Literary Language - 2255 Words

Literary Language Wheelwright describes literary language as being depth or expressive language, whilst he sees instrumental language, or non-literary language, as being that which is the negative limit of expressive language (http://www.sp.uconn.edu/~jbl00001/FINCHAP1.htm). Literary text is something which has many layers of meaning and although, appearing on the surface as narrative, has a deliberate ambiguity to it and is never straightforward. Scholars call this multiple meaning of the literary language various terms such as plurisignaiton, polysemy, or poly- or multi-valency. The metaphors and similes and indirect layers of meaning point to the polysemy of the text. That polysemy is a part of literary language is recognized by Hayles who stated that For someone steeped in literary analysis, it is a given that multiple signification is a plus rather than a minus, or to use metaphors more appropriate to literature, a story rather than a scandal (How We Became Posthuman, 60). Literature, in other words, possesses various levels or depth and it is this that primarily separates it from instrumental language. Often this polysemious character is more evident in poems than in narrative as depicted in Donnes poem Go catch a fallen star. Allusions to religion appear thrice in this poem: the Devils foot and pilgrimage as well as fallen angels. It may be that Donne is creating a parallel between the religious search and between the search for physical/Show MoreRelatedEnglish Literary Language2443 Words   |  10 PagesGENERAL NOTES ON LITERARY LANGUAGE 4 CHAPTER II VARIETIES OF LITERARY LANGUAGE 6 CONCLUSION 11 List of Literature 12 INTRODUCTION A literary language is a register of a language that is used in literary writing. This may also include liturgical writing. The difference between literary and non-literary (vernacular) forms is more marked in some languages than in others. Where there is a strong divergence, the language is said to exhibit diglossia. Classical Latin was the literary register of LatinRead MoreLiterary Language And Everyday Language1530 Words   |  7 PagesLiterary Language and Everyday Language What is a Language? At first glance, the question about what is the language might be strange, because we have been using language extemporarily, unconsciously for centuries ago. Nevertheless, the language is the essence difference between human beings and animals, due to what language offers to humans. It enables them to have a history and live the present as well as for planning for the future. furthermore, it is our major tool to communicate ,expressRead MoreLiterary Analysis Of George Orwells Politics And The English Language1997 Words   |  8 PagesIn George Orwell’s essay â€Å"Politics and the English Language† he criticises the modern prose and addresses where the problems come from. His main point is that written works often have a staleness of imagery and lack of precision. By this he means the writer uses cliche and repeated phrases in their works, and they use words that will take away from the meaning more than it would add to it. Orwell discusses that most of these pro blems arise from imitation and the use of meaningless words. He feelsRead MoreApproaches to Reading and Literary Texts in Teaching English as a Foreign Language - Then and Now6307 Words   |  26 Pagescomprehension and literary competence. 4 1.1. The importance of literacy, reading comprehension and literary competence. 4 1.2. The importance of literacy, reading comprehension, literary competence and literature in teaching English as a foreign language. 6 2. Past approaches until the second half of the 20th century. 7 2.1. Analysis of the past methods with reading and literature in view. 8 2.2. The shift in the attitude towards reading and literary texts in teachingRead MoreFigurative Language In Literary Texts997 Words   |  4 Pagesliterary texts, in particular, poetry, can evade translation through their culture-specific and figurative language, as well as language origin. It will also explain how other texts, particularly non-fiction, lend themselves more easily to translation due to the literalness they contain, enabling the original to be brought over to a new language more or less word-for-word. This essay will argue that, whilst the use of figurative language in literary texts is more resistant to translation, the useRead MoreFigurative Language And Literary Devices911 Words   |  4 Pages Many different forms of figurative language I used throughout the story to exhilarate the irony. The opening description of Ethan is full of ironic expressions. Figurative language is also used to the describe reactions to events in the story. The author is very des criptive in this short story. The use of figurative language aids in description of events, the setting, mood, and characters’ appearance and response. Edith Wharton, the author, use of literary devices allows the story to come aliveRead MoreArticle Review on Using What We Know about Language