Hamlet - A Eulogy Essay -- essays research papers

Dearest friends, family and the people of Denmark. We gather here today to mourn the loss of the noble prince, loyal son and true friend, Prince Hamlet. But we are not here only to mourn, but to reminisce the times we have spent with him, both the good and the bad and to remember him as the person he was. Prince Hamlet did not live a very fortunate, on the contrary his final weeks were filled with a tragedy none of us should have to bear, but he lived his life to the full and I am sure that he has, in some way touched the lives of all of us here today. Hamlet passed away young, a mere 30 years of age, and I sincerely regret that I will never be able to see such a fine young man take command of the throne and restore nobility to the state of Denmark. He was the son of the great King Hamlet, one of the best kings this country has ever seen, and Queen Gertrude, our countries finest lady who has also now sadly passed away. I am sure that all of you here today looked up to Hamlet as a fine young prince, but I knew him as much more than that. To me he was the best friend a man could have, loyal, witty, and extremely trustworthy. I remember the days back when we studied together in Wittenberg, we spent a lot of time together and he was always there to support and help me. He was always cheerful but quiet and had a quick wit, which fascinated me. Hamlet delighted in â€Å"flashes of merriment that were wont to set the table in a roar.† His ability to read my mind always astounded me, al...

A Researched Investigation on Best Practices for English Language Learners Essay

ELL students represent a large percentage of the population within schools in the United States. This group of students is actually increasing more than that of English speaking students. (Shore, 2001). This group also has a very high drop out rate, coupled with low ranking grades, academic achievement and scholarly expectations. Truly, ELL students are considered an â€Å"at-risk† population. (Thompson, 2000). In order to confront this challenge, teachers are faced with a unique situation that requires a unique solution in order to help these students not only learn the English language, but also to bring them up to speed with the academic material congruent with modern learning standards. The focus of this investigation asks the question, â€Å"How can teachers best instruct English Language Learners (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? † The investigation will then state a hypothesis as to the proposed best models under which teachers can best instruct ELL students. The paper will then support this hypothesis, cross-referencing literature reviews which outline non-traditional models of instruction that have proven to be the most effective in instructing limited English learners. It will then finally look at some of the conclusions to be derived from the investigation, reflecting on how teachers can best inspire students, and offering a few real-world application scenarios to the adjusted models. Hypothesis The current modal that schools use to deal with ELL students is that of the â€Å"sorting paradigm. † This model normally â€Å"sorts† ELL students into low-quality education programs which do not challenge or inspire students. For this reason, many students will drop out of school and will not obtain a high school diploma. It is hypothesized that if ELL reform involve high-quality programs integrating other modules that differ from the current monolingual teacher/ traditional teaching scenarios, more success can be achieved by ELL students. Despite vast changes in second language acquisition theory and pedagogy in the last fifty years, an English-only classroom fronted by a teacher who is monolingual or who is encouraged to behave as if he or she is monolingual, has remained the dominant practice in the teaching of ELL. (Ellis 2004) Furthermore, non-traditional teaching scenarios also instill more of a sense of purpose and placement into students who are confronting the challenges of a new culture and a new language. Finally, these nontraditional models incorporate a greater sense of individual self esteem and opportunities for success than traditional models. Non-traditional models help students assimilate the culture, traditions, values, attitudes that are associated with their new language and surroundings. This paper will outline some of the recent literature supporting the hypothesis in favor of non-traditional ELL models, and will take a critical analysis that expounds upon some of the downfalls of traditional methods. Review of Literature Studies show that most teachers are ill-equipped at dealing with the different levels of language acquisition. A recent study from the Johns Hopkins University has mentioned some important tools for recognizing these different levels of language acquisition in students. This experimental study of reading programs for English language learners has shown that existing evidence favors bilingual approaches to teaching students, especially paired bilingual strategies that enable teachers to teach students reading in their native languages, and English, at the same time. This study also showed that English language learners benefited from other models of instruction such as systematic phonics, one-to-one or small group tutoring programs, cooperative learning programs, and programs emphasizing extensive reading. In order to effectively develop these programs, it is necessary for school systems to increase ELL budgets. Statistics show that there has been a huge increase in the amount of ELL students. (Nunez-Wormack, 1993) Unfortunately, while the number of students is actually growing, there have been huge cuts in budget programs designed to serve ELL students. A nontraditional model of teaching ELL involves a monolingual (English-speaking) teacher who only a traditional oral-classroom. The theory behind this model is that the ELL student will learn more from a monolingual teacher who will not be tempted to revert back to the student’s mother tongue as a means of understanding. This is also a theory that is becoming widely challenged in regard to ELL best practice methodology. Freeman and Freeman (2001) CITE believe that a traditional oral-based classroom does not take into account the multitiered nature of the students experience. The Center for Research on the Education of Students Placed At Risk (CRESPAR) gives us an example of these non-traditional systems of learning involving utilizing explicit teacher talk, think-aloud, story-telling, dramatizing, poetry readings, pantomiming, singing, peer-discussing, read-aloud, shared reading, small group instruction and peer instruction. Qualitative data analysis from a comparative study looking at traditional oral classrooms compared to a computer-assisted classroom also showed that the use of technology in ELL programs also showed positive effects for the use of computers in ELL classrooms. (Sullivana, Prattb 1999) Another issue in the traditional versus nontraditional models for ELL learning is that of monolingual versus bilingual (1st language usage) in the classroom. Typically, there has been a widespread acceptance of English-only medium of communication within the confines of an ELL classroom. There is a growing body of evidence that support the view that L1 (native language) and/or bilingual teaching methods are actually more beneficial to ELL students. Many studies have shown that bilingual scenarios actually support the student both technically and culturally in their advancement (see, e. g. , Judd, 1987). It is widely accepted by ELL teachers today that the use of L1 impedes students from process in the acquisition of English. According to Phillipson, (1992) English is best taught monolingual, by an English is a native speaker, and without the use of other languages, as the standards of English will drop. Recent research suggests that this rationale is not helpful. Currently, the drop-out rate for ELL students is unbelievable high. A study of effective practices for linguistically and culturally diverse students (Garcia, 1991) found that classrooms that integrated L1 were more successful in the long run, both in regard to use language and the transition to the English language. An NCLE survey identifies two studies that point towards the beneficial effect of L1 language use in subsequent oral and written English acquisition. (Robson’s 1982 study of Hmong refugees in Thailand and Burtoff’s 1985 study of Haitian Creole speakers in New York City). Rivera (1990) discusses a variety of options for integrating L1 into instruction, stating that because L1 is available, many more students will actually be inclined to participate in the classroom. Often, students will drop-out due to an insecurity and embarrassment to speak English. D’Annunzio (1991) reports that students had significant success with this model. Strei (1992) reports that drop-out rates decreased from a shocking 85% (with traditional monolingual English instruction) prior to the program to 10% (with the non-traditional bilingual model). Studies also show that this methods reduces social anxiety, increases the effectiveness for learning, takes into account important cultural factors, and allows for learner-focused curriculum development. Piasecka (1986) argues that it allows students to use languages as a â€Å"meaning-making tool† for effective communication, instead of an end in itself. How can teachers best instruct English Language Learner (ELL) students when these mostly monolingual teachers are often ill-equipped with the necessary tools and environments for optimum learning? Haynes & O’Loughlin (2002) introduce the concept of â€Å"scaffolding. † This refers to the teacher offering meaningful support, using questioning techniques to elicit response that can be related to the student’s own cultural background. Normally, this is not a technique provided within the