Change Is the Only Constant - 991 Words

ASSIGNMENT –II (Quality Management) â€Å"Change is the only constant† ASSIGNED BY: SUBMITTED BY: RUPAM BARUAH BARSHA DUTTA ASSAM INSTITUTE OF MANAGEMENT â€Å"Change is the only constant† Life is continuously changing. People move, children grow up, careers change, health is compromised, people gain their health back, the climate changes, and life cycles begin and end. Whether a person can adapt to these changes and become a proactive participant in a constantly changing world is a key component in â€Å"full†¦show more content†¦They become frightened, may have panic attacks, and develop debilitating fears. They often develop phobias toward everyday responsibilities of living. Their careers are shaky, their relationships struggle, they feel a sense of impending doom, and they tend to become maudlin and depressed. Childhood coping mechanisms that are used in adulthood, such as tantrums, pleasure seeking and comfort seeking are sometimes methods that are used to avoid needed change. The result of this is usually plummeting self-confidence, loneliness, despair, depression, anxiety, lost resources and emotional instability. The individual watches others move on to build joyous lives while he or she wallows in yesteryear, trying to hide from today’s responsibilities. All of this is based on the desire to be happy, but because of the perceived lack of options, the person keeps returning to activities, methods and relationships that bring only fleeting moments of happiness, usually followed by remorse and self-pity. The most defining characteristic of fully mature people is their ability to initiate and embrace internal and external changes. Adaptation to change is native to everyone. Yet, some do not accept it, no matter how much unhappiness must be endured to reject change or to ignore normal adult responsibilities. Look at a person embittered by the untimely death of a loved one and who becomes incapacitated becauseShow MoreRelatedChange Is the Only Constant1006 Words   |  5 Pages(Quality Management) â€Å"Change is the only constant† ASSIGNED BY: SUBMITTED BY: RUPAM BARUAH BARSHA DUTTA ASSAM INSTITUTE OF MANAGEMENT â€Å"Change is the only constant† Life is continuously changing. People move, children grow up, careers change, health is compromisedRead MoreEssay on Chapter 1 Business Now: Change Is the Only Constant1665 Words   |  7 PagesChapter One Business Now: Change Is the Only Constant Review Questions What factors contribute to the rapid pace of change in business? Is the pace likely to accelerate or decrease over the next decade? Why? Financial Institutions got a bailout By President Obama in 2009, Mortgage values dropped, financial institutions begin to Feel the pressure especially firms such as Bear Stearns that specialized in trading Mortgage backed securities. There was $61.7bn in losses withRead MoreArguments Against Constant Pursuit Of Change985 Words   |  4 Pages Arguments against constant pursuit of change Name Institution Introduction For any organization, new or experienced in an industry, the major aim and goal is to stay in the market longer. For this to happen, management is entrusted with the role of ensuring that the organization adopts strategies that are in line with the set goals. Different mangers adopt different approaches in management. At time when competition is continuously rising, constant change emerges as the most preferredRead MoreThe Equation Of Equilibrium Constant1365 Words   |  6 PagesKeq was only 6.8 which comes out to be a 6. percent error. Due to our deviation being so low it indicates that the equilibrium constant is indeed a â€Å"constant†. Questions: In the lab it uses the definition equilibrium constant, what is meant when equilibrium constant is referred to, is the ratio of the molar concentrations of the reactants and products for the reaction. But in order for the ratio to be accurate the system must of reached equilibrium and temperature must have stayed constant. The valueRead MoreComptuer Studies Ruby Notes838 Words   |  4 Pagesclass. Objects are instances of classes. Methods define what an object can do and properties describe it. Constants start with a capital letter, sometimes they are all caps e.g. INTEREST = 0.012 #setting constant INTEREST to 1.2% DOZEN = 12 #setting constant DOZEN to 12 Constants and variables store information in the memory for the duration of the use of the program. Like RAM? Constants can’t be changed but variables can be reassigned based on certain properties and data. Different types ofRead MoreAnalysis Of The Poem I Do My Utmost Essay1229 Words   |  5 Pagesopposites. The constant is being oneself and impartial to all the things that may be pushed towards the individual. â€Å"The myriad creatures all rise together/And I watch their return.† As opposed to the focus on a singular perspective, this passage suggests that it is imperative for people to understand the essential changes in the world as a whole. The passage indicates that there are two polar sides – a rise and a return. Transformation and change remain as important aspects of life. Change is a sourceRead MoreMontaigne s Skepticism Argument Of Constant Flux902 Words   |  4 Pages Montaigne’s Skepticism Argument of Constant Flux This skeptical argument is based around the premise that there is no constant existence. This means that there is no unchanging being nor nonbeing object. Everything is changing, growing, learning, multiplying, and moving. With constant movement comes constant change of both the known and the knower, and since there is no being nor object that does not change, both the person and their judgement continue flowing, which then allows nothing to be establishedRead MoreThermodynamics and Ideal Gas1202 Words   |  5 Pagesm3, (a) at a constant pressure and (b) at constant temperature. (c) What is the temperature at the end of the process in (a)? (d) What is the pressure at the end of process in (b)? (e) Show both processes in the p-V plane. Problem 2: The temperature of an ideal gas at an initial pressure p1 and volume V1 is increased at constant volume until the pressure is doubled. The gas is then expanded isothermally until the pressure drops to its original value, where it is compre ssed at constant pressure untilRead MoreSlaughterhouse Five, By Kurt Vonnegut1655 Words   |  7 Pagesnot able to control or change the outcome of his events. These events are predestined for him by his fate controlled by some unnamed supernatural power. The challenge is to make sense of the possibility of Billy Pilgrim’s time travelling in the real world for the non-fantastical thinkers. The distorted view of Billy Pilgrim’s life is explained when it is examined as a recording of a past life already lived being seen for him at different sequences. Because Billy cannot change his past life, he needsRead MoreProject 1 Essay691 Words   |  3 PagesAsteroid belt. 6. No..if the asteroid orbiting the Sun were moving at a constant speed, than it would not be moving at a constant velocity. Since constant velocity means constant speed AND constant direction- any object in orbit could not be considered to be in constant velocity since it is following a curve instead of a straight line. 7. The asteroid that is travelling at constant speed would not be accelerating, since constant speed is continuous motion with no acceleration. 8. Gravity is the force

Christian Dior A New Look for Haute Couture - 553 Words

Situation Analysis Born in 1905, Christian Dior, a fashion designer, became a fashion icon in the early 1940s. Before becoming a fashion icon, however, he initially was interested in art and architect. In 1928, after graduating college, he opened his own Art Boutique that displayed works from Georges Braque, Pablo Picasso, Jean Cocteau, and Max Jacob. Unfortunately, in 1931, he had to close his boutique after his mom and brother died. Shortly after, he became a design assistant by Paris couturier Robert Piguet and in 1940, after the WWII, he was hired by couturier Lucien Lelong. (Christian Dior) In 1947, he launched his new look and by 1957; Dior’s fashion had global sales of $22 million and net profit of $117, 440. After the war, Dior had almost single-handedly restored the international reputation of Parisian haute couture.(Harvard Business Publishing) On October 23, 1957, the tragedy of a third heart attack, killed Christian Dior at the age of 52 while on vacation in Montec atini, Italy. (Christian Dior) In the case, Christian Dior: A New Look for Haute Couture, it first starts off discussing about the death of Christian Dior on October 1957 and also about how Christian Dior changed the face of couture fashion after the war. Then the case goes on to talk about the birth of high fashion, industry structure, dissemination and exclusivity, the roaring twenties, the Great Depression, couture and the war, the rise of New York, Christian Dior bio, creativity and intellectualShow MoreRelatedEvolution Secret of the Haute Couture World2353 Words   |  10 PagesEvolution Secret of the Haute Couture World Introduction In some normal people mind, they might not know what the word â€Å"Haute Couture† means because they are expensive, luxurious and exclusive. Haute Couture is actually strictly defined as â€Å"high sewing†, haute couture has evolved from the days when it was invented by the Chambre Syndicale de la Confection et de la couture pour Dames et fillettes which means trade-union room of clothes industry and the seam for ladies and young girls in 1868. (DeborahRead MoreRevival Of The Fashion Industry1247 Words   |  5 Pages Term Paper still in Work: Revival of the Fashion Industry in Paris (1945-1960) The French fashion industry and French Haute Couture survived the postwar era. Using high fashion for the reconstruction of the French national image with billions of francs in state financial assistance is due to the intertwined identity with â€Å"Frenchness† and fashion. The French tradition of fashion influence is centuries old buoyed with royal patronage origins. This established the prestige and authority as the world’sRead MoreHaute Couture Influences Ready-to-wear1910 Words   |  8 Pageswill include the creator of haute couture, and how the following designers developed couture, as well as having leading names in today’s ready-to-wear industry. The list is long, but I chose to focus on the three most important designers of the modern fashion industry. Haute Couture Haute Couture is the French term for high fashion, and it relates to the dressmaking, sewing, or needlework of a garment. In 1886, Charles Frà ©dà ©ric Worth founded an association of couture houses dedicated to regulateRead MoreAnalysis Of Marc Bohan s First Haute Couture Collection For Christian Dior1381 Words   |  6 Pagesfuror at Marc Bohan’s first haute couture collection for Christian Dior, the New York Times reported â€Å"the shouting, clapping, surging mob at the press showing caused chaos in the elegant salon. Marc Bohan was†¦ kissed, mauled, and congratulated. Chairs were toppled.