Freedom and Social Political Philosophy Essay Example | Topics and Well Written Essays - 3250 words

Freedom and Social Political Philosophy - Essay Example Social-political philosophy, therefore, refers to discipline infrastructure that aims to solve and discover problems that are deeply rooted in the society and affects human beings either directly or indirectly. It seeks to create a relationship between the society and man. Social-political philosophy is considered universal, prescriptive or largely theoretical in context (Simon, 2002). Social-political philosophy concerns the existence of man in the society. It helps identify the nature of human beings and evaluates how they are able to relate to the society. It deals with man’s relationship and conducts with the society at large. The questions posed by social-political philosopher’s targets issues such as democracy, rules and the purpose of the state. The person’s metaphysical orientation is one of the element s that determines political philosophy various questions that a social-political philosopher asks are vital in the creation of rules and laws associated with man and aimed at establishing the re3lationships that coexist with the society. The culture and experience of a philosopher determine how they are able to respond to the many questions raised and targeting man and society (Russell, 2000). A philosopher relates their ideas to those who came before them and the current issues affecting the society as a man’s dwelling place. Soc ial-political philosophy and political science functions together through political science are associated with answers that are descriptive (it says, ‘what is not and what is’). Political philosophy, on the other hand, utilizes the evaluative and analytical method in dealing with most of its issues. The paper seeks to discuss a social-political philosophy theme in the society. Freedom and justice are some of the themes in the social-political philosophy. The idea of freedom is recognized as ambiguous, indefinite and open to a lot of misconception.  

Analysis of Newspaper Research Report Results Essay Example for Free

Analysis of Newspaper Research Report Results Essay A study recently published in the San Jose Mercury News suggests the parents of obese children do not perceive their children as obese. An analysis of this study, its methods, and its findings is an important exercise in understanding the meaning and relevance of all research. The ability to read research critically and understand how it was generated allows us to identify possible design flaws or to realize the validity of its conclusions and make appropriate use of the data. The study was conducted through an internet research firm for the University of Michigan. Its goal was to determine the percentage of parents who realized their children are obese and to compare it to the percentage of parents that do not realize their children are obese. The participants were selected by simple random sampling and were considered a representative sample of American parents. The sample included 2060 respondents (Runk, 2007). The data appeared to be collected through internet surveys. The study was observational and measured continuous data sets including the height, weight, age, and gender of the participants children (Bennett, Briggs, Triola, 2003). A body mass index greater than or equal to the 95th percentile in comparison to children the same age and gender was the criteria used for obesity in this study. The data from these children was then compared the national percentage of children considered obese by the same standards. Qualitative data pertaining to whether or not the parents thought their children were slightly overweight, very overweight, or about right was also collected (Runk, 2007). Although it was not specifically stated, I hypothesize the children studied were broken down into bins by age and gender. The first bin comprised of obese girls six to 11 years old and the second bin obese boys six to11 years old. For the 12 to 17 year old group the first bin included obese girls 12 to 17 years old and the second bin included obese boys 12 to 17 years old. I further hypothesize the parents of children in each group were binned according to their response to the qualitative assessment of their childs weight. For each age group the first bin included parents who answered   very overweight, the second bin included parents who answered slightly overweight, and the third bin included parents who answered about normal (Bennett, Briggs, Triola, 2003). The findings in the six to 11 year old group revealed 15% of the children in this age group met the criteria for obesity. This finding was not significantly different from the national figure which reports 17% of all children in the United States are obese by the standard of this study. Thirteen percent of the parents of obese children in this age group categorized their children as very overweight, 37% classified their children as slightly overweight, and 43% reported their children were about right (Runk, 2007). The findings in the 12 to 17 year old group revealed 10% of children in this age group met the criteria for obesity. This finding is significantly lower than the national figure for obese children. Thirty one percent of the parents of obese children in this age group reported their children as being very overweight, 56% reported their children as slightly overweight, and 11% reported their children were about right (Runk, 2007). Researchers concluded both age groups under reported the incidence and severity of obesity when compared to the national statistic stating 17% of all children meet the criteria for obesity outlined in this study (Runk, 2007). I agree the severity of obesity was greatly under reported in both groups. However, I disagree with the assertion the incidence of obesity was under reported in the six to 11 year old group. I believe the difference between 15% and 17% could easily be a coincidence. It may also have resulted because the internet was used to collect data and poor children are more likely to be obese and less likely to have internet access (Vieweg, Johnston, Fernandez Pandurangi, 2007). I do agree that obesity seemed to be considerably under reported in the 12 to 17 year old group. A statistically significant difference (about 7%) occurred between that age groups 10% incidence and the 17% national incidence of childhood obesity (Runk, 2007). Such a large difference is unlikely to be a coincidence and supports the theory that obesity was under reported in this age group or  confounding was present (Bennett, Briggs, Triola, 2003). Critical analysis of this data reveals many strengths and a few significant weaknesses in the design and implementation of this study. The goal is clearly stated, to determine the percentage of parents who realized their children are obese and to compare it to the percentage of parents that do not realize their children are obese. This goal was clearly accomplished for all the study participants. The source of the study is the University of Michigan which can be considered a reliable, neutral source. The sampling is sufficiently large, but whether or not it is representative of childhood obesity in this country is questionable. A serious problem with the sample exists as a result of using the internet as the setting. High proportions of obese children are socioeconomically disadvantaged and may not have internet access. The internet setting is likely to account for the apparent under reporting of obese children noted in this study and as such is a probable source of confounding. The criterion for obesity is well defined and could be easily measured in all the subjects, but I remain concerned a significant portion of obese children may have been inadvertently omitted from consideration. In the end, however, I find there is a strong practical use for this data. Healthcare providers are made conscious of the fact that the parents are, more often than not, genuinely unaware their child is obese. This data supports the decision to open a dialogue with parents and offer teaching about the dangers and prevention of childhood obesity the clear course of action. References: Bennett, J., Briggs, W., Triola, M. (2003). Statistical Reasoning for EverydayLife, Second Edition. Upper Saddle River, NJ: Addison Wesley. RetrievedDecember 5, 2007, from University of Phoenix rEsource HCS 438. Runk, D. (2007, December 24). Parents dont realize their kids are fat. MercuryNews (San Jose). Retrieved December 28, 2007, fromhttp://www.mercurynews.com/healthandscience/ci_7799918?nclick_check=1. Vieweg, V., Johnston, Fernandez, A., Pandurangi. A. (2007). Correlation between high risk obesity groups and low socioeconomic status in school children. Southern Medical Association. Retrieved January 12, 2008, from University of Phoenix library [EBSCOhost].

