What Really Happened to Coke free essay sample

Sometimes even the most brightest of minds fail. Doug Ivester, head of the Coca-Cola Company for only a little more than two years, resigned after an unofficial meeting with the two board members Warren Buffet and Herbert Alan. Fostered by former CEO Goizueta for over 10 years, he took over this position of one of the highest ranked global brands after Goizueta’s unforseeable death. As it turned out, Ivester could not generate the results he was expected to (Morris Sellers 2000). What happened along his short road as CEO? How and why could such a long time inducted person flop so badly? In a first step, this essay examines Ivester’s actions, taken into account different theoretical leadership approaches. Furthermore, it will reveal a lack in ‘people skills’ like emotional intelligence and communication. This given, there will be recommendations on how Coke can find a better match. The approach to leadership by Doug Ivester Coming from and affected by the accounting and finance sector where he worked his way up to the very top (Watkins, Knoop, Reavis 2005), Ivester was often described as a ‘numbers’ person, â€Å"obesessed with controlling the tiniest details† (Morris, Sellers 2000, p. We will write a custom essay sample on What Really Happened to Coke or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 15). Statements like â€Å"The highly disciplined organizations are the most creative We operate with a rigid control system. † (Morris Sellers 2000, p. 116) indicate his rational, objective and authority driven approach to leadership. Furthermore, he even demanded regular communication with his senior executives (Hays 2004), making them inferior and demotivated. Hence, interactions between Ivester and his followers only occurred when the latter failed to respond to Ivester (Hays 2004). These behaviors are all signs of a transactual leader using the management by exception style (Judge Piccolo 2004). Introduced by Burns (1978) and contrasting with transformational leadership, it â€Å"is based on a fairly straightforward exchange between the leader and the followers† (Johns Saks 2008). This means there is no social interaction between leaders and followers, thus no relationships can be established. It stays formal and an important source of inspiration and motivation is diminished. In times of crisis, which are an â€Å"ultimate measure of a CEO† (Morris Sellers 2000, p. 115), Doug Ivester exposed disastrous communication skills. He reacted too mechanically and too late in the Belgium crisis. In addition, he offended Coke’s bottlers, which are the basis of Coke’s success, by raising the price for concentrate and implying the development of vending machines (Watkins, Knoop, Reavis 2005). This shows that in accordance to his thus far developed character traits, Ivester was â€Å"heavy on data and facts, light on such intangibles as emotions. † (Hays 2004, p. 33). Leading without emotions Probably one of his biggest indulgences is his missing keen sense of how to deal with people and their emotions, resulting in insufficient communication like he displayed with Donald R. Keough (Morris Sellers 2000). Goleman (1995) calls this emotional intelligence, an ability to manage people and their emotions, which is essential in today’s changing organizations. Amongst other competencies are the understanding of others, communication and political awareness, in order to read â€Å"a group’s emotional currents and power relationships† (Goleman 1998, p. 27). In turn, these factors influence empathy and within that effective handling of relationships (Goleman 1998). Apparently this was not one of Ivester’s strengths, because he â€Å"lacked political skills† (Morris Sellers 2000, p. 16), as well as the inability to send convincing messages to an external audience as seen in the Belgium crisis (Morris Sellers 2000). Another leadership competency under the focus of emotional intelligence is â€Å"Accurate self-assessment† (Goleman, Boyatzis McKee 2002, p. 253), meaning that leaders should â€Å"exhibit a gracefulness in learning where they need to improve, and welcome constructive criticism and feedback. † (Goleman, Boyatzis McKee 2002, p. 253). Instead of using the received suggestions to improve his situation, Ivester favored neither learning nor getting feedback when he ignored the email from Donald R. Keough (Morris Sellers 2000). The deficient use of emotional intelligence in his leadership raises the question: what did he actually lead? To put it another way, looking at transformational leadership shows exactly what Ivester did not do. According to Avolio and Yammarino (2002), transformational leadership is highly motivational, inspirational and visionary and uses emotional attachment with followers to set higher standards. Doug Ivester never used emotions, he seemed cold and could not read the emotional signs of others. He lacked in empathy, thus made it hard for himself to find the right tone when dealing with a crisis or people as well as to inspire people or even get them to motivate themselves. Knight and Willmott (2007) distinguish between management and leadership, stating that â€Å"leadership is