† Bohan’s Spring/Summer 1961 collection, the â€Å"Slim Look,† surged a wave of enthusiastic admiration that signaled the beginning of his spirited tenure at Dior. From 1961 until 1989, Bohan was the House of Dior. The fashion produced duringRead MoreThe Role Of Haute Couture Industry On The Fashion Industry2102 Words   |  9 PagesHaute Couture has been at the forefront of the fashion industry since the Victorian period. It, therefore, has a long and distinguished history, leading the way for trends in the fashion industry. This essay will firstly outline the historical background to the development of the Haute Couture industry. Secondly, the essay will consider the role of Haute couture in the fashion industry today and in what ways it can be seen as successful, it will also discuss whether there are any defects, thirdlyRead MoreChristian Diors Influence On Fashion1983 Words   |  8 PagesChristian Dior was a dominating force in the fashion industry starting in 1947, he created the â€Å"new look† which altered the female silhouette and strayed from the wartime fabric restrictions following World War II. Dior was a man at the right place and at the right time, he brought beauty and glamour back into the dull clothing worn during and after the war and re-established Paris as the epicenter of Haute Couture. Dior exploded onto the Paris fashion scene and reintroduced femininity and focusRead MoreThe Fashion Designer Of The 1940-1950 Ies, Christian Dior1061 Words   |  5 Pages1940-1950-ies, Christian Dior was an uncrowned king of post-war fashion. He created a sensual silhouette New Look, which immediately became a legend. Dior also defined a new business model in a post-war fashion industry – he was the first to unify a release of a variety of products of one brand, thereby creating the first-ever fashion empire. Dior was born after the Second World War – in 1946, when Christian Dior created fashion house and named it his own name. French market was offered a new luxury beautyRead MoreComparing and Contrasting Alexander Mcqueen and Christian Dior1539 Words   |  7 PagesRusso Fashion Fundamentals Final Paper Christian Dior and Alexander McQueen There are many designers in the fashion industry. Few make some kind of an impact on fashion but most designers rarely have any impact at all. It is truly a once in a generation that designer comes along and completely alters the fashion universe and becomes a legend. Two examples of fashion designers that are this rare are Christian Dior and Alexander McQueen. Christian Dior’s life span was before mine but his greatRead MoreThe Value Of A Brand For A Product Or Service1508 Words   |  7 PagesHigh end luxury, extravagance is the core of Elie Saab’s business. The brand has become a symbol of indulgence for the finer luxuries. At the essence, it is one of the few haute couture brands which is an added sense of elegance and importance. The brand focuses on those consumers who look toward the augmented value of the product and not the product itself. The representation of ES as a brand for the affluent and glamorous is the intangible benefit offered through its products . The decision toRead MoreBrand History Ysl1250 Words   |  5 PagesBank of the Seine River in Paris) home to the most talented fashion designers in the world. These designers include Christian Dior, Coco Chanel, and Hubert de Givenchy -- all people who helped make Paris the international capital of fashion. CAREER: 1. Saint Laurent got his big break when he was only 17 years old.The shy young designer began to work for fashion legend, Christian Dior. 2. By the time he was 21 years old, Saint Laurent was in charge of Diors empire. He immediately started to

Language Learning Teaching Free Essays

‘Mother tongue’, ‘first language’, or ‘L1’ is the language that the child usually learns first by the process of interacting with the parents, family members and the society.   This language is usually not acquired by the process of formal education.   It is passed on from one generation to another by the process of interaction and communication. We will write a custom essay sample on Language Learning Teaching or any similar topic only for you Order Now    It is important to know that the first language of the individual need not always be the dominant language.   For example, if the family relocates from one place to another, then there would automatically be a shift in the dominant language of the child, as the language for social communication would also change.   Suppose a child has very good skills at learning the first language, automatically the skills for learning the second language would be good, as it suggests various cognitive functions required for learning the language (such as thinking, memory, etc).   