Wednesday, January 29, 2020

Korean Wave Being South Korea’s Economic Growth Booster Essay Example for Free

Korean Wave Being South Korea’s Economic Growth Booster Essay Korean Wave is the growing aspiration to know more about South Korean culture. South Korea itself is an export-orientated country with a total trade volume of 884.2 billion in 2010, which makes South Korea the 7th largest exporter and 10th largest importer in the world. The cultural sector is the second biggest contributor after technological sector to the South Korea’s economic growth. The goods produced by the cultural sector are brought by the Korean Wave not only to the Asian but also to the American and Western markets. Korean Wave does give big contribution to South Korean’s economy through movies, pop music, tourism, and traditional arts. When we think of Korean Wave, we should mainly think of Korean drama and film industries. For example, the Korean wave took an extra boost with the popular TV dramas like â€Å"Winter Sonata† and â€Å"Jewel Palace†. For film, we can take â€Å"Old Boy† and â€Å"Bin Jip† as examples, which were extremely popular, even in Europe. The fact that importing a Korean dramas is a lot cheaper than having to purchase it from any other country can be a reason as well as the emotionally powerful plots they have. Besides Korean movies, Korean pop music also deserves a place on the list of exported Korean culture. K-Pop or Korean Pop is a musical genre originating in South Korea consisting of pop, dance, electropop, hip hop, rock, RB, and electronic music. Let’s say Super Junior, 2NE1, SNSD, Wonder Girls, Big Bang, 2PM, JYP, IU, and many more, who does not know them? In 2011, these groups and singers have donated 35 trillion rupiah to South Korea’s GDP. These idols have a big impact on their fans’ culture, including food, fashion, make-up trends, and even plastic surgery. Leading talent agencies such as S.M. Entertainment Co. and YG Entertainment said recent concerts held by Korean entertainers in the United States and Europe have shown the potential for growth in markets outside of Asia. Korean big business is trying to transform those fans into consumers of Korean products and services. Korean Wave is exposing the beauty attracts that both of their celebrities and the places used by their popular movies have. The locations of the Korean movies took place has become a main destination for tourists. These tourists are mostly the fans who are willing to collect all their savings and travel to Korea just to see the place where their favorite scene in their movie took place, or even to watch their idols on a live show. The filming location of †Full House† in Shido Island, â€Å"Jewel in the Palace† in Daejanggeum Theme Park, Winter Sonata in Nami Island, and so on. Another tourism spots that people aim to visit in Korea are â€Å"Locks of Love† in Namsan Tower, a historic pagoda-style gateway Namdaemun, and another shopping places like Myeong-dong shopping area and Busan market. South Korea is also well-known as a hot spot for medical tourism, the country is expanding its one-stop plastic surgery centers to deal with the influx of foreigners fly ing in for surgical procedures. The government’s goal is to attract one million foreign patients by 2020. Thus, interest in flying to Korea is rising, so is the national income. There are also some Korean traditional arts that interest foreigners to visit Korea. They are like Hanok, Jeongjae, Buchaechum, Nongok, and Taepyeongmu. Hanok is Korean traditional house, whereas Jeongjae , Buchaechum, Nongok, and Taepyeongmu are Korean tradional dances. And don’t forget the Korean ceramics and Korean pottery, that most of them are went to Japan The road to Korean Wave is trodden everyday by new visitors who are warmly welcomed by Korean people and fascinated by the culture. The drive to know more about Korea stimulates Korean Wave to develop into more sophisticated cultural forms, which in turn, brings Korean Wave to a higher level. With this Korean Wave showing the advanced condition of South Korea itself, another countries’ awareness to invest in South Korea increases.

Tuesday, January 21, 2020

Analyse the case study with reference to Michael Porter’s Theory :: Business and Management Studies

Analyse the case study with reference to Michael Porter’s Theory of Competitive Advantage and answer the following question: Does America have competitive advantage in the textile and garment industry? Analyse the case study with reference to Michael Porter’s Theory of Competitive Advantage and answer the following question: Does America have competitive advantage in the textile and garment industry? You answer must include the following elements: 1. A clear outline of Porter’s theory with supporting references. 20% 2. An analysis of the case study with reference to the 4 main elements of Porter’s Diamond. (N.B. You will not be able to comment on company structure, as the case study does not include information on this. You should, however, refer to factor conditions, demand conditions, firm rivalry and related and supporting industries.) 40% 3. An analysis of the case study with reference to Porter’s secondary points of chance and government actions. 20% 4. Your conclusion. 10 % The remaining 10 % will be for grammar, style, clarity, using the correct system of referencing (the Harvard System) etc. Literature: Michael E. Porter. The Competitive Advantage of Nations. Does America have competitive advantage in the textile and garment industry? For a country to have a competitive advantage, it is necessary to understand Michael Porter’s Theory of National Competitive Advantage. Michael Porter introduced a model that allows analysing why some nations are more competitive than others are, and why some industries within nations are more competitive than others are, in his book The Competitive Advantage of Nations. This model of determining factors of national advantage has become known as Porters Diamond. It suggests that the national home base of an organization plays an important role in shaping the extent to which it is likely to achieve advantage on a global scale. This home base provides basic factors, which support or hinder organizations from building advantages in global competition. Porter distinguishes four determinants: Factor Conditions The situation in a country regarding production factors, like skilled labour, infrastructure, etc., which are relevant for competition in particular industries. These factors can be grouped into human resources (qualification level, cost of labour, commitment etc.), material resources (natural resources, vegetation, space etc.), knowledge resources, capital resources, and infrastructure. They also include factors like quality of research on universities, deregulation of labor markets, or liquidity of national stock markets. These national factors often provide initial advantages, which are subsequently built upon. Each country has its own particular set of factor conditions; hence, in each country will develop those industries for which the particular set of factor conditions is

Monday, January 13, 2020

Approach in Teaching Standard English to Native Speakers

English is used by many people all around the world. Different people use it for different purposes in different settings. The English in the modern times is not considered as a unified and single language because of many factors, one of which is the diverse society that has contributed to the development of the English language. Linguist had developed a number of specialized terms to label the different ways people nowadays use English. The first one is due to the regional variations of the people. People in different regions like the US, Canada, London, Ireland, Australia, India or Asia have different ways in using the English language. These regional variations in different areas differ very much in speaking the English language either on its pronunciation, vocabulary or grammar. (Byrd, 1999)The second is the existing sub-regions within this area. The US has many sub-regions existing; also in England there are considerably many groupings to be considered. The third factor is that all English are different, but all of them are considered and share the common core, the English language. The fourth factor entails that in addition to the regional variations of English, English has sub-groups of speakers which are alike either in education or social status.(Byrd, 1999) There are features of pronunciation and grammar that are used to link people together belonging to a social group and as part of their social identity as members of the group.The fifth factors entails that English can be categorized into subsets belonging to a certain type of communication, say the English language used by engineers, mathematicians, or a group of college students.   The sixth factor attributes the variation on how English is written or spoken. This particular factor is quite complex but the general idea is that there are differences attributed from example, a written research paper compare to a research presentation done in public. This area of topic is essential for English teac hers of ESL/EFL for them to be able to sort which type of English to teach, and how they can effectively teach the type of English to use in a communication setting appropriate with the situation and conditions. Finally, linguist often times discuss the varieties of English based on â€Å"style†. Style is often divided into loose sub-groups which label things such as â€Å"formal†, â€Å"neutral†, and â€Å"informal†. (Byrd, 1999)STANDARD AND NON-STANDARD ENGLISHIn the discussion of Standard English, the topic that greatly affects this discussion concerns with the use of terms and differentiation between standard and non-standard English. Both of these terms must be defined clearly before discussing the right approach in teaching Standard English to native English speaking students. Biber et al. (1988) suggest that â€Å"vernacular† should be used to define the Standard English rather than the tern â€Å"non-standard† because it somehow impl ies a negative connotation to it.For professional teachers of English, they should be very careful with labeling and defining the sub-categories on English. English teachers are faced with issues such as first, with regards to the term â€Å"standard† which is a label in accordance with the people who are dominating a population and are likely to label the term to something that implies to having a prescription to use something that is labeled as â€Å"standard†.The term standard does not imply it being a â€Å"better† or â€Å"best† form of English, it just is a term governed by the rational process of standardization. Second, terms which describe the variety of English with â€Å"un-† or in this case, â€Å"uneducated† should be eliminated because of the negative connotations it brings. Third, there exists the realization that a system is present in contrasting between standard and no-standard. This system gives little help in specifying t he many sub groups of English speaking people based on the vocabulary, grammar or pronunciation. Fourth, it must be understood that any individual must speak more than one version of English because in a diverse society, the skill is needed and can be used appropriately in everyday communication settings.APPROACH IN TEACHING STANDARD ENGLISHIn today’s academic curriculum, specifically in grammar, the debate is not really about grammar, but rather language. Standard American English should be taught to students for them to grasp the essential style in communicating the English language. Katz and Stevens (1997) proposes that there should be a curriculum which is based on the model of foreign-language immersion programs that aims to teach students with Standard English to teach them the value and understanding of English whether it may be in writing, speaking, reading or understanding.The authors attributed their proposal based on the observation that the traditional curricula i n most schools through the traditional method has not been effective in reaching the student’s reading, writing, speaking, listening and grammar skills. Hatwell (1985) study suggests that even with the study on formal grammar rules; the knowledge acquired by students is not translated into practice. Also explained by Brosnahan and Neuieb (1995) mentions that one of the primary reasons why students are unable to transfer their knowledge into action is because teachers are not teaching the right method.The authors suggest that the best way is to create an environment in which students are comfortable in studying the complexities of grammar. After their study, Brosnahan and Neulied conclude that teachers are likely to effectively teach the medium if they themselves like the topic and this in turn motivates their students to learn. This is called the enthusiastic instruction approach in grammar. Unfortunately, the study does not reflect the improvement on the student’s gen eral facility with Standard English.According to Weaver (1979), the isolated grammar instruction could even hinder the language development, this situation because of the idea that the situation entails student’s isolation among their peers. Rather than practicing the formal ideas in the isolation instruction program, students are deprived of the time to either read, write and converse among their peers which could significantly help them in understanding Standard English.Krashen (1985) concluded in his study that the most efficient way to acquire a second language is through immersion. Standard English, in other areas in of the world are considered as their second language because basically, they do not use the language in everyday settings and situations. The immersion approach will allow students to learn Standard English in a situation and environment where they can interact with their peers, and use the language in the direct communication process of the program.Only aft er which student learns the faculty of the second language do they learn about the language itself, and this in the end will refine their usage and style. Immersion program will succeed as a method for teaching Standard English to native English speakers because it initiates the process by which children acquires their first language. This is accredited to the fact that children learn language holistically, first, through the immersion at home, and this leads to their understanding and communication ideas about their surroundings and with other people.Through immersion, children are stimulated continuously through their first language. To affectively teach this approach, it should encompass areas in speaking, writing, listening, and reading activities. Also, different activities should constantly be referring to this method for it to be effectively to be proven in a normal classroom setting. The school administrators should also take their role in being committed with this kind of a pproach; they should be the one to facilitate a cross-curricular immersion environment that explicitly uses the Standard English to emphasize its subjects.Teachers of the immersion curriculum should also work in teams to allow the continuum process of learning for both students and teachers. This will entail a positive direction that will keep students motivated and will provide an environment where cooperation is included in every class. It must be noted though that the Immersion approach will not benefit all students, only those students in an environment where Standard American English is used poses as the best environment to which the approach can be adapted.CONCLUSIONThe traditional instruction of English is seen as ineffective and the need for a language curriculum that adapts to the developing needs of the students to become linguistically competitive is realized. Current grammar instruction and traditional methods had failed to deliver the appropriate language and communicat ing skills to the students. This is the problem that the Immersion program wishes to solve. Standard English, considered as a second language, enables students to effectively communicate with other people that comprise the diverse society we live in today. This will help them become competent and confident later on in their lives. Discreet lessons concerning prescriptive grammar is not evidently shown in the student’s language composition or their oral communicating skill, thus, the Immersion program aims to bring literacy, composition and communication together for students to master the essential concepts of Standard American English.References:BIBER, D., ET AL. (1988) Variation Across Speech and Writing, Cambridge, Cambridge University Press.BROSNAHAN, I. A. N., J. (1995) Teaching Grammar Affectively: Learning to Like Grammar   Porthsmouth, N.Y, Boyton/Cook.BYRD, P. (1999) Standard & Non-Standard English :The Dangers of Ill-defined Concepts.HARTWELL, P. (1985) Grammar, G rammars, and the Teaching of Grammar. College English, 47, 105-127.KRASHEN, S. (1985) Inquiries and Insights: Second Language Teaching, immersion, and Bilingual Education, Hayward, CA, Almany Press.STEVENS, K. A. (1997) Standard English Immersion for Native Speakers  Ã‚   PIPA.WEAVER, C. (1979) Grammar for Teachers, Urbana, IL, NCTE.

Sunday, January 5, 2020

Discourses of rank in Shakespeares Othello - Free Essay Example

Sample details Pages: 2 Words: 557 Downloads: 10 Date added: 2019/10/10 Category Statistics Essay Level High school Did you like this example? Foucault defined discourse as the ways of constituting knowledge, attached to the social practices, forms of subjectivity as well as the power relations that exist in the knowledge and relations between them. They circulate the nature of the body, unconscious and conscious mind as well as the emotional life of the subjects. Discourse provides the difference between the words pronounced by a person and the actions portrayed by the person.   Discourse translates to the way a person puts his or her ideas into practice and communicates more about the conduct of other people.   This paper seeks to discuss the different discourses of rank voiced by Iago/Roderigo and Othello. Don’t waste time! Our writers will create an original "Discourses of rank in Shakespeares Othello" essay for you Create order It will provide a critical analysis that evaluates the discourses as either good or bad. Throughout the play, Shakespeare demonstrates a discourse of rank using characters like lago and Roderigo. In the opening scene, lago identified Othello as â€Å"the thick-lips† and continue to identify this character as â€Å"the health of black Othello.† These and other comments identify Othello as a black African whose origin can be traced in the sub-Saharan region. Lago’s comment in the first scene of this play is accepted as the actions of racism that exist in the current generation. Despite the failure of England to participate in the slave trade in 1604, Shakespeare developed some knowledge about the people of the African heritage and managed to rank their capabilities through the play. Moreover, Shakespeare used Roderigo to express his discourse of rank through the description of the Moor. Roderigo identified the Moor as â€Å"lascivious† while lago responded as with the comment of the â€Å"devil will make a grandsire of you.†Ã‚   Lago intended to arouse Brabantio’s wrath using the verbal images of his daughter copulating unnaturally with a bestial creature, a demonic figure of vice and depravity. In addition, lago perpetuated the myth of Moors having promiscuous sexual appetites. He identified lago as a black and an old ram that probably seduced Emilia. His description demonstrates the envy of powers that lago imagines to be greater than his powers.   These descriptions by the two characters showed hatred to the Moors that translate to the actual deeds of the Lago and Roderigo.   The descriptions contradict Othello’s argument on the hatred showed on Lago and Roderigo to the Moor. Othello argues eloquently that the hatred is not a g enuine reaction. In the middle of the temptation scene, Othello seems to believe in the words said by lago and Roderigo. He went ahead to express the same kind of hatred to other characters of the scene like the Desdemona. He wanted to put her into messes and tear her to pieces.   Therefore, Othello’s words appear to contradict the way he interacted with other people showing the discourse of rank in the entire scene. From the above description, one can conclude that Shakespeare developed the capacity to exploit the full complexity of the discourse of rank with an expectation of showing the way the white villain opposed a black man of heroic proportion.   Although the predominant typology of white over black is only temporarily subverted in fits and starts in the play, the subversion is itself an incredible artistic triumph. Therefore, the discourse is used to express the confrontation that existed between the black and white that continued to express the current prejudices, fear, and hopes.