therefore linked with a process of organizing in which (in principle) greater emphasis is placed on inspiring, listening, facilitating and involving people, rather than instructing them to act. Leadership is linked to communication and innovation. † (Knight Willmott 2007, p. 59). In the short 26 months as CEO of Coke, Doug Ivester never evolved from a manager to a leader, due to his underdeveloped skills in emotional intelligence and communication. Finding a new leader In order to find a new and suitable leader for the Coca-Cola Company, it is crucial to first find out what went wrong with the last CEO and why it went wrong. This, in turn, gives an insight into what qualities to seek in a new leader. As highlighted before, Ivester’s leadership style is best summarized by the transactual leadership approach. To be more efficient with people in organizations, transfomational leadership should be used, because it â€Å"has a greater effect on followers and collectives than does transactual leadership, which in turn is focused on promoting self interest and thus limited in scope and impact† (Antonakis House 2002). Transformational leadership is mostly based upon five characteristics, such as inspirational motivation, intellectual stimulation, individualized consideration and charisma. Emotions play an important role in all of these characteristics, especially in charisma (Johns Saks 2008). The importance of emotional intelligence Therefore the new CEO should contain a high level of emotional intelligence, because â€Å"leadership is an emotion-laden process from both the leader’s and follower’s perspective. Thus, emotions and moods should play an important role in leadership, and emotional intelligence is very likely a key contributor to leadership effectiveness. † (Johns Saks 2008, p. 329). In his research, Goleman (1998), who was the first person to adapt the concept of emotional intelligence to business, found out that not only traditional qualities like intelligence, toughness, determination or vision are required to be successful as a leader. They are only the foundation of what a leader needs to have, but they are insufficient. In addition, his research identified a positive correlation between emotional intelligence and business results. This model of emotional intelligence is influenced by characteristics such as self-awareness, self-regulation, motivation, empathy and social skills created by Goleman (1998), which will help us find the right match for the position as CEO of Coke. Recommended characteristics for a matching leader First of all, the next CEO should bring all the basic fundamentals needed for this managing position, like Ivester did. Moreover, the person should show a high level of emotional intelligence manifested in the following characteristics introduced by Goleman (1998): Self-awareness is the ability to recognize feelings, in oneself and in others and how they affect performance. People with self-awareness â€Å"can often intuit the best course of action, seeing the big picture in a complex situation. † (Goleman, Boyatzis McKee, 2000, p. 253). Those people can be recognized if they speak openly about emotions and admit failures (Goleman 1998). The managing of good and bad emotions as well as impulses and even utilizing them in useful ways is called self-regulation. People who remain calm even in a crisis or during high stress have good self-regulation (Goleman, Boyatzis McKee, 2000). Motivation, in the context of leadership, means that a person is motivated within themself. It is easy to detect people who are intrinsicly motivated, because they seem restless and always want to achieve and learn more (Goleman 1998). Empathy enables people to sense emotions from other individuals or a group. Hence, those who are good at empathizing can get along better with teams and persons from different cultures and backgrounds (Goleman 1998). If a person is good in building rapport with different kinds of people to create a network, which the can use if the time comes, this is called social skill. It is the sum of the characteristics explained above and can be seen in any social interactions at work. It is, compared to the other characteristics, the most important one along with empathy, because both play an important role in managing relationships (Goleman 1998). Choosing Ivester as the next CEO was a missunderstanding. He has had a very good track record but lacked, nevertheless, all of the competencies above. Considering the consumer goods industry and the globalized structure of Coke, as well as the need to communicate its products, it is highly recommended to select someone who also has excellent skills in communicating with employees, shareholders, stakeholders and authorities. A good way to find such a person is to create a group of board members, high-ranked executives and other people who will work with the new leader on a constant basis. Bearing in mind the importance of the described ‘soft factors’, it has to be looked at the ability to solve crisis and mastering social interactions. It takes time to detect these talents and therefore it is most likely to find the new leader inside the Coca-Cola company.

