Ict And Language Learning Teaching Methods Information Technology Essay

Ict And Language Learning Teaching Methods Information Technology Essay The definitions could be considered narrow. More interestingly, Cambridge Advanced Learners Dictionary defines ICT in a narrower context: a school subject in which students learn to use computers and other electronic equipment to store and send information. It is noted that  both interpretations are deficient  in that it glosses over current ICT inventions and ignores previous technological devices such as printing machines, telephone, radio and television. In a broader view of ICT, we will be discussing the role of ICT in supporting language learning from the perspective of historical background and within the framework of SLA (Second Language Acquisition). In this essay we will seek to address the following questions: To what extend language learning are affected by ICT? How does ICT co-relate and correspond to learning-teaching methods and SLA hypotheses? 2 The role of ICT and Language Learning-Teaching Methods 2.1 Historical background Before the arrival of printing press, emphasis has been placed on catechetic and oral communication activities for grammar teaching and learning (Guo, 2010). Following the invention of movable printing machine in 1455, literacy among society has been significantly improved. As quoted by Crystal (2004: 56), the new invention gave an unprecedented impetus to the formation of a standard language and the study of its properties. On the other hand, Kelly (1969) states that deductive and inductive methods have existed for ages. To date, Brown (1994: 351) points out that the inductive approach is preferred as it is in tune with subconscious and implicit language acquisition. Kenning (2007) analyses that the emergences of both deductive and inductive approaches predated printing technology hence the popularity might not be attributed to the technology. Thus she states that ICT had little to do with the birth of the approaches. In addition, it is worthwhile to point out that the role of printing technology in language learning was limited in the early years. For instance, Comenius wrote a  pioneering  book in 1658, Orbis Sensualium Pictus, related to audio-visual learning method. He presented Latin vocabulary words and modern languages with pictures. (Leinenbauch Gillette, 1997: 486). This revolutionary inductive approach eventually failed due to technical difficulty and expensive cost of printing illustrations (Kenning, 2007). This claim is in line with Ellis (1997)s notion that, social and cultural contexts is among the external factors that significantly influence the amount of exposure and use of a L2 (p.4-5). Thus, successful implementation of an innovative learning approach may be postponed until the technology is ready for the conditions. Language teaching has been using technologies such as phonograph, radio, projector, tape recorder, computer, the Internet, the Web, interactive whiteboard, DVD-ROMs, mobile phone and personal digital assistant (PDA) (Davies 2005) to support language learning from early 20th century. Due to the versatility of ICT, one can thus argue that ICT has potential to play a significant role in facilitating learning methods connected to deductive and inductive approaches such as Grammar-Translation Method (deductive), Direct Method (inductive), Audio-lingual Method (inductive), Communicative Language Teaching Approach and Task-Based Approach (inductive). We are therefore going to review and discuss the advantages of ICT according to each of these methods in the following section. 2.2 Grammar Translation Method Grammar Translation Method is an L2 teaching method based on the analysis of grammar and translation from L1 to L2 and vice versa. (Wong, 2005: 118). Grammar Translation Method was derived  from classical method of teaching  Greek and  Latin in 16th century (Wong, 2005: 1) and only became popular in the late 19th century early 20th century.  It is interesting to note that although printing production had been improved since 15th century, the real revolution only began when steam-powered press was invented to deliver 1,100 sheets per hour (Hutchinson, 2008). Following this revolution, printing and publishing costs has been significantly lowered. This has consequently fostered the implementation of grammar-translation method as constant reference is necessary for translation (Kenning, 2007). Although this method began to decline following the introduction of Direct Method, its traces can still be found in todays language classrooms where reading competence is emphasised (Wong, 2005). In modern contexts, overhead projector and drill-and-practice CALL (behaviourist stage) have somehow replaced blackboard and books for uni-directional transmission of information in L2 grammar-translation classrooms (Warschauer Meskill, 2000). What is clear in this passage is the vital importance of  ICT in popularizing Grammar Translation Method in late 19th century and early 20th century. However, todays cutting-edge technology has failed to revive the traditional method. We could attribute this phenomenon to the deficiency of the deductive method itself, in which implicit language acquisition has been neglected. 2.3 Direct Method Thornbury (2007:21) defines the Direct Method as a method prioritises on oral skills, and, while following a syllabus of grammar structures, rejected explicit grammar teaching. Stocker (1921) and Clarke (1921) (both cited in Salaberry, 2001: 40) emphasised the important role of phonograph in learning L2 pronunciation and intonation. Boldyreff (1929) claimed that the use of phonograph makes language learning more scientific and efficient. However, Jespersen (1904) expressed his concern over the sound quality, especially the consonant was still far from perfect. The use of radio solved Jespersens concern. For instance, Quinault (1947) described BBC program English by Radio as perhaps the biggest experiment in language teaching by radio on purely direct method lines (p.119). She further claimed that the continental listeners managed to concentrate on the sound alone and eventually acquired the pronunciation successfully. As stated by Reith (1924), radio offered perfect pronunciation through native speaker utterance. Indeed, radio managed to cater the needs of language learners who adopted Direct Method in early years. Nowadays, Direct Method, well-known as Berlitz Method, is supported by cutting-edged technology. Learning are still done in oral context (Berlitz, 2010) but interactive white board, multimedia, the Internet and the Web have been integrated into Berlitz Virtual Classroom (BVC, 2010). In line with Kenning (2007)s claim, ICT at this stage has been used to meets the needs of eclectic approach set within a broad conceptual framework. 2.4 Audio-lingual Method (ALM) The ALM is led by behaviourist psychology and structural linguistic (Richards Rogers, 2001). In 1970s and 1980s, the behaviourist CALL (Computer-Assisted Language Learning) such as language laboratories served as effective tools to deliver instruction, dialogue memorisation, repetitive drill exercises and correct answers to the learners (Warschauer, 1996; Warschauer Meskill, 2000). Eventually, language laboratories were failed as it only adopted a single methodology and neglected creative production of human language (Chambers, Conacher Littlemore, 2004). In todays context, the role of ICT could still be traced. For example, the Duke University gave away iPod to 1,600 first year students to evaluate the effectiveness of the technology device in academic use (Belanger, 2005). Apparently, ALM was adopted in language learning: In languagesà ¢Ã¢â€š ¬Ã‚ ¦listening comprehension or performance-based components, practice and repetition was facilitated through digital audio files (Belanger, 2005: 9). For example, L2 learners spoken Spanish and their response during oral quizzes were recorded using iPod. Also, weekly vocabulary words with translations and audio diary was downloaded as learning materials (Belanger, 2005: 15). The use of iPod proved to be beneficial in supporting audio-lingual language learning in this project. 