On the other hand, if the child develops poor skills at learning the first language, automatically he/she would find it difficult to learn the second language and even others (Clark, 2000). ‘Second language’ or ‘L2’ is a language that is different from the first language and is usually acquired by the process of formal education in school.   Usually, the second language is a language other than the first language or the mother tongue.   As in several parts of the world, a greater amount of importance is given to English, which has been the basis for international communication. A lot of research is being conducted to determine the manner in which the second language could be acquired, learnt and retained.   In some parts of the world, the second language is beginning to dominate the first language.   This is because of the greater amount of use of the second language in international communication, corporate sector and as a medium of instruction.   The term second language was given as it initially suggested the level of comprehension, understanding and the fluency of an individual with that particular language in comparison with the first language (Clark, 2000 Ellis, 1994).  Hylenstam (1992) conducted a lot of research to determine the manner in which the second language and the first language skills were acquired and retained.   He found that after the age of 7 years, the child often found it difficult to learn a second language and obtain the skills required as good as that of the first language.   The individual frequently demonstrated a lot of grammatical errors whilst using the second language, after it was acquired following the age of 7 years (Clark, 2000).   However, research conducted by Hylenstam and Abrahamsson (2003) also found that that there was no exact cut-off period at which an individual would find it difficult to learn the second language, and term it as good as the first language.   Even during adulthood, the second language skills could be acquired as good as before the age of 7 provided the individual made an effort and was motivated to learn and acquire the second language (Clark, 2000). Usually, in each and every nation of the world, the child would be learning two languages.   The United States is one of the few nations in which the children would be usually learning one language that is English.   According to Cummins, learning a second language did not affect the development of the child.   However, social interactions helped in development.   Studies based on cognitive functioning and learning abilities have demonstrated that during the phase of mental growth and development, there was no negative effect if the child learnt one language or two.   Children were able to learn a second language easily and utilise it in the same manner as the first language for communication, questioning, thinking and socialising.   All the knowledge gained from the first language could easily be transferred and utilised in the second language by the child (Clark, 2000 Ellis, 1994). Children cannot learn a second language within a definite period of time.   Strong evidence is currently not available to suggest that children can learn a second language within a short period of time.   Evidence is also currently not available to demonstrate that children would be learning a second language faster than the adults (Clark, 2000 Ellis, 1994). During the process of learning a second language, the child may experience several problems including improper pronunciation, not able to use grammar appropriately or poor comprehending capability.   It is important to note that several factors such as environmental, learning facilities, educational, ability to socialise, age, sex, motivation, personality type etc, play an important role in the second language development of the child.   It is for this reason that some children learn second language faster, whilst others take a longer time (Clark, 2000 Ellis, 1994). One of the important factors that need to be considered for acquiring a second language is the age of learning.   This plays an important role compared to several other factors including motivation, cultural circumstances, opportunities etc.   The child should also get a positive response from others whilst learning the second language.   In the native home, some children may find it difficult to learn a second language.   Children whilst learning the first and the second language usually have similar attitudes.   In learning the first language, the child would usually do so at a younger age, and hence the complications and the fear of making mistakes are lesser.   The second language learning age is usually higher than the first language, and hence the complications and the fear of making mistakes are usually present.   Children tend to use the native pattern of pronouncing words (Clark, 2000 Ellis, 1994). In 1995, Collier was able to demonstrate that even adolescents and adults had some amount of competence in learning a second language.   Children do have the cognitive competence of learning languages and this would enable them to learn and retain a language better than an adult.   A few researchers have contradicting views about the second language learning.   They feel that once a second language is learnt within a very short period of time and at a very young age, then the skills initially acquired of the first language is lost (Bialystok Hakuta, 1994).   