My Philosophy of Education Essay -- Teaching Education Teacher School

My Philosophy of Education My philosophy of education and my personal goals and theories about how students are empowered through their educational experience revolve around the student-centered, interactive approach to instruction and learning. My goal as an educator is to create a learner-focused environment that promotes the basic literacy skills - reading, writing, listening, speaking and thinking. Children are readers, writers, and thinkers who need language to question and understand. They become members of literate communities using language in real ways for real purposes. Through my own classroom research, I have learned to listen to children, to observe the multitude of ways in which they learn, and to examine the elements that encourage their growth. Each day must be devoted to writing, reading, and interacting with literature. Children learn to read by reading. They learn to write by writing. Listening to and talking about literature enhances both processes. Children learn to think, to question, to reflect on what they write, read, and listen to in a classroom that allots a significant amount of time to the interaction and practice of these skills. Children make choices as to what to read, what to write, and how to approach a task. These children who make their own decisions take ownership of their learning and are better able to make meaning within their world. Teacher responses play a critical part in this environment by asking questions to stimulate thinking, and children become adept at generating their own questions and seeking answers. Peers also learn to make enabling responses in a literate community. Children need and deserve these responses; as well as, they need to hear the ideas o... ...ncourages children to be able to use their learning skills of various disciplines and put to use these skills acquired. Also, it helps children in solving and resolving age appropriate challenges. In doing this, one hopes to instill confidence and foster the child?s ability to see how all aspects of education build up the learner equipping him/her with the necessary knowledge to more forth in education as well as life. I believe that a teacher should be able to wear many hats with success. We must address each student as an individual and adjust the method of teaching to accommodate the child?s capacity to learn. Building up the student and providing him/her with all the necessary skills of reading, writing, and problem solving will foster and stimulate further learning. The student will ultimately benefit as a productive learner and member of society.

Summary of Finding Forrester :: essays research papers

Does anyone really like to be stereotyped? Does anyone want to be looked at and automatically judged just because of the way they look, by their skin color, their hair type, or even the type of clothing they wear? Finding Forrester is a film that in my opinion perpetuates stereotypes. The entire film is based on significantly different racial opinions, opinions of different writing styles and stereotyping of different people in general. Race is a huge issue in the film and many stereotypes are made. Jamal Wallace is introduced in the film as a typical black teenage male who goes to a low class school in the Bronx and really excels on the court as a basketball player. He always plays basketball with his friends in a parking lot. Jamal is dared to go into the apartment of a recluse who watches them play through binoculars. Jamal is caught and, running away in fright Not too many people thought of him as being anything more than that, due to the fact that Jamal makes mediocre grades in his school in the Bronx, he does just enough to get by and to maintain a â€Å"C† average. Jamal did not push himself any harder in the classroom than he needed to. Jamal’s passion is writing, He meets a famous old writer named William Forrester through a dare, who has been watching him when he plays basketball at the parking lots. Little do they know when they first meet what a great difference they would each eventually make for each other. William is the first to help Jamal by helping him in his writing. Jamal is a great writer but just doesn’t know it yet. William helps Jamal find himself in his writing, and Jamal prospers into quite a good writer. The help didn’t really stop there either. Jamal would tell William all about his day and Does anyone really like to be stereotyped? Does anyone want to be looked at and automatically judged just because of the way they look, by their skin color, their hair type, or even the type of clothing they wear? Finding Forrester is a film that in my opinion perpetuates stereotypes. The entire film is based on significantly different racial opinions, opinions of different writing styles and stereotyping of different people in general. Race is a huge issue in the film and many stereotypes are made.

Consumer Behavior Tv Advertising

Television advertisements are paid for by an organization (usually a business) to convey a message and to market or promote a specific product or service. These advertisements can range in length from a few seconds to several minutes and have been used since 1941. These advertisements usually get the prospected consumers' attention and often times persuade them to urchasing the product or service.This type of advertisement is in the form of entertainment and needs to be creative. Humor is one of the most widely used techniques in advertising around the world, with about one out of every five television ads containing humorous appeals, but do they actually get us to laugh or smile. Despite the wide array of contemporary advertising formats and media, television advertising remains the most dominant form to which typical consumers are exposed.Research on attitudes toward advertising in general (Att-AiG) implicitly assumes that the Att-AiG measure represents advertising as a whole. A ma jor finding of the current research is that consumers tend to have a mental representation, or exemplar, of the most typical type of advertising†television advertising†when they televtston advertising. To test for typicality effects on reported Att-AiG, we conducted an experiment to test that Att-AiG is closely related to attitudes toward television advertising (Att- TV, ereafter), because television advertising is activated when participants report their Att-AiG.he experiment was a one-factor-between-group design with seven groups: one control group and six experimental groups. A total of 134 undergraduate students from the same population as Study 1 participated in the experiment. Participants were randomly assigned to one of the seven conditions. Gender was balanced. Advertising and marketing students were not included in the experiment.. Each of the 33 items was tested across the 7 conditions via ANOVA and post hoc ests.

Racial and Ethnic Diversity and Inequality essays

Racial and Ethnic Diversity and Inequality essays Racial and Ethnic Diversity and Inequality Prejudice is an unfavorable opinion or feeling formed beforehand or without knowledge, thought or reason. Prejudice may arise from many sources, including the views of family or peers, or it may come from strong identification with a particular group. From any source, prejudice is a problem that faces the American society today. As I enter the second semester of my college career I am able to better visualize the problem of racial and ethnic discrimination as well as prejudice. Living in such a diverse atmosphere as a college dormitory, helps make this topic more personal and easier for me to grasp. I live in an environment where people from different social categories have come together. Living with and around people of all races and ethnic backgrounds illustrates that people hold rigid opinions of members of a different social category. Prejudice is personally relevant to me because I am surrounded by people who often make social prejudgments about others before they even get to know them. I am examining the extent of prejudice through a survey of eleven questions designed to enable me to come to a general consensus about prejudice in todays society. By surveying twelve people of different gender, age range, and race, I wanted to find out societys universal perspective of prejudice, and its effects on society. Prejudice is a deep-rooted problem that does not just lie on the surface of society. Prejudice rests on stereotypes: overgeneralizations about a group and its members that go beyond existing evidence (Feagin and Feagin, 1996). Stereotyping is primarily used to call attention to beliefs that present an out-group in an uncomplimentary way and is usually a false generalization. Prejudice is principally harmful to ones emotions and or attitudes and more importantly can lead to discrimination. Discrimination is the denial of opportunities an...

