Geothermal Energy is the Solution to the Energy Crisis Essay examples -

Geothermal Energy: A Solution to the Energy Crisis Abstract So far, scientists have not found a successful substitute for fossil fuels that can handle both the large demand for energy and solve the global warming problem. I propose that geothermal energy is a clean, widely available, and renewable alternative to the usage of fossil fuels. In this paper, I will explain how use of geothermal resources can be energy-efficient, environmentally clean, and cost-effective. I believe that the US government should increase funding for geothermal energy research. This may be the solution to our present energy crisis and global warming. Introduction There is a call of action to solve today’s energy crisis. What we need urgently is a clean, abundant, and reliable source of energy. Geothermal energy may be the solution. Geothermal energy does not produce CO2 and is inexpensive compared to the unbelievably high gas prices. This type of energy is also renewable so it can continue to feed the growing population of the world. â€Å"New [geothermal] facilities can produce electricity for being between 4.5 and 7.3 cents per kilowatt-hour, making it competitive with new conventional fossil fuel-fired power plants.† (Union of Concerned Scientists, 2) This shows that if there is more research focused onto this topic, geothermal energy may become the solution to our energy crisis. Current Energy Consumption Currently, the energy consumption has been increasing exponentially. Energy consumption increases by 2% each year causing a doubling in only 35 years. As of 2003, the energy consumptions in quadrillion BTU (British Thermal Unit= 1055.06 Joules) are: North America- 118.3, Europe- 127.4, Asia- 120.2, Middle East- 19.6, Central/South America- 21.9, ... ...y source." 22 Jan. 2007. 27 June 2008 . Moore, Bill. "Sustainble Iceland: Geothermal Wonderland." 25 July 2008 . Sandoval, Steve. "Valles Caldera Geothermal focus of talk Thursday at Laboratory's Bradbury Science Museum." 26 July 2008 . Solar4Scholars. "Geothermal Energy." 25 July 2008 . Union of Concerned Scientists. How Geothermal Energy Works. 21 July 2008 . World Chancing Team. ""Hot Rocks" for Home Energy." Tools, Models and Ideas for Building a Bright Green Future. 21 July 2008 .

Language and Communication Needs Essay

You are one of the support workers for a ten year old child who has learning disabilities and needs support at school. The child has language and communication needs. Describe the methods and strategies you might use to enable him to communicate with you. How to use specific methods of communication? Some children need particular help in order to communicate and interact. Speech alone may be difficult for them and they may require special methods of communication. There are several of these and usually advice will be given by a speech therapist in consultation with parents as to which one to use and how to use it. Over the past few years, the range of methods has increased and technology is increasingly being used. Voice simulation has, for example, meant that children can press a picture or type in a computer or handheld device and have ‘their voices’ heard. In the same way, for children who find in hard to write, voice recognition can put their words into writing. Below are some examples of the methods that might be used. – Visual systems Some children need visual cues in order to make sense of language. If the child you are working with uses a system of visual communication, you will need to spend time learning how to use it quickly and fluently. – Picture representations Some children benefit from using pictures to supplement communication. You may show a child a picture of an apron and at the same time say the word so that the child knows that they need to get their apron. – Picture exchange system This system, based on pictures, not only helps children to understand the meaning of words but also help them to learn about the way in which communication is a shared and a two-way process. The child takes and receives pictures and so learns how to interact. – Sign representations Some children’s cognitive development is the reason why they find it hard to talk and communicate. At first, babies learn about language through seeing the object that the adult is talking about at the same time as hearing the word. For example, an adult may point to a cat and say ‘cat’. The child than remembers the word and so eventually does not need the cat to be around to know what the word means. For some children, sounds alone are not enough and they need to have their language supported by signs. A common sigh system is Makaton. It helps children link the word to an action or object and so is easier for them to understand. Makaton is not a language in itself but a tool to help language. It is important not to confuse Makaton with British sigh language, which is not used for the same purpose. – British sign language British sign language is an alternative form of communication. It is a complete language and is used instead of speech. Users if sign language do not have learning difficulties. Most users have significant hearing loss and so need a different way of communicating. Music can be an incredibly effective therapeutic and educational medium for young children and individuals with special needs. Singing can stimulate growth in many areas of a child’s development and in several areas simultaneously. By singing with children, we may help stimulate language and communication skills, encourage interaction, assist in learning academic concepts, encourage self expression, increase self esteem, help him relax, and help establish routines. How to remove barriers in communication: A child might not be able to hear instructions or what other children are saying – Write down instructions or show pictures to help children understand what is happening. – Encourage other children to face the child so that it is easier for them to hear. – Use pictures or signs to help children to communicate with each other. – Plan games in which action is more important than hearing or talk. Useful strategies Try to: †¢ speak in clear, short, simple sentences †¢ simplify instructions †¢ support speech with visual prompts, signs or gestures †¢ use pictures/symbols to aid understanding †¢ ensure prompt referral to a speech and language therapist, or the provision of specialist speech and language intervention within the educational setting †¢ encourage regular, constant reinforcement of skills introduced at speech and language sessions. Strategies for or those with language impairment/delay It helps to: †¢ use simple sentences and instructions, reinforcing key words †¢ ask a child to tell you in their own words what they have been asked to do †¢ reinforce learning by repeating answers (from the child or others) †¢ encourage ‘good listening’ †¢ encouraging the child to (learn to) read †¢ use visual timetables/prompts gestures, signing eg Makaton or written instructions to reinforce the spoken word provide visual clues, don’t just talk about a cylinder, let them see it, feel it, play with it, find different cylinders †¢ teach word association skills †¢ teach the nuances of language, meanings of jokes, idioms, body language, facial expressions etc †¢ make use of books, role play, drama, singing, social stories to explain social situations and develop social skills and understanding †¢ play games that encourage listening and/or social skills †¢ plan the careful use of computers and ICT to facilitate learning. Types of disorders Speech disorders Speech disorders involve difficulties producing speech sounds or problems with voice quality. They might be characterised by an interruption in the flow or rhythm of speech, such as stuttering (which is called dysfluency). Speech disorders include problems with articulation (the way sounds are formed), or phonological disorders, or difficulties with the pitch, volume or quality of the voice. There may be a combination of several problems. Experiencing difficulty with some speech sounds may be a symptom of a delay, or of a hearing impairment. It can be difficult to understand what someone with a speech disorder is trying to say. Language disorders Language disorder is an impairment in the ability to understand and/or use words in context, both verbally and non-verbally. Characteristics of language disorders include improper use of words and their meanings, problems with sentence structure, inappropriate grammatical patterns, reduced vocabulary and inability to express ideas, or follow directions. One or a combination of these may occur in children who are affected by language-learning disabilities (such as dyslexia) or developmental language delay. Children may hear or see a word, but not be able to understand its meaning. Often, being unable to communicate frustrates them. The effects of language difficulties vary from mild and transient, perhaps requiring some short-term specialist intervention, to severe and long-term, requiring continual specialist input. Some children have specific language problems others have additional difficulties such as hearing impairments.