Some of these researchers hence feel that the second language should not be introduced at a very young age to children and hence both the first and the second language need to be imparted (McLaughlin, 1973). Once the first or the second language is learnt, the outcome is usually different.   For example, once the first language is learnt, due to the interactions between the society, parents and family, the fluency and the comprehension improves compared to the second language.   It may be equally difficult for learning either the first language or the second language, but the role of variables is even greater for the second language (Clark, 2000 Ellis, 1994). For learning the first and the second language, it is very important that an environment conducive for learning exists.   Communication between the parents, family, friends and society is very important.   The cognitive ability can be developed and the language skills could be improved through positive interactions in the language.   The child should be allowed to express themselves freely with the parents.   The language learning process should be enabled through positive interactions between the parents and the child.   The existent language base and real-life situations play an important role.   The child should be able to use the language at the school, home or in social settings.   The child should be able to use and develop both the languages equally.   For example, some children may not be able to use the second language at home due to inability of the family members to understand it. Besides, some children may also find it difficult to use the first language in school, as they may have another language as a medium of instruction.   This may hamper the learning process.   It is important that the child uses the languages in many instances as possible so as to develop the skill and the knowledge required.   Whilst learning the first and the second language, formal education would only be playing a passive role.   The main ingredient for the success at developing skill in a new language is positive interactions and usage of that language (Clark, 2000 Ellis, 1994). Some children may find learning a second language a very tedious task.   Especially those children, who have problems in learning the first language, often develop similar problems in learning the second language.   For learning the language, such problems frequently develop as it is very important that the child develops strong relationships with the parents so that such problems can overcome patiently and gradually.   The use of the second language at home should in no manner affect the cognitive development and the learning process. New experiences with the second language and the use of new ideas would definitely help in improving the cognitive processes.   It is frequently seen that once the cognitive development has occurred with the first language, the same skills could be utilized in attaining the skills required for the second language.   Frequently, children who have developed tremendous skills with the first language (due to the cognitive advancement) may find it very easy to learn a second language.   Studies have even demonstrated that children able to excel in the first language may do equally well with the second language (Clark, 2000 Ellis, 1994). Reading is another area in which the child should develop a habit in order to gain competence of the second language.   It helps to improve comprehension, understanding, thinking, flow of ideas, creative expressions, memory etc.   Usually, the first language is learnt through day-to-day communication and the second language is learnt through reading.   However, both communication and constant reading are required to develop skills in learning the language. Thus it can be said that development of the first language would in fact supplement the learning of the second language.   Positive interactions with family, parents, friends and society would help in developing skills with the second language.   Besides, reading would also aid in language development.   The manner in which the first and the second language is learnt is much similar to one another.   It need not always be that the first language dominates the second language.   The dominating language usually depends on the culture the child is exposed to.   In children below the age of 7 years, the process of learning the second language is much easier. In adults and adolescents, motivation plays a very important role in second language acquisition. References: Clark, B.A. (2000), First- and Second-Language Acquisition in Early Childhood. [Online], Available: http://ceep.crc.uiuc.edu/pubs/katzsym/clark-b.html, [Accessed: 2007, December 31]. Ellis (1994). Differences between L1 and L2 acquisition. [Online], Available: http://homepage.ntlworld.com/vivian.c/SLA/L1%20and%20L2.htm, [Accessed: 2007, December 31]. Klein, W., Jankowski, B. (1986), Second Language Acquisition, Cambridge University Press, Cambridge. NWREL (2003). Overview of Second Language Acquisition Theory. [Online], Available: http://www.nwrel.org/request/2003may/overview.html, [Accessed: 2007, December 31]. How to cite Language Learning Teaching, Essay examples