Does the SAT Essay Matter Expert Guide

Does the SAT Essay Matter Expert Guide SAT / ACT Prep Online Guides and Tips In days of yore, the SAT Essay was very different. For starters, it was a required portion of the exam, scored as part of the writing section. You had a measly 25 minutes to give and support your opinion on such deep philosophical issues as the importance of privacy or whether people perform better when they can use their own methods to complete tasks. Things are very different now. Along with the SAT itself, the SAT Essay has been completely revamped and revised. Among other things, it is now an optional portion of the exam.In light of this SAT Essay renovation, many schools will no longer require that students take the SAT Essay when they take the exam. But what do all these changes mean for you? Is the SAT Essay important?Read on for a breakdown of the new SAT changes, information on which schools continue to require the SAT Essay, why schools do and don’t require this portion of the exam, and how to figure out if the SAT Essay is necessary or important for you. The New SAT Essay The SAT was revised in March 2016. The aspect of the exam that is most changed is the essay. Instead of writing a 25-minute opinion piece, you will have 50 minutes to analyze how the author of a given passage constructs his or her argument. Additionally, instead of having the exam integrated into your composite score, you will receive a separate score for your exam that does not affect your 1600-point score. The new exam is graded out of 24 points - 8 points each in â€Å"Reading† (essentially reading comprehension), â€Å"Analysis,† and â€Å"Writing† (writing style). See our breakdown of the new rubric here. Finally, the new essay is a completely optional portion of the exam. You don’t have to take it, and you’ll still get your 1600-point score. In this way it’s a lot like the ACT, which also has an optional essay. If you wish to register for the SAT Essay, you’ll pay an extra $.50. Because the essay is now optional, colleges have the option of not requiring students to send SAT Essay scores. Thus, many colleges have dropped this requirement.So who still requires the SAT Essay? Let this creepy happy pencil guide you through the SAT Essay! Who Requires the New SAT Essay? According to a Kaplan poll in which 300 schools were surveyed, most schools will not require the optional SAT Essay. However, some still do recommend or require it, particularly in the most selective tier of institutions. Notably, elite schools like the Ivy League, Stanford, MIT, and the University of Chicago are divided on the issue, with some requiring the essay and some neither requiring or recommending it. In the Ivy League, Harvard, Princeton, Dartmouth and Yale will continue to require the SAT Essay, and Columbia, Cornell, UPenn, and Brown will not. Big state schools are similarly divided: for example, the University of California system and the University of Michigan both require the essay, University of Illinois and Purdue University recommend it; and Penn State, University of Wisconsin-Madison, and Indiana University neither require nor recommend the essay. For the most up-to-date information on a school’s position on the SAT Essay, check the College Board. If the school isn’t on the list, check their admissions website.Those schools that do require the essay have gone on the record with specific reasons for doing so; I’ll break those down in the next section. Schools are divided, like this egg. Why Do Schools Require the SAT Essay? Given that so many schools won’t require the essay going forward, you may be curious about those that do still require it. What’s their reasoning?Based on public statements from school officials, it seems to boil down to three main reasons: #1: More Information Is Better Some colleges seem to feel that all of the information they can get from applicants is helpful in painting a complete picture of the applicant. Certainly the SAT Essay presents a somewhat unique data point in that there are no other standardized elements of a college application that would include specific information on an applicant’s timed writing skills. It makes sense that schools that value having all the information that it is conceivably possible to obtain about a student would require the SAT Essay. #2: The Revised Test Is Similar to College Work The old SAT Essay involved a fairly arbitrary task and bore no resemblance to any work students do in college. However, the revised essay engages a student’s rhetorical analysis skills and requires the kind of analytical thinking students will perform in college. Thus, some colleges require the new SAT Essay because they feel it gives valuable insight into how a student might perform with college-level work. #3: Sending a Message on the Importance of Writing Institutions may also require the SAT Essay simply because they wish to telegraph to the world that they believe writing is important. This was part of the rationale given by Yale as to why they would continue to require the essay. That’s why schools require it- but what about schools that don’t require the essay? What’s their reasoning? Cats or dogs: another hot-button issue at elite institutions Why Don't Schools Require the SAT Essay? There are four main reasons that schools have given for not requiring the SAT essay going forward: #1: Consistency Many schools already do not require the optional writing portion of the ACT. So now that the SAT Essay is also optional, it makes sense to not require it, either. This simply makes testing guidelines consistent for those schools. #2: The Essay Is Redundant Some schools feel that they already have sufficient evidence of an applicant’s writing capability through application essays. This is particularly true at institutions where multiple essays are required as part of the application. #3: The SAT Essay Does Not Predict College Success In the past, the old SAT essay has been shown to be the least predictive element of college success on the SAT. While there is not yet data on the new SAT essay’s predictive capabilities, schools have taken this opportunity to shed what they feel is basically dead weight in an application. #4: Requiring the SAT Essay Presents a Burden to Underprivileged Students Columbia’s primary concern is that the extra cost of the essay may be a deterrent to underprivileged students. University of Pennsylvania has made similar statements- minority and underprivileged students are least likely to have a â€Å"complete testing profile.† So, they’ve eliminated the SAT Essay requirement in the hopes of attracting a more diverse applicant pool. A diverse tomato pool. So Does theSAT Essay Matter to Your College Chances? I’ve gone over how and why schools use or don’t use the SAT Essay. But what does all of this mean for you? There are two main questions you need to answer to determine how important the essay is for you: first, should you take the SAT Essay section, and second, how important is your score? Should I Take the SAT Essay? This comes down mostly to whether or not you are applying to schools that require or recommend the SAT Essay. (In college applications, I would generally err on the side of treating recommendations as nicely-worded requirements.) If you are truly not interested in a single school that requires/recommends the essay, and you don’t see yourself changing your mind, go ahead and skip it.However, if there’s even a chance you might be interested in a school that does require/recommend the essay, you should take it. And if you’re applying to highly selective schools, definitely take the essay portion, because around half of them require the essay. So if you change your mind at the last minute and decide you’re applying to CalTech as well as MIT, you’ll need that essay. I advise this because if you don’t take the essay portion and then end up needing it for even one school, you’ll have to take the entire test over again. If you’re happy with your score already, this will be a big four-hour drag for you. You might also want to take the essay portion if you are particularly good at rhetorical analysis and timed writing. Even for colleges that don’t require the essay, a stellar score will look good. How Important Is Your SAT Essay Score? This is a little more complicated, as it does depend to a certain extent on the schools you are applying to.I spoke to admissions officers from several schools, and some themes emerged as to how important they consider your essay score to be, and how they use it in evaluating your application: The general consensus was that the essay was the least important part of the SAT overall. Admissions offices will look much more closely at your composite score. The SAT Essay is primarily looked at in combination with your other writing-based application materials: your admissions essay and your high school English transcripts are also used to determine your writing and language skills. Essentially, it’s a part of a facet of your application. That said, bombing the essay would be a red flag to admissions officers that you might not be fully prepared for college-level work. Overall, I would advise you not to sweat your essay score too much. The most important thing is that your essay score is more or less consistent with your other test scores. It certainly doesn’t have to be perfect- if you get a 1600 and an 18 out of 24, I wouldn’t stress too much. But if you, say, have a 1500 and get a 9/24 on the essay, that’s a little more concerning, as it may cause concern among admissions officers that you aren’t prepared for college-level work. In general, then, schoolsreally look at the score, but it’s not one of the most important parts of your application or even your SAT score.Your best bet if you are interested in a given school that requires the essay and you want more specific guidance how they use the essay is to call the admissions office and ask. To learn more about what a good SAT Essay score is, check out our guide to the average SAT Essay score. Not this kind of score! How Can I Succeed on the SAT Essay? Luckily, it’s very possible to learn the skills to hit the SAT Essay out of the park every time. Here are some general tips: Learn specific persuasive and argumentative techniques that you can reference in your essay. If you can’t identify what devices authors can use to make arguments, how will you write an essay about it? Make sure you have a clear thesis that can be defended with evidence from the passage. Include an introduction and a conclusion. This will help â€Å"bracket† your great points and show that you know how to structure a solid piece of writing. Rely on evidence from the passage to build your argument. Don’t give your opinion on the issue! The new SAT essay is not opinion-based. Make sure you use correct grammar and academic language. (No â€Å"This passage, like my brows, is on fleek.†) Write at least a page. Also see this guide to getting a perfect SAT Essay score and this one on improving your score. Tips to success: don't fold up the Essay section into origami boats. Final Summary and Actionables With the new SAT making the essay section optional, many schools have chosen to neither require nor recommend that students take it. Most schools will no longer require the essay, but highly selective schools are divided on the issue. Among those schools that do require the SAT Essay, many have gone on the record to say that they feel the essay provides a valuable additional piece of information on an applicant’s potential for college-level work. They plan on using the essay as a way to further evaluate an applicant’s writing skills, although for most of these schools it is considered the least important part of the SAT score. At schools where the SAT Essay is not required, the essay has been eliminated for a variety of reasons: for more consistency with ACT requirements, because the Essay seems redundant or poorly predictive of college success, or to attract a more diverse applicant pool. What does all this mean for you?If there’s even a chance you’ll apply to a school that requires or recommends the essay, take the SAT with Essay. If you don’t and end up needing it later, you’ll have to re-take the entire exam. If you do take the SAT Essay, don’t stress too much about getting a perfect score, but do prepare enough that you are confident you won’t get a very low score compared to your composite. What's Next? If you're thinking about test scores and college, check out my article on the minimum SAT score for college. Ready to get started with practice essays? Check out our thorough analysis of the SAT essay prompt and our complete list of prompts to practice with. Aiming for a perfect SAT essay score? Read our guides to get strategies on how to get an 8/8/8 on your SAT essay. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Globalization to Beat Inequality Essays