classroom, and usually on the contrary, the teacher attempts to avoid all associations to the students native language and culture. The study also suggests that â€Å"sheltering† is an effective mechanism whereby the teacher introduces new content through the use of music, story-telling, visual aids and play. Another effective technique is â€Å"reciprocal teaching. † Using this method, the teacher presents and interactive lesson whereby he/she can assess the students comprehension in relationship to the lesson, constantly restructuring lessons in regard to student success. This method is successful in enhancing learning processes, and increases the self-esteem of the student. Proven Best Practice Guidelines for ELL Teachers and Learners What would be the characteristics of the best ELL educator, as well as the optimum program for ELL learning? The following is a suggested list from Texas A&M report, State of the Art Research and Best Practices in Bilingual/ESL Education, competent teachers should 1. Use many visual aids 2. Model appropriate behavior and language for students. 3. Use gestures, body language, and facial expressions to develop understanding. 4. Perform demonstrations to ensure comprehension and in depth understanding. 5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques. 6. Provide vocabulary previews of forthcoming lessons. 7. Ask students to make predictions when reading stories aloud. 8. Adapt and simplify material in textbooks to make it more comprehensible. 9. Provide cooperative learning groups. 10. Utilize peer tutoring. 11. Provide multicultural content in classroom. 12. Seek out primary language support for students needing assistance. 13. Create a non-threatening environment where students feel comfortable to take risks with language. 14. Make connections between content being taught and students’ prior knowledge and experiences. 15. Provide much time for student engagement and interaction with the teacher. 16. Allow time for students to practice and apply daily lessons. Related Studies in Best Practice for the ELL Classroom Franco (2002) argues that students who are beginning their studies of English respond to non-verbal stimulus, and display a very limited understanding of language when it is only spoken. Currently, oral-teaching is the standard practice within ELL. Franco argues that students rely heavily on peers for language learning, and therefore benefit from work in small groups, and are particularly successful when this group work involves pantomiming, role-playing, and visual support. The author also concurs that only in later stages of language fluency does a student do well with ordinary conversations and printed-page learning. Many ELL children are faced by what Olsen (2000) refers to as â€Å"language shock,† or a struggle to learn a language within a society that is not always open to the diversity of other cultures. ELL students face many obstacles including a dilemma faced by the need to embrace a new language and culture, while at the same time, feeling that are forced to abandon their own language and surrender key aspects of their identity. Olsen refers to this as the power struggle between the old and new. Another challenge to students is the fact that they are primarily taught academic English. Many can attest that the languages learned in a classroom is very different than the â€Å"slang† spoken by their peers in the hallways. ELL students are usually separated from native English speakers, and do not have the opportunity to learn slang through social interaction. Olsen believes that ELL students, due to the current method of instruction, end up torn between their native culture and the new culture. (Meyer, 2000) suggests that teachers can help ELL students overcome these barriers though changes in instruction. Meyer suggests the strategy of Vygotsky’s social interactionist theory. This theory suggests that children internalize language and learning through cultural and group mediation. Vygotsky observed that higher mental functions developed through social interaction. Through these interactions, a child learns speech patterns, oral and written language skills, cultural clues, slang and symbolic knowledge. These things are what allow an ELL student, similarly, to obtain knowledge. The most important contribution of Vygotskian psychology to the ELL best-practice investigation, is called cultural mediation, which refers to the fact the people obtain specific knowledge through a shared knowledge of a culture. This is the process of internalization. Truly, a student cannot be expected to succeed without the mediation and internalization process, and equally, students can only gain this knowledge through non-tradition teaching methods. This theory sets up a classroom that fosters learning by such methods (as mentioned before) as modeling, internalization, cultural mediation, scaffolding and constructive understanding of projects. The social interactionist model has the gaol of