2.5 Communicative Language Teaching (CLT) Approach CLT approach adopts a broad and eclectic philosophy rather than specific prescribed procedure in language learning and teaching (Wong, 2005). Communicative CALL replaced behaviourist CALL in the 1970s and 1980s (Warschauer, 1996). Authentic situations, purposeful and meaningful communication, learner-centred settings, written and gesture communication are all important elements in this approach (VanPatten, 2002). It is clear to note that the ICT inventions have been used accordingly to fulfil the specific purpose of the approach. For instance, Fox (1997) reported that Language Learning Network project consisted of the Internet and video conferencing had successfully created a communication content-driven learning environment. More recently, Littlemore Oakey (2004) points out the Web has made authentic meaningful communication possible by providing substantial amount of resources and knowledge. CMC (Computer-Mediated Communication), for example, provide the opportunity to use the L2 authentically. 2.6 Task-based Approach Task-based approach is a syllabus that is organised based on a series of tasks that learners are expected to perform (Wong, 2005: 120). It has attracted much attention from SLA researchers over the past two years. Similar to CLT approach, broad and eclectic philosophy are incorporated in this approach. Thus the concept has been widely adopted by SLA hypotheses such as input processing, negotiation of meaning, focus on form and output comprehensible output (Van den Branden, 2006: 1). Indeed, ICT such as Internet and the Web has been used as powerful tools to enhance both CLT approach and task-based learning. This has yielded positive outcomes such as increased interaction, increased task authenticity and creative output production (Egbert Hanson-Smith, 1999). In this section we have reviewed to what extend ICT has supported language learning according to different teaching methods. In the next section we will discuss the role of ICT according to different SLA hypotheses. 3 The Role of ICT and SLA Hypotheses 3.1 Comprehensible Input According to Krashen (1981, 1982, and 1985, cited in Wong, 2005), comprehensible input is the language that learners can understand with their current level of linguistic competence. Multimedia enables visualization of abstract concepts and complex processes (Davies (2005)/ Also, modified input in multimedia CALL provides comprehensible input to learners (Chapelle, 1998). For example, by using captioned interactive video (Shea, 2000), learners will better understand the L2 discourse in the authentic discourse. In addition, comprehensible input is made available through task-based activities such as web-authoring task (Mishan 2004). The importance of exposure to authentic L2 text has been generally endorsed by SIA researchers (e.g. Larsen-Freeman Long, 1991). During web-authoring task using software such as Dreamweaver, FrontPage and GoLive, learners are exposed to authentic text in following the instruction to build their own website (Mishan 2004). For distance learning, ICT could be utilized to create learning environment with productive and rich L2 input. This consequently diminishes dichotomy between distance language learners and classroom learners (Davies et al., 2010). Along the way, good evidence about the positive role of ICT has been reviewed within the framework of Comprehensible Input Hypothesis. It is noted that ICT could be beneficial when the learners are exposed to rich and authentic L2 environments such as task-based activities and distance learning settings. However, agreeing with Bardovi-Harlig (2001), input alone is not sufficient to support language learning. In such a case we will explore the role of ICT in supporting Comprehensible Output and Interaction Hypothesis. 3.2 Comprehensible Output Comprehensible Output Hypothesis postulated by Swain (1985, 1995, cited in Wong, 2005) suggests that output learners need to be pushed to produce comprehensible output that is important to trigger noticing, positive feedback and negative evidence during acquisition. Davies (2005) states that ICT, especially computer, encourages comprehensible output, that is, active use of L2. As evidence, Evans (1996)s study reports that computer-based task is ultimately responsible to stimulate and improve learners oral communication. In particular, synchronous CMC tasks direct learners to produce higher quality spoken output (Kern, 1995; Warschauer, 1996). Blakes (2000) study supports Swains hypothesis by reporting that online interchange pushed learners to produce written output. In addition, as indicated by Warschauer (2001), learners appear to incorporate new learned syntactical patterns or lexical chunks extensively during CMC task (p. 290). Also, it is stated that the hypertext environment of the Web improves learners writing skills. Through the support of visual and sound using multimedia elements, learners are likely to extend their communicative output (Davies, 2005) in a context-rich setting. Apparently, we have all the good evidence on the use of ICT in pushing learners to produce comprehensible output. Learners are not only encouraged to use the L2 actively, but are also more willingly to try out new L2 knowledge in a more secured and virtual environment compared to real-life classroom. Indeed, the contribution of advanced Internet technology could not be denied in this context. Nevertheless, it is argued that comprehensible output is still not ample to facilitate the development of L2 linguistic system. We will hence examine if ICT plays any positive role in enhancing language learning experience from the perspective of Interaction Hypothesis. 3.3 Noticing Hypothesis Research revealed that noticing on specific linguistic features in the L2 input is crucial to language learning (Doughty, 1991). By manipulating L2 input using ICT, such as multimedia CALL, input enhancement technique could be applied easily into language learning or teaching pedagogy. Thus the chance of noticing could be increased (Chapelle, 1998). Littlemore and Oakey (2004) later characterized web-based resources meet one of Chapelles (2001) criteria for CALL task appropriateness, namely focus on form (p. 98-99). From the point of view of grammar instruction, studies conducted by Ushioda (2000), ORourke (2005) and Meskill Anthony (2007) show that CMC tasks successfully draw learners attention to the specific linguistic features in their own output, and engage in focus-on-form (originated by Michael Long, 1983, 1996 cited in Wong, 2005) communicative practice. In addition, Yuans (2003) study reported that combination of on-line chat and regular in-class discussion increased learners awareness of their grammatical errors in their interlanguage. Also, Kukulska-Hulme Bull (2009)s study indicates that language learning diaries using mobile assisted language learning enhance learners noticing of linguistic feature in L2 input. From the point of view of vocabulary acquisition, the multi-dimension hypertext supports Schdmits Noticing Hypothesis by providing a mixture of multimedia elements to learners. For example, empirical evidences obtained by Jones (2004) and Yanguas (2009) show that multimedia environment is beneficial for L2 vocabulary acquisition. In their studies, learners managed to notice the target words with visual aids and textual glosses. With regards to the Noticing Hypothesis, we can clearly define the advantages of the use of ICT. Indeed, through multimedia environment and mobile language learning, learners are supported to focus on the specific linguistic features (e.g. input enhancement and focus on form) and develop L2 linguistic system in more natural and flexible settings compared to face-to-face classroom. 3.4 Interaction Hypothesis Interaction Hypothesis (Gass, 1997, 2003 cited in VanPatten Benati, 2010) asserted that interaction is necessary in language learning process because learners output may trigger input modification by other speakers. However, the opportunity to interact face-to-face is rather restricted within the regular L2 classroom settings (Kitade, 2000). Fortunately, the invention of the Internet and the Web has provided a better interaction platform to learners. A number of research studies have been conducted on negotiation of meaning and CMC, a manifestation of Warschauers (1996) concept of integrative CALL (e.g. Blake, 2000; Kitade, 2000; Meskill Anthony, 2007). Warschauer (1997) states that the inter-cultural context make online learning a potentially powerful tool for collaborative language learning (pp. 470). Through CMC tasks, learners interact more actively with L2 (Kern, 1995; Warschauer, 1996). For example, learners appreciate the corrective feedback from their partners in email exchanges tasks. (ODowd, 2004; St. John Cash, 1995). Also, Blakes (2000) study shows that CMC promotes L2 acquisition of lexical items through interaction on a synchronous on-line chat program. When communicating with native speakers, miscommunication or even misunderstanding may happen when the learners do not know when and how to use certain linguistic forms appropriately. Research has found that instruction on the speech acts helps learners to improve their pragmatic performance and communication competence (Kasper Rose, 2002). In this context the role of ICT becomes, once again, crucial since we can argue that tandem learning system could eliminate, or at least, reduce the sense of offence and embarrassment. 3.5 Motivation ICT is potentially a great tool to boost both integrative and instrumental motivation in language learning process. Integrative motivation is related to psychology whereas instrumental motivation set language as tool to derive benefit from the environment (VanPatten Benati, 2010: 111). Some research shows that synchronous CMC leads to significant motivation boost among L2 learners. For example, Appel Guerrero (2002)s study shows that tandem project via email encourages learners to correct each other. Also, passive and shy learners appear to be more active to participate in electronic discussions compared to teacher-led discussions. (Beauvouis 1992; Kelm, 1992). From the perspective of instrumental motivation, Web authoring tasks inspire the sense of authorship and create the feel of privilege among language learners (Mishan, 2004). Scripting, recording, producing and performing own podcast works will enhance learners sense of ownership (LTS MFLE, 2010). These situations will undoubtedly increase their motivation and derive  a sense of accomplishment along the process of task-based language learning. However, Owen (2008) argues that the level of motivation is heavily depending on achievability of task. This notion implies that although ICT plays a significant role in enhancing motivation, teachers/instructors play a more dominant role in designing and choosing the most appropriate ICT task best fitting their students needs. 3.5.1 Autonomous Learning Motivation has close link with autonomous learning. Autonomous and independent learners become highly motivated and this leads to better learning outcomes (Dickinson, 1995, cited in Benson, 2001). The early application of CALL as behaviorist tool was less efficient for autonomy development (Fox, 1994). During the communicative phase, the pre-programmed CALL still played role as tutor although the tasks did not grant full control to learners. (Benson 2001:137). However, Kenning (1996: 128) stated that the used of word processors in communicative CALL supported cognitive and meta-cognitive autonomy. Thus, Benson (2001) further stated that when computes used as non-language learning tools, autonomy will be enhanced. Later, multimedia, the Internet and the Web has brought CALL to current integrative phase (Warschauer, 1996). Integrative CALL supports autonomy learning development with rich input and encourages learners to take control over the selection of learning strategies and materials (Benson, 2001). Mishan (2004:130) further claims that the Internet is the most powerful medium to orientate learners towards autonomous learning. Indeed, learners are supported by various forms of multimedia on the Web to search and discover learning strategies that best suit them. Its been observed that independent learners play more active role during language learning process. For example, the use of authoring software and cognitive tools engage learners as researchers and the experimenters in a L2 task-based learning classroom (Rà ¼schoff, 2004). In addition, one of ODowd (2004)s Spanish students who learned English as L2 expressed his/her opinions on email exchanges by stating that we have the opportunity to have a teacher and, at the same time, to be teachers (p.156). This implies that learners are motivated when they play role as tutors by correcting partners language errors during the exchanges. Also, CMC learning tasks via e-mail exchanges (Ushioda, 2000) and MOOs (object-oriented Multiple User Domains) (Sheild, 2001) is excellent for autonomy learning as learners are able to take control of their learning process, content and objectives. In addition, Sarasin (1999: 2) states that tailored exercises that fit their students learning ways will maximize the learning potential outcome. For example, Hot Potatoes is an excellent authoring software that enables teachers to design language activities such as multiple-choice questions and gap fills exercises according to learning styles of their own students. We can argue that the role of ICT is, certainly, more prominent if being explored from the angle of independent learning. Language learners gain access to rich L2 resources via ICT devices such as the Internet, the Web, Podcast and digital mobile phones. 3.5.2 Learning Strategies OMalley d Chamot (1990) classify learning strategies under three main categories: cognitive (repeating, translating, and analyzing), metacognitive (organizing, planning and controlling) and socio-affective (seeking clarification, co-operating with peers, self-talk). Learners who have regular opportunities to develop their metacognitive awareness through on-line training may become more autonomous language learners. With the arrival of audio-video conferencing systems, distance learners can learn language at anytime and share opinions on their roles in it (Hauck, 2005). For example, Whites (1995) study shows that independent distance learners aware that they need to re-evaluate their role and responsibilities as language learners thus make greater use of metacognitive strategy, especially self-management. For cognitive strategy, learners are able to apply their prior knowledge about L2 in creative ways on different multimedia activities on the Web. Memory strategy is thus supported through multimedia elements of the Internet where images and sounds are available for mental linking. Also, CMC provides a platform for learners to apply social strategies where learners more aware of the relationship between the target language and its cultural (ODowd, 2004). They will be able to share recommendations for useful resources and tools found on and off the Internet. (Warschauer Shetzer, 2000: 179). To summarize we can therefore argue that ICT, if properly used, is unquestionably helping language learning and could contribute towards different learning strategies development. 3.5.3 Learning Styles ICT such as interactive games, interactive whiteboard, video and digital image offers support to different learning styles and allow learners to learn in ways appropriate to their learning approaches (Becta Report, 2009: 2). In particular, language learning tasks through the Internet can suit different learning styles. For instance, Sheikh Dibs (2003) points out that the needs of visual learners are fulfilled by text, images and video whereas auditory learners are supported with oral presentation on the Web. Sensory learners enjoy both visual and auditory resources on the Web. Hands-on learners will apply their knowledge through activities such as on-line games and cross puzzle. To sum up, learners learn better when they are interested and ICT serves to extend and prolong their initial interest (Murray Barnes, 1998). Integrating various forms of multimedia is doubtlessly among the best option to present L2 input. This practice increases the variety of learning tasks when teachers/instructors manage to adapt and modified the content to meet different types of learning styles. In this session we have reviewed the positive role of ICT. Indeed, the incorporation of technology into language learning always corresponds to external and internal factors indentified within the framework of contemporary SLA research. Internal factors are cognitive factors such as processing strategies, prior linguistic knowledge, the architecture of LAD (Language Acquisition Device) of the human brain (VanPatten, 2003), aptitude and motivation (Myles, 2002). Meanwhile, social factors, input and interaction are identified as external factors by Ellis (1997). We could easily identify both factors in todays language learning contexts and how effective are they in supporting learners to build their L2 linguistic system from different perspective. However, ICT could be a two-sided sword if not being used without proper guide. In the next section we will discuss the disadvantages of barrier of the use of ICT. 4 Disadvantages and Barriers of ICT In the section above we have identified a substantial number of advantages for the use of ICT in language learning such as the fact that ICT provides easy and reliable access to authentic materials, supports different learning styles, enhances cross-cultural communication and collaboration. However, empirical evidences have identified some problems and barriers to the use of ICT in language learning which will be reviewed and analysed in the following section. 4.1 Security Ramirez et al (2008) identify cyber bullying as a growing problem among teenagers and young adults in schools. Even peer bullying among children is budding due to the increased anonymous use of wireless ICT devices on the Web (Tettegah et al, 2006). Gender differences have also been identified in CMC, where men tend to dominate the discussion (Cook et al., 2001). In addition, Herring (2000) reports number of offensive case against women in asynchronous CMC. For instance, Dibbell (1993, cited in Herring, 2000) textually-based virtual rape and sexual harassment incident were reported by Dibbell (1993) and Reid (1994) (both cited in Herring, 2000). Indeed, such incidents reveal the dark side of the technology which deflates social responsibility and accountability. In addition, vast amount of information is available on the Web and not all of them are appropriate. In particular, the exposure of pornography on the Web to teenagers and children is always a focus issue and concern over the use of the Internet. To overcome these circumstances, filtering software such as Surf Watch enables parents and teachers to protect students against undesirable material. However, full control and censorship on the Internet is unjustifiable and unenforceable. When the Internet access is available in the classroom, careful supervision and safeguard is necessary to increase security and protection level. The role of the instructor/teacher is therefore vital not only in terms of preparation of ICT-based activities but also in the supervision and delivery of the Internet based activities. 4.2 Learners-Fit As stated in previously, the ready-made Web-based resource might not fit the specific needs of learners with different learning styles. Moreover, ready-make multimedia packages  available on commercial  language learning software are usually technological driven and do not take learners specific needs into serious account (Murray Barnes, 1998). Thus lack of expertise in developing software program could lead to lack of reliability. In addition, Littlemore Oakey (2004) also addressed the limitation of Web-based resources to meet the needs of learner-fit (Chapelle, 2001: 59). Ready-made exercises and resources on the Web, such as Si Espana and Bonjour de France are less likely to cope with every different learning style. Thus careful decision should be made when teachers or learners are pondering on whether or not to use these materials for language teaching/learning. Also, this could be tackled by using web-based authoring tools appropriately. The baseline is that teachers/instructors need to modify and adapt the ready-made materials according to the precise needs of their own learners group. 4.3 Information Overload It could be problematic if learners are bombarded with massive amount of information through ICT and leads to information overload (Littlemore and Oakey 2004). Moreover, searching online could sometimes be time consuming (for both instructors and students) where the quality and accuracy of the contents is not always under control. In addition, task-based learning activities without proper design will also lead to information overload. For example, in a many-to-many interaction through CMC, some learners might find that they are lost in group discussion. Thus certain information might be ignored and becomes a set of asocial monologues (Moran, 1991:52). Therefore, training is necessary to equip learners and instructors with appropriate searching and skimming skill. Teachers/instructors also need to be trained to design tasks in accordance to SLA theories and that allow the learners to response to the discourse in a multi-way CMC, to explore the material and consequently generate positive learning outcomes. 4.4 Reliability Warschauer (1999) reported that a great number of network-exchanges project failed to meet the expectation of language learning outcomes. This is due to the difficulty to maintain learners and their partners initial interest and motivation. Cross-cultural email exchanges might sometimes be boring and tiresome if the learners can not find common interest with their partners. This weakens the initial passionate if the exchanges are not goal-oriented (ODowd, 2004). In other words, without proper design and guidance, CMC tasks could be meaningless and lead to communication breakdown. In addition, learners might be discouraged if their CMC partners do not turn up in the chat room or answer their message (ODowd, 2004). This might be attributed to factors such as lost of interest, poor time management and limited access to the Internet which it is definitely not helping SLA. ODowd (2004) further points out learners might develop perception that the cultural of the L2 country is unfriendly. This implies that the learners will be further discouraged to continue learning the L2. To solve this issue, learners and their partners should be trained and be educated beforehand on this issue to established friendly relationship (Fischer, 1998; Muller Hartman, 2000)with their partners. As far as social reliability is concerned, technology reliability is also considered as a barrier. Specifically, computers are sometimes unreliable as the artificial intelligence cannot handle unexpected ad-hoc sit

Study Of Solubility Equilibrium Biology Essay

Study Of Solubility Equilibrium Biology Essay The solubility product constant of potassium hydrogen tartrate in water and it dependence of temperature were investigated in this experiment. The solubility product constant was determined at different temperature through acid-base titration against NaOH. A linear graph was obtained by plotting ln Ksp against 1/T and positive correlation between temperatures and solubility product constant was observed. This study concluded that solubility product constant of potassium hydrogen tartrate is dependent only on temperature. Introduction The aim of this experiment is to investigate the solubility product constant of potassium hydrogen tartrate in water and it dependence on temperature. Solubility is often defined the amount of substance required in obtaining a saturated solution. Therefore, only a small amount of potassium hydrogen tartrate (KHC4H4O6) is needed to produce a saturated solution as it has limited solubility in water. In the saturated solution, the rate of the dissociation of the solid is the same as the rate of the aqueous ions forming the solid compound; the solution is known to be at equilibrium. The equilibrium equation for KHC4H4O6 in the solution can be written as: The constant for the equilibrium equation can be expressed as: Ksp = [K+] [HC4H4O6-]. This constant is also known as the solubility product constant (Ksp) which has a fixed value for a given system at constant temperature. Thus, by finding out the concentration of the ions dissolved, the solubility product constant for KHC4H4O6 can be determined. From the equation above, the dissociation of KHC4H4O6 will produce equal amount of potassium ions (K+) and hydrogen tartrate ions (HC4H4O6-). Thus, by obtaining the concentration of one of the ions, the concentration of the other ion can be derived and the solubility product constant can be calculated. As HC4H4O6- behaves like a weak acid, its concentration can be determined by acid-base titration using NaOH, a strong base as the titrant, with phenolphthalein as the indicator. As NaOH and HC4H4O6- react with each other in 1:1 ratio, the amount of NaOH used in the titration will be equal to the amount of HC4H4O6- present in the solution. While Ksp is fixed at a certain condition, changes in temperature will affect the value of Ksp. According to the vant hoff equation, the value of Ksp is related to the change in Gibbs free energy and can be expressed as: From the equation, the solubility product constant depends on three variables which are the change in enthalpy, the change in entropy and the temperature. The change in entropy and enthalpy with respect to temperature were stated to be insignificant due to the similar heat capacities of the product and reactants. This suggests a linear trend between the remaining variable and Ksp [1]. Therefore, a graph of natural logarithm of Ksp versus the reciprocal of temperature can be plot which the gradient of the graph can be used to calculate the enthalpy change and the y-intercept for the entropy change. Thus, the relationship between Ksp and temperature can be observed. Experimental Procedure Dried KHC8H4O4 (0.5002 g) was prepared in a 250 mL conical flask with the help of an analytical balance. Deionized water (25.0 mL) was added into the flask and a standard solution of KHC8H4O4 was obtained. The prepared solution was then titrated against an unknown concentration of NaOH to the endpoint, with phenolphthalein as the indicator. The volume of NaOH used was recorded. The entire procedure was then repeated with different masses KHC8H4O4 (0.5039 g, 0.5033 g). The concentration of the NaOH was calculated from the volume of NaOH used and tabulated in Table 1. A saturated KHC4H4O6 solution was prepared by adding one gram of KHC8H4O4 into a 250 mL conical flask, containing 100.0 mL of deionized water. The flask was swirled for five minutes and put to rest with occasional swirling for another five minutes at room temperature. At the end of ten minutes, the solution was then filtered and the supernatant was collected in a dry 250 mL conical flask. Concurrently, the temperature of the solution in the filter funnel was recorded. Two portions of 25.0 mL of the filtered solution were then pipetted into two separate 250 mL conical flasks. The two solutions were titrated against the 0.7070M NaOH solution to the endpoint, with phenolphthalein as the indicator. The volume of the NaOH used was recorded. The procedure was then repeated for different temperatures. For temperature above room temperature, a hot water bath was prepared in a one litre beaker on a hotplate stirrer. The saturated KHC4H4O6 solution was prepared in the same way but was placed in a hot water bath with constant stirring, using a stir bar. The solution was put aside with occasional monitoring until a constant temperature was observed. Next, the solution was decanted in small amount into a dry conical flask. The temperature of the solution in the filter funnel was recorded concurrently. Three portions of 25.0 mL of the filtered solution were then pipetted into three separate 250 mL conical flasks. For temperature below room temperature, an ice-water bath was prepared in a one litre beaker. The solution was also prepared in the same way as the previous procedure and was placed into the ice-water bath. The solution was cooled until the solution stabilized at a certain temperature. The solution was then filtered and the temperature of the solution in the filter funnel was recorded. Three portions of 25.0 mL of the filtered solution were then pipetted into three separate 250 mL conical flasks similar to the above room temperature setup. The six solutions were then placed aside for it to return to room temperature and then titrated against the standardized NaOH. The solutions were titrated the same way as the titration done at room temperature. The volume of NaOH used was recorded for the different solutions were recorded. The average volume of NaOH used for the same temperature was then calculated and tabulated in Table 2. Data Treatment and Analysis The calculations of [HC4H4O6-], [K+] and Ksp at 302.15K: [NaOH] = 7.070 x 10-2 mol L-1 Amount of NaOH used = (7.070 x 10-2 mol L-1) (1.2825 x 10-2 L) = 9.067 x 10-4 mol Amount of HC4H4O6- = Amount of NaOH used = 9.067 x 10-4 mol [HC4H4O6-] = [K+] = 9.067 x 10-4 / (0.0250 L) = 3.63 x 10-2 mol L-1 Ksp = [K+] [HC4H4O6-] = (3.63 x 10-2 mol L-1)2 = 1.32 x 10-3 The calculated value of [K+], [HC4H4O6-] and Ksp were tabulated into the table below: Table 2: Determination of Ksp of KHC4H4O6 at different temperature Temperature / K Average Vol. of NaOH used / L Amount of NaOH used / mol [HC4H4O6-] / mol L-1 [K+] / mol L-1 Kspof KHC4H4O6 285.15 7.4750 x 10-3 5.327 x 10-4 2.13 x 10-2 2.13 x 10-2 4.54 x 10-4 294.15 1.0075 x 10-2 7.180 x 10-4 2.87 x 10-2 2.87 x 10-2 8.25 x 10-4 302.15 1.2825 x 10-2 9.067 x 10-4 3.63 x 10-2 3.63 x 10-2 1.32 x 10-3 309.15 1.6375 x 10-2 1.158 x 10-3 4.63 x 10-2 4.63 x 10-2 2.14 x 10-3 320.15 2.2375 x 10-2 1.582 x 10-3 6.33 x 10-2 6.33 x 10-2 4.00 x 10-3 Based on the temperature and Ksp value obtained in Table 1, values of 1/T and ln Ksp were calculated and tabulated in Table 3. A graph was plotted based on the values: Figure 1: Graph of Ksp versus 1/T From Figure 1, the gradient and y-intercept was obtained as shown in Table 4. The enthalpy change and entropy change was calculated based on the vant hoff equation: Gradient = (/ R) = -5692.06 Standard deviation of gradient: Â ± 99.87 = (-5692.06 x 8.314) Â ± (99.87 x 8.314) = (47.32 Â ± 0.83) kJ K-1 mol-1 Y-intercept = (/ R) = 12.25 Â ± 0.33 Standard deviation of Y-intercept = Â ± 0.33 = (12.25 x 8.314) Â ± (0.33 x 8.314) = (101.85 Â ± 2.74) J K-1 mol-1 The standard error of regression was found to be 0.0295. (Number of measurements = 6, Degree of Freedom = 4) Results and Discussion From the data obtained, the calculated values of and were (47.3 Â ± 0.83) kJ K-1 mol-1 and (101.85 Â ± 2.74) J K-1 mol-1 respectively. Ksp of KHC4H4O6 was found to be 1.32 x 10-3 at 302.15K. It was observed that a linear graph was obtained upon plotting ln Ksp against the reciprocal of T. The increase in temperature was also found to correlate with the increase of Ksp values. The literature Ksp value for KHC4H4O6 is 3.8 x 10-4 at 291.15K. [2] The approximated Ksp value that corresponds to 291.15k based on experimental data was calculated to be 6.755 x 10-4 as shown in the Appendices. Linear Relationship between T and Ksp Based on figure 1, a linear model was observed between the reciprocal of T and the natural logarithm of Ksp. This was supported by the R-square value of 0.99 which greatly suggests a linear trend from the experimental data plotted. The standard error of regression obtained from the experiment was found to be 0.0295, which indicates a good fit among the experimental values obtained, corresponding to a good precision of the experimental data. Thus from the linear trend, the claim of insignificant changes of enthalpy and entropy due to temperature changes was valid. Therefore, the assumption that the value of Ksp is dependent only on temperature at which the dissolution occurs can be established. Comparison of Literature values The estimated Ksp value based on experimental data was 6.755 x 10-4 at 291.15K and was found to be 43.75% higher than the literature value (3.8 x 10-4) [2]. The difference could be accounted to the limitation of this experiment. As the experiment was carried out in different temperature, one of the limitations was due to the apparatus used. The volumetric glass pipette used was calibrated at 20 , thus at other temperature, expansion or contraction might occur leading to the inaccurate volume transferred for titration after the filtering process. Another source of error was noted to be the temperature fluctuation during the filtering process. Although the solution were decant in small portions to minimize errors, rapid increase of the temperature for the cold temperature reading was observed. This corresponds to the increase in the ions concentration dissolved in the solution, thus resulting in a higher value of Ksp. Despite the percentage difference of 43.75%, the difference between both values was actually small due to the fact that the Ksp of KHC4H4O6 is a very small value. When the uncertainty of the enthalpy change and entropy change was taken into account, the experimental Ksp value was assumed to be between 3.446 x 10-4 and 1.324 x 10-3(Refer to Appendices). The literature value was noted to be within this range, thus the experimental data do agree with the theoretical value of KHC4H4O6. Change of Enthalpy and Entropy The change of enthalpy from the reaction was found to be (47.3 Â ± 0.83) kJ K-1 mol-1. The positive enthalpy change means that the dissolution of KHC4H4O6 was an endothermic process where heat was absorbed during the process. This was expected as the dissolution breaks up the stronger ionic bonds within KHC4H4O6 and weaker bonds between the water molecules and the ions was formed. These resulted in a positive net change for enthalpy for the reaction, which is consistent with the positive enthalpy change derived from the experimental data. The change of entropy was found to be (101.85 Â ± 2.74) J K-1 mol-1. As entropy was often defined as a measure of disorder, the positive entropy can be explained with the increased disorder brought about when the when KHC4H4O6 dissolved into ions. As the value of enthalpy change was much larger than the entropy change, in order to get a larger value of ln K based on the vant hoff equation, higher temperature was required. This coincide with high temperature favors endothermic process such as dissolution of KHC4H4O6, thus it can be concluded that temperature have a positive correlation with Ksp. Conclusion Ksp have a linear relationship with temperature for KHC4H4O6. The temperature dependent of enthalpy change and entropy change was found to be insignificant for the dissolution of KHC4H4O6. As dissolution is an endothermic process, temperature has a positive correlation with Ksp, thus higher temperature allow more KHC4H4O6 to dissolve. This concluded that solubility product constant of potassium hydrogen tartrate is dependent only on temperature.

Graduation Speech :: Graduation Speech, Commencement Address

What do you want to be when you grow up? The dreams of our youth often become the challenges of today and the challenges of today often become the blueprints of our future. Most of my childhood dreams centered around sports and they have been a big part of my life. When Teresa Wilson brought fastpitch softball to the University of Washington, my friends and I were the first to sign up for her initial summer skills camp. We all stood together, down below on the Chiefs softball field, shyly giggling and acting crazy. Teresa Wilson introduced her first UW team players and instantly Jennifer Kline became my hero and to play intercollegiate fastpitch was cemented in my heart as a dream. Kline worked with me as a catcher at the camp and she was so good, and so smart, and so patient, but most important she wasn't condescending or arrogant. She worked with me on blocking and framing and calling a game, never making me feel stupid or clumsy. The dream to play college softball expanding to coaching the game someday. I could really see how much a good coach or teacher could help a player or student. Sport teaches lessons that can translate on a larger scale to life. As an athlete I have learned the importance of teamwork. Any team is only as strong as its least prepared member. The very best player will never beat the best team. The concept of teamwork encourages members to give up the pursuit of individual glory for the success of the team. Individual statistics may bring personal pride but they rest in the shadow of the team's overall success. Sport nurtures our natural love of competition. Athletes are encouraged to practice hard, prepare both physically and mentally for the contest challenge, and then perform at their highest level. Most amateur athletes are also taught to accept victory with a certain degree of modesty and humility and to acknowledge defeat with graciousness and the added incentive to improve future performances. This is a particularly important life lesson to learn. Healthy and fair competition leads to better performances by all participants. Sport builds self esteem. The praise of coaches and the cheers of fans nurture feelings of self-worth and even criticism, when offered in a constructive way, can strengthen a players confidence in his own ability and his contributions to the team. Everyone enjoys hearing compliments but it is the criticisms that, when taken to heart, can improve the athlete and can bolster his self-esteem by supporting the belief that he brings value and effort to his sport.

Acting and Identity in Sizwe Banzi is Dead and in Death and the Kings

Both "Sizwe Bansi is Dead", (written by Athol Fugard in collaboration with John Kani and Winston Ntshona) and "Death and the King's Horseman" (written by Wole Soyinka) are both set in South Africa, in two important and significant cultural moment for the country. "Swize Bansi is Dead" tells the difficult reality of Africa under apartheid (1950s), analysing the complex issue of identity in that time. The rules of Apartheid meant that people were legally classified into a racial group, mainly Black and White, and separated from each others. This division restricted black people from being able to vote, having medical care, education, or other public services, and if when, in rare cases these were possible, they still were of a lot inferior compared to what white people were entitled to. Not only Black people were thus deprived of their write as human beings, as persons, but what most suggested that they'd lost their identities is that all of them had to have an "identity book". This item, insert them into a system of figures, where each one of them wasn't identified by a name anymore, they were recognised and registered by a number. This is a very important issue of the play, in fact the focal point is to show us how irrelevant the name and the "identity" had become for those people. Is your name your identity? And if not, is it possible to maintain a stable and truthful inside identity when deprived of all signs of uniqueness such as your own name? This theme is very much confronted in Sizwe Bansi is Dead. The main character, Sizwe Bansi is forced into talking a terrible decision. Taking a dead man's identity book, therefore stealing his "official" identity, to be able to get on with his life and keep in contact with his f... ...the characters show how loosing their write to vote and therefore express their opinion, and especially having to carry an identity booklet all the time (just because of the colour of their skin) can generate an inside crisis on one's identity. Is our identity determined by our name? Can we change name and be able to keep a stable identity? This play also raises the issue of being actors, just to survive in the society they lived in. Not being able to show their feelings and their disappointment at any time, obliged them to smile, sing, and fake. These issues are also raised in "Death and the King's Horseman", but more with showing how important and determinant our culture is for our personal identity. Thus, living in an era where this one is changing, because of the rough imposition of a new one, can torn one's personality, making them doubt all of their beliefs.

Comparing the Use of Setting in The Shawl and The Portable Phonograph E

Use of Setting in "The Shawl" and "The Portable Phonograph"  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   In literature, setting is often used to enhance or develop characters, provide realism, and create a mood or atmosphere for a story (Roberts 256). Two short stories, "The Shawl" by Cynthia Ozick and Walter Van Tillburg Clark’s "The Portable Phonograph" explore victims of war in the vivid settings that the authors have created. Although both works are vague as to geographic setting and place in time, the authors’ detailed descriptions of the character’s surroundings envelop the reader and lend an air of authenticity to the tales (Kauvar 180). "The Shawl" and "The Portable Phonograph" differ in their treatment of symbolism and characterization but their ingenious use of setting to create a theme unites these two stories. "The Shawl" and "The Portable Phonograph" both open with intense, haunting descriptions; Ozick shocks readers with her portrayal of "the Holocaust in searingly vivid sensory impressions" (Watson 892) and Clark dedicates his first three paragraphs to describing a desolate, war torn plain devoid of almost all life. Clark immediately creates a sense of a dangerous, foreboding world, describing a "sensation of torment" that "arose from the stillness of the earth air beneath the violence of the upper air" (Roberts 260). The reader is left with an impression, filled with detail, but moreover, overflowing with emotion. "The Shawl" and "The Portable Phonograph" contain objects that are critical to the stories and to the mental states of the characters contained within. In the former story, the Rosa believes the shawl protects her baby from the horrors of the Holocaust, the scrap of cloth provides her with hope that the next generation wi... ...rough their thoughts. The settings in these two stories act as more than simply a backdrop for a tale, they are used "to create meaning, just as painters include backgrounds and objects to render ideas" (Roberts 255).    Works Cited Kauvar, Elaine M. Cynthia Ozick’s Fiction: Tradition and Invention. Bloomington: Indiana University Press, 1993. Magill, Frank N. ed. Critical Survey of Short Fiction, Vol. 2. Pasadena: Salem Press,1993. Roberts, Edgar V. and Jacobs, Henry E. Literature: An Introduction to Reading and Writing. Upper Saddle River: Prentice Hall, 1998. Sheehy, Gail. Spirit of Survival. New York: William Morrow and Co., 1986. Stine, Jean C. ed. Contemporary Literary Criticism, Vol. 28. Detroit: Gale Research Co., 1984. Watson, Noelle, ed. Reference Guide to Short Fiction. Detroit: St. James Press, 1994.   

Balanced Scorecard: Management Control System Essay

â€Å"Balanced scorecard† means different things to different people. At one extreme, measurement-based balanced scorecards are simple dashboards of performance measures grouped into categories that are of interest primarily to an organization’s managers and executives. Typical categories include financial measures, and customer, process, and organization capacity measures. Measurement-based scorecards almost always report on operational performance measures, and offer little strategic insight into the way an organization creates value for its customers and other stakeholders. At the other extreme, a strategic performance scorecard system is an organization-wide integrated strategic planning, management and measurement system. Strategy-based scorecards align the work people do with corporate vision and strategy, and communicate strategic intent throughout the organization. In other words, these systems incorporate the culture of the organization into the management system. In strategy-based scorecards, performance measures are only one of several important components, and the measures are used to better inform decision making at all levels in the rganization. In strategy-based balanced scorecard systems, performance measures are the result of thinking about business strategy first, to measure progress toward goals. In strategy-based systems, the first question to answer is the strategic question: â€Å"Are we doing the right things? † The operations, process, and tactical questions come later: â€Å"Are we doing things right†. Over the past decade balanced scorecards have evolved from systems that simply measure performance to holistic strategic planning and management systems that help manage and track strategy execution. Despite this evolution, the majority of balanced scorecards that we have seen over the past 10 years use a â€Å"just give me the measures† philosophy. These measure-centric dashboard scorecards are interesting, but not very robust and not nearly as helpful as they could be. These scorecards remind me of the old Wendy’s commercial: â€Å"Where’s the beef? † Strategy-based scorecard systems, on the other hand, create a â€Å"strategic thinking† mentality in an organization, and can help lift the organization and its workforce to a higher, more performance-oriented way to think and work. Each organization is unique, and there is no â€Å"one scorecard fits all† solution. This article describes how to develop a strategy-based balanced scorecard system for technology companies. We’ll share some lessons learned from developing strategic performance scorecard systems in dozens of businesses and industries over the past 10 years. The Balanced Scorecard as a Technology Company’s Strategic Planning and Management System Technology company management teams are challenged by: †¢ Rapidly shrinking product cycles †¢ Recruiting, retaining and rewarding technology talent Making and communicating critical product development decisions †¢ Tracking the evolution of customer feature demands and use models †¢ Disruptive, enabling technologies that can invalidate products or entire business models In addition, executives rarely communicate the strategic manner in which the business is being directed. The typical result is disagreement and misalignment in how these challenges are perceived and addressed throughout the company. Any technology company strategy needs to embrace these challenges. Strategy is a company’s approach to achieving its vision–it’s the organization’s â€Å"game plan† for success. One thing the technology company’s strategy needs to define is how it will measure product planning and development success. Strategy needs to define how ideas are advanced into opportunities. Passionate technology workers need to know why their ideas and views were embraced, delayed, or discarded. Strategy must describe the timing of such considerations, so that investments in programs underway are protected from an ill-timed innovation capturing the minds of employees. Similarly, programs that are off track need to sound alarms so that corrective action can be taken. Strategy needs to guide when and how to sound those alarms and ensure necessary corrections are taken. Strategy needs to dictate tracking customer feature evolution, and if the company wields the core technology its products need to be successful in the marketplace. Using a balanced scorecard as the strategic planning and management framework allows a company to deal with these and other issues that matter to creating value for customers and stakeholders, such as process efficiency, financial performance, and organizational capacity and readiness. Starting with a strategic view of how the organization creates value for customers, a scorecard system links strategy to what must be done operationally to be successful. Good scorecard systems focus on the critical few performance measures that provide real business intelligence and contribute to the achievement of operational excellence, employee excellence, and business success. But more important, these systems focus on the elements of strategy that can be made actionable – strategic objectives that are the building blocks of strategy. Developing a Technology Company Balanced Scorecard System The logic of building a scorecard system and using the system as the organization’s strategic planning and management framework starts with an understanding of the organization’s customers and stakeholders, and their needs. The management team then develops and validates the strategic components of the management system. The components include mission, vision, core values, strategic perspectives (i. e. , performance dimensions), strategic themes and desired strategic results, strategic objectives, an organization-wide strategy map, performance measures and targets, and strategic initiatives aligned with the objectives. Strategy is the common thread through the scorecard system and forms the basis for communicating the organization’s approach for gaining competitive advantage (for a business), or in the case of a public or non-profit organization, for improving mission effectiveness for stakeholders. The finished strategy-based balanced scorecard system translates customer needs, mission, and values into organization goals, strategy, objectives, performance measures, and new initiatives. In a strategy-based scorecard system, strategy is analyzed through four performance dimensions (perspectives): financial (stewardship for government and non-profits), customer/stakeholder, business processes, and organization capacity. A key strategy development step is the creation of several high-level strategies (i. e. , strategic themes), associated strategic results, and strategic objectives for each theme. Strategic themes are aligned with the organization’s vision and mission, and the theme’s strategic result describes a high-level outcome of successfully implementing the strategic theme. Usually three or four themes define the business strategy of the organization at a high level. Examples of strategic themes include Customer-Focused Operational Excellence, Market Driven Technological Excellence, Strategic Partnering, and Growth Through Innovation. Many other themes are possible, and the selection of vision and aligned strategic themes and results make for unique performance scorecard systems for different organizations. Another key development step is the creation of strategic objectives — the â€Å"DNA† of strategy. Objectives are expressed as continuous improvement actions that can be documented, measured, and made actionable through initiatives and projects. Once developed, objectives are linked to form a â€Å"strategy map. † A strategy map shows graphically how the organization creates value for customers, stakeholders, and employees. The strategy map is constructed by linking strategic objectives using cause and effect relationships. A strategy map is one of the most effective communication tools an organization can use to build transparency, alignment, and a focus on results.

PEST Analysis of the External Environment Essay

The paper provides an analysis of the Case Study for Westjet Airlines, Canada. The case is taken from the work done by Peter Yannoupoulus (pg 376-380) Problem Statement The following problem statements are proposed: 1. Westjet Airlines total debt is higher relative to its shareholder equity a measure that may call for external financing. The company needs a strategy to ensure its self-sufficiency. 2. Westjet has many competitors and has to come up with strategies to ensure it remains in the market and makes profits. The major questions that management of Westjet have to deal with is whether to maintain its status quo of offering low cost and low fare, whether to venture more in the third party charter segment or whether to be involved in the Trans borders segment. The management has to decide the best strategy it will use to achieve its expansion plan and decision must be made urgently. PEST Analysis of the External Environment Political/ Legal After the 9/11 attack operating in the small markets has become uneconomical due to increased costs. Legal measures by the government translated to higher costs to airlines, which were transferred to consumers. Non-profit airport authorities have also led to the increased prices that act as a disincentive to air transportation. Most customers are price sensitive and care must be taken to maintain its competitiveness. Westjet incurred added costs by providing amenities to its customers like leather seats, snacks leg rooms and television. Economic It offers quality services, empowers its employees and shares profits. This way it maintains its competitiveness. Having good relationships with employees creates good relationships with customers. Employees can make decisions and solve customer problems without the unnecessary delay of contracting the management. Employees are made to feel as if they are part of the company. By offering quality services and on job training it improves its highly motivated employees skills. It employs qualified people who also have a right attitude. Employees are motivated by the profit sharing where they get additional money from what the company makes. Through its employees share purchase plan, it encourages its employees to invest in the company’s stock. Pricing Its fares are 55% lower than air Canada fares. It offers services at a low cost so as to increase the traffic flow. It attracts passengers who would prefer other means of transport as well as those without the traveling idea but attracted by the prices. Westjet intends to expand its scope to serve the central and eastern Canada. By early 2004, it was serving 24 Canadian cities. (P. 376) Environment/ Technological In increasing its efficiency Westjet may be obliged to incur high costs but the benefits are worth it. For instance the installation of winglets that cost $ 635,000 per plane would result to $ 112,500 savings p. a per plane. (p. 379) Social and Cultural Westjet airlines provide passenger, cargo and third party charter services to Canada’s domestic market. It started its operations in 1996 with 3 aircrafts and 220 employees by 2003. It has expanded and now employs 3610 employees and 14 aircrafts. It has entered an agreement with Air transit, the leading Canadian charter airline and it rent its airplanes during off-peak seasons like in winter months. It also did its maintenance and rented some of its simulators. Competition Air Canada, the largest competitor has more resources and a higher command in the market. It accessed over 90% of Canadian airline industry, US trans border and international markets. It makes counter decisions to be at better grounds than Westjet. Other low fare competitors include Cantet, HMY airways, Zoom airlines, Tango, and Jazz and Zip air. Decisions Alternative and Solutions Alternative -1 Tran border expansion Westjet may decide to expand in Tran border operations. Venturing into this area calls for increased cost in increasing aircrafts. Tough competition from subsidiary airlines of stronger airline could threaten its low fare strategy. There is very high competition in the trans-boarder market as it includes both the Canadian as well as the US airlines. Replacing the older aircrafts would also be essential to pave way for efficient aircrafts to travel non-stop across cities in Canada as well as across the borders. Alternative -2 Offer low cost and low fare and increase Canada market Westjet can maintain its status quo. It can strengthen or empower its employees results to increase their satisfaction that is further projected to the customers. Its small size will ensures low cost structure and fewer employees. Operating in the profitable routes makes it more efficient than large airlines. It must also ensure that it offers convenient schedules. It can increase or maintain these profits by increasing its scope. Westjet can advertise its services extensively through it the advertising and new media division in its sales and marketing. Advertisements can be through magazines, outdoors advertising, radio, television, and transit messaging and web advertisement. (P. 378). It can also increase offers to act as incentives like random promotion for instance, the prime ministers day special. Westjet offers tickets less reservation system through Internet bookings that are very convenient and effective to consumers. It also eliminated unnecessary costs that go with printing distribution and tracking of tickets Alternative -3 Venture more in charter segment. Westjet can opt to expand in the third party sector or the charter services. It is appropriate as the unutilized aircrafts can be utilized during winter. It can team up with established charter flight businesses. Most Favored Alternative The strategy that best suffice Westjet expansion is to expand its operation in Canada. Westjet has only exploited 10% of its potential market share and therefore has more potential to expand. (p. 375). It can increase the number of flights made and venture into areas that have not been exploited. Profits and ROI In 2001 Westjet had $ 478 million profits that rose to $ 680 million in 2002. It can continue with this trend if it exploits the unexploited 90% of its potential. (P. 380) References: Peter Yannoupoulus. West Jet Airlines Case 4 pg 376-380