Globalization to Beat Inequality Essays Globalization to Beat Inequality Essay Globalization to Beat Inequality Essay Indeed. globalisation is the most popular tendency in international economic sciences. Increasing integrating of universe markets and exchanges of information and engineering are decidedly expected to assist the least developed states. thereby bridging the spread between the rich persons and the poor persons. Therefore. the thesis of Bhagwati’s ( 2004 ) book. In Defense of Globalization – that. in fact. globalisation helps the poorest people of the universe – must be agreed with. After all. foreign direct investings are an extraordinary encouragement for the economic systems of the underdeveloped universe. Furthermore. by importing and exporting more goods and services than earlier. a underdeveloped state may really good increase its income and besides better the criterion of life of its peoples. It is by and large believed that an addition in international trade is accompanied by an addition in income inequality. seeing that the bulk of the people in developing states are hapless and can non afford to buy comparatively expensive foreign goods in the local market. nor form mammoth endeavors to sell to the foreign public. Furthermore. globalisation involves the hazard of foreign companies taking advantage of the undeveloped regulative constructions in developing states. As an illustration. a foreign H2O company in Argentina. after the mass denationalization of Argentine concern. was said to hold been really ethical before it entered Argentina. The company had connexions with France and the United States. All the same. the company turned to hapless service in Argentina shortly after denationalization. The H2O company was finally taken over by the Argentine authorities for its careless. irresponsible behaviour ( Hacher 2007 ) . : If managed right. though. globalisation is expected to assist our universe in important ways. The celebrated observation of Friedman ( 2000 ) must besides be considered in this analysis: No two states with McDonald’s have fought a war against each other since each got its McDonald’s. Indeed. peace is contributing to planetary economic growing. But. so is equality. Even though the spread between the rich persons and the poor persons has been widening in recent old ages. good direction of globalisation may work admirations for the planetary economic system. The World Trade Organization protests globalisation on behalf of the hapless states. As an consequence of globalisation. the developing states – merely because they are making concern with the richer 1s – are asked to accept the criterions of environmental and labour protection that merely the rich states are able to afford at this point in clip. Sing that one of the concomitants to globalisation is acceleration. the World Trade Organization wants to stress that developing states must be given more clip to set to alter. The fact that these states require more clip to set to alter is illustrated by the experience of India with regard to child labour jurisprudence. In point of fact. child labour jurisprudence in India took a long clip to be developed. The jurisprudence was implemented at assorted degrees over the class of many old ages. the ground being that India required kids to work in its mills because of the Indian economy’s dependence on inexpensive labour. Besides. the parents of Indian kids who worked could non afford to back up their kids that did non work ( Pandey 2006 ) . The argument over agricultural trade is by and big the most of import issue for the World Trade Organization to cover with. Piting rich states against the hapless. the argument emphasizes that the world’s poorest states have few exports to offer besides basic agricultural merchandises. Given that international trade is a necessity in today’s internationalized universe. developing states must vie against the elephantine states. such as the United States and Japan. Developed nations support husbandmans with subsidies. If they do non back up their ain husbandmans. the latter would travel out of concern. This aid – amounting to about three hundred billion dollars every twelvemonth – increases the supply of basic agricultural merchandises on the universe market. As the monetary value of agricultural green goods is lowered. it is the hapless states that are hurt. In other words. the mean cow in the European Union receives a day-to-day subsidy of more than two U. S. dollars. and this figure is greater than the day-to-day pay of 20 per centum of the world’s population ( Kaplan A ; Calzonetti 2005 ) . Although Blinder ( 2006 ) is right to province that the developed universe would hold to cover with enormous alteration if offshore outsourcing is extremely popularized in the coming old ages. it is non the rich universe that requires aid at this point in any instance. Furthermore. by largely sing the alterations that the rich universe would hold to see. there is no manner that economic experts would be able to convert the developed states to efficaciously work with the developing states. Therefore. it is indispensable to popularise offshore outsourcing by depicting the benefits that both the developed and the underdeveloped universe would accrue by agencies of it. After all. the developed universe is in an first-class place to allow more occupations to people in the underdeveloped universe. It would surely be a win-win state of affairs. Furthermore. it would assist to bridge the widening spread between the rich persons and the poor persons. thereby guaranting sustainable development excessively. REFERENCES Bhagwati. JN 2004. In Defense of Globalization. Oxford University Press. New York. Blinder. AS 2006. Offshoring: The Following Industrial Revolution? . ’ Foreign Affairs. Mar/Apr 2006. available at hypertext transfer protocol: //www. foreignaffairs. org/20060301faessay85209-p0/alan-s-blinder/offshoring-the-next-industrial-revolution. hypertext markup language. Friedman. Thallium 2000. The Lexus and the Olive Tree: Understanding Globalization. Anchor Books. New York. Hacher. S 2007. Argentina Water Privatization Scheme Runs Dry. ’ Global Policy Forum. 26 Feb 2007. available at hypertext transfer protocol: //globalpolicy. igc. org/socecon/bwi=wto/wbank/2004/0226argwater. htm. Kaplan. E. A ; Calzonetti. C 2005. The WTO’s Troubled Doha Negotiations. ’ Council on Foreign Relations. 9 Dec 2005. available at hypertext transfer protocol: //www. cfr. org/index. hypertext markup language. Pandey. G 2006. India Tightens Child Labor Laws. ’ BBC News. 10 Oct 2006. available at hypertext transfer protocol: //news. bbc. co. uk/2/hi/default. short-term memory.