Sample Austin Magnet School Essay Prompt

Sample Austin Magnet School Essay PromptWriting a sample Austin magnet school essay prompt can be a daunting task. You want to write a prompt that is appropriate for your school and meets the requirements of the essay prompts. You want to be able to convey all of the information needed in the essay.Writing a school essay prompt does not have to be difficult or time consuming. This can be your time to express your inner thoughts, feelings, and creativity. You want to prepare for this essay assignment so that you will be able to follow directions and write a prompt that will allow you to accomplish the job. This will also help you to show your skills as a writer.Writing a prompt is going to involve research. Find out what the topic is that your school essay focuses on. Determine if there is going to be any writing that is required. There may be some writing that will be required at the end of the essay and you will want to be prepared.It is important that you are able to convey your st udents's knowledge and understandings about the topic. By writing a prompt, you will be able to make the students' tasks easier to complete. In addition, it is also the only way that they will be able to show their knowledge when they take this essay test.There are a few things that you will want to consider before beginning to write the prompt. One thing that you want to consider is how long the topic should be for. The school essay prompt should relate to what is taught in class. You want to have a specific number of words for this particular topic.One great tips that you can use is to write in a chronological order. This will help you keep your attention and let you write more quickly. You also want to choose a certain type of word that you want to use.You want to decide what you want to say for different instances. For example, you can choose to use one verb to explain one point or you can explain several different subjects or sub-topics using multiple verbs and adjectives. Ther e are different options for you to consider when you write the school essay prompt.Using this essay writing software, you will be able to write a prompt that you find more meaningful to you. This is going to be a great writing tip that you will want to remember when you begin to write the prompt. You will want to think about what you want to say and write down your thoughts in a word document. You can then print these words and put them in front of your computer screen and let the software do the rest.

Easy Methods to Arrange a Classroom

Easy Methods to Arrange a Classroom Classroom arrangement is one of the key decisions that teachers need to make when they begin a new teaching year. A few of the items that need to be decided include where to place the teacher desk, how to place the student desks, and whether or not to use seating charts. Where to Place the Teacher Desk Teachers typically place their desk to the front of the classroom. However, there is nothing that says that this is the way it has to be. While being in the front of the class affords the teacher a good view of the students faces, there are advantages to placing the desk in the back of the classroom. For one thing, by being in the back of the classroom, the teacher has less of a chance of blocking the students view of the board. Additionally, less motivated students will choose to sit in the back of the class even though the teachers desk is placed in the back. Finally, if a student needs help from the teacher, they might feel less intimated by not being on show in front of the classroom. Classroom Arrangement of Student Desks After placing the teachers desk, the next step is to decide how you will arrange student desks. There are four main arrangements that you can choose from. You can set up desks into straight lines. This is the normal way in which student desks are set up. In a typical class, you might have five rows of six students. The benefit of this is that it affords the teacher the ability to walk between the rows. The negative is that it doesnt really allow for collaborative work. If you are going to have students often work in pairs or teams you will be moving the desks a lot.A second way to arrange desks is in a large circle. This has the benefit of providing ample opportunity for interaction but hinders the ability to utilize the board. It can also be challenging when having the students take quizzes and tests in that it is easier for students to cheat.Another method of classroom arrangement is to have students sit in pairs, with two desks touching each other. The teacher can still walk down the rows helping students, and there is a greater chance for collaboration to occur. The board is still available for use. However, a couple of issues can arise including interpersonal problems and cheating concerns. The fourth method to arrange student desks is in groups of four. Students face each other, providing them ample opportunity for teamwork and collaboration. However, some students might find they are not facing the board. Further, there can be interpersonal issues and cheating concerns. Most teachers opt to use rows for their students but have them move into the other arrangements if a specific lesson plan calls for it. Just be aware that this can take time and can be loud for adjoining classrooms. Seating Charts The final step in classroom arrangement is to decide how you are going to deal with where students sit. When you dont know the students coming in, you typically do not know which students should not be seated next to each other. Therefore, there are a couple of ways to set up your initial seating chart. One way that you can arrange students is alphabetical. This is a simple way that makes sense and can help you learn student names.Another method for seating charts is to alternate girls and boys. This is another simple way to divide out a class.One way that many teachers choose is to allow students to choose their seats. Then you as a teacher mark this down and it becomes the seating chart.The final option is to have no seating chart at all. Realize, however, that without a seating chart you lose a bit of control and you also lose a powerful way to help you learn student names. No matter which seating chart option you choose, make sure that you reserve the right to change the seating chart at any time in order to keep order in your classroom. Also, realize that you start the year without a seating chart and then decide partway through the year to implement one, this can cause some issues with students.