and Literary Development for ESL Students in the Mainstream Classroom661 Words   |  3 PagesUsing What We Know about Language and Literacy Development for ESL Students in the Mainstream Classroom by Susan Watts-Taffe and Diane M. Truscott. In the article Watts-Taffe and Truscott draw on the latest research in language learning and ESL to offer guidance to our readers for teaching second-language learners in integrated settings (Watts-Taffe Truscoot, n.d.). The article focuses on the following: what we know about literacy development, what we know about language proficiency and literacyRead MoreEssay about Language and Literary Techniques in Othello2832 Words   |  12 PagesLanguag e and Literary Techniques in Othello  Ã‚  Ã‚  Ã‚  Ã‚   The language and literary techniques used in William Shakespeares Othello enrich the settings, plot, characters, and themes. Othello is a complex tragedy about good versus evil, loyalty, love, sexual jealousy, appearance versus reality, and intrigue, told in a first person point of view. The play takes place during the Renaissance in Venice, Italy and in Cyprus over three days. It is written in blank verse, usually unrhymed iambic pentameterRead MoreLiterature and South Africa6682 Words   |  27 Pagesin the semiotic analysis of the poem Mending Wall. As defined by Structuralist, literary codes that matter in our analysis per se are the literary signs, their overdetermination that amount to different meanings systems. Jong (2008: 111) posits â€Å"literary codes contain information about principles of repetition, repetition with variations, opposition and other modes of equivalence in a text.† This means that literary codes in poems, and according to Lotman, are comprised of intratextual code, intertextualRead MoreMatthew Arnold as a Poet and Critic1500 Words   |  6 Pagesexercise of judgment, and literary criticism is, therefore, the exercise of judgment on works of literature. From this, it is clear that the nature of literary criticism is to examine a work of literature, and its function is to identify its points of excellence and its inadequacies, and finally to evaluate its artistic worth. Literary criticism concerns itself with asking philosophical questions about the nature of imaginative literature. It is not just surfing the literary text for answering questions

Response Paper to Michelle Alexanders The New Jim Crow...

The New Jim Crow: Mass Incarceration in the Age of Colorblindness was written by Michelle Alexander to expose the truth of racial injustice in the system of mass incarceration through the comparison of the racial control during the Jim Crow Era. She reveals how race plays an important role in the American Justice System. Alexander argues about the racial bias, particularly towards African-Americans, immanent in the war on drugs as a result of their lack of political power and how the Supreme Court tolerates this injustice. Statistics show that African Americans commit only fifteen percent of drug offenses, yet they comprise up to 90% of incarcerations for drug offenses in communities throughout the country. Besides that, although the†¦show more content†¦Although some victims of this type of abuse took legal action and attested that the war on drugs is racially unjust, their claims were rejected and disregarded by the court. â€Å"The Supreme Court has made it virtually im possible to challenge racial bias in the criminal justice system under the Fourteenth Amendment, and it has barred litigation of such claims under federal civil rights laws as well.† (Alexander 106) For instance in the McCleskey vs. Kemp case, the real matter in question was whether the court would permit racial discrimination in the criminal justice system. The sentence given to McCleskey was the Court’s reply, â€Å"racial bias would be tolerated––virtually to any degree––as long as no one admitted it.† (Alexander 107) So in reality, the Supreme Court has sanctioned racial bias in the criminal justice system and policing instead of opting for rules prohibiting it. The facts speak for themselves, people of color are the enemies and targets in the war on drugs. They also tell us that fighting back is useless due to the racial bias that is inherent in the criminal justice system. This might come as a surprise to the majority that belie ve discrimination is no longer in existence, considering that it is a black man living in the White House. Ever since Barack Obama pledged to serve as the forty-fourth presidentShow MoreRelatedSummary Of The New Jim Crow1742 Words   |  7 PagesWorks Cited Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. New York: New Press, 2010. 261 Pages â€Å"The New Jim Crow† Summary â€Å"The New Jim Crow† was written by Michelle Alexander based off of her experience working for the ACLU of Oakland in which she saw racial bias in the justice system that constituted people of color second-class citizens (Alexander 3); which is why the comparison had been made to the Jim Crow laws that existed in the nineteenth centuryRead MoreThe New Jim Crow: Mass Incarceration of the Racial Undercaste3337 Words   |  14 Pagesform of mass incarceration, and what kinds of effects mass incarceration has on a community. In this paper, I will briefly examine a range of issues surrounding the mass incarceration of black and Latino males, the development of a racial undercaste because of rising incarceration rates, women and children’s involvement and roles they attain in the era of mass incarceration, and the economic importance that the prison system has due to its development. Michelle Alexander, in her book, The New Jim Crow:

The use of teacher questions in learning and teaching Free Essays

Introduction Questioning is one of the most of import accomplishments in effectual instruction. Through oppugning a instructor can assist pupils organize relationships, guarantee success, bring on the engagement of inattentive pupils, and enhance pupils ‘ self-pride ( Eggen A ; Kauchak, 1996, P40 ) . Research workers overwhelmed with oppugning techniques highlighted the importance of oppugning in learning as an effectual tool in learning. We will write a custom essay sample on The use of teacher questions in learning and teaching or any similar topic only for you Order Now A inquiry is defined as: â€Å" any sentence that has an interrogative signifier † ( Cotton, Undated ) . In a schoolroom, the instructor ‘s inquiries are meant to be a tool intended to pass on the content elements to be learned and the instructions for what they are expected to make and the mode to make it. ( Cotton, ( Undated ) . Aschner ( 1961 ) cited in. Gall ( 1970 ) , for illustration, called the instructor â€Å" a professional inquiry shaper † and claimed that inquiring inquiries is one of the basic ways by which the instructors stimulated pupils believing and acquisition. Purpose: This paper is an effort to look into the usage of the different types of inquiries inside the schoolroom in relation to the cognitive theories. Background and significance: This survey is conducted at Fujairah Institute of Nursing ( ION ) .This institute is one out of three institutes from the Ministry of Health ( MOH ) in the United Arab Emirates ( UAE ) , which are learning nursing sheepskin for local and expatriates. There are three degrees of pupils ; these are diploma one ( DI ) , diploma two ( DII ) , and sheepskin three ( DIII ) . At Fujairah ION, there are 13 instructors ; some of them are Bachelors ‘ grade holders while others are master prepared. The experience of the instructors ranges between two to fifteen old ages. The instructors normally apply two methods of learning harmonizing to the ION policy ; these are Lecture Based and Case Based instruction. The admittance standards of credence of pupils emphasize that pupils must go through the high school with an norm of 70 % in the scientific watercourse. All classs are taught in English. On the footing of my personal instruction experience in the nursing field for the last 10 old ages, seven of them as a senior nursing coach at the ION – MOH – UAE. I have noticed that good inquiring technique is indispensable in the development of pupil ‘s apprehension and critical thought. Furthermore, the chief end of the ION is to develop long life scholar through the usage of Case Based Learning Method and synergistic Lecture Based Method where the instructor showered the pupils with different types of inquiries to ease the treatment in the schoolroom. This could non go on efficaciously if the facilitators have no inquiring technique. Furthermore, because of my personal involvement in bettering the quality of instruction and oppugning technique in ION, and since cipher has investigated the impact of good oppugning on pupil ‘s apprehension. I feel the impulse to analyze the part of this facet to the acquisition procedure. The consequence is expected to br ing out the degree of oppugning ( high- order, low order ) and the consequence of inquiries on pupils ‘ comprehension. Literature reappraisal The usage of oppugning helps instructors to analyze scholars ‘ comprehension. Questioning is besides utile for scholars as it encourages battle and focuses their thought on cardinal constructs and thoughts. Good learning involves how to inquire inquiries for maximal consequence. Some instructors ‘ inquiries are low cognitive 1s that ask pupils to give background information that they already have. Such inquiries have assorted advantages ( 1994, Airasian, et Al ) cited in Omrod, J, E. ( 2007 ) ( P475 ) .First, oppugning gives us an apprehension of the pupils ‘ old cognition and wrong thoughts about atopic. Second, they tend to look after pupils ‘ concentration on the lesson advancement. Third, they help us measure whether pupils are larning hard stuff efficaciously or are puzzled about peculiar accent. Fourth, they give pupils the opportunity to detect their apprehension. Finally, inquiries about the earlier erudite information promote reappraisal of the stuff, which should further greater recollection