making the ELL students become independent thinkers and problem solvers themselves. In the article, Turning Frustration into Success for English Language Learners, authors Brice & Roseberry-McKibbin (1999) address the issue of language learning disabilities. More than any other student, these students face the most challenge. The authors argue that the current system is â€Å"an underlying language learning system that is inadequate for learning any language. † These studies show that ELL student progress is greater when a speech pathologist and classroom teacher work together with learning in groups. These same studies also showed that progress was greater when these methods of teaching were employed on a consistent daily basis. The following is a summary of best practice strategies from Turning Frustration into Success for English Language Learners: Teachers should check in with students as to whether they understand was it is expected of them before starting a new project or lesson Students from similar cultural or linguistics backgrounds should be encouraged to support one another, and even sit near each other Repeating is necessary Teachers should come up with good questioning techniques. Students should be given ample time to formulate answers Students should be given time to think of answers before they are called on Teachers should avoid giving content which is beyond expectations Teachers should speak slowly Teachers should use multi-sensory methods (hands-on) Scaffolding should be used Critical Analysis Each of the above mentioned resources state the following conclusion: Teachers must incorporate non-tradition methods of instruction into ELL classrooms in order to work with best-practice methodology. It is stated over and over that educators must work with education within the context of a social and cultural climate. Simply put, relationships between teachers and students have a major impact on how well an ELL student will grasp the host language. These articles also point to the issue of power structure and peer struggles among ELL students. Truly, students cannot achieve in a hostile learning environment. It is well-documented in these and other studies, that ELL children are often made fun of my teachers and students when they speak their native languages. This leads to social withdrawal and shyness. It is easy to see how this problem worsens the situation in regard to language learning, where the goal is free-expression through words. Olsen (2002) is correct in his opinion that ELL students remain torn between two worlds. This leads us to the understanding and backing of biculturalism and bilingualism. This is another best-practice that the above studies and articles support. Truly, a society that embraces diversity, biculturalism and bilingualism will help ELL students not only learn English, but will allow them to maintain their native tongues. Conclusion Upon an extensive review of recent literature, it can be stated that ELL students generally have different needs than native English-speaking students. They generally require more support and individualized attention to their needs. They are undertaking a huge task of attempting to learn their studies, while at the same time aquaria new linguistic and cultural skills, while at the same time merging new experiences and environments. It is clear from the presented research that the current traditional, oral-based ELL classroom environment is simply not conducive to learning. The staggering drop-out rates among ELL students are a testament to these findings. It has also been consistently shown that these drop-out rates improve significantly when a bilingual, nontraditional instructional environment is created. It is clear that the best practice for the area of ELL education can be best understood not merely as a task of teaching students English, but of embracing the cultural and linguistic diversity that ELL students bring to schools. Another important conclusion can be cross-referenced to the aforementioned social-interaction theories. Students must being to get â€Å"know-how† in ELL classrooms. The mastery of skills occurs through social interaction with the society in question. In this way, true internalization of phenomenon can occur, whereby ELL students make tools their own. Reflection In reflection on the issue, one must not forget that we are talking about human beings. Many do not stop and think about how challenging it must be to leave one country and be forced into social, cultural, linguistic and educational upheaval. Many of these students have reported that they drop out because no one cares about them, people make fun of them, or because they feel that they cannot succeed within the education system. Unfortunately, many teachers see diversity as a problem that they must overcome. However, diversity can actually be a powerful instrument that will allow students to feel at home within the context of the classroom. It is important to reflect upon the fact that many under-represented minorities within the education system actually begin to see their ethnicity as a barrier to success. Many times educators do not explain how learning English, or any other subject for that matter, can be connected to the student’s traditional culture. Truly, diversity is on the increase in every school in the country, and teachers should begin to accept a move towards bilingual and multi-cultural settings. The following section will outline easy applications that can incorporate some of these best practices into the everyday lesson plan. Applications Practically, teachers can begin the apply some of the non-traditional methods of instruction that have been outlined in this essay. The following section discusses some of the real-world practical application of best-practice ELL instructional methods. These suggestions are designed to be practical and easy to adhere to. They require no special training and are practices that any ELL teacher can begin to incorporate into the classroom, whether they are monolingual or bilingual. Best-practice methods can be as simple as seating ELL students in the middle of the classroom (if mixed with native English speakers) so that they may see/hear what other students are doing. Teachers can assign a peer-buddy to the ELL student. They can also provide pictures and illustrations to illustrate new words and terms. Using pictures, maps, globes, tables, movies, slide shows, etc. , will help the student to grasp concepts more readily than a standard oral-instruction. Educators should give clear examples of words and concepts. Another useful tool for teachers is a tape recorder and listening material, as well as supplementary pictures, newspaper clippings and periodicals. A wonderful way of making ELL students feel comfortable is to ask them to describe cultural events or famous people from their home country, in English. This shows them that the educator is interested in their lives and home-culture. Cooperative groupings are great way to allow the student to begin expressing in English. The small group is less intimidating than a larger one. Prepare students by giving them vocabulary lists, with bilingual aids, and consistently acknowledge each and every student. Teachers can make learning English fun by collecting high interest, low-level books such as comic books or children’s books that portray events and cultural characters in simple English. Teachers can use games in small groups, drawings, cartoon bubbles, and music to make the challenge more fun. Reference List Auerbach, Elsa. TESOL QUARTERLY Vol. 27, No. 1, Spring 1993. Reexamining English Only in the ESL Classroom. University of Massachusetts at Boston Brice, A. and Roseberry-Mckibbin, C. 1999. Turning frustration into success for English language learners. Educational Leadership, 56, 7, 53-55. Accessed through WilsonWeb on-line database on June 10, 2001. Ellis, Elizabeth Margaret. Bilingualism among Teachers of English as a Second Language: A Study of Second Language Learning Experience as a Contributor to the Professional Knowledge and Beliefs of Teachers of ESL to Adults. Institution. 2004 Franco, Lydia. A Multisensory Program for English Language Development. ESL MiniConference. July 2002 Haynes, Judie and O’Loughlin, Judith. â€Å"Meeting the Challenge. of Content Instruction. † HYPERLINK â€Å"http://www. everythingEsl. net† http://www. everythingEsl. net (21 Aug. 2002). Meyer, L. 2000. Barriers to meaningful instruction for English learners. Theory into Practice, 39, 4, 228-236. Accessed through WilsonWeb on-line database on June 10, 2001. Nunez-Wormack, Elsa. â€Å"Remarks. † Conference Proceedings ESL Students in the CUNY. Classroom: Faculty Strategies for Success. 5 Feb. 1993. Olsen, L. 2000. Learning English and learning America: Immigrants in the center of a storm. Theory into Practice, 39, 4, 196-202. Accessed through WilsonWeb on-line database on June 4, 2001. Phillips, J. State of the Art Research and Best. Practices in Bilingual/ESL Education:. A Cornucopia. Professional Development Model. Texas A&M University. Rudnick, B. 1995. Bridging the chasm between your English and ESL students. Teaching PreK 8, 26, 48-49. Accessed through WilsonWeb on-line database on June 4, 2001. Shore, K. 2001. Success for ESL students. Instructor, 110, 6, 30-32. Accessed through WilsonWeb on-line database on June 4, 2001. Slavin, Robert E. EFFECTIVE READING PROGRAMS FOR ENGLISH LANGUAGE LEARNERS: A Best-Evidence Synthesis. Johns Hopkins University, December 2003 Sullivana, Nancy and Prattb, Ellen. A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. Texas A&M University at Corpus Christi, College of Arts and Humanities, 6300 Ocean Drive, 24 February 1999. Thompson, G. 2000. The real deal on bilingual education: Former language-minority students discuss effective and ineffective instructional practices. Educational Horizons, 78, 2, 80-92. Accessed through WilsonWeb on-line database on June 10, 2001.

Why Do Egg Yolks Turn Green Cooking Chemistry

Have you ever had a hard boiled egg that had a green yolk or a yolk with a green to gray ring around it? Heres a look at the chemistry behind why this happens. The green ring forms when you overheat the egg, causing hydrogen and sulfur in the egg white to react and form hydrogen sulfide gas. The hydrogen sulfide reacts with iron in the egg yolk to form a grayish-green compound (ferrous sulfide or iron sulfide) where the white and yolk meet. While the color isnt particularly appetizing, its fine to eat. You can keep the yolk from turning green by only cooking the eggs long enough to harden them and then chilling the eggs as soon as they have finished cooking. One way to do this is by running cold water over the hot eggs as soon as the cooking time has elapsed. How to Hard Boil Eggs So They Wont Get a Green Yolk There are several ways to hard boil eggs so they wont have the gross gray-green ring, all based on avoiding overcooking the egg. Heres a simple, fool-proof method: Start with room temperature eggs. This doesnt affect the yolk as much, but it does help prevent cracking the egg shells during cooking. Leaving the eggs on the counter about 15 minutes before cooking them usually does the trick.Place the eggs in a pot or saucepan in a single layer. Choose a pot that is just large enough to hold the eggs. Dont stack the eggs!Add enough cold water to cover the eggs, plus an inch more.Cover the eggs and quickly bring them to a boil using medium-high heat. Dont slow-cook the eggs or youll risk overcooking them.Once the water boils, turn off the heat. Keep the eggs in the covered pot for 12 minutes for medium eggs or 15 minutes for large eggs.Run cold water over the eggs or place them in ice water. This cools the eggs quickly and stops the cooking process. High Altitude Instructions for Hard Boiled Eggs Cooking a hard boiled egg is a bit trickier at high altitude because the boiling point of water is a lower temperature. Youll need to cook the eggs a bit longer. Again, youll get the best results if the eggs are close to room temperature before you cook them.Place the eggs in a single layer in a pot and cover them with an inch of cold water.Cover the eggs and heat the pot until the water boils.Remove the pot from heat and let the eggs rest, covered, for 20 minutes.Cool the eggs in ice water to stop the cooking process. The green or gray of an egg yolk is usually an unintentional chemical reaction, but its also possible to change the color of an egg yolk on purpose. One way to control yolk color is to change the diet of the poultry. Another way is to inject a fat-soluble dye into the yolk.

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The Mist Review - 942 Words

The apocalypse is a common subject addressed in films and such Doomsday scenarios have become increasingly popular since the beginning of the Cold War. These films provide a different cause for the downfall of human kind and approach the subject with various degrees of despair and hope. Despite the obvious differences in approach that different directors take, these films all serve to highlight not only the negative qualities of human kind that led to and are represented by the agent of destruction but also to highlight the strength of the survivors who keep the will to fight for their lives despite the bleak circumstances. For the most part, The Mist, adapted from a Stephen King novella, sticks closely to the archetype. The Mist, a†¦show more content†¦The subtle score of Mark Isham is utilized infrequently, magnifying its effect on the particular scenes it is present in. In one of the most suspenseful scenes, a volunteer ties a rope around his waist and ventures into the u nknown. Darabont stays fixed in the store and lets the pull on the rope tell the story, creating great suspense. When the monsters do reveal themselves, the CGI work is seamless and properly horrifying. The question of where they come from or why they have come is never addressed even in the slightest. Darabonts focus is always squarely on the humans, who quickly splinter into competing factions reflecting their own racial, class and educational prejudices. The Mist is as misanthropic as it can get. As most good monster movies, this movie is not about the monsters. The monsters are simply primal fears materialized. The main focus is really the human reaction to the threat. The mist works as a fog of fear, and the store becomes a sample of most kinds of humans from highly educated to low-level working class. The fog becomes the unknown which is unknown to all walks of life. The Mist shows human nature at it worst in a crisis. 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Cannon Free Essays

Select a company you believe to be innovative (this should be an internationally known company). Explain what makes this company innovative? In your answer, use relevant theory and examples to illustrate why you believe the company is innovative. Cannon – an innovative company Founded in 1937 with the specific goal of making the best quality camera available to customers, Canon’s passion for the power of image has since extended its technology into many other markets and has established it as a world leader in both consumer and business imaging solutions. We will write a custom essay sample on Cannon or any similar topic only for you Order Now Its solutions comprise products, ranging from digital compact and SLR cameras, through broadcast lenses and portable X-ray machines, to multi-function and production printers, all supported by a range of value added services. Canon invests heavily in RD to deliver the richest and most innovative products and services to satisfy customers’ creative needs. In my essay I will show that through disruptive, strategic and product innovation Canon remains the leader in the market of all its products. Canon has proved that disruptive innovation brings many benefits to businesses. Christensen and Raynor (Christensen and Raynor, 2003) justify that new entrant firms will win with leading firms of an industry through disruptive innovation, by commercializing a simpler, more convenient product that sells for less money and appeals to new or unattractive customer set. Canon has proved that the best way for an upstart company to attack established competitors is to disrupt them. Disruptive innovations do not attempt to bring better products to established customers in existing markets. Rather, they disrupt and redefine that trajectory by introducing products and services that are not as good as currently available products. Still, disruptive technologies offer other benefits – typically, they are simpler, more convenient, and less expensive products that appeal to new or less-demanding customers (Todd and Bessant, 2009). Once the disruptive product gains a share in the new or low-end markets, the improvement cycle begins. In addition, the pace of technological process exceeds customers’ ability to use it; the previously not good enough technology eventually improves to intersect with the needs of the more demanding customers. When that happens, the disruptors are on the path that will ultimately beat the incumbents. Throughout Canon’s history, the company has used disruptive innovation in order to gain market share. In 1982 Canon developed the first personal copier. It gained its name because the reproduction elements were all contained in a cartridge that users could just replace themselves when they ran out. Canon’s desktop photocopiers were a new-market disruption; in that they enabled people to begin conveniently making their own photocopies, rather than taking their originals to the corporate high-speed photocopy center where a technician had to run the job for them. The high-speed Xerox machine was very complicated, needed servicing frequently and only a technician could operate it. When Canon made photocopying so convenient, people ended up making a lot more copies, therefore through disruption innovation Canon has created new value network. Additionally, Canon’s innovation sources come from monitoring the market and following and adjusting to its competitors. In 1987 Ricoh revolutionized the photocopier industry with the release of the first digital photocopier. Thus, Canon followed releasing their digital photocopier products, which effectively consisted of an integrated scanner and laser printer. In 2001 Canon released its first two digital personal copiers, the PC1080F and the PC1060. Furthermore, with the disruptive innovation of touch screen technology, the company has decided to launch its own touch screen display in order to compete in the market. The new Digital IXUS 200 IS features Canon’s first ever touch screen display that delivers intuitive control to the customer and greater ease of use. Canon’s success is also based on the company’s commitment to strategic innovation. Strategic innovation means experimenting with new strategies, with new combinations of the ‘What, Who and How’ of a business. If a company identifies a new customer base, it will start behaving in a way that best satisfies the specific needs of those customers. This behavior will most likely be different from that of established competitors who are serving different customers (Markides, 1997). In the case of Cannon, Xerox leased big photocopiers to corporations through a direct sales force. Canon sold its personal photocopiers to end users through a dealer network. Thus Canon has adopted a different product, along with different selling and distribution strategies. They identified a customer segment that was not currently served by existing competitors. Then they designed their products and delivery systems to fit the requirements of this customer niche. New product innovations from Canon strengthen its leadership in imaging technology. In 2009, Canon has reaffirmed its commitment to innovation in product development with the launch of 38 consumer products ranging from an innovative new Digital SLR camera in its flagship EOS range to a germ resistant calculator, and a first voice guided printer. The new SELPHY ES40 is the first printer, which talks to its user. It provides spoken instructions on how to operate the printer in seven different languages; the guidance also gives advice to assist users of all ages to simplify the printing process. Successful product innovation requires more than the management of technology; it also must address users’ problems and needs, how the product will be used, and for what purpose. Conducting marketing research to obtain customers requirements and needs is a fundamental feature of Canon’s strategic innovation process, which the company adds onto its product innovation cycle. The new EOS 7D digital SLR camera is a completely new design created to meet the specific demands of photographers. During extensive development Canon went back to the drawing board, listening to photographers worldwide, in order to design the new digital camera to meet their specific needs. Commenting on the creation of the EOS 7D, Mr. Uchidoi, Group Executive of Photo Products Group, said, â€Å"We consulted over 5,000 photographers worldwide and asked them what they most wanted to see from a camera. Matching this insight with cutting-edge technology, we were able to develop a camera that truly gives photographers the versatile tool they require to experiment with their images. † Markides (Markides, 1990) argues that successful innovative companies need to adopt a new thinki ng process. New ideas emerge more easily if managers can escape their mechanistic way of thinking and look at an issue from different perspectives or angles. Thinking ‘out side of the box’ enables Canon to create new ideas and pioneer new trends. One area, which Canon has foreseen, was the growing importance of reducing global warming and becoming more ‘green’. Long before it was in fashion, Canon introduced a collection and recycling program for used toner cartridges. The company adopted a corporate-wide lifecycle assessment to understand and reduce its carbon footprint, and it has already achieved zero waste output at its worldwide plants. Canon has jointly developed a new bio-based plastic that incorporates plant-based and organic components to use in its products (Silverstein, 2010). Therefore, innovative thinking helps the company stay ahead of the competition. Another source of innovation is building on the organizations existing core competencies to create a new product or a new way of doing business that is totally different from the way competitors currently do business. Leveraging existing core competencies is therefore one way to create new products or new ways to compete. Canon’s core competencies lay in the combination of the precision mechanics, fine optics and microelectronics technologies that underline all their products (Prahalad and Hamel, 1990). However, most major breakthroughs occur not so much from amortizing existing competencies but from exploiting them to create and accumulate new strategic assets more quickly and cheaply than competitors. A company can use a core competence of a strategic asset in one small business unit (SBU) to help improve the quality of a strategic asset in another SBU (Markides, 1990). Because Canon is in two businesses, cameras and photocopiers, in which the processes of improving dealer effectiveness, speeding up product development or improving assembly-line productivity are similar, it can improve the quality of the strategic assets in its photocopier business by transferring competencies learned in its camera business and vice versa. Leveraging core competencies among Canon’s different business units therefore reduces the costs and saves valuable time. Through the years, Canon has continually provided a lot of innovative and revolutionary products. From the company’s very first product launched, a 35 mm focal plane-shutter camera called the Kwanon, to now a days most recent products, the company has integrated innovation to all of its business units. Canon is committed to developing innovative solutions to enhance business productivity that it invests 8% of annual turnover in RD. This devotion to innovation translates to fact that the company is consistently rated in the top five most innovative companies in the world in terms of new patent registrations. Thus concluding, throughout disruptive, strategic and product innovation Canon stays one of the leaders in its markets. How to cite Cannon, Papers

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Admit it. Sometimes the projects you’re working on (School, work or both) can get pretty boring monotonous. Wouldn’t I be nice to have a magic button you could push to get someone else to do the boring time consuming stuff for u? At Pfizer such a button is a reality for a large number of employees. As a global pharmaceutical company, Pfizer is continually looking for waist to be more efficient and effective. The company senior director of organization effectiveness, Jordan Cohen, found that the â€Å"Harvard MBA staff we hired to develop strategy and innovate were instead googling and making power points†. Indeed, internal studies conducted to find out just how much time its valuable talent was spending on menial task’s was startling. The average Pfizer employee was spending 20% to 40% of his or her time on support work (creating documents, typing , doing research, manipulating data, scheduling meetings) an only 60% to 80% on knowledge work( strategy, innovation, networking, collaborating, critical thinking) and the problem was not just on lower levels even the highest level of employees were effective. We will write a custom essay sample on Study Future or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page That’s when Cohen began looking for solution. The solution he choose turn out to be the numerous knowledge process out sourcing company based in India. Initial test of out sourcing support tasks didn’t go well at all. However, Cohen continued to tweak the process until everything worked. Now Pfizer employees can click the office off the future button in Microsoft outlook, and they are connected to an out sourcing company where a single worker in India receives the request and assign it to a team. The team leader calls the employee to clarify the request. The team leader then emails back a cost specification for the requested work. At this point the Pfizer employee can say yes or No. Cohen says that the benefits offices of the future are unexpected. Time spent on analysis of data has been cut-sometimes in half. The financial benefits are also impressive and Pfizer employees Love it. Cohen says, â€Å"its kind of amazing. I wonder that the used to do†