Methods used by Transportation Safety Administration Term Paper

Methods used by Transportation Safety Administration - Term Paper Example The body ensures that the nation’s transport systems are secure through use of sophisticated technologies like bottled liquid scanner, Biometrics, Credential Authentication Technology, explosive trace detection explosive detection system and threat image projection. Secure Flight Plan is another security measure by TSA where airline passengers’ information is compared to that in the governments watch list. In order to prove the effectiveness and ineffectiveness of these programs, TSA carried out a basic training program, which revealed that a good number of these technologies are efficient, though a few are ineffectual. Explosive Detection System is one of the programs introduced by TSA to ensure security in air travel. EDS is used to screen bags in order to detect any explosive. Using the Explosive Detective machine the system can capture the image of a bag that contains an item that is a potential threat. If more screening is needed for such a bag, it is directed to the resolution room where the bag is thoroughly inspected by the security officers before it is redirected to the system (TSA, 2014). If cleared, the bag is directed to the aircraft. However, if the officers are not able to detect the alarm they can call upon the bomb squad. When this screening is used together with baggage system that is automated, there is improved security and increased efficiency. Explosive Detective System is effective for identifying threat items, which should be subjected to further screening without the screener interpreting the message. Although, the screeners who are able to interpret EDS should be cautious not to trigger the explosion when the luggage is taken for further screening Explosive Trace Detection is the second program in TSA’s list of technologies for combating insecurity. This technology is used to screen passengers and their baggage to detect if there are any traces of explosives. In this

Aspirin Assignment Example | Topics and Well Written Essays - 500 words

Aspirin - Assignment Example Two Italians, Brugnatelli and Fontana, had in fact already obtained salicin in 1826, but in a highly impure form. By 1829, [French chemist] Henri Leroux had improved the extraction procedure to obtain about 30g from 1.5kg of bark. In 1838, Raffaele Piria [an Italian chemist] then working at the Sorbonne in Paris, split salicin into a sugar and an aromatic component (salicylaldehyde) and converted the latter, by hydrolysis and oxidation, to an acid of crystallized colorless needles, which he named salicylic acid (Bellis, 2012) Acetyl salicylic acid is the chemical name of Aspirin. In other words, Salicylic acid is the major content of Aspirin. Aspirin plays a vital role in the metabolism of humans and animals. This paper analyses the various aspects of aspirin such as chemical formula, systemic names, physical and chemical properties, relevance of its physical and chemical properties and precautions while taking aspirin etc. As mentioned earlier, Acetyl salicylic acid is the chemical name of Aspirin. C9H8O4 is the chemical formula of aspirin. The elaborated chemical formula of aspirin can be represented as CH3COOC6H4COOH. In other words, each aspirin molecule consists of 9 carbon atoms, 8 hydrogen atoms and 4 oxygen atoms. Structural formula of aspirin can be represented as follows. Physically, Aspirin is a solid substance. It is colorless, odorless, white, crystalline, acidic substance. Its melting point is 137 °C and boiling point is 140 °C. Moreover, it is soluble in water. As evident from the chemical structure, Aspirin is an aromatic compound with a ring structure. It can be converted into several different useful compounds because of its ring or aromatic structure. â€Å"Molecular Weight of aspirin is 180.15 g/mole and its Specific Gravity: 1.35 (Water = 1)† (Material Safety Data Sheet Acetylsalicylic acid MSDS, n.d., p.3).

Quantum Oscillator Problem Assignment Example | Topics and Well Written Essays - 250 words

Quantum Oscillator Problem - Assignment Example Figure 6.11 shows a plot of the 10th excited state probability density, |ψ10|2. Mathematica has the Hermite polynomials built-in. The quantum oscillator wave functions are given in equation 6.57; these wave functions are not normalized. The ÃŽ ± in these equations is ð â€˜Å¡ ð Å"”â„ (HW Problem 6.36 and in-class work). The argument of the Hermite polynomials in equation 6.57 is listed as â€Å"x† but you will want to use ð â€˜ ¢ = √ð â€º ¼Ã° â€˜ ¥ as the argument when you are actually write down or program the Hermite polynomials. (a) Write down the (un-normalized) wave function for the 10th excited state; you can write it in terms of ÃŽ ±. Also write down the energy for this state (write this energy in terms â„  and ω)? This type of which energy act on the energy eigenstates of the harmonic oscillator potential producing a un-normalized state of higher or lower energy. a ± =1/√2m(~/i∂/∂x  ± imωx) A=- â„ ^2 d^2/ 2mr^2d (b) Plot ψ10 and |ψ10|2(use u rather than x for your independent variable); your |ψ10|2 plot should look like Figure 6.11. (c) Normalize ψ10 (use u); Normalization the stationary wave functions are r a 1 2 2 ψn (x) = 2n√π n! Hn (ax) e− a x 2 .The diodes are available in the normalized E24  ±1 % (BZX84-A),  ±2 % (BZX84-B) and approximately  ±5 % (BZX84-C) tolerance range. The series includes 37 breakdown voltages with nominal working voltages from 2.4Vto75 V. (d) Find the probability that the electron is in the region −0.5 ≠¤ √ð â€º ¼Ã° â€˜ ¥ ≠¤ 0.5. Use 3 significant figures for these numerical answers. (e) What is âÅ' ©Ã° â€º ¼Ã° â€˜ ¥2âÅ' ª for this excited state?