afterwards. Another type of inquiries is the high cognitive inquiries – those that entail the pupils to believe critically beyond what they have learned ( Minstrell and Stimpsen, 1996 ; Progrow and Londer 1994 ) cited in Omrod, J, E. ( 2007 ) ( P475 ) . Using the higher- degree inquiries help pupils to believe of their ain illustrations of ideas, use new criterions to work out a job or speculate about possible reading of cause A ; effects relationship and to advance critical thought. One of the basic theories in oppugning was reflected in Benjamin Bloom ‘s taxonomy ( 1956 ) who builds a system of classs of larning behaviour to assist us in planing and measuring educational acquisition. The taxonomy was ordered in grade of trouble from simple callback of facts on the lowest degree, through progressively more complex and abstract mental degrees, to the highest order making ( synthesis ) after being modified by his informer pupil Anderson ( 1994 ) . ( See Appendix E ) . An of import rule of Bloom ‘s Taxonomy is that each degree must be mastered before doing advancement to the following. The cardinal component of Bloom ‘s taxonomy is in its prompt that we want pupils to hold many degrees at accomplishments. Bloom found that over 95 % of the trial inquiries require the pupils to believe merely at the minimal degree. Teachers should be professional in the preparation of the inquiries and pay attending to their dictions as wide or narrow diction could restrict pupils ‘ response. Furthermore, instructors ‘ inquiries should be based on the cognitive degree of pupils instead than their classs. Piaget, another psychologist, stated that larning and believing involve scholar ‘s engagement. Knowledge is non strictly transmitted verbally but must be constructed and reconstructed by the scholar. Intelligence is good kept through assimilation and adjustment ; hence, experiences should be considered to give opportunities for assimilation and adjustment. Harmonizing to Piaget, scholars need to research, to pull strings, to experiment, to inquiry, and to seek out replies for themselves – activity is indispensable. Direction should be individualized every bit much as possible and scholars should pass on with each others, to challenge and discourse issues. Piaget considers instructors as facilitators of cognition – they instruct, engage and motivate pupils. Learning is much more meaningful when larning springs from their experiences. Consequently, instructors can utilize assorted types of inquiries to excite the scholars ‘ believing about abstract constructs taking into consideration their developmental degree since development precedes acquisition. Teachers should carefully be after their inquiries and move from one phase to another depending on the cognitive procedure of the scholar, Therefore, there should be a correspondence between the cognitive degree of instructors ‘ inquiries and the cognitive ability of the pupils ‘ replies. Harmonizing to Vygotsky ( 1920s-1934 ) , rational development takes topographic point in term of societal history and sociocultural background ( Luria, I 976 ) . That is, cognitive accomplishments and forms of thought of an person are non congenital factors, but are gained from interaction within his sociocultural environment. Vygotsky believed that larning takes topographic point when kids are working within their zone of proximal development ( ZPD ) . That is, the ZPD describes undertakings that a kid has non yet learned but is capable of larning at a given clip. A cardinal thought derived from Vygotsky ‘s impression of societal acquisition is that of staging ; the aid provided by more competent equals or grownups. Typically, scaffolding agencies supplying a kid with a great trade of support during the early phases of acquisition. The instructor should see prosecuting pupils at the upper degrees enthusiastically without overpowering them. Vygotsky considered that the instruct or as a scaffold that can assist the persons learn by seting his instructions and inquiries harmonizing to the kid ‘s degree of public presentation — is an effectual signifier of learning. Unlike Piaget, Vygotsky believed that larning returns development. Vygostyan psychological science ( Vygotskij, 1978, 1999, 2002 ) ; any cognition is based on a peculiar degree of abstraction. As a consequence, the proper usage of instructors ‘ inquiry even in the signifier of fact could take to abstraction which is contrary to Bloom. A considerable figure of research workers have studied the usage of inquiries in the schoolroom by the instructors and their findings were congruous. The figure and types of inquiries asked by instructors during the instruction procedure varies. Harmonizing to Gall, ( 1970 ) the usage of inquiries in the schoolroom over a 50 twelvemonth period reveals that the chief tendency has been the development of techniques to depict inquiries used by instructor. It is clear for pedagogues that inquiries play an of import function in learning. Aschner ( 1961 ) called the instructor â€Å" a professional inquiries shaper † . Flander ( 1970 ) cited in Gall, ( 1970 ) P3 ) stated that inquiring inquiry is one of the 10 major treatments for analyzing instructors ‘ behaviours in the widely used system for interaction analysis. Hastings ( 1912 ) cited in Gall ( 1970 ) P3 ) . An mean instructor asks 400 inquiries in a twenty-four hours, this means that most of the instruction clip is occup ied with inquiries and replies. Educators by and large see oculus to oculus that instructors should emphasize the development of pupils ‘ accomplishment in critical thought instead than in remembering facts. Harmonizing to Gall, Approximately 60 % of instructor ‘s quest on callback facts, approximately 20 % require pupils to believe and the staying 20 % are procedural. In another survey by Hussein ( 2006 ) , three instructors observed asked a sum of 782 inquiries consisting academic, non-academic, and pseudo inquiries in 16 observation Sessionss. The perceiver documented ( 526 ) inquiries, three hundred fifty four ( 354 or 67.3 % ) of these inquiries were in the academic class. The bulk of the academic inquiries were low-level ( 458, 87 % ) and the staying 68 inquiries ( 13 % ) were high-ranking. In the survey of Graesser and Person ( 1994 ) , 96 % of the inquiries in a schoolroom environment are instructors ‘ inquiries. In add-on to being rare and short, student inquiries are besides simple ( Dillon, 1988 ; Flammer, 1981 ; Kerry, 1987 ) cited in Graesser A ; Person ) . That is, they are usually superficial, short-answer inquiries that deal with the content and reading of distinct stuff ; they are seldom high-cognitive inquiries that involve illations, multistep analysis, or the averment of critical judgement. Research Question: This paper is an effort to reply the undermentioned inquiry: What types of inquiries are used by the instructor? How different or similar are these inquiries to the researches findings? Methodology Design A descriptive survey design will be used to analyze the degree of inquiries posed by the instructors, based on the revised Bloom ‘s taxonomy of the inquiry degree. The consequences will be tabulated utilizing simple statistical analysis to advert some: Sums, and Percentages, Sample and Puting The research worker will carry on two Sessionss of observations in two nursing categories. These are: DI A ; DII ; each category consists of 25 and 28 grownup pupils severally and learns through talk based method. They lie in the ( Formal operational phase of development ) harmonizing to Piaget. Two instructors will be observed are: first is a holder of a maestro grade in Medical surgical nursing, has an experience for two old ages in nursing instruction ; the 2nd possess a Bachelor ‘s Of Nursing Science, and has seven old ages of learning experience. The oppugning technique of the instructor will be assessed and evaluated through direct schoolroom observation in relation to the cognitive theory ( Bloom, Piaget and Vygotsky ) The revised version of Bloom ‘s taxonomy ( updated by Anderson, 1994 ) will be used as a process to measure the degree of oppugning. ( See appendix E ) The ethical considerations of carry oning this piece of research were carefully considered. Three consent letters were obtained from the Branch Manager every bit good as the concerned instructors. Procedure: 1. A missive will be sent to the principal to acquire permission for observation. ( Appendix C ) 2. A missive will be sent to the concerned instructors that I will go to their categories. ( Appendix D ) 3. The schoolroom oppugning observation clip will be 100 proceedingss, 50 proceedingss for each Class session. 4. The findings of the survey will be compared with the consequences of the surveies done by Gall, 1970 ( The usage of inquiries in learning ) , Graesser and Person 1994, ( Question inquiring during tutoring ) and Hussein, 2006 ( Dimensions of Questioning: A Qualitative Study of Current Classroom Practice in Malaysia ) . Datas Analysis The figure and type of instructors ‘ will be counted and analyzed. I calculated the frequence of inquiries asked by the instructors and categorized them harmonizing to high cognitive order and low cognitive order based on bloom ‘s taxonomy. The per centum of the entire figure of inquiries was calculated to ease readability and comparing between two categories. Consequences Degree of inquiry Class I Class II Low Cognitive Remembering 25 ( 66 % ) 17 ( 63 % ) Understanding 10 ( 26 % ) 6 ( 22 % ) 92 % 85 % Using High Cognitive Analyzing 2 ( 5 % ) 2 ( 7 % ) Measuring Making 1 ( 3 % ) 2 ( 7 % ) 8 % 14 % Sum 38 27 Discussion: With regard to this figure of inquiries: The findings of this survey showed that the figure of asked inquiries ( C1 =38, C2 =27 ) falls in scope with the findings of the survey of ( Graesser and Natalie ) ’30 to 120 inquiries per hr ‘ With regard to the frequence of low cognitive inquiries: It is obvious from the findings that the bulk of inquiries ( C1 =92 % , C2 =85 % ) prevarication in the low cognitive order. Compared to the findings of ( Gall. 1970 ) and Hussein ( 2006 ) who severally found that 77 % and 87 % of instructors ‘ inquiries are of factual type. The figure of inquiries which lie in low cognitive order is rather higher based on my personal category room observations ; even the inquiries asked at the higher degree ( C1 =8 % , C2 =14 % ) were non answered right by the pupils. Teachers were noticed to feed the pupils with appropriated responses which will non excite abstract believing but contrary to that recalling and memorisation will ; term to be the existent term fro eg. 1. Scaffolding Teacher: What is the consequence of pneumonic high blood pressure on the right side of the bosom? Students: did non react to the inquiry. Teacher Scaffold them: Could depict the pneumonic circulation. 2. Formal operational: How is the clinical presentation of right ventricular failure different from the left side ventricular failure? Students: No response Traveling rearward from formal to concrete was quoted in the undermentioned event: Teacher: What are the maps of the left and right side of the bosom? Although the instructor was inquiring inquiries at frequent manner there was no adequate attending to the degree of the asked inquiries ; most of the inquiry did necessitate recalling and rote memory acquisition. This is an indicant that either instructors are non good trained or the higher order cognitive inquiries are non decently formulated or the pupils are non good coached to react to such types of inquiry. Students ‘ readying plays a function in reacting to higher degree of oppugning. If pupils are non good prepared, they will non be able to group the indispensable subject of the asked inquiry and therefore they will non catch up the higher cognitive degree inquiries. Connection with learning Theories: During my schoolroom observations, I was able to happen a nexus between many of the instructor ‘s inquiries and the cognitive theories from illustration. 1. Vygotsky /scaffolding: – Teacher: what is the consequence of left ventricular failure on the cardiac end product? – Students: did n’t react to the instructor and seemed confused. – Teacher gave them a intimation by simplifying the inquiries what are the determiners of Cardiac out? – Students answered: † Blood force per unit area, and contraction. – Teacher: What is the consequence of contract on CO? 2. Formal a Concrete ( Piaget ) Teacher: What is the principle behind dypsnea in platinum holding left ventricular failure? Students: did n’t reply Teachers: ( moves to concrete ) What causes dypsnea? Student: lung upset Teacher: What is incorrect with lung? Recommendations: Teachers must be cognizant of the different degree of inquiries. Teachers should be watchful to the importance of effectual schoolroom inquiry technique in advancing pupil apprehensions. Training plan should be conducted for instructors. Students should be trained and coached on how to react to higher order inquiries. Teachers should be cognizant that even higher order inquiries could be misused to fall in the low cognitive order. Teacher should see that each pupil does non larn in the same manner. Teachers should excite all the pupils to inquire and take part in the treatment. Teachers should do certain that appropriate waiting clip is given to reply the inquiries sing the degree of the inquiry. Teachers should inquire inquiries that encourage pupils to utilize schemes and critical thought accomplishments. Contemplation: Good inquiring technique improves the apprehension of the pupils and accordingly the result of the cognitive acquisition when the inquiries match the cognitive abilities of the pupils. Consequently larning and cognitive theories should be implemented in the schoolrooms. Furthermore, the consequence of this survey supports the recommendations of Gall that instructors do necessitate in-service and professional development programmed to better their inquiring accomplishments. Furthermore, the findings of Gall and Hussein are prevailing in the current survey. There are no indispensable alterations from 1970 boulder clay 2010. The research worker noticed that the inquiries were non distributed every bit among the pupils even a considerable portion of pupils were non engaged in the treatment particularly in DII. This could be due to hapless or unequal readying of the pupils, although it is the duty of the instructor to excite all the pupils. Furthermore, there was a noticeable job in the question-answer waiting clip ; for e.g. the instructor gave 15 seconds for a low cognitive inquiry whereas a high cognitive inquiry was given 12 seconds. The great majority of the inquiries were administered by the instructors and pupils were non encouraged to inquire inquiries. Restrictions of the survey It is worthy to advert that the range of this survey is limited to two instructors of nursing in one school in an educational zone. Some variables like instructor ‘s readying which influence the oppugning accomplishments were non measured. Students ‘ readying and inquiries were non measured besides. How to cite The use of teacher questions in learning and teaching, Essay examples

Understand Different Situational Business †Myassignmenthelp.Com

Question: Understand the Different Situational Business? Answer: Introducation Tata Motors Limitedis an Indian multinational automotive manufacturing company founded in the year 1945 headquartered inMumbai, India. It is a member of theTata Group. Its products include passenger cars, trucks, vans, coaches, buses, sports cars and military vehicles. Tata motors are Indias leading automobile manufacture, which is in the top most 5 manufactures in commercial vehicle in the world. Tata Motors is currently the global player, which is not just limited to Indian markets but also started expanding into several International Markets across the world. (Tata Motors.2017). It has also purchased the British companies like Land Rover and Jaguar. TMS is first Indian company, which has been listed in the stock exchange in New York. Tata Motors has auto manufacturing facilities in India, as well as in Argentina, South Africa, Great Britain and Thailand. It has research and development centres in India, South Korea, Great Britain and Spain. Tata Motors principal subsidiaries purchased the English premium carmakerJaguar Land Rover(the maker of Jaguar and Land Rover cars) and the South Korean commercial vehicle manufacturerTata Daewoo. Tata Motors has a bus-manufacturing joint venture withMarcopolo S.A.(Tata Marcopolo), a construction-equipment ma nufacturing joint venture withHitachi(Tata Hitachi Construction Machinery), and a joint venture withFiat Chryslerwhich manufactures automotive components and Fiat Chrysler and Tata branded vehicles (Retrieved, 2017). Supply Chain Management of Tata Motors Tata Motors produces tangible products. The automobile organization like Tata Motors produces tangible products such as commercial vehicle, passenger vehicle. It also produces intangible services. Intangible outputs are the services such as information for safest measures like safe drive, fuel save, end of life vehicle process and as well as other services are provided by the organization to its stakeholder. Any organization has to manage two types of demands. The demands are independent where the management is highly dependent on the certainty of the demand. The demand is assumable, which is called dependent demand. Independent demand is not predictable because such kind of demand will not be visible factors (Supply.2008). Logistic Supply chain management is used to gain competitive advantage, which was very useful for Tata Motors because they outsource their logistics to third parties. Tata Motors produces commercial vehicles, passenger vehicles, and defence vehicles. Their vehicle s are mainly sold to agents, dealers, businesses, and army. They also sell their cars directly to customers like households, company owned showrooms and small business. Tata Motors was mainly trying to increase the deals and establishing an easily accessible service points across the country to provide quality services after sales (Shoshanah Joseph, 2005). Operation Management of Tata Motors Operation management always deal with the main purpose of the business, which is to produce products and services. In the case of Tata Motors, Operation Management plays a key role, which is very much evident in the manufacturing process. They are busy preparing cheap cars, which is never easy, as it also requires some strategic planning to roll out inexpensive cars in the market. They have their own strategies, which is fulfilling the requirements of many but are not justifying the quality potentiality. Nevertheless, they are highly acknowledged for some outright manufacture such as heavy vehicles but they are more or less equally criticised for their cheap cars especially the Nano series cars (S L, 2012) Analysis Issues in Operation Management One weakness that Tata Motors faces is its inability to meet safety standards. Although they have made the most inexpensive car out in the market, it has yet to pass all the safety standards, which is a legal factor. Some consumers and pessimists inquire as to how Tata Motors can make such a cheap car and withstanding a car accident or not just falling apart after hitting something once. Pessimistic people also want to believe that car manufactures are already doing everything they can to keep costs low for the consumer, and if that is the case, then putting the cheapest car out in the market automatically questions if it is safe to drive. Tata Motors only have been making passenger cars for the approximately last ten years. This can be viewed as a weakness from a customer standpoint since a decade does not seem like a lot to consumers and therefore they will think that Tata Motors is inexperienced car manufacturing. In addition to this, they are specialist manufacturer of Heavy Vehi cles but not so for the cars. Nevertheless, some local companies are ahead to Tata manufactured cars in India. Those local companies are such as Maruti and Mahindra. It seems like that Tata Motors have made this as their strategy to produce cheap cars to capture substantial amount of customers. This is quite possible too as India capacitate a large number of middle class families and to them cheap cars are a good asset (Management Discussion and Analysis | Tata Motors Annual Report 2014-15. (n.d.)., 2017). One of the major opportunities that Tata Motor have is that as of right now 90 percent of China and India's adult population do not own cars, partly because cars are costly and require more expenses after being purchased. Therefore, the market for a low-priced car is huge, which is beneficial for the Tata Motors perfectly since they produce the lowest priced cars in the market. This is a huge opportunity for Tata Motors because if they can get their feet into that market of people that do not have cars because they cannot afford them, then they will make large profits down the road. The JLR acquisition is the other difficulties in Tata Motor, which has not performed as expected. In 2nd 2008, Tata Motor acquired the Jaguar Land Rover Business from the Ford Motor Company for a net consideration of $2.3 billion. Shortly after the acquisition in 2008, Tata Motors itself noticed that they are encumbered with a debt of Rs. 21,900 Crore, an unbearable situation for the company who were practically debt free. The product was not moving and the stock was hitting the bottom at Rs. 126.45 on 20th November 2008. Market capitalization was reduced than what it had paid for JLR. One of the Tata executives said that the The global slowdown has put the company under tremendous pressure because the management of JLR had just separated from one big organization and was attaching itself to another not-so-big group and they were not yet kind of experienced living independently (2010, November 14). That is when Ratan Tata made it clear that JLR acquisition was never a mistake and it would work out. The fiscal ended in March 2009 where the Tata Motors first showed its annual loss in last seven years. The JLR unit made a loss of Rs. 1800 crore. Cash was the No.1 priority for Tata as the JLR was haemorrhaging money and company needed to look help from outside of the world. Since, the JLR did not have cash management system of its own, Tata Motors turned to KMPG consultants (Sood, 2017). After Tata had faced much more issues and JLR was unprofitable, the KMPG consultants then started observing, cash started to be managed on an hour-to-hour basis what cheque was going out, what cheque was coming in (2010, November 14). Then during spring, March Munich- based Roland Berger Strategy consultants were to keep tab on the costs. Thus, the only aim for Roland Berger was very simple: make JLR profitable. The last weakness is related to the leadership changes, which has also affected the sales of the company. Tata Group surprisingly removed Cyrus Mistry from the board. Ever since then, the Stock has fallen down in the range for 1 to 4 percent each. It was much higher than expected for the fall in the shares is higher than the marginal level (Rossolillo, 2017). Slowly they gain profit as they have their own new ideas to develop. Nobody is making any interference, as everyone is silent because of the Chairman being out. Conclusion To conclude, these are the operations management issues of the Tata Motors, which is the largest organization in the market in various fields. There would definitely be problems and difficulties for any company. Tata Motors have had ups and as well as down to speak off. Tata Motors has its Statistics up and down for the past few years. It had also acquired the luxury JLR; the Nano is also another issue for Tata Motors, which has its own advantages and disadvantages. Last but not the least the leadership has also been a major factor for Tata Motors revenue. In Operations Management, there are many issues where the company or an organization faces its own problems because of the fact that the management is the relationship between the operations and the processes. References Management Discussion and Analysis | Tata Motors Annual Report 2014-15. (n.d.). (2017, April 05). Retrieved from tatamotors.com/investors/financials/70-ar-html/mda4.html: https://www.tatamotors.com/investors/financials/70-ar-html/mda4.html Retrieved. ( 2017, April 05). Largest Indian Automobile Manufacturer. (n.d.). Retrieved from tatamotors.com: https://www.tatamotors.com/ Rossolillo, N. (2017, Apr 07 ). 3 Reasons Tata Motors' Stock Is Tanking." The Motley Fool". . Retrieved from www.fool.com/investing/2016/11/21/3-reasons-tata-motors-stock-is-tanking.aspx S L, G. (2012). sales and Operation management. Shoshanah, C., Joseph, R. (2005). Strategic Supply Chain Management. Sood, V. (2017, April 07). How Tata Motors turned JLR around. Retrieved from https://www.livemint.com/Companies/UhROXPttBWa40lVOgtS6wL/How-Tata-Motors-turned-JLR-around.html