Research Methods CASE5 Paper Example | Topics and Well Written Essays - 250 words

Methods CASE5 - Research Paper Example It is most commonly applied if the statistical result of the research follows a normal distribution. Additionally its usage is only applicable when the scaling term of the data is known. Incase this is unknown, it is advisable to replace the term with an estimate from the data thereby making t test computation possible (Yule,1897). Analysis of variance or ANOVA on the other hand is a statistical tool used to analyzed research finding that uses the process of partitioning the research variance into components attributable to various sources. This tool provides a statistical test used to determine whether or not the means of a number of groups are all equal. In doing this, this analysis tool generalizes t-test to more than two groups in a particular research. A qualitative research unlike a quantitative one bases its study on the analysis of qualitative phenomenon of the research subjects. Such studies are concerned with the subjective assessments of attitudes, opinions and behaviors of a research group. Regression analysis is the best tool used in analyzing the research findings of a qualitative research (Kutner, Nachtsheim &Neter, 2004). This tool clearly displays the relationship between two or more variables. If effectively used the tool clearly depicts the relationship between dependent and independent vari ables in a

The Lego Company Case Study Example | Topics and Well Written Essays - 1000 words

The Lego Company - Case Study Example The Lego Company was founded by Ole Kirk Christiansen in 1932. The firm has a wide range of product lines including video games, board games, education items, Lego mindstorms, pre-school products, bricks, and play themes. In addition, Lego group offers numerous community-based and other services for the benefit of children, particularly disadvantaged children. In the United States, the organization mainly focuses on Lego Imagination Centers, which are large stores that contain displays of Lego sculptures and a bricks play area; and as of 2002 data, the Lego Group operates 68 stores (including stores soon to be operated) in the North America (Lego stores, n. d.). Lego uses strategic risk management approach to drive its growth; and its strategic planning model has assisted the company to be successful throughout its corporate history. Mission Statement & Vision Statement The firm’s mission and vision values greatly benefit the organization in achieving its desired and end state . Lego’s mission statement is to â€Å"inspire and develop the builders of tomorrow†, and its vision statement is â€Å"inventing the future play† (A Case Study of the Lego Group, n. d.). ... Since these values contribute to Lego’s market reputation, the firm may easily achieve its desired and end state. Internal Analysis & External Analysis Evidently, Lego has a range of competitive internal strengths such as global presence, long market experience, a globally recognized brand, famous Lego bricks, and numerous popular video games to accomplish its goals and objectives set in their previous strategic plans. Market trends indicate that demand for colorful bricks is likely to remain stable over the next decades. In addition, emerging markets like Brazil, India, and China would contribute to the Lego’s efforts for meeting its strategic goals. Finally, the steadily growing toy industry would also improve Lego’s ability to respond to various internal and external challenges quickly and effectively. Long Term Objectives Brand value creation is one of the major long term objectives of the Lego Group. The company also gives particular emphasis to global expan sion and market share growth in the long term. As Jenson (2012) points out, zero waste is the ultimate long term goal of the company. Strategy Analysis and Choice It is recommendable for Lego to choose cost leadership strategy to achieve and maintain competitive advantages over its market rivals. Currently, the company has spread across the globe and it has numerous potential capital sources to invest significantly in production assets. The organization possesses better product designing capabilities and high level expertise in manufacturing process engineering. In addition, Lego maintains efficient distribution channels. Furthermore, this generic strategy is beneficial for the organization to defend new entrants effectively. Similarly, the market development grand strategy is best for the

SSADM Research Paper Example | Topics and Well Written Essays - 1750 words

SSADM - Research Paper Example (Structured systems analysis and design method.2007) moreover, the SSADM is a system that helps to examine the information system as, well as to design pertaining system. Since 1980, the SSADM (Structure System Analysis & Design Method) technology was produced for the CCTA. In addition, this technology was related to UK government organizations that implement the SSADM technology. However, â€Å"SSADM† and â€Å"Structured System Analysis and Design Method† is a Registered Trade Marks of Office of Government Commerce (OGC) that is located in the United Kingdom’s Treasury (Great Britain Treasury Central Computer and, Telecommunications Agency, 2000). In order to make possible information system design, the SSADM technology relies on waterfall model to reach the destination. The SSADM can be originate as a core element for defined documented approach regarding system designing and help to evaluate an updated Rapid Application Development procedure such as DSDM. Dur ing development and growth, the SSADM is following a waterfall life cycle model that incorporates physical design stage study. In addition, the analysis stage includes intense association needs in SSADM. From every stage, the users are prepared to sign off guaranteeing that the requirements are satisfied. Furthermore, a number of illustrative representations related to the system are provided to the users in order to ensure better data understanding. The development projects related to the SSADM are further divided into series of phases, units, periods and tasks. Moreover, the data modeling is considered as a first model that is developed in SSADM. 2 SSADM Aims and Objectives In order to identify and classify projects that are suitable for SSADM project management, the SSADM will offer a framework. The SSADM in reality separates the projects that are related to the project development into small elements, project steps and procedures. The objectives of SSADM are mentioned below: Pro ject management is enhanced along with connected institutions. Better and improved usage of both skilled and unskilled employees. Enhanced and important systems are guaranteed. Employees’ loss is considered in all projects. Projects are assisted by computerized tools such as, integrated application engineering systems. A framework is formed for improved communication between the members of project. This framework incorporates all the tools related to the software development life-cycles, production stages and physical application design. 3 SSADM Advantages and Disadvantages SSADM leverages many benefits by using different techniques for determining visibility and capability of information systems. These techniques are considered as one of the major benefits of SSADM. Moreover, the identification of entities along with their relationships established within the system is tested by logical data modeling techniques. Moreover, logical data modeling technique shows changing data f rom its original state to the updated one. Furthermore, it also holds space for entities that are transmitted via routes that manages data flows within the system. Moreover, credentials pertaining to event modeling define the entities and their impact on business information systems. Consequently, these techniques encompassing perspectives and processes provides the most complete and to the point model.