Phonology And The Dutch Stress :: essays research papers

The Dutch stress sytem Dutch is described as being a quantity-sensitive trochaic system, operating from left to right with extrametricality. In the following essay I will gice the arguments and data that point towards this system. I will also analyse in which way exceptions are being taken care of within this system. The metrical analysis will be based on work by Trommelen & Zonneveld. These authors adopt an onset-rhyme organisation of syllable structure. We can make three major generalisations about stress when analysing Dutch: Firstly, main stress always falls within a three-syllable-window at the right word edge: this indicates that the main stress always falls on one of the last three syllables. This can also be called the three-syllable restriction. This produces three different stress patterns: final, penultimate and antepenultimate. Primary stress is prohibited further to the left. The three-syllable-window restriction: …()# Data:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ANT  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  PEN  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  FIN VV#  Ã‚  Ã‚  Ã‚  Ã‚  Amà ©rika  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  macarà ³ni  Ã‚  Ã‚  Ã‚  Ã‚  individà º VC#  Ã‚  Ã‚  Ã‚  Ã‚  Jerà ºzalem  Ã‚  Ã‚  Ã‚  Ã‚  catamà ¡ran  Ã‚  Ã‚  Ã‚  Ã‚  kameleà ³n Furthermore, stress is restricted to a two-syllable windowin words containing a prefinal (or diphtongal) syllable. This means that antepenultimate stress (third syllable from right side of the word) only occurs in words with an open syllable next to it (an open penultimate syllable). Therefore, the Dutch stress system depends on the character of the second to last (penultimate) syllable. Data:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ANT  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  PEN  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  FIN -VV-VV  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pà ¡nama  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  pyjà ¡ma  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  chocolà ¡Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   -VV-VC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  bà ¡riton  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  cà ©lebes  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  pelotà ³n  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   -VC-VV  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  agà ©nda  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  frikandà ©au -VC-VC  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Gibrà ¡ltar  Ã‚  Ã‚  Ã‚  Ã‚  bombardà ³n -ViVj-VV  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  andà ­jvie  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Thirdly, schwa syllables ae never stressed: Data:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  a) –CVX-C@(C)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  b) -CVV-@(C ) mà ³de, salà ¡de, mir  Ã‚  Ã‚  Ã‚  Ã‚  Ãƒ ¡kel,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Azià «, Bà ©lgià «, tà ©rrià «r, là ©nte, septà ©mber  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ãƒ ndià «   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is called the schwa-syllable restriction. Primary stress falls directly for a schwa syllable if schwa is immediately preceded by a consonant. We can, however also make minor generalisations within the bounds of major generalisations. These minor generalisations reflect the predominant stress patterns, and allow for exceptions. These exceptions stand for the recessive stress patterns within the system. The position of main stress is conditioned both by the length of the word and by the internal structure of the syllables involved. The dominant patterns in Dutch are the following:  In disyllabic words ending in open (VV) and closed (VC) syllables, penultimate stress is dominant  In trisyllabics, the dominant patterns are penultimate stress in VV-final words and antepenultimate stress in VC-final words (if the penultimate syllable is open)  In VXC-final words, final stress is the dominant pattern. Now that we know about these generalisations we can provide arguments and data which point towards the system of Dutch stress. Extrametricality: Extrametricality in the Dutch language is normally operating on words having a final –VX syllable (which is heavy). However, it does not work on final ‘open’ VV-syllables (which are light). The following examples prove this: