rules for using commas effectively. Before attempting the exercise, you may find it helpful to review this article on comma usage. In the following paragraph, insert commas wherever you think they belong. (Try reading the paragraph aloud: at least in some cases, you should be able to hear where commas are needed.) When you are done, compare your work with the correctly punctuated version of the paragraph on page two. The Least Successful Car In 1957 Ford produced the car of the decadethe Edsel. Half of the models sold proved to be spectacularly defective. If lucky the proud owner of an Edsel could enjoy any or all of the following features: doors that wouldnt close hoods and trunks that wouldnt open batteries that went dead horns that stuck hubcaps that dropped off paint that peeled transmissions that seized up brakes that failed and push buttons that couldnt be pushed even with three people trying. In a stroke of marketing genius the Edsel one of the largest and most lavish cars ever built coincided with the rising public interest in economy cars. As Time magazine reported It was a classic case of the wrong car for the wrong market at the wrong time. Never popular to begin with the Edsel quickly became a national joke. One business writer at the time likened the cars sales graph to an extremely dangerous ski slope. He added that so far as he knew there was only one case of an Edsel ever being stolen. When you are done, compare your work with the correctly punctuated version of the paragraph below The Least Successful Car (Paragraph With Commas Restored) In 1957[,]  Ford produced the car of the decadethe Edsel. Half of the models sold proved to be spectacularly defective. If lucky[,]  the proud owner of an Edsel could enjoy any or all of the following features: doors that wouldnt close[,]  hoods and trunks that wouldnt open[,]  batteries that went dead[,]  horns that stuck[,]  hubcaps that dropped off[,]  paint that peeled[,]  transmissions that seized up[,]  brakes that failed[,]  and push buttons that couldnt be pushed even with three people trying. In a stroke of marketing genius[,]  the Edsel[,]  one of the largest and most lavish cars ever built[,]  coincided with the rising public interest in economy cars. As  Time  magazine reported[,]  It was a classic case of the wrong car for the wrong market at the wrong time. Never popular to begin with[,]  the Edsel quickly became a national joke. One business writer at the time likened the cars sales graph to an extremely dangerous ski slope. He added t hat so far as he knew there was only one case of an Edsel ever being stolen.

Financial essay Example | Topics and Well Written Essays - 1500 words

Financial - Essay Example (Experian Plc. 2010) This company, in its history, has acquired numerous other corporations allowing it to expand its products and services. By 2009, Experian, Plc. declared in its annual report that its business now covers the provision of information, analytical tools and marketing services to organizations on a global scale which helps their clients manage risks, find and retain customers as well as automate decision-making. Experian, Plc. has a long history of mergers and acquisition. The main player in Experian’s development, however, was TRW. In 1996, TRW sold its Information System & Services Division to an investor group which in turn sold it to the British General Universal Store PLC (GUS PLC), which later merged the division with CCN. (Jentzsch 2007, p. 73) This conglomerate became what is now known as Experian and has an accumulated 240 million consumers in its file with a strategy guided by an aggressive acquisition around the world. (p. 73) Experian’s Information Solutions alone works with over 50,000 clients across industries including financial services, telecommunications, healthcare insurance, retail, catalog, automotive, manufacturing, leisure, utilities, property, e-commerce and government. (Plunkett 2006) As previously mentioned, Experian, Plc. follows an aggressive acquisition strategy around the world, successfully penetrating many European countries and as far as South Korea and South Africa. The latest of its overseas foray involved the acquisition of the full license to operate a credit bureau in India. This emphasis on merger activity is driven by the aim to gain competitive advantage by acquiring a wide range of services. According to Jenzsch, Experian has two other big rivals and that the competition is fierce with the high volume of credit reports needed by industries and consumers. (p. 74) All in all Experian’s range of merger activities reflect a vision which involved: The