Hadron collider Assignment Example | Topics and Well Written Essays - 250 words

Hadron collider - Assignment Example The research carried out by the organization assesses the likelihood of hazardous experiences in the context of the present assumptions laid out by physicists (Beech 190). However, the theories are not complete, creating a possibility of unforeseen occurrences. The present knowledge and theories man has about physics cannot predict the side effects of the LHC on the planet (Halpern 47). As a result, several authors have analyzed and discussed dangers that might occur from the use of the LHC on planet Earth. Studies from CERN have accepted the rule that the collisions of particles in the LHC will generate elements with velocities far much less than those generated by cosmic rays (Erdmann and MÃ ¼ller 65). This implies that the cosmic ray trial cannot firmly be applied to the LHC. As a result, the planet might easily capture some of the unanticipated heavy particles. This idea has driven other researchers and writers to form ground for studies on the possibility of risks from the use of the LHC (Evans 214). The formation of black holes is the main concern that string theorists are worried will occur with they use of the LHC. Mini black holes have been predicted to form due to the collision of the particles, and are able to swallow up the earth. Strangelets are another potential collider product from the use of the LHC (Steiger and Uhl 13). Strangelets could speed up the conversion of ordinary matter into more strangelets. As a result, the Earth might into a small sphere of strangelets. Safety factors might also be compromised. Certain theorists believe that the black holes likely to form might dissolve through hawking emission (ACS and CSA 111). This forms a danger in the use of the LHC since the collection of strangelets must be electrically constructive on its surface. If not, physicists consider the possibility of the non-fading of micro black holes (Lincoln 21). Another danger

Identify an organisation which has developed an e-business strategy Essay

Identify an organisation which has developed an e-business strategy and utilises ICT applications to deliver enhanced customer v - Essay Example Introduction General electric Inc. (GE) is a fleet management company with operations in United Kingdom and the US among other markets. GE has been using a platform computer based applications platform for fleet management over the years but over, better versions of the platform were developed were available in the market. E-Business strategies provide firms with growth opportunities (Hanna, 2010). GE adopted a growth e-business strategy in order to boost sales and avoid the risk of stagnating at the global market as Bhusry (2008) explains. To achieve success for its strategy GE decided, to adopt an ICT tool procured from Micro-strategies, an independent software vendor. The new tool is basically an upgrade on its existing fleet management software with additional functionality of supporting a Decision Support System(DSS). Theory and Analysis Evolution of the internet has enabled firms that embrace technology reap benefits related to better efficiency and effectiveness, increased sal es, better customer relations, new market discoveries as well as higher profitability in the event that the strategy was value driven(Cheung, 2007). Through the internet, GE has been able to access the global, targeting a larger potential market for its product offering. GE uses its ICT tools to provide information to the drivers of its fleet as well as the fleet managers with broken down easy to read reports. The reports assist in enabling a faster decision making process and response time to operational inefficiency encountered at the work place. The DSS systems provided the reports via email or text message service, thus regardless of location, a mobile phone is all a driver or fleet manager needs to have. Businesses can only realize benefits of adopting e-business strategies if they are keen enough to research, develop, and successfully execute these strategies (Kamel, 2006). In addition to this, (Kotleret al.2006) explain that only firms that adopt strategies that are relevant to the demand of clients and value driven can successfully reap the benefits of e-business. In order for the strategies to be relevant, a firm has to identify its value drivers and match this with the best e- business strategies it has, where possible merging the two with the internet, especially so for firms operating globally like GE in this case. Value drivers vary according to the different models of businesses different enterprises adopt. The drivers are key to operation of an enterprise and have a direct impact on how the business operates (Beynon, 2004) Opportunities Existent to GE GE, as at the time of adopting this e-business strategy was handling management of over a million commercial vehicles for its corporate clientele. According to Hitchcock & Willard (2006) a strategy drives the daily operations of a firm. GE, before adoption of the strategy, was using an e-commerce platform for fleet management that was functional and efficient in managing the fleet and relaying data back to the fleet managers. According to Hitchcock & Willard (2006), an ICT platform forms the foundation for the operations of an organization. GE has chosen the DSS platform to help in achieving success of their growth. The DSS system was to allow for faster decision making process to create value for customers by enhancing the quality of

Importance of Internal Communication within an Organisation

Importance of Internal Communication within an Organisation Introduction What is internal communication? Internal communication in simple words is communicating with all the possible way and channels of communication within the organisation, there may be many departments, offices all over the country or globe, which includes ample of mass working, but the focus of this internal communication system should be that every person eligible for any new updates/upgrades or any other kind of change in the organisation which keeps on happening from time to time basis should be well communicated with all these mentioned above. Internal communication does not only mean communicating in some of the official ways such as meetings or conferences or updating through news letters or with putting just a white paper with some prints on a notice board where there are chances of it being neglected/oversight. As mentioned, it is not one way communication, hence here it is not only the top level management who communicates with the other but its the other way where there are constant interactions between all the levels of management with a valid meaning related to the working of the organisation. With all the communication ways such as meetings, memos, telecommunications, etc body language, pleasantries and gossip also play a very important role. How significant is internal communication? Internal communication is significant for building a strong block of the organisational culture. Internal communication system is designed in such a way that it should reach all the possible candidates in the organisation. These days the most priority in the organisation is effective internal communication. The more effective the internal communication within the organisation the more quick it is to communicate any changes happening in the company. Hence it then becomes easy for all the interactions between all the levels of management. Personal interaction is also an important key in the internal communication system. The best thing about this is again that communication flows in all directions rather then up to down or vice versa. Change within the organisation. Change being the only constant in every part of life, has to occur every place and any time in all the sections. Big firms it may be manufacturing based or service industry, all have multiple processes which functions and goes through thousands of transactions and activities every day. Greater the functioning of any organisation the more it tends to change policies and practices of particular process depending on the invention of technology and its implementation in the process from time to time. Development, expansion and diversification of the organisation also have a great impact of change in it. Government laws, change in the method of production, servicing methods, outside environment etc changes the overall functioning of the company. Change is also necessary for the organisations to grow in future. Old Hence the organisation in this perspective should make it a point that all the possible changes happening in the company are conveyed to all the candidates working for that particular part where the change has taken place. Steps involved in change and how communication should be handled at each level Clarity is the message to be delivered: The change is first communicated/known to the top level management or the immediate supervisor who is responsible for that part of work where implementation of the change happened is a necessity and should be conveyed to all related to it. These people who are responsible for sending message across should be clear about the message which is to be transmitted among others. Method: The method chosen for delivering the message should be proper i.e. should be accessible to all the people and by proper channel where all of them can understand its operation. In all it should suit the circumstances. It should be kept in mind that when the message is sent by the sender, after receiving it, the receiver should be open to communicate back in case of any doubts or questions to be raised regarding the same matter. Communication technology systems or other communication materials are available to use throughout the department/process where the message of change has to be conveyed. Complicated way or using hi-fi modern technology for communications may be a problem for some people, hence should be avoided in considering the steps for communication. Communication should be in a simplified, concise and precise form so that all the people can understand and actively take part. ( Ref. http://humanresources.about.com/od/changemanagement/a/change_lessons2.htm ) Effective internal communication Effective internal communication is where all the candidates, they may be the managers, employees or the volunteers who actively participates and are focused on the goals of the organisation and all involved has the same object to be established. Effective internal communications builds a strong bridge to efficient working and growing of the organisation. It also helps the working staff to identify the change properly and accomplish goals and missions, thus making a difference in the overall effort and efficiency of the company. Everyday effective communications reduces conflicts and contradicting ideas which and gives emphasis to what is important for the organisation. All the companies may not get all the benefits of the effective internal communication but its still helps the organisation build a strong culture where people involved are working towards a common goal. Different Communication Supports There are many types of communication supports that can be used within the organisation. They can be classified into many categories. Communication can be verbal, non-verbal, visual, audio and many others. CD-ROM/Pen Drives/Hard Drives/Flash Sticks :- Important or confidential communication are communicated by these devices personally. It can be used to transfer graphics, video, audio, codes, final statements, etc. Letters/memos/reports: this is based fto convey short meaningful message where some feedback is expected and this category can be classified as a interactive one. Meetings: Three or more people meeting personally, for growth of organisation and many other perspective. Manuals: Large volumes of information is reffered by manuals which are paper based documents. Audio tape/CD: Playback used for the training or any other stuff which uses cassette/CDs. Video: Playback of videos for explanation of the product or for a training purpose as well where VCR/DVD and other video players are used. Printed materials: Prints are taken on paper to distribute certain information. Fax: Copying the paper through telephonic systems from one place to another has been one of the important means of communication all over the world. This is one of the fastest means to send and receive documents. Intranet: The use of internet and web technology used within an organisation assumptions are made that audio and video cannot be transferred but is majorly used for business transactions and to send and receive files which convey a business meaning. Radio: Advertising of the organisation can be done through the broadcast of radio voice transmissions. E-mail: One of the best n modern means of communications to receive and send messages instantly all over the world within less than minute. This way of communication is used to also send documents, audio and videos. Video conferencing: Meeting of people with video and audio from a long distance for a business purpose. TV: Television can be used for many purposes of communications. Marketing and Advertising is done on a large scale all over. It is also used for visuals all over the organisation. Video conferencing is also uses TV as a means to see and communicate all over the world. One-to-ones: Face to face, meeting of two people, interviews, group discussions, debates, etc. Phone: Conversations between two or more people within the organisation or outside. ( Ref :- http://www.fastrak-consulting.co.uk/tactix/Tools/commtool/frameset.htm ) Impact of change in the communication process Any changes in the organisation has to be conveyed to all the people who are responsible for the implementation of the change happening. How to communicate this change is a point where the management has to have a proper plan/strategy. Change in this context can be confidential or general. Proper means of communication should be selected to communicate the change. There can be possibilities where the change cannot be communicated with the present communication means/tools in the organisation. Purchases of new communicative products may b necessary. Different means are supposed to be used communicating at each level of management, it is not necessary that all the change taking place is to be conveyed to all the employees. Hence it should be filtered and proper channels should be used accordingly. Example: Bank of America, where in the voice process there happens a lot of changes within short interval of time. It is based on the counselling/customer service/collection to/from the customers who has mortgage with the band. Different rules/programs/fluctuations in the interest rates/refinancing of loans etc used to take place very often. Communication in this context of change is not that easy for the managers as the schedule fixed for the working employees are logged in on the system and are on calls all the time of their shift. In between that they cannot be communicated with any urgent change. Hence the very next day/after the shift there is a briefing arranged for all the teams working under this process. This may lead to irrelevant/old information being conveyed to the customers as of that date and hence for some time being. Therefore, there is a big impact of change on the communication process which leads to passing of wrong information throughout the chain. Impact of change in the organisation makes communication a necessity calling a meeting to discuss as how to communicate this change. Hence this change to be communicated also starts with a communication process as meeting in this case. It starts when one feels uneasy or concerned about the situation of change within the organization or outside the organisation. Then one realises that some action needs to be taken to CHANGE the present situation. Studying the situation in depth and make a plan to convey the CHANGE for betterment . Implementing the plan by suitable action. Reviewing the situation and continuing the process after communicating it with all the employees responsible and give the training if required for the implementation of this change. ( Fenil Shah :- Senior Manager ATLASCOPCO ) Obstacles or challenges that can be met through the different communication supports used in an internal communication system in a context of change. Sender :- When the sender is not able to properly understand the change and still communicates. Either the message communicated is not proper or it has not been put down properly. Medium/channel :- Wrong selection of medium to send the message. Interruption or signal failure or server problems leads to improper internal communication. This regards in delay of message or inaccuracy of message to be communicated. Oversight :- Notices put up on the board may be overlooked by certain employees which gives a negative impact on the work where that particular change is to be implemented. Improper regard :- Management takes lightly to communicate this change on time resulting in delay or sometimes does not communicate due to overload of work and hence forgetting to convey the change. Language :- Language should be easy and in proper context so that everyone understands it. Audio :- Disturbance/Unclear audio may not convey message clearly which leaves a doubt of the listener. Fear :- Small employees who did not understand the change message may have the fear to go to the immediate supervisor and clear the doubts may be because of the fear of being insulted or improper relationship. Poor Listening Poor listening can sabotage any attempt at communication. We all do it: we hear a little and then fill in what we think the rest will be, without really listening to whats actually being said. Information source :- The source of information is the human mind. It is possible that if this source does not want to communicate the message as it has to be. There are chances he may make some alterations in the change which has to be made within the process. There are many other stages where loads of obstacles interrupt the communication process when there is a change. The statges may be lined as follows :- Outgoing message Transmitter Outgoing signal Channel Incoming signal Receiver Incoming message Destination ( Ref :- http://facta.junis.ni.ac.rs/lal/lal99/lal99-05.pdf ) The challenges that can be met when dealing with an international team Language :- Language can be a big challenge when dealing with the international team. Even if the language is the same, accent of speaking may have a huge difference which at once may be difficult to understand. Incase of language being different, it is very difficult then to communicate directly but should rather have a common team who deals with the translation of language and then forwards it to the people concerned. Example :- Bank of America, where in the voice process there is a special Spanish team to deal with the customers who does not know the language English. Culture :- time and space, personal responsibility and fate, face and face-saving, and nonverbal communication are much more complex than it is possible to convey. Each of them influences the course of communications, and can be responsible for conflict or the escalation of conflict when it leads to miscommunication or misinterpretation. A culturally-fluent approach to conflict means working over time to understand these and other ways communication varies across cultures, and applying these understandings in order to enhance relationships across differences. ( Ref:- http://www.beyondintractability.org/essay/cross-cultural_communication/ ) Time Difference :- Communication may not be possible at all time when dealing with the team abroad. This is because of the time difference between the countries all over the world. Hence communication then becomes a problem for communicating or discussing some urgent business matter. Also in this case, getting a response for a certain message would take time and wont be quicker in cases urgent. These may bring limitations to the communication process as a whole. Recommendations Communicate consistently, frequently, and through multiple channels, including speaking, writing, video, training, focus groups, bulletin boards, Intranets, and more about the change. Communicate all that is known about the changes, as quickly as the information is available. Make clear that your bias is toward instant communication, so some of the details may change at a later date. Tell people that your other choice is to hold all communication until you are positive about the decisions. Provide significant amounts of time for people to ask questions, request clarification, and provide input. If you have been part of a scenario in which a leader presented changes, on overhead transparencies, to a large group, and then fled, you know what bad news this is for change integration. Clearly communicate the vision, the mission, and the objectives of the change management effort. Help people to understand how these changes will affect them personally. (If you dont help with this process, people will make up their own stories, usually more negative than the truth.) Recognize that true communication is a conversation. It is two-way and real discussion must result. It cannot be just a presentation. The change leaders or sponsors need to spend time conversing one-on-one or in small groups with the people who are expected to make the changes. Communicate the reasons for the changes in such a way that people understand the context, the purpose, and the need. Practitioners have called this: building a memorable, conceptual framework, and creating a theoretical framework to underpin the change. Provide answers to questions only if you know the answer. Leaders destroy their credibility when they provide incorrect information or appear to stumble or back-peddle, when providing an answer. It is much better to say you dont know, and that you will try to find out. Leaders need to listen. Avoid defensiveness, excuse-making, and answers that are given too quickly. Act with thoughtfulness. Make leaders and change sponsors available, daily when possible, to mingle with others in the workplace. . Communication should be proactive. If the rumor mill is already in action, the organization has waited too long to communicate. Provide opportunities for people to network with each other, both formally and informally, to share ideas about change and change management. Publicly review the measurements that are in place to chart progress in the change management and change efforts. Publicize rewards and recognition for positive approaches and accomplishments in the changes and change management. Celebrate each small win publicly. (Ref :- http://humanresources.about.com/od/changemanagement/a/change_lessons2.htm ) References (http://humanresources.about.com/od/changemanagement/a/change_lessons2.htm) (http://www.beyondintractability.org/essay/cross-cultural_communication/) (http://facta.junis.ni.ac.rs/lal/lal99/lal99-05.pdf) (http://www.fastrak-consulting.co.uk/tactix/Tools/commtool/frameset.htm )

Macbeth was a Bloody Butcher in Shakespeares Macbeth :: essays research papers

The play 'Macbeth' by William Shakespeare gives the audience plenty of opportunities to consider the reasons for Macbeth's actions, whither he had turned mad, or he was just simply bad. I will look at to the extent to which Macbeth is responsible for his own actions, as well as the contributions of other characters through an analysis of the playwright's dramatic techniques. After studying the play in detail I feel that although Macbeth was encouraged at the start he started planning executions on his own and by the end of the play, Macbeth's downfall showed him to be a bloody butcher. The play is about a ?golden couple,? Macbeth and Lady Macbeth. Macbeth encounters witches who prophecies Macbeth as a king. This spurs them both to kill the king and over time power gets to them and Macbeth becomes a cold hearted butcher. The character of Macbeth is very complicated, which makes it difficult to arrive at a definite decision about how much he is to blame. At the start of the play Macbeth is held in high regard by many people. An example of this is when a sergeant from the army describes his as ? For brave Macbeth - well he deserves that name? He is also thought of as a respected cousin by the king who calls him ? O worthiest cousin? , this shows us that Macbeth was valued by many people as the Thane of Glamis. When Macbeth and Banquo meet the witches, Macbeth seems intrigued. On three occasions Macbeth demands to know more ? Speak, I charge you.? Banquo however does not want to hear what these witches have to say. This shows us that Macbeth is weak and vain, as he likes what the witches have to say. Macbeth is far too easily seduced and completely taken in by these witches. When Macbeth objects to Duncan?s murder this is letting us see that Macbeth has a conscience, ? We will proceed no further in this business.? Although he is persuaded afterwards he feels extremely guilty , ?I?ll go no more, I am afraid to think what I have done.? If Macbeth was such a bloody butcher, then why would he think twice about killing Duncan and afterwards why would he feel guilty ? A particular technique Shakespeare uses to make Macbeth seem more human is soliloquy. This lets the audience know what Macbeth is feeling and what he is thinking about.

Big Brothers, Big Sisters Essay

Big Brothers, Big Sisters is a prevention program, which enhances the socialization of children through paying attention to their psychological and physical development and increasing their feeling of â€Å"being included† into community and school environment. Due to the fact that the project is mostly directed to planning interesting leisure and education-related activities for minors, it can be interpreted as prevention program, as it creates a friendly and harmonious environment which encourages and reinforces the child’s self-esteem through establishing a symmetric communication between the minor and adult and teaching important social skills. As for me, I believe that the program is effective, as it deals mostly with three important predictors of deviance and crime – absence of developing and diversified pastime, lack of engagement with community activities and academic failure (and the consequent loss of interest in education) in schoolchildren. In addition, the relevant study, provided by the website, demonstrates the following results: â€Å"Researchers found that after 18 months of spending time with their Bigs, the Little Brothers and Little Sisters were: – 46% less likely to begin using illegal drugs; – 27% less likely to begin using alcohol; – 52% less likely to skip school; – 37% less likely to skip a class; – more confident of their performance in schoolwork; – one-third less likely to hit someone† (at http://www. bigbrooc. org/html/our_impact. html, 2007). There are three major curriculums, designed within the program. First of all, there is a set of community-based activities, which take place once a month. The community volunteers encourage the participants to do sports, play intellectual games, have meals together or simply take walks in the park. Group-based mentoring program includes monthly meeting of Big and Little Brothers and Sisters and learning new and unusual types of sports, associated with team playing. For instance, the participants do kayaking, play miniature golf or team bowling. All these sports are aimed at improving the children’s concentration, dexterity, ability to plan and make joint decision within the team; as one knows from developmental psychology, the progress of physical skills is particularly sensitive to influences at teen age, when the person is actively growing. The complex of school-based activities comprises weekly sessions, during which the minors are assisted in their home assignments. The major advantage of this program, which actually can cause in the jealousy of the similar agencies, is its image of partnership between adults and children, who receive not mentors, but friends, whose role models are more likely to be learned by minors. The typical agencies of this profile (working in the directions of prevention and diversion) more willingly involve competent specialists (in a limited number) than volunteers, so the underage target audience not always receives socialization experience and learn social skills during workshops and training. In addition, the Big Brothers Big Sisters project manages to maintain its focus on the underage audience in all points of its curriculum and stimulates the natural and healthy socialization in minors (through communication and team activities), instead of creating artificial conditions (like those in workshops and purposeful social skills training). The goals of the Big Brothers, Big Sisters project to great extent coincide with the orientation of the whole juvenile justice system. The major priority of the system is prevention of juvenile crimes and recidivism, but this goal is traditionally accomplished through enlightenment and education in the spheres of crime and punishment, drug addiction and alcohol use. The efforts of the program, on the other hand, are directed to improving the minors’ physical and psychological health and helping them establish friendly contact with the environment. This model is often neglected by the juvenile justice system, so it would be beneficial to introduce the program under the management of the network of government institutions, responsible for delinquency prevention, as the idea of healthy and natural socialization is likely to become a new direction in the functioning of the juvenile justice system and the unity of accountability will provide courts will more comprehensive information about the children. In addition, the program will also demonstrate success in the field of diversion. Finally, the program will correct the official and formalized image of the juvenile justice system and break the stereotype of the â€Å"punishing institution†. The major strength of the program is its positivist approach to prevention, which includes strengthening the minors’ social and psychological potential rather than intimidating schoolchildren about the adversities, associated with delinquency and illicit drug use. The project embraces community work, group work and school work, so that the major environments, in which the children operate, are influenced and to some extent altered. The ultimate goal in this sense is the development of the sense of inclusion into all these environments in the participants. On the other hand, the program lacks one important components, which is family-based work. As the website suggests, the underage participants originate from the households, where domestic violence and alcohol use are practiced. With respect to the fact that behavior models, learned in the family, are to certain degree determinative in teenagers’ behavior, it would also be useful to establish a contact between the families and the community and arrange activities, which imply the creation of a large team, consisting of children, their parents and the Bigs. Another weakness is the lack of basic psychological education for children, as at the certain stage of their development they need theoretical knowledge of building relationships and understanding others, so the Big Brothers, Big Sisters can introduce monthly discussions of the achievements and difficulties, experienced by the participants in their relationships with coevals and adults. Reference list Big Brothers, Big Sisters of Orange County. (2007). Official website, at http://www. bigbrooc. org.

Muslim Empires Essay

The Ottoman Turks consisted of Turkic-speaking nomadic people who had spread westward from Central Asia in the ninth, tenth, and eleventh centuries. They were located in the northwestern corner of the peninsula, which allowed them to expand westward and eventually take over empires between the Mediterranean and the Black Seas. The sultan was the supreme authority in both a political and a military sense. Administrative and military power were centralized under the bey, who was only a tribal leader, tribal law was before Muslim law. The Ottoman authorities were Sunni Muslims. The sultan assigned duties to a supreme religious authority, who then maintained a system of schools to educate Muslims. There were some who believed in Sufism or other doctrines, but the government allowed it as long as they were still loyal to the empire. Non-Muslims had to pay a head tax since they were exempt from military service. The Ottoman Empire was divided into four main occupational groups: peasants, artisans, merchants, and pastoral people. Shah Ismail founded the Safavid Dynasty. The Safavids was a mixed society like the Ottoman Empire; majority of the population were Iranian. They used the Shi’ite faith, and Shi’ism was declared the state religion. Like the Ottoman’s sultan, the Safavids had their shahs who would check up on their people. This empire was not as wealthy as the Ottomans and the Mughals. Their greatest area of productivity was in textiles. The founder of the Mughal Dynasty is known as Babur. Ruling of the dynasty was passed down from Babur to his son, Humayun, and then to his grandson, Akbar. As emperor, Akbar didn’t just focus on the views of Muslim but also gave Christian views a chance. He later formed a new type of worship called the Divine Faith, which combined characteristics of different religions. He believed in having a harmonious society, which meant each individual and group would play their assigned role and contribute their part to society. This dynasty was the last of the great traditional Indian dynasties. All three of the empires were Muslim, and they all displayed an impressive capacity to create and run a large empire. The Muslim World was protected by the military and political abilities of these empires. Unlike their European counterparts, these empires continued to thrive.

Comparison of Total Physical Response Approach to Traditional Teaching Model Essays

Comparison of Total Physical Response Approach to Traditional Teaching Model Essays Comparison of Total Physical Response Approach to Traditional Teaching Model Essay Comparison of Total Physical Response Approach to Traditional Teaching Model Essay Carrie Collins Donnie Harris Rosemary Sullivan TESL 5230 – SLA October 14, 2010 Case Study Outline Case Study Outline 1. Introduction Does TOTAL PHYSICAL RESPONSE (TPR) enhance student learning and growth in Second Language Acquisition (SLA) when used with Middle School students of English for Speakers of Other Languages (ESOL) when teaching map skills? (Per Grade Level Expectation SS5 1. 4, 1. 5 a. Locate states of the United States) Purpose of Study In studying SLA we explored the benefits of various approaches that have been used over the years to teach a second language. For many years schools relied on a Traditional Approach when teaching almost every subject including a second language. By Traditional Approach we mean that the teacher lectures and shows new topics while the students sit quietly in their seats listening, repeating, memorizing, doing assignments, taking tests, and interacting very little with each other or the teacher. (Wikipedia. org) One of the newer approaches, TOTAL PHYSICAL RESPONSE, introduced by James Asher in 1977, is based on the observations of children learning their first language. This involves use of the five senses along with body movements in activities designed to activate right-brain function. Asher believed that use of the right-brain, which includes much listening and acting, enables the needed processing of language in the left-brain. TPR also emphasizes fun, along with a more relaxed, non-threatening atmosphere in the classroom. (Brown, 2007) Past Research on Topic Asher, J. (2010). A new note about tpr. Proceedings of Project Coach, www. tpr-world. com Brown, H. D. (2007). Principals of anguage learning and teaching: fifth edition. White Plains, NY: Pearson Education. Krashen, S. (1998). Tpr: still a very good idea [Web log message]. Retrieved from http://ipisun. jpte. hu/-joe. novelty Mohammed, R. (2009, July 28). Total physical response [Web log message]. Retrieved from http://myenglishpages. com/blog/total-physical-response Renshaw, J. D. (2007). Total physical response. Retrieved from Onlineenglish. net Shearon, B. (2004). James asherâ€⠄¢s total physical response: a short introduction. www. c-english. com/files/tpr. df Tomlinson, B. Masuhara, H. (2009, July). Playing to learn: a review of physical games in second language acquisition. Simulation Gaming. 40(5), Retrieved from http://wwwsagepub. com/content/40/5/645. Traditional Education (n. d. ). Retrieved from http://en. wikipedia. org/wiki/Traditional_education Subjects Our subjects were three sixth grade girls from the International Welcome School (IWS). They were recommended highly by their teacher, LaShonda Terry, because of their similar educational background experience, English proficiency and academic levels. According to their composite scores on the MAC II English proficiency screening test, given a year ago, all three placed at the basic beginner level. Their Student Academic Survey (SAS) indicated that all the girls have previously received formal education. On their most recent screening assessment for English proficiency, the WIDA ACCESS Plac ement Test (W-APT), all three students scored at the mid to high range of level two. Other factors these three students have in common are: Country of origin is Iraq; Native language is Arabic; All are eleven years of age; All have been in the USA for less than two years; They share the same culture and religion; None of the three wear the traditional head covering worn by other Muslim females; All girls have siblings attending the IWS and/or the Newcomers’ Program at Roosevelt High School. 2. Method The topic of the lesson we used to compare the Traditional Approach to the TPR Approach is identifying and naming the fifty states of the United States. The United States was divided into states east of the Mississippi River and states west of the Mississippi River. There are twenty-six states to the east and twenty-four states to the west. Students were given a pre-assessment to determine how many of the fifty states could be properly placed on a blank map of the United States of America. The objective of the first lesson was that students would learn the states west of the Mississippi River and correctly place them on a blank map of the western portion of the USA. The first approach used was the Traditional Approach. This method included lecture, work sheets, paper pencil task, coloring activity, rote memorization, and use of a transparency on the overhead projector. Instruction was teacher-centered with whole group. Students were grouped in proximity, but not encouraged to work together in pairs or small groups. After using the Traditional Approach students were given a post assessment of the western states. ************************************************************************ The objective of the second lesson was that students would learn the states east of the Mississippi River and correctly place them on a blank map of the eastern portion of the USA. The students were instructed using the Total Physical Response (TPR) approach. This instructional method involves activities using physical or kinesthetic movement. A teacher-made floor map of the United States was used. Students gathered around the map. The classroom teacher and researcher modeled the activity first. A command was given by the researcher to the classroom teacher. â€Å"Place your left hand on Alabama and your right leg on New York. † Then a command was given by the classroom teacher to the researcher. â€Å"Locate North Carolina. Now stand on the state that is immediately south of it. † The students then began to take turns following the command given by the researcher. After a while the students were instructed to give the command to their classmates. This was repeated until each student had a chance to stand on the map. The game was then revised and became competitive. Two students stood on opposite sides of the map on the floor. A state is called out and the goal is to be the first to step on the state and stand on it. All students had a turn either stepping on the map or giving the command. Students eventually began using the entire map for this activity. After using the Total Physical Response (TPR) approach students were given a post-assessment of the eastern states. . Data Collection and Analysis Data was collected based on the number of states that were correctly placed on the map for each of the tests: pre-assessment, all fifty states; post-assessment 1, western states; post-assessment 2, eastern states. Students’ individual growth was determined using the following data: Student A: Pre-assessment, 3/50 correct. This is her baseli ne for her previous knowledge. After Traditional Approach (TA): Post-assessment 1, 15/24 correct on western states. After TPR: Post-assessment 2, 20/26 correct on eastern states. Student B: Pre-assessment, 5/50 correct – baseline. After TA: Post-assessment 1, 11/24 correct on western states. After TPR: Post-assessment 2, 19/26 correct on eastern states. Student C: Pre-assessment, 3/50 correct – baseline. After TA: Post-assessment 1, 13/24 correct on western states. After TPR: Post-assessment 2, 19/26 on eastern states. Using this data and comparing the post-assessments to the pre-assessments it is clear that each student showed growth in the knowledge of the names and locations of the states on a map of the USA. The following are the rates of growth by percentage correct: Student A: Baseline – 6%; Western states, TA – 63%; Comparison to baseline – 57% growth factor; Eastern states, TPR – 77%; Comparison to baseline – 71% growth factor; TA vs TPR = gain of 14% using TPR. Student B: Baseline – 10%; Western states, TA – 46%; Comparison to baseline – 36% growth factor; Eastern states, TPR – 73%; Comparison to baseline – 63% growth factor; TA vs TPR = gain of 27% using TPR. Student C: Baseline – 6%; Western states, TA – 54%; Comparison to baseline – 48% growth factor; Eastern states, TPR – 73%; Comparison to baseline – 67% growth factor; TA vs TPR = gain of 19% using TPR. 4. Conclusions The results of this case study, while limited due to number of subjects, are based on similarities of subjects, data collected and analyzed, and implies that the Total Physical Response (TPR) approach produce d a higher growth increase in student learning and SLA as compared to the Traditional Approach (TA). In teaching the location and names of the fifty states of the USA, all four domains of language were explored. The predicted outcome expectation was to conclude that the use of Total Physical Response (TPR) approach does enhance learning and growth in SLA of the ESOL students at a higher rate than the Traditional Approach (TA). This expectation was met. A suggestion for improvement in a follow-up study might be to give a post-test of all fifty United States to compare with the results of the pre-test, since all fifty states were used as the baseline of previous knowledge. 5.