Manufacturing Engineering Lab Report Example | Topics and Well Written Essays - 500 words

Manufacturing Engineering - Lab Report Example SafetySince the device may be improperly used and safety of a machinery is the key concern during its functionality; a safety factor of 1.5 was factored in all the calculations. 2.2 InexpensiveThe device must be produced within a strict budget by sourcing for cheap local materials according to the bill of quantities.2.3 Design EvolutionThe first concept generation was accomplished by creating an itemization of the design into the following functional and movable elements; pipes, chains and the support system.The team had a brainstorming session, whereby it was agreed that only the top rated materials will be considered for each functional component in order to develop an alpha design. The criteria for selecting components were based on the cost of the material and its manufacturability.3.0 Engineering AnalysisThe engineering fields that are applicable to the design process are statics, dynamics and materials. The appropriate basics and ideas from statics and dynamics are Newtonâ€⠄¢s law, bending moments, torque and friction. For materials mostly on the pipes and chains, the applicable properties are: fracture toughness, Young’s modulus, corrosion, yield strength and ultimate tensile strength.Newton’s Second law, was necessary to calculate the forces that will be applied to the support while the chain moves up and down while lifting an object. The bending moments, of the motor was calculated to ensure the mechanism does not degrade rapidly and maintain the factor of safety.

Business Disaster Recovery Essay Example | Topics and Well Written Essays - 1500 words

Business Disaster Recovery - Essay Example The topic of the research has also been recognized by the researchers and social scientist as an important issue for the business so there was lot of literature present at different resources around the topic that cover the topic from different aspects. In this situation it was one of the major concerns to select and review the material that is not only relevant but also useful for the dissertation. Having too much choices in front often creates confusions and a big worry was to overcome this confusion that what to take for the review and what not. In the same way the selection of the company for the case study was also not a simple decision because there are many company that have faced disasters at some time and they have also make their plans for the recovery. Some of them were successful in restoring their losses and some of them were failed so it was a difficult decision to select the company. Moreover it was decided to conduct an in-depth interview of personnel of the selected company so there were also concerns about the matter that weather any of the personnel will allow due time for interview and weather the results or findings of the interviews will be fruitful for the research or not. The present work is done while utilizing all the best possible sources and abilities and if there is another chance got to do the same work again then there much be review of the work previously done to find out the mistakes and flaws so that in the next attempt all the flaws can be removed.

Manufacturing Engineering Lab Report Example | Topics and Well Written Essays - 500 words

Manufacturing Engineering - Lab Report Example SafetySince the device may be improperly used and safety of a machinery is the key concern during its functionality; a safety factor of 1.5 was factored in all the calculations. 2.2 InexpensiveThe device must be produced within a strict budget by sourcing for cheap local materials according to the bill of quantities.2.3 Design EvolutionThe first concept generation was accomplished by creating an itemization of the design into the following functional and movable elements; pipes, chains and the support system.The team had a brainstorming session, whereby it was agreed that only the top rated materials will be considered for each functional component in order to develop an alpha design. The criteria for selecting components were based on the cost of the material and its manufacturability.3.0 Engineering AnalysisThe engineering fields that are applicable to the design process are statics, dynamics and materials. The appropriate basics and ideas from statics and dynamics are Newtonâ€⠄¢s law, bending moments, torque and friction. For materials mostly on the pipes and chains, the applicable properties are: fracture toughness, Young’s modulus, corrosion, yield strength and ultimate tensile strength.Newton’s Second law, was necessary to calculate the forces that will be applied to the support while the chain moves up and down while lifting an object. The bending moments, of the motor was calculated to ensure the mechanism does not degrade rapidly and maintain the factor of safety.

Baby Bottle Tooth Decay Research Paper Example | Topics and Well Written Essays - 1000 words

Baby Bottle Tooth Decay - Research Paper Example The first advantage associated with acquisition is the undeniably, outright growth of an existing business. For instance if company A buys company B, the size of company A now becomes A+B, which means that there become an outright growth. This outright growth caters for the possibilities associated with starting a business and failing. It also caters for other basic company routines such as recruitment, placement and orientation; some of which do not always end well. Leading on from the first advantage, acquisition ensures that the buyer enjoys a ready-made organizational structure, system and culture. In business, there is no denying the fact that establishing an organization may not be as difficult as establishing or setting up a organizational structure, system or culture. Gourley notes that â€Å"organizational culture is defined as the shared values, norms and expectations that govern the way people approach their work and interact with each other.† This explains the extent to which organizational culture could be difficult for most businesses that are started from the scratch. Buying a company therefore saves an entrepreneur from the hassle of getting a new organizational culture in place. The very last advantage has to do with the inheritance of corporate publicity. Corporate publicity simply refers to the kind of popularity a company has in the eyes of consumers and buyers. These days, most investors target well established and publicized companies when they are buying. This makes it possible for them to inherit the popularity of the existing company. It also makes money voted into publicity very minimal. The best part of inheriting corporate popularity is the inheritance of customers. Customers are the lifeline of every company. It is their inputs that make up the revenues for companies. Building a strong customer base is however very difficult to do. When a person buys an existing company however, he automatically have the customers of the

You Shall Know Our Velocity by Dave Eggers Essay Example for Free

You Shall Know Our Velocity by Dave Eggers Essay Every person undergoes difficulty in life. Experiences in life may cause troubles in our way of thinking and sometimes even affects our principles. In the novel, â€Å"You Shall Know Our Velocity† by Dave Eggers, the character of Will Chmlielewski experienced difficulty in the form of losing his friend (Jack) and being beaten. He intended to help Jack with the large amount of money that he got but no avail. It was hard not to be able to do something to avoid the death of a friend especially when you are very much willing to do anything in your power to shun it. Nobody couldn’t blame Will for feeling lost and hurt. Because of his hurt and disappointment, he felt that the money in his hands was a burden that he had to get rid of it as quick as he possible. Will together with his other friend Hand went to different countries to give away the money supposedly intended to save their friend Jack. They thought that when they give away the money to people who need it, they will somehow help in restoring hope to people’s perception. The two realized along the way that it is not easy to give away just like that. People have to earn their blessings or the help that they receive. Both the giver and the receiver should exert effort in achieving humanity. If people like Will and Hand will just give away money without any particular reason or purpose, there is a very huge possibility that others may take advantage of them or worse, even rob them. In real life, it feels good to be able to help without anything in return. However, even with the purest intentions, one should always be on the look out against abusive people. The effort of generosity and humanity might be put to waste if people who need it don’t receive it because of the people who take advantage of it. There is no doubt that everybody needs help in one way or another. Not all help are material in nature; some need emotional help. So what should be done to make sure that the one that you’re helping deserves your care? The simple answer is – let him earn it. Earning it has different ways. May it be proving that he is trustworthy or showing his sincerity. The novel is a fiction. Nevertheless, the gestures of Will and Hand in the novel would bring relief to a lot of people if they were true. Some may find their deeds crazy, but it’s touching. They didn’t contain themselves in rendering help only in their town. They rather took time to travel around the world to spread it. The amount of money that they were giving away isn’t an issue. What’s important is the message that they trying to convey by their actions. No matter how desperate and hopeless you are, your unpleasant experiences shouldn’t be a hindrance in the distribution of happiness, hope and love. One’s own frustrations, desperations and sorrows may become a tool in getting over the same things. It’s just a matter of seeing the light side of it. When you know that it is difficult to be unhappy, share happiness. Eventually, you yourself will feel grace. People have different ways in comforting themselves and getting out of a difficult situation. Some people act crazy, some stay inside their rooms and mourns until they dry their tears from crying and some focus their attention to something that will keep them busy. Will and Hand chose to be crazy but humane. Their means may look crazy but their intention is good. They give relief to people’s misery and needs which in turn give them satisfaction and medium to get rid of their sorrow. The meaning of the novel is very deep. The characters and gestures of Will and Hand may seem comical satires but a close look at their temperaments shows good heart. Their adventures different cultures and how they managed to get along with them even with their ignorance. Ultimately, the author wants to show that even in a modern time like ours, humanity is still alive.

Analysis of Everyday Use by Alice Walker

Analysis of Everyday Use by Alice Walker Carly Fischer Dr. Gregory Brown April 28, 2015 American Classics Everyday Use of Heritage in a Growing World Heritage is an essential tenet to human life. It is the faucet that allows people to connect and relate. In order for humans to continue to relate and evolve heritage needs to evolve as well. â€Å"Everyday Use† by Alice Walker is the story of two sisters, one educated traveler and one simple homebody. Through a simple conflict, so much is revealed about how the two sisters live their lives and what is of value to them. This story, although short, carries a big message about heritage in a growing world. Heritage at its best cannot be standing still or merely something of the past, but rather it must constantly transform and develop as time unfolds. This story, narrated by their mother, recounts an awkward reunion of two sisters, Maggie and Dee. Maggie has always been a simpler girl who preferred to stay at home with their mother, Mama, in Augusta, Georgia. Dee, however, was sent to school, traveled the world, and gained success. Dee’s arrival is premediated by an air of uneasiness as neither Maggie nor Mama know what strange customs Dee may have picked up. As the time draws near a car approaches and Dee emerges with a foreign boyfriend. Maggie is awkward and cold to the new guest, and Mama is weary. Dee announces that she has changed her name to â€Å"Wangero Leewanika Kemanjo† because she does not want to be named after the people who oppressed the African Americans so she gave herself a traditional African name to honor her roots (for arguments sake she will still be referred to as Dee). Dee’s arrival is met with even more uneasiness as she treats Maggie like a simpleton. She then asks Mama to take home f amily artifacts that are still used by the women in their everyday lives such as an old butter churn. As Dee continues to claim rights to these old household items, feeling that she can properly appreciate them, she comes across some particular family belongings that lead the story to its conflict about the meaning and present day value of heritage. Dee goes through Mama’s trunk and emerges with quilts woven with the clothes of their family’s ancestors including their Grandma Dee’s dresses and their great grandfathers civil war uniform. Dee says that she will take the quilts out of their hands so that she can proudly hang and display them at her home. This does not go over well as these quilts were already promised to Maggie. Dee rebuffs this by stating that Maggie will use them as if they are just a common, unsentimental item and will wear out such precious heirlooms. The story concludes with Dee belittling both Mama and Maggie saying they don’t understand their own heritage and that Maggie needs to separate herself from the family farm and make something of her life as she drives off (Walker 1531-1537). â€Å"Everyday Use† brings up many points that can be applied to society as a whole. The story contains many lessons to be learned in heritage, tradition, and roots. Dee has an opposing opinion to Mama and Maggie. Dee sees heritage as something that is to be displayed and honored, but should be left in the past. Her mother and Maggie see no harm in continuing to live life the way their ancestors always have. They think that by doing this one’s heritage is being honored and properly maintained. In order to truly appreciate heritage it is important that it is continued as a way of life, however, this does not mean that it cannot change and people must be cemented in the past. It is very clear that Dee has moved on from the simple way of life of her mother and sister, and in doing so she has alienated herself from her family as well as her roots. She, however, doesn’t seem to notice as she still wants to display still-functional artifacts of her people around her own house. This is evidenced in the part of the story where Dee sees the butter churn not for a churn, but for an object of decoration: â€Å"’I can use the churn top as a centerpiece for the alcove table,’ she said, sliding a plate over the churn, ‘and I’ll think of something artistic to do with the dasher.’† (Walker 1535) As if this wasn’t enough of a denounced of her practical heritage, she again proves this point during the quilt tantrum between her and her mother: â€Å"She can always make some more,† I said. â€Å"Maggie knows how to quilt.† Dee (Wangero) looked at me with hatred. â€Å"You will just not understand. The point is these quilts, these quilts!† â€Å"Well,† I said, stumped. â€Å"What would you do with them?† â€Å"Hang them,† she said. As if that was the only thing you could do with quilts (Walker 1536). It is very obvious that Dee has detached herself from her past and she has embraced a more global outlook on life. However, this is not necessarily a bad thing as people need to be continually evolving to survive. Joe Sarinowski points out the merit behind Dee’s side and compliments her on her innovation of thought. Even though Dee’s opposing view to her sister and mother make her seem like she doesn’t understand where they are coming from, and why their way of life is so valuable to them, she values her heritage and embodies a new modern view. She promotes a new way for African Americans to cope with their differences from the rest of America and the issues that they face and offers a way to use their heritage in a proud, public way that Mama and Maggie do not (275). The other extreme of heritage preservation seen in the story is Maggie and Mamas’ view, that the consistent utilization and practice of ones heritage as it always has been will keep it in tact the best. Although the characters are living in the 20th Century, Maggie and Mama seem to be stuck in the Civil War era. Dee points out the error of their ways at the end of the story when she tells her sister, â€Å"You ought to try to make something of yourself, too, Maggie. It’s really a new day for us. But from the way you and Mama still live you’d never know it.† (Walker, 1536) This kind of cultural preservation is too extreme and doesn’t allow for people to innovate beyond the point they are stuck. However, just as Dee’s extreme view of heritage had some merit, so does Maggie and Mama’s. They are truly utilizing their past to their advantage. The other side of the quilt incident, in fact, points out the benefits behind their view with Mama’s pleasure in Maggie’s intended use of the quilts when Mama says â€Å"’I reckon she would,’ I said. ‘God knows I been saving ‘em for long enough with nobody using ‘em. I hope she will!† (Walker 1536). Within these opposing ideas of heritage one can try to decide which is right, but the answer is more complex. It very easily can be said that parts of both beliefs combined create the truth of heritage. Culture can best be preserved by a blend of the extremes we see in â€Å"Everyday Use†. In order to preserve heritage at its best Dee’s element of modernization needs to meet Maggie’s element of utilization. Dee’s belief of cultural heritage is centered on adjusting to a modern world and Maggie’s belief is focused on preserving the way she lives and not changing a thing. The middle ground, where culture can be appreciated for what happened and continued as a way of life but adapted to fit a changing, modern world. An author who also argues this belief is Federico Lenzerini: In consideration of the fact that culture is a living and changeable entity, one given cultural manifestation can represent a culture through the passing of time only if such manifestation is capable of continuously modifying itself in parallel to the transformations characterizing the cultural whole of which it is a part (108). An integral part to the continuation of humanity is adaptability. If culture cannot adapt, then neither can people. An important symbol in the story that further emphasizes this point is the butter churn. Dee views the butter churn as an old relic that could be used as an art piece. Whereas Mama still sees the butter churn for its use for making butter, making note of the hand marks that have been engraved in the handle after years of utilization. Durham writes, â€Å"Symbolic products also possess a certain concreteness. But if they are not used, the work that brought them into being is in a sense dead† (Durham 2013) in order to explain that the use of cultural products is essential to the continuation of heritage. If the butter churn is a symbol then it is not just a relic that symbolizes a past people; it is an object that is still used by Mama and by using the butter churn they are, in a sense, preserving a piece of their culture. â€Å"Everyday Use† is the story of two sisters that have grown apart physically, emotionally, and intellectually. Dee has traveled the world and has moved on from the way she was raised while Maggie stayed home and continued the exact way of life that she was raised in., very much so because her mother has never moved away from the traditional life of her ancestors. The two ways of life seen in this story both embody the extremes in which one can embrace their heritage. People do not have to live every day in and out repeating traditions of the past to maintain their roots, but there is more to living within ones heritage than appreciating relics of the past. Heritage must be more than just a meaningful decoration, for that decoration would just be a symbol of those who actually experienced their heritage during life. Dee’s side of total globalization that leaves heritage in the past to modernize and expand must meet Maggie and Mama’s side of heritage utility an d repetition. In this middle ground the best way to maintain, appreciate, and live ones true heritage can be found. Works Cited Walker, Alice. â€Å"Everyday Use.† The Norton Anthology American Literature. Ed. Nina Baym. Vol. 2. New York: New York, 2013. 1531-1537. Print. Eunice Ribeiro, Durham. Reflections On Culture, Heritage And Preservation. Vibrant: 9oVirtual Brazilian Anthropology 1 (2013): 77. SciELO. Web. 28 Apr. 2015. Lenzerini, Federico. Intangible Cultural Heritage: The Living Culture Of Peoples. European Journal Of International Law 22.1 (2011): 101-120. Academic Search Complete. Web. 28 Apr. 2015. Sarnowski, Joe. Destroying To Save: Idealism And Pragmatism In Alice Walkers Everyday Use.. Papers On Language Literature 48.3 (2012): 269-286. Academic Search Complete. Web. 28 Apr. 2015.