Achieving A Successful Knowledge Transfer In Strategic Alliances - Free Essay Example

Sample details Pages: 16 Words: 4913 Downloads: 6 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Knowledge was closely investigated by academic researchers for the last few decades. It is nowadays considered as one of the most important strategic assets (Winter, 1987) that contribute to the competitive advantage of the firms (Kogut and Zander, 1992); this perspective is associated with the knowledgeà ¢Ã¢â€š ¬Ã¢â‚¬Å"based view (Grant, 1996). Resulting from that numerous studies exist about knowledge. Don’t waste time! Our writers will create an original "Achieving A Successful Knowledge Transfer In Strategic Alliances" essay for you Create order As Winter (1987) suggests, knowledge can be created, stored and transmitted (transferred), exploited and the ability to success in these activities represents the essence of the firm. Different studies consider these various stages. However, the process of transfer is very interesting to reflect on because it is precisely knowledge transfer that has been established by several academics as having a major impact on performance (Cohen and Levinthal, 1990; Osterloh and Frey 2000). Some literature analyzes the process of knowledge transfer itself (Oà ¢Ã¢â€š ¬Ã¢â€ž ¢Dell and Grayson, 1998; Szulanski, 2000), and its determinants (Grant and Baden- Fuller, 2000), other its boundaries (Szulanski, 1996; Salk, 1996; Hennart et al. 1999; Dyer and Hatch, 2006; Heiman and Nickerson, 2004). Together the authors try to shed light on the stages of knowledge transfer and factors that can positively or negatively contribute to it. Despite the abundance of studies, some researchers like Wagner (2005) call for the investigation of à ¢Ã¢â€š ¬Ã…“soft issuesà ¢Ã¢â€š ¬? such as absorptive capacity and culture in successful knowledge sharing. Moreover, different researchers (Inkpen, 2000; Mowery et al. 1996), studied knowledge in the context of a strategic alliance. Some studies convey the idea that this might be the most appropriate form of collaboration in order to share (transfer) knowledge because of several advantages (Grant and Baden-Fuller, 2004). Other academics, as Simonin (1999), define difficulties that alliances face in the process of knowledge transfer. Therefore it might be useful to combine these ideas and see what makes alliances being so unique and how knowledge can be transferred in these structures. This literature review is meant to integrate various studies to make a clear picture of what makes the transfer of knowledge successful in-between partners of strategic alliance by reviewing determinants of knowledge transfer, particularities of alliances and possible strategies to follow in order to achieve the transfer. Problem statement The problem indication brings us to delimitate the following area of research: Successful knowledge transfer in a strategic alliance Research Questions Since knowledge becomes an essential asset, and its manipulation might have strong impact on the wellbeing and performance of the firm, it is interesting to investigate the knowledge transfer. Our inquiry will be done by first looking at what is knowledge and its different kinds. Then the models of knowledge transfer (in general) will be considered to see how knowledge is shared, finishing with the factors that can impact positively or negatively (barriers) on this process, this includes the à ¢Ã¢â€š ¬Ã…“soft issuesà ¢Ã¢â€š ¬? sited previously. Research question 1: What are the key determinants in the process of knowledge transfer? Strategic alliances are often used by firms to transfer knowledge. Several studies might convey the idea that alliances is the most appropriate form of cooperation in order to transfer knowledge, that is why in the second research question we are going to discuss characteristics and particularities of alliances that contribute to build a solid ground for knowledge transfer. Research question 2: What characteristics and particularities of the strategic alliance might shape the process of knowledge transfer in this form of cooperation? Perhaps the most practical issue for organizations involved in the process of knowledge transfer within a strategic alliance is the one that deals with practices to implement and strategies to follow for both partners. Therefore the third research question will deal with possible behavior and ways of doing that can facilitate the knowledge transfer within a strategic alliance. Research question3: What strategies and behavior could the parties of the strategic alliance adopt  (implement) to enhance the transfer of knowledge and cope with the difficulties alliance might face? Research methods This is a descriptive research that will be done in the form of literature review. The data sources are the existing academic literature in the field of management, strategy and organization science. The literature includes top journals such as Journal of Management Studies, Strategic Management Journal, Knowledge and Process Management, Academy of Management Journal Structure of the thesis In the second chapter the investigation will be done in order to gain knowledge of what could be the determinants of the knowledge transfer in general (without considering the context of the strategic alliances). To do this, first of all, knowledge and its different kinds have to be defined. Following that the review of the literature about the process of knowledge transfer itself will be made. Chapter 2 will end with the review of possible factors that can affect the process by whether contributing to its success or by creating barriers to it. In the third chapter we are going to take a closer look on the strategic alliances. Following the definition, the discussion will pursue in order to understand why certain researchers think that strategic alliances are the most appropriate form of collaboration between firms for the process of knowledge transfer. Moreover, in this chapter we are going to look if certain characteristics of the alliance can ameliorate the transfer (i.e. firmà ¢Ã¢â€š ¬Ã¢â€ž ¢s similarities, orientation, strategy, resources). The last research question will be answered in the fourth chapter by examining the possible strategies and behaviors that companies involved in the alliance could undertake to enable a successful knowledge transfer, while they might face several challenges. At the end, conclusions will summarize this literature review bringing up possible questions for future discussion and useful recommendations about knowledge transfer within a strategic alliance. Chapter 2: The determinants in the process of knowledge transfer 1/ What is knowledge In general knowledge is considered to be gained by observation, study and experiences. It is the mixture of values, context information, expert insight (Davenport and Prusak, 1998) that resides within the person. It can be accumulated and subjected to improvements unlimited number of times. It is difficult to distinguish knowledge in itself from data and from information. Knowledge is neither of these two. Data results from transactions and information is derived from data. Fransman (1998) clearly underlines the fact that knowledge is indeed à ¢Ã¢â€š ¬Ã…“processed informationà ¢Ã¢â€š ¬?. In this sense it is also possible to say that knowledge is socially constructed (Pentland 1995): individuals produce knowledge by processing information through their intellect. They act on knowledge by their actions and going through experiences, meanwhile their perspectives and insights change creating the opportunity to proceed differently in new situations, when new sets of information are available (Quinn et al. 1998; Weick 1995). 2/ Types of knowledge Another approach to introduce knowledge would be to state its different kinds: tacit and explicit. The observation of the existence of the explicit knowledge goes back to Polanyi (1966). Later the number of terms used were substantially enlarged to: formal, verbal knowledge (Corsini, 1987), declarative knowledge (Kogut and Zander, 1992), theoretical kind of knowledge (Nonaka and Takeuchi 1995), articulated or articulable knowledge (Hedlund, 1994; Winter, 1987), a à ¢Ã¢â€š ¬Ã‹Å"know-whyà ¢Ã¢â€š ¬Ã¢â€ž ¢ knowledge (Sanchez 1997). To Polanyi (1966) explicit knowledge is easily subjected to codification in a formal language (can be stated or written down). Winter (1987, p. 171) agrees on that definition by saying that this type of knowledge can à ¢Ã¢â€š ¬Ã‹Å"be communicated from its possessor to another person in symbolic form and the recipient of the communication becomes as much à ¢Ã¢â€š ¬Ã…“in the knowà ¢Ã¢â€š ¬? as the originatorà ¢Ã¢â€š ¬Ã¢â€ž ¢. Sobol and Lei (1994) identified two ways in which one can think about explicit knowledge. The first one in terms of communicability: it is easily written down, encoded, explained, or understoodà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Sobol and Lei, 1994, p. 170). Ità ¢Ã¢â€š ¬Ã¢â€ž ¢s also possible to think about this kind of knowledge in terms of possession: à ¢Ã¢â€š ¬Ã‹Å"such knowledge is not specific or idiosyncratic to the firm or person possessing ità ¢Ã¢â€š ¬Ã¢â€ž ¢ (p. 170). Perhaps for this research the most interesting type of knowledge is the tacit knowledge because it is the one that largely contributes to competitive advantage of the firm. In fact, it was determined by several scholars (Delios and Beamish, 2001; Fang et al., 2007; Pisano, 1994) that tacit (as well as complex and specific) knowledge brings organizations to better-quality performance if its transfer was successfully accomplished. Also it is the type of knowledge that is considered to bring substantial competitive advantage by several academics (Nonaka, 1991; Grant, 1993; Spender, 1993). Polanyi (1966) wrote that tacit knowledge is non-verbalizable, intuitive and unarticulated. Consequently it is hard to replicate and share. Deeper understanding was brought by Nonaka (1994) and (Sternberg, 1994) who both support the fact that tacit knowledge is context-specific: it à ¢Ã¢â€š ¬Ã‹Å"is a knowledge typically acquired on the job or in the situation where it is usedà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Sternberg, 1994, p. 28). Nonaka (1994) as other researchers also wrote that tacit knowledge is personal (Sanchez 1997), difficult to articulate, and highly linked with action (Nonaka and Takeuchi 1995). Therefore, on the one hand tacit knowledge is very difficult to transfer but on the other hand this same characteristic makes it being a critical and strategic resource of the firm and its competitive advantage, because competitors can hardly replicate it (Grant,1993; Sobal and Lei, 1994). 3/ Models: How to transmit knowledge Before getting to discussion in which the transfer of knowledge involves strategic alliances, it is useful to look at the process itself. Several models attempt to explain the basics of knowledge transfer. Some of them identify key elements that play a role this process, other present stages and steps, finally some conditions are also acknowledged. In order to understand how knowledge is transferred it is possible to first look at the definitions in cognitive psychology. At the individual level, the transfer was defined as à ¢Ã¢â€š ¬Ã…“how knowledge acquired in one situation applies (or fails to apply) to anotherà ¢Ã¢â€š ¬? by Singley and Anderson (1989). The transfer of knowledge in the organizational context also involves transfer at the individual level because the evolution of knowledge merely occurs when individuals express the will to share their experiences and insights with others (Davenport and Prusak, 1998; Kim and Mauborgne, 1998). This movement of knowledge through various levels of organization from individual, through group, up to organizational was identified by Nonaka (1994) as the concept of à ¢Ã¢â€š ¬Ã…“spiral of knowledge creationà ¢Ã¢â€š ¬?. The same process as on individual level occurs also at other levels such as group, department, divisionà ¢Ã¢â€š ¬Ã‚ ¦ Here the transfer of knowledge is the process in which knowledge and experience of one unit (company, group or department) affects another. Szulanski (2000, p.10) supports this vision: à ¢Ã¢â€š ¬Ã‹Å"Knowledge transfer is seen as a process in which an organization recreates and maintains a complex, causally ambiguous set of routines (i.e. knowledge and expe riences) in a new setting (i.e. another company, department, divisionà ¢Ã¢â€š ¬Ã‚ ¦)à ¢Ã¢â€š ¬Ã¢â€ž ¢. Knowledge transfer can be regarded as process which is composed of basic elements. Szulanski (2000) identified them as: source, channel, message, recipient, and context. Obviously, source is the unit from which the message (knowledge) will flow to the recipient by the channel and the whole process will be considered in a particular organizational context which can be fertile (facilitates knowledge transfer) or barren (problems occur with transfer). In the same research he explained several stages of the process of knowledge transfer. The process usually starts by the initiation. Then comes the implementation phase divided into several stages: à ¢Ã¢â€š ¬Ã‹Å"the initial implementation effort, the ramp-up to satisfactory performance, and subsequent follow-through and evaluation efforts to integrate the practice with other practices of the recipientà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Szulanski 2000, p.12) Furthermore, Oà ¢Ã¢â€š ¬Ã¢â€ž ¢Dell and Grayson (1998) elaborated six steps in the knowledge transfer. Primary the identification of important knowledge is necessary. From this point on it is essential to collect the knowledge systematically and then organize the knowledge. When knowledge has been organized it can be shared (transferred), but before the final stage of usage of knowledge to solve problems, it has to be adapted. A number of conditions of knowledge transfer were presented by Grant and Baden-Fuller (2000). There are three main conditions of knowledge transfer. Firstly, the transmitterà ¢Ã¢â€š ¬Ã¢â€ž ¢s knowledge must be capable of being expressed in a communicable form. It is effortlessly done with explicit knowledge, however tacit knowledge has to be made explicit with the help of an expert system or be shared trough à ¢Ã¢â€š ¬Ã‹Å"process of observation and imitationà ¢Ã¢â€š ¬Ã¢â€ž ¢ (p.122). What is more, transferred knowledge must be understandable to the source and the recipient. Therefore both have to use à ¢Ã¢â€š ¬Ã…“common knowledgeà ¢Ã¢â€š ¬? which can be expressed in terms of the same language, information technology skills and culture. Finally, the new knowledge transferred from the source to recipient must be capable of aggregation which means that it would be possible to add to already existing knowledge. 4/What factors can influence the transfer of knowledge (positive and negative) Several features may play a substantial role in the process of knowledge transfer. When looking at the literature the most obvious in terms of determinants of knowledge transfer, might be the type of knowledge that is transferred. Explicit knowledge is easy to codify and to transfer. Conversely, a large number of studies, like Grant (1996), report the negative influence of knowledge tacitness on its transfer. In general it is considered that tacit knowledge is very difficult to share because of the complexity of its codification (Reed and DeFillippi, 1990) and organizational embeddedness (Kogut and Zander 1992) and that it contributes to creating ambiguity which can most of the times create barriers to the process of transfer. Simonin (1999, 2004) proposed a model in which knowledge tacitness indirectly influences knowledge transfer through ambiguity; it nevertheless specifies the importance of knowledge tacitness as critical factor which makes knowledge transfer difficult. Academics like Grant (1996), Reed and DeFillippi (1990) and Zander and Kogut (1995) raise the issue of complexity of knowledge. Complexity may appear for example when different kinds of skills and wide range of knowledge (individual, team-based experiences, technologies) have to be shared. The more complex the knowledge, the more difficult it is to share. Reed and DeFillippi (1990) also considered the influence of the specificity on knowledge transfer. The term refers to knowledge which is related only to certain kind of transaction relations. Williamson (1999) defined specificity as à ¢Ã¢â€š ¬Ã‹Å"the ease with which an asset can be redeployed to alternative uses and by alternative users without loss of productive value.à ¢Ã¢â€š ¬Ã¢â€ž ¢ From these studies it is now clear that tacitness, complexity and specificity impedes to knowledge transfer by creating ambiguity. According to Simonin (1999) tacitness has the greatest influence in this relationship, followed by specificity, which is much less significant and finally complexity. It seems that culture and willingness to share, elements often cited as factors that can influence knowledge transfer, are interrelated. Willingness to share is one of the key determinants of knowledge transfer; this means that one must be willing to share and the other one to receive. It is not always easy to let go from knowledge. As Bernstein (2000) suggests that willingness to share is influenced by identity because an individual might have a psychological ownership over the knowledge he possesses. Furthermore, Alavi and Leidner (1999) made a good remark about the fact that it will be difficult for organizations to share knowledge and integrate knowledgeà ¢Ã¢â€š ¬Ã¢â‚¬Å"based systems without primary having the information sharing culture (i.e. valuing information sharing). Davenport (1997) describes this as open versus closed culture. Very similar to the concept of willingness to share, Szulanski (1996, p.12) argued that lack of motivation also has to be considered as one of the barriers to the process of knowledge transfer because it may à ¢Ã¢â€š ¬Ã‹Å"result in procrastination, passivity, feigned acceptance, sabotage, or outright rejection in the implementation and use of new knowledge.à ¢Ã¢â€š ¬Ã¢â€ž ¢ Szulanski (1996) also noticed another barrier of knowledge transfer. Absorptive capacity is one of the very well known elements that influence the transfer of knowledge. It is the ability to à ¢Ã¢â€š ¬Ã‹Å"exploit outside sources of knowledgeà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Cohen Levinthal, 1990, p. 128) and integrate it by replacing old practices by new ones, which is not always effortless (Glaser, Abelson, Garrison, 1983). Chapter 3: Particularities of strategic alliances shaping the process of knowledge transfer Combining resources is the logical response to the harshness of nowadays competition. Other factors as the increase in customersà ¢Ã¢â€š ¬Ã¢â€ž ¢ expectations and the less strict regulatory barriers also led companies to form alliances (Gomes-Casseres 1994; Harrigan 1988; Kogut 1988; Nielsen 1988). Reid, Bussiere, Greenaway 2001 (alliance formation issues) Moreover, scholars have identified several key reasons for firms to form alliances. Among these usually appears risk mitigation, economies of scale/scope, entries to new markets (Inkpen 2000; Hennart, 1988; Kogut, 1988), and facilitated flows of technology-based capabilities (Mowery et al. 1996; Kogut, 1988; Cohen and Levinthal, 1990; Hamel, 1991) + (Mariti and Smiley, 1983; Hamel et al., 1989; Shan, 1990; Powell and Brantley, 1992; Mody, 1993; Khanna, 1996) Mowery 1996. However these are not the only possibilities alliances are able to provide. Alliances can be considered as one of the means for knowledge gaining and sharing, besides mergers and acquisitions. According to Inkpen (2000) there exist several possibilities for companies to transfer and gain knowledge: à ¢Ã¢â€š ¬Ã…“internalization within the firm, market contracts, and relational contractsà ¢Ã¢â€š ¬?. He considers individual strategic alliances as relational contracts that permit knowledge acquisition and transfer, suitable in the context where knowledge is complex and hard to codify, whereas market based transfers are considered to be more efficient for product related (embodied) knowledge. Number of other researchers also supported the fact that alliances permit firms to share knowledge and ultimately to learn from the partners (Grant, 1996; Hamel, 1991; Khanna et al., 1998; Kogut, 1998). Inkpen (2000, p.1019) wrote: à ¢Ã¢â€š ¬Ã‹Å"Through the shared execution of the alliance task, mutual interdependence and problem solving, and observation of alliance activities and outcomes, firms can learn from their partners.à ¢Ã¢â€š ¬Ã¢â€ž ¢ 1/ Definition strategic alliance In the literature it is possible to find several key characteristics of an alliance. An alliance is usually created between two or more firms that cooperate together in order to achieve some strategic objective, create value that they would not be able to achieve on their own (Borys and Jemison, 1989) and pursue a set of goals (Harrigan 1988; Yoshino and Rangan 1995). Partners are complementary and contribute with their resources and capabilities (Teece, 1992); they are involved in a range of interdependent activities (Contractor and Lorange 19882002) and share benefits and risks of the alliance. Dussauge et al. (2000, p.99) described an alliance between two Knowledge Based Enterprises as: à ¢Ã¢â€š ¬Ã‹Å"an arrangement between two or more independent companies that choose to carry out a project or operate in a specific business area by co-coordinating the necessary skills and resources jointly rather than either operating alone or merging their operationsà ¢Ã¢â€š ¬Ã¢â€ž ¢. Some academics consider alliances to be arrangements in which firms establish exchange relationship without joint ownership being considered as a form of alliance (Dickson Weaver, 1997); others consider equity alliances such as joint ventures, also be a form of alliance (Mowery et al. 1996). In this research all possible forms of alliances are considered: a non-equity alliance (co-operation without creation of new organization or exchange of equity); an equity alliance (unilateral or bilateral equity holding among partners without creation of the a new firm); a joint venture (new firm is created, involving joint resources, where partners share ownership and control) Reid, Bussiere, Greenaway 2001 (alliance formation issues) Mowery et al. (1996) have as well identified various types of alliances: equity joint venture, license agreement, cross-licensing and technology sharing, customer-supplier partnership, mixed modes, RD contract, and joint development agreement. 2/ Why strategic alliance can be considered (by certain researchers) the most appropriate form of collaboration for knowledge transfer? à ¢Ã¢â€š ¬Ã‹Å"Accordingly, of all approaches to knowledge imitability between a knowledge holder and a knowledge seeker, strategic alliances constitute perhaps the most adequate, but nevertheless challenging vehicle for internalizing the otherà ¢Ã¢â€š ¬Ã¢â€ž ¢s competencyà ¢Ã¢â€š ¬Ã¢â€ž ¢ Simonin (1999, 595). There are several forms of interorganizational exchange that enable firms to protect valuable resources including mergers and acquisitions, licensing and alliances (Coff, 1997). There are two kinds of knowledge explicit and tacit (Polanyi, 1966), therefore if two firms share knowledge, it will be explicit explicit, explicit tacit or tacit tacit. Licensing can provide a solution for the first two combinations. Yet, it is very hard to gain competitive advantage with explicit knowledge resources, because they might be sold to other companies. By contrast, competitive advantage occurs when tacit knowledge assets are combined, provided their ambiguity, complexity and inimitability (Barney 1991; Dierickx and Cool 1989). This is done through alliances or mergers and acquisitions. Reid, Bussiere, Greenaway 2001 (alliance formation issues) Conventional sale contracts, markets, mergers and acquisitions seem to be less attractive structures for knowledge transfer in comparison with alliances. Coff (1997) found that it is not easy to evaluate the value of knowledge based resources, primary because of their tacitness (Mowery, 1983; Pisano, 1990). Firms that want to acquire new knowledge will have to face uncertainty concerning its characteristics and difficulties to determine its quality and to be certain of the transferability of the knowledge held by another firm. Some researchers raise a concern about the fact that in some cases the firm that will acquire knowledge is not certain to be able to deploy it (Flamholtz and Coff 1994; Haspeslagh and Jemison 1991; Polanyi 1966; Zander and Kogut 1995). In this sense, alliance permits to mitigate risks of bad investments. The à ¢Ã¢â€š ¬Ã‹Å"indigestibilityà ¢Ã¢â€š ¬Ã¢â€ž ¢ problem of MA, quite the opposite of alliances, was discussed by several academics (Hennart and Reddy, 1997; Inkpen and Beamish, 1997; Dunning, 1997). Indigestible assets are those who come with valuable assets during the transaction (Nonaka 1994). In fact, for some of these assets (in this case knowledge) the aftermarket may not exist after the acquisition. Within an alliance the company does not have to pay for à ¢Ã¢â€š ¬Ã‹Å"digestionà ¢Ã¢â€š ¬Ã¢â€ž ¢ of non-valuable assets and has access to important knowledge resources held by the partner. Reid, Bussiere, Greenaway 2001 (alliance formation issues) Grant and Baden-Fuller (2004) identified some advantages of alliances related to knowledge like possibility to achieve à ¢Ã¢â€š ¬Ã…“early-moverà ¢Ã¢â€š ¬? advantage and risk spreading. Early-mover advantage signifies recombining knowledge into innovative products in a quickly advancing knowledge environment. More precisely, this means à ¢Ã¢â€š ¬Ã‹Å"to quickly identify, access, and integrate across new knowledge combinationsà ¢Ã¢â€š ¬Ã¢â€ž ¢. In this situation strategic alliances enable company to quickly access knowledge necessary for introduction of new products to market. Grant and Baden-Fuller (2004) wrote: à ¢Ã¢â€š ¬Ã‹Å"The greater the benefits of early-mover advantage in technologically-dynamic environments, the greater the propensity for firms to establish interfirm collaborative arrangements in order to access new knowledge.à ¢Ã¢â€š ¬Ã¢â€ž ¢ A risk exists in terms that sometimes a company might be uncertain about the future knowledge requirements and knowledge acquisition and integration takes time, the investments are risky (Grant and Baden-Fuller, 2004): à ¢Ã¢â€š ¬Ã‹Å"The greater the uncertainty as to the future knowledge requirements of a firmà ¢Ã¢â€š ¬Ã¢â€ž ¢s product range, the greater its propensity to engage in interfirm collaborations as a means of accessing and integrating additional knowledge.à ¢Ã¢â€š ¬Ã¢â€ž ¢ Powell (1987) also noticed that alliance formation diminishes the risk that knowledge will dissipate quickly. 3/ Which characteristics and capabilities of alliance partners can ameliorate the transfer of knowledge? Before considering the transfer of knowledge, it is important to underline, that both partners of an alliance are expected to possess valuable knowledge (Eisenhardt and Schoonhoven 1996). Ahuja (2000) considered such knowledge possession as opportunity for linkage-formation. He also identified three categories of valuable knowledge assets that are: technical capital (capability to create new products, technology and processes), commercial capital (supporting resources) and social capital (useful networks). Throughout the literature it is possible to distinguish some capabilities that are important for proper functioning of the knowledge based alliance: absorptive capacity, combinative capability, experience with alliances, suitable design for knowledge exchange, and choice of alliance structure. In numerous studies, absorptive capacity plays an essential role in the process of knowledge transfer and learning within strategic alliances (Lane and Lubatkin, 1998). Van den Bosch et al. (1999) wrote that it combined the à ¢Ã¢â€š ¬Ã‹Å"evaluation, acquisition integration and commercial utilization of knowledge obtained from sources exogenous to the firmà ¢Ã¢â€š ¬Ã¢â€ž ¢. Absorptive capacity is susceptible to evolve and augment through activity (Barringer and Harrison, 2000) because it is à ¢Ã¢â€š ¬Ã‹Å"historical and path dependent in natureà ¢Ã¢â€š ¬Ã¢â€ž ¢ as was defined by Cohen and Levinthal (1990). Grant (1996) recognized that knowledge absorption capability can be influenced by: the degree to which the expert knowledge held by organizational members is utilized; the width of specialized knowledge required from firm members; the degree to which a capability can access additional knowledge and reconfigure existing knowledge. Defined by Kogut and Zander (1992) combinative capability refers to the ability of the parties of an alliance to extend, interpret, apply, current and acquired knowledge with the goal of generating new applications from existing knowledge base. Collaborative know-how affects firmà ¢Ã¢â€š ¬Ã¢â€ž ¢s ability to form a successful partnership and create a solid ground for knowledge transfer. Simonin (1997) refers to it as to à ¢Ã¢â€š ¬Ã‹Å"ability to institutionalize organizational routines as a result of previous experiencesà ¢Ã¢â€š ¬Ã¢â€ž ¢. Pennings et al. (1994) supports that firms tend to reproduce the behavior from their past experiences. When firms have previous experiences of collaboration within alliance, they acquire knowledge that helps them to effectively design future alliances (Lyles, 1988) and à ¢Ã¢â€š ¬Ã‹Å"develop superior capabilities at managing particular organizational forms such as alliancesà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Kale et al., 2002, p. 748). This experience permits avoiding various difficulties (Doz, 1996; Powell et al., 1996). Teece (2000) stressed the importance of the design of the firm to enhance performance and knowledge sharing. He identified distinctive characteristics of design in successful firms. Among these, entrepreneurial orientation and flexibility expressed in rapid responses to ephemeral market opportunities flexible boundaries (outsourcing and alliances). They were also characterized by their non-bureaucratic decision making and rapid internal knowledge sharing owing to the not really strict hierarchies. The choice of alliance structure should be determined considering the perspective of gaining valuable resources (knowledge) from a partner without losing its own (Das and Teng, 2000). Different views exist as to effectiveness of equity joint venture form of alliance for successful knowledge transfer. Several researchers find that this form is the most suitable for the transfer of tacit knowledge and complex capabilities (Kogut, 1988, Mowery et al., 1996). However, Das and Teng (2000) think that this structure is too risky for partnership based on knowledge-based contribution, and that it is more suitable for contributing property-based resources. Inkpen (2002) identifies five categories of antecedents of alliance learning: learning partner characteristics; teaching partner characteristics; knowledge characteristics; relationship factors; and alliance form. Two key characteristics of the learning partner, identified by Nielsen and Nielsen (2009), are important, namely collaborative know-how (same as previous experience of alliances) and knowledge protectiveness (Simonin, 1997, 1999). Protectiveness matches the concept of openness and the degree to which partners are protective of their knowledge. How well do the support the risk of knowledge leakage or spillover (Inkpen, 2000). Chapter 4: potential strategies and behavior that parties of the strategic alliance might adopt to enhance the transfer of knowledge and to cope with difficulties alliances might face Strategic alliances might face a number of difficulties. The first thing that comes out from the numerous literature on strategic alliance and knowledge sharing, is the fear of knowledge spillovers, that are assumed to be inevitable consequence of alliance involvement, despite the efforts companies make in order to protect their valuable knowledge assets (Inkpen, 2000). Therefore, it immediately comes to the issue of trust. In the late 90à ¢Ã¢â€š ¬Ã¢â€ž ¢ a discussion was raised about the possibility that some firms use strategic alliance as a Trojan Horse in order to steal knowledge from its partners. This was especially thought about Japanese partners. However empirical studies do not find support for this hypothesis (Hennart et al. 1999; Mowery 1996). The literature elaborates on so called à ¢Ã¢â€š ¬Ã…“learning racesà ¢Ã¢â€š ¬? (Khanna et al. 1998) when one partner (acts opportunistically) tries to gain more knowledge in the alliance exchange, than he shares. Hamel (1991, 86) described alliances as à ¢Ã¢â€š ¬Ã‹Å"transitional devices where the primary objective was the internalization of partner skillsà ¢Ã¢â€š ¬Ã¢â€ž ¢. This creates a significant challenge for strategic alliance. To deal with with this issue, norms and systems can be designed; functional rules can be developed to structure partner engagement (QuÃÆ' ©lin, 1997). to be continued. When little trust is involved, this may lead to knowledge protectiveness from one or both of the partners. Nielsen and Nielsen (2009) wrote that à ¢Ã¢â€š ¬Ã‹Å"protectiveness not only may lead to uncertainty and conflict but it also reduces the amount of information exchangedà ¢Ã¢â€š ¬Ã¢â€ž ¢. They also add, that explicit knowledge protective policies and procedures by one partner, harmfully influence the perception the other partner might have on honest and open cooperation: à ¢Ã¢â€š ¬Ã‹Å"For instance, not revealing relevant information and knowledge may be perceived as unwillingness to devote adequate resources to the allianceà ¢Ã¢â€š ¬Ã¢â€ž ¢. This is in line with Simonin (1999) way of thinking, where knowledge protectiveness is positively related to ambiguity, which in turn impacts negatively on knowledge transfer. Therefore for successful knowledge transfer partners might be willing to cooperate and minimize knowledge protectiveness (Pisano, 1988). Lee et al. (2007) suggest t hat knowledge protectiveness (still necessary if reasonably employed) should be accompanied with building up relational capital (trust, communication and commitment). Therefore one does not have to fear to trust in an alliance. In the contrary, established trust relationship between partners has been shown to bring positive outcomes for transfer of knowledge and learning. Relational capital can be also expressed as social exchanges (social exchanges view). From this view, learning and knowledge transfer in strategic alliances are also positively influenced by à ¢Ã¢â€š ¬Ã‹Å"commitment, trust and mutual influence between partnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Senthil et al., 2005). The results of their study show that reciprocal commitment between partners enhances interfirm learning because moral obligation of partners permits to build mutual commitment. They explain further, that interdependence and joint coordination increase due to the mutual resource commitment. To them trust is built progressively as knowledge, skills and competences are gained through alliance interactions. Trustworthiness, as well as goodwill, is shown to be key factors influencing effective transfer of knowledge in well functioning alliance. To be continued with: Gulati (1996) and others about the obstacles to interfirm knowledge transfer created by distance, cultural differences, and other factors. David C. Mowery, Joanne E. Oxley, Brian S. Silverman 1996 Strategic Alliances and Interfirm Knowledge Transfer Davenport and Prusak (1998) eight critical success factors for knowledge transfer: effective knowledge measurement, technical architecture, flexible organizational structure, knowledge-friendly culture, clear vision, a performance-based reward system, multi-channel knowledge transfer and senior management support. Gao Riley 2010 others Chapter 5: Conclusions and Recommendations Conclusion Discussion Academic and practical recommendations

The Castle Of Otranto. Gothic Fiction - 1127 Words

Gothic horror started in 1764, by a man named Horace Walpole, he wrote the novel The castle of Otranto. Gothic fiction is a combination of death, horror and some romance. Abraham Bram Stoker, was born in Ireland, on November 8, 1847. In 1879, Stoker was famous for creating one of the most famous horror stories, Dracula. It is said, Stoker wrote his books inspired by traveling and art. For this particular book, many people believe he had come up with the name and character because of Vlad the Impaler. The prince of Wallachia, was known for cruel punishments; people would say he had a taste for blood. It’s not known for sure if Dracula was based on Vlad. But, because Vlad’s father was called Vlad ll Dracul. Originally â€Å"Drucl†, meant dragon†¦show more content†¦On April; 20, 1912, Abraham bram Stoker dies in London, England. His wife Florence Balcome does the same year. A movie that that came out in 2015, Dracula Untold, was a movie I enjoyed. I like how the story was told and it had Vladimir Impaler as the main character. A king trying to protect his family and kingdom. In order for that to happen, Vlad will have to ma ke many sacrifices. The story took place in Transylvania and Vlad was out with his men scouting an area when he sees a warrior s helmet in the stream. The helmet belonged to Ottoman. Ottoman was where Vlad was sent by his father to show loyalty to his people and while Vlad was taken away; he was trained as warrior and became a gruesome and killed his enemies by letting them die on a steak. Seeing the helmet, Vlad fears that Ottoman is planning to invade his kingdom. Vlad begins to follow up the stream that leads to a mountain to see if there are anymore Ottoman men. When reaching the mountain, he notices a cave that leads deep inside the mountain. Before going inside he sees many bats coming out; he assumes the Ottoman warriors are in the cave and goes in with his two men. Once inside the cave the men notice an odd odor. One of his men are attacked by an unknown figure and it reaches for the second man. Vlad and the man run towards the exit when we realises his men are nowhere to be seen and sees red eyes in the dark but does not reach for him. Vlad goes back to his castle and sees a monkShow MoreRelatedGothic Fiction : The Castle Of Otranto1443 Words   |  6 PagesAngelic TR – 8a-9:15a Comp. 2 Gothic literature was almost single handedly invented by Horace Walpole with his novel The Castle of Otranto in 1765. A mix of romance and horror, many authors today and many authors in the past have used gothic fiction to fill the readers with suspense and terror. Edgar Allan Poe used elements such as suspense, setting, and language to create a plethora of gothic fiction stories. Stories such as Poe’s Cask of Amontillado capture the gothic element perfectly. A combinationRead MoreGothic Fiction: The Representation of Evil in Horace Walpole’s The Castle of Otranto2229 Words   |  9 Pages Gothic Fiction: The Representation of Evil in Horace Walpole’s The Castle of Otranto. The Castle of Otranto is a 1764 novel written by Horace Walpole. It is regarded as the first Gothic novel, initiating a new literary genre which became extremely popular in the late 18th and early 19th centuries. Gothic literature’s desire to explore the unknown, the unexplainable, inexplicable and the terrifying can be seen as a reaction to the Enlightenment’s emphasis on the rational and knowableRead MoreAnalysis of Third Person Narratives of Two Novels1368 Words   |  6 Pageswhat the most important aspect of their work is (whether that be fiction or not) and they will all probably say the same four things: plot, setting, characters, and narration. This is also true for the three novels we have studied thus far in class: Vathek, The Castle of Otranto, and The Mysteries of Udolpho. The dark ‘gloomth’ setting, the larger-than-life characters, and the supernaturally centered plot lines all make these books Gothic novels, but how would one characterize the narrators? If thereRead More Taking The Castle of Otranto as your example, outline the main conventions1454 Words   |  6 PagesTaking The Castle of Otranto as your example, outline the main conventions of the Gothic novel, and show how your knowledge of Taking The Castle of Otranto as your example, outline the main conventions of the Gothic novel, and show how your knowledge of these conventions affects your reading of Northanger Abbey. Is Northanger Abbey most accurately described as parody of the Gothic genre, or is there a more complicated relationship going on? Gothic novels purport to revive old storiesRead MoreThe Cask of Amontillado by Edgar Allan Poe852 Words   |  4 Pageswriting. Also, placing him into a certain style or literary movement would give us some really tough hours. Poe can be considered either a Romantic or Gothic writer but we could find a number of arguments and counterarguments for this matter. Poe, in fact, reinterpreted the whole Gothic horror style and created a unique, distinct brew of Gothic fiction, Romanticism and his own gloomy mind. On the basis of A Cask of Amontillado and The Tell-Tale Heart, we can deduct that despite the uniqueness of Poe’sRead MoreThe Fall Of The House Of Usher1761 Words   |  8 Pagesit. The gothic imagery that fills Usher reflects a style of literature that had emerged during the late eighteenth century and was flourishing in the early decades of the nineteenth. The large mysterious castle filled with dark corners and secret passageways had been an important feature of gothic literature at least since Horace Walpole s Castle of Otranto . Poe explicitly aligns Usher with such literature. Upon dismounting from his horse, the story s narrator enters the Gothic archway ofRead MoreEssay on Castle of Otranto Preface Analysis1801 Words   |  8 PagesHorace Walpole (1717-1797) invented the Gothic novel in his attempt to blend wildness and imagination of the old romance, in his own words an attempt to blend the two kinds of romance, the ancient and the modern in one step altogether, the Castle of Otranto. A novel he claimed to have written immediately after being inspired by a dream, I waked one morning...from a dream, of which all I could recover was, that I had thought m yself in an ancient castle...I saw a gigantic hand in armour. In theRead MoreLiterary Review of Bram Stokers Dracula Essay1230 Words   |  5 PagesPrior to the creation of the literary classic â€Å"Dracula†, Bram Stoker spent his time managing the Lyceum Theatre and legendary actor Henry Irving. According to Jennifer Dorn, when the novel was first published in 1897, critics regarded it as a â€Å"pulp fiction potboiler† (Dorn). The novels declaration as a literary masterpiece came many years later. A graduate of Trinity college, Stoker came from a middle class Irish family, the son of a civil servant. The publication â€Å"The Literary World of Bram StokerRead MoreThe Gothic Elements Of Frankenstein922 Words   |  4 PagesBlake Sisson Mrs. Schroder Honors English IV December 8 2016 The Gothic Elements of Frankenstein Gothic novels are stories written in the gothic genre which is a literature genre of fiction characterized by an atmosphere of mystery and horror. This genre rose to, and flourished in, popularity during the 18th and 19th centuries. One of the most famous novels of this Genre is Frankenstein, also known as the Modern Prometheus, by Mary Shelley. Frankenstein is about a scientist who creates a grotesqueRead More‘the Narrative Voice Is an Important Element in the Use of Realist and Non-Realist Techniques and Conventions.’1567 Words   |  7 Pagesin everyday life. Two examples of this that would immediately spring to mind nowadays would be perhaps the science fiction or horror genres. However, during the fifteenth and sixteenth centuries, novelists thought of their works as realist if they were simply not recognised as ‘romantic’ writings, which had been the dominant literary form for centuries, ‘†¦realism meant writing fiction based on observatio n of the world of ordinary men and women in society, using the simplest language to reach the widest

Characteristics of the Romantic Music Period Essay

It is arguable that some Romantic music made greater demands upon its listeners than did music of previous historical periods. What were those demands? Why did these changes come about? And what strategies can you formulate for listening to this music today? In consideration of the musical changes present in the Romantic era, this essay will contend that these changes are very much related to the wider social and technological changes in society around that time. Thus, it is important to identify the broad time period encompassed by this era. The definition of Romanticism in The New Grove Dictionary of Music and Musicians is: â€Å"A movement or, more commonly, period of cultural history. When understood as a period,†¦show more content†¦The improved piano was critical to his displays of technical prowess. Without it he would not have been able to play pieces as demanding on the instrument. The â€Å"hitherto unimagined difficulty† [x] of his Vingt-quatres grandes à ©tudes pour le piano[xi], was considered too much by the composer, he revised the Études and later published his Études dexà ©cution transcendante[xii], – the latter still ferociously difficult but surpassed in that respect by the former. Given that a key feature of Liszt’s playing style and compositions was technical skill, one could argue Liszt could not have been the performer, or composer, he was, in the preceding century. Nicolà ² Paganini was another virtuoso of the highest calibre – a violinist[xiii]. He, too, gave fantastic performances to rapturous crowds in numerous countries. William Ayrton, editor of The Harmonicon, remarked that: â€Å"[H]is powers of execution are little less than marvelous, and such as we could only have believed on the evidence of our own senses; they imply a strong natural propensity for music, with an industry, a perseverance, a devotedness and also a skill in inventing means, without any parallel in the history of his instrument.† [xiv] Paganini, similar to Liszt, composed works for his instrument, which were considered some of the hardest in its repertoire[xv] - pushing the boundaries of the Romantic violin to previously unseenShow MoreRelatedRomanticism in Music1653 Words   |  7 Pagestwentieth century. Drastic changes in the arts took place over the course of this time period. During this movement, much emphasis was placed on emotion and imagination in the arts. Prior to the Romantic Period, music had been seen more as recreation and njoyment than as an integral part of culture. The term Romanticism was first used in England and Germany in reference to a form of literature. It soon after spread to music and the visual arts. Romanticism was largely a product of two important revolutionsRead MoreBeethoven and the Classical and Romantic Periods Essay1700 Words   |  7 Pages1993. The performance piece is a sonata which is defined by Kerman as â€Å"a chamber-music piece in several movements† (Kerman, 427) The thirty-first sonata came to be in an interesting way. Moritz Schlesinger, in the summer of 1819, had made a request to Ludwig van Beethoven. Schlesinger was in search of some music and thought that Beethoven would be perfect for the job. He asked Beethoven to compose the desired music for him and would pay Beethoven in return. The two agreed in the May of 1820 thatRead MoreCharacteristics Of The Classical Era Of Music729 Words   |  3 Pagesrecognized as a great composer in western music. Beethoven was also known for creating the bridge between the classical and romantic era of music. He is known for doing this because he took key aspects of the classical era and merged them with key aspects of the romantic era. The classical era of music dates from 1775-1825. The classical music era had a lighter and more clear texture (Kamien 161). The music from this era was mainly homophonic meaning that the music had one part or melody that dominatedRead MoreBeethovens Sixth Symphony1173 Words   |  5 Pages Beethoven’s sixth symphony (also known as the pastoral symphony) has qualities of both the classical and romantic periods and illustrates Beethoven’s revolutionary ideas as well as highlights his classical influences. The programmatic nature of the piece is the dominant romantic feature although the use of brass and percussion as well as the dramatic dynamic changes are also characteristics from this era. However there are many classical influences in Beethoven’s work such as the balanced phrasingRead MoreClassical And Romantic Eras Of Music1268 Words   |  6 Pagesthe changes in the environment in which the music evolves from. Both the Classical and Romantic eras of music offer influential aspects of music. In order for significant and noticeable changes to occur in music, the society surrounding it must also change. Significant social and political movements often bring on these stylistic changes in music. These changes can range from the way personality is expressed in music to the actual orchestration of the music. Without these changes though, culture wouldRead MoreLiterature during the Romantic Era972 Words   |  4 Pagesï » ¿Romanticism Introduction The Romantic era began in the late eighteenth century as a reaction against the Age of Enlightenment and was a period of great change and emancipation. The movement started as an artistic and intellectual reaction against aristocratic social and political norms of the Enlightenment and against the scientific rationalization of nature. During the Enlightenment literature and art were primarily created for the elite, upper classes and educated, and the language incorporatedRead MoreThe Age Of Enlightenment : Classical, Romantic, And Modern1023 Words   |  5 PagesThroughout history, music has transformed and evolved from style to style with numerous contributions by many composers and musicians that have dedicated their lives to changing the music world. We saw huge changes in styles between each musical era. From 1750 until the present day, there have been three major musical eras: classical, romantic, and modern. All three of these eras have brought new and innovative ideas to the world, but they are all drastically different stylistically, philosophicallyRead MoreBallet and Giselle781 Words   |  4 Pagesconsidered one of the great Romantic ballets. Romantic era was late 18th and early 19th centuries. The period mainly does not follow rational movements but rather Romantic ideas in art influence the ballets. Ballets in Romantic period focus on the conflict between man and nature where as others try to bring difference to ballets from other nations. Ballerinas stand in the forefront compared to male dancers. Giselle is one of the most popular ballerinas of the period and separate identity of theRead MoreAn in-Depth Analysis of the Use of Specific Musical Concepts in Correlation to the Romantic Period1310 Words   |  6 PagesThe Romantic Era was a period of great change and emancipation. It moved away from strict laws by allowing artistic freedom, experimentation and creativity. Romantic music evolved from ideas established in earlier periods, such as th e classical period, and went further through the use of expression and passion. New musical concepts evolved due to current trends and the music was deeply personal and nationalistic. Musical concepts including pitch, tone colour and dynamics and expressive techniquesRead MoreInfluences of the Romantic Period1575 Words   |  7 PagesInfluences on the Romantic Period Romanticism spawned in the late 18th century and flourished in the early and mid-19th century. Romanticism emphasized the irrational, the imaginative, the personal, the spontaneous, the emotional, the visionary, the transcendental, and the individual. Romanticism is often viewed as a rejection of the ideologies of Classicism and Neoclassicisms, namely calm, order, harmony, idealization, rationality and balance. Some characteristics of Romanticism include: emotion

The Stronger Monologue Essay Example For Students

The Stronger Monologue Essay A monologue from the play by August Strindberg NOTE: This monologue is reprinted from Plays by August Strindberg. Trans. Edith and Warner Oland. Boston: John W. Luce and Co., 1912. MME. X: Our acquaintance has been so queer. When I saw you for the first time I was afraid of you, so afraid that I didn\t dare let you out of my sight; no matter when or where, I always found myself near youI didn\t dare have you for an enemy so I became your friend. But there was always discord when you came to our house, Because I saw that my husband couldn\t endure you, and the whole thing seemed as awry to me as an ill-fitting gownand I did all I could to make him friendly toward you, but with no success until you became engaged. Then came a violent friendship between you, so that it looked all at once as though you both dared show your real feelings only when you were secureand thenhow was it later? I didn\t get jealousstrange to say! And I remember at the christening, when you acted as godmother, I made him kiss youhe did so, and you became so confusedas it were; I didn\t notice it thendidn\t think about it later, eitherhave never thought about it untilnow! Why are you silent ? You haven\t said a word this whole time, but you have let me go on talking! You have sat there, and your eyes have reeled out at me all these thoughts which lay like raw silk in its cocoonthoughtssuspicious thoughts, perhaps. Why did you break your engagement? Why do you never come to our house any more? Why won\t you come to see us tonight? You needn\t speakI understand it all! It was becauseand becauseyes! Yes, now all the accounts balance. That\s it. Fie, I won\t sit at the same table with you. That\s the reason I had to embroider tulipswhich I hateon his slippers, because you are fond of tulips; that\s why we go to Lake Malarn in the summer, because you don\t like salt water; that\s why my boy is named Eskilbecause it\s your father\s name; that\s way I wear your clothes, read your authors, eat your favorite dishes, drink your drinksthat\s whyohmy Godit\s terrible. Everything. Everything came from you to me. Your soul crept into mine, like a worm into an apple, ate and ate, bo red and bored, until nothing was left but the rind and a little black dust within. I wanted to get away from you, but I couldn\t; you lay like a snake and charmed me with your black eyes; I felt that when I lifted my wings they only dragged me down; I lay in the water with bound feet, and the stronger I strove to keep up the deeper I worked myself downuntil I sank to the bottom, where you lay like a giant crab to clutch me in your clawsand there I am lying now.

Research Paper on Touch Screen Technology Essay Example

Research Paper on Touch Screen Technology Essay A touchscreen is a computer peripheral that combines a display screen features (monitor) and those of a pointing device, such as a mouse or touchpad, but also with an optical stylus. This allows to reduce the number of the peripheral devices and make ergonomic software very well suited to certain functions. The touchscreen technology is used, for example, in PDA, GPS, MP3 players, smartphones, tablets, portable game consoles, automatic ticketing, ATMs, all tills without cashier and computer. A touch screen may be sensitive to more than two pressure levels with better resolution (graphic tablet / stylus pen) and more than one place at a time (multi-touch / fingers) Touchscreen was invented in the United States in the framework of research on programmed instruction. Computer system PLATO IV, which appeared in 1972, had a touch screen on a grid of infrared rays, which consisted of 16 ? 16 blocks. Nevertheless, even such a low accuracy system allowed a user to choose an answer by touching the screen in the right place. We will write a custom essay sample on Research Paper on Touch Screen Technology specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Paper on Touch Screen Technology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Paper on Touch Screen Technology specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In 1971, Samuel Hurst (future founder of Elographics, now Elo TouchSystems) developed elograf – a graphics tablet, which operated on the principle of four-wire resistive touchscreen (US Patent 3,662,105). In 1974, Hurst was able to make the elograf transparent, and in 1977, he developed a five-wire screen. Teaming up with Siemens, Elographics managed to make a convex touchpad appropriate for the CRT screens of the time. At the World’s Fair in 1982, Elographics introduced a TV with touch screen. In 1983, HP-150 was released, which was a computer with a touch screen on the IR grid. However, in those days, touchscreen technology was used mainly in industrial and medical equipment. Touchscreen technology is now widely used in the consumer electronic devices (phones, PDAs, etc.). They have come into play when there was necessity to replace a tiny keyboard with large (the entire front panel) LCD screens. The first portable game console with a touchscreen was Nintendo DS, the first mass device that supports multi-touch was an iPhone. If your goal is to write a first-class research proposal on touchscreen technology, you may get interested in looking through some free sample research papers on different topics to get the idea of how to prepare, outline, and compose a good scientific text. With those samples, it will be much easier to see, how to process the results of your investigation, select, structure, and compose your material. They also can be considered a good source of relevant information, when written by experienced professionals. Such papers can serve you as a guide in the complex process of your first research paper writing. There are lots of them on the Web, so you can easily find a suitable one. At EssayLib.com writing service you can order a custom research paper on Touch Screen topics. Your research paper will be written from scratch. We hire top-rated Ph.D. and Master’s writers only to provide students with professional research paper assistance at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all research paper details: Enjoy our professional research paper writing service!