Shelleys Frankenstein and Austens Mansfield Park as Vehicles for Social Comment :: comparison compare contrast essays

Shelley's Frankenstein and Austen's Mansfield Park as Vehicles for Social Comment It has been often noted that the Romantic writers of English literature were rebelling against the established positions and views of society. Most of the Romantic artists were indigenes of the well-established middle class and they were swiftly tiring of the self-serving political depredation perpetrated by the hands of the upper class. The Romantics were flouting convention, thumbing their noses and calling for radical and widespread reform not only in governmental politics, but within the politics of their own trade--creativity and art. Their myriad of works are clear evidence of this. Contumely against established society was found mostly in the poetical works of the day. However, much social commentary found its way into seemingly unlikely novels. Two such novels are Mary Shelly's Frankenstein and Jane Austen's Mansfield Park. Both of these novels are clever repositories for social commentary and judgment. The overwhelming social judgment by Austen and Shelly was an intolerance for class distinction. Though they were hardly deluded enough to posses Utopian ideals, they nevertheless felt that a society with very little class distinction and especially without class-specific opportunity and quality of life was indeed attainable. Given that Karl Marx formulated many of his socialist ideals as a result of his exposure to the conditions of working class Englishmen, one might venture to say that the Romantic artists were forerunners of the socialist ideal, though perhaps this is a stretch. However, neither Austen nor Shelly saw socialism as an antidote to class distinction, or if they did, it did not find its way into their novels. They were quick to show, though, that a class blending could occur that was acceptable to all. In fact, such a theme is clearly prevalent in many sections of both Mansfield Park and Frankenstein. For example, in Frankenstein, Shelly describes the acceptance of a lower class individual into an upper class family. Justine is a lower class servant who is taken into the Frankenstein family to alleviate the dire straits into which she has fallen. However, the Frankenstein's do not view her as a servant in the typical, expected sense. Rather, in a letter to the maniacal, creature-creating

How Stevenson Depicts the Relationship between Dr. Jekyll and Mr. Hyde

How Stevenson Depicts the Relationship between Dr. Jekyll and Mr. Hyde Robert Louis Stevenson wanted to gradually show the relationship between Jekyll and Hyde in his story. It does not state until the end of the story that they are in fact the same person, he instead leaves it for people to work out for themselves, with a brief explanation at the end of the book. For most of the story, nobody can explain their relationship, as they are never seen together. People are confused as to how they know each other and became such good friends. Clues are given throughout the story that they are the same person; not enough to guess on your own, but so that it all makes sense in the end. These clues include the fact that Hyde once goes into Jekyll's home and takes out Jekyll's chequebook to pay out of Jekyll's bank account. People found this very strange, 'a man does not, in real life, walk into a cellar door at four o'clock in the morning and come out of it with another man's cheque'. This gives the idea that they must be very close friends to share a bank account, or that Jekyll would give Hyde entry to his account. Their relationship is depicted as business-like, and as if they have known each other for a long time. The latter part of this is true in a way. The have an interesting relationship, they need each other to live. Hyde uses Jekyll as a body to carry out his evil and Jekyll uses Hyde to get rid of his burning desires and stress, I think that Robert Louis Stevenson intended to use this in a way to show that they rely on each other and because one has begun to depend on the other, they could not live without each other even though they have so much hatred towards one another. At one point their relations... ... good idea from Robert Louis Stevenson as it gives a clearer impression to the readers about Jekyll and Hyde's relationship with each other and shows their personalities and how they differ. Another interesting way the existence of Hyde can be perceived is that he is the meaning of evil, 'that child of Hell' sent to destroy lives. One character saw himself as the person to hunt down evil, though in the end he was unsuccessful, 'If he be Mr Hyde, I shall be Mr Seek', a clever play on words suggesting evil against good. Black is often linked with evil, Hyde is only used during the night time when it is dark and he has dark hair, as opposed to Jekyll only being himself in the light and having fair hair; another difference between them. His general appearance also looks evil to those who see it; Hyde's visage is described as 'Satan's signature on a face'.

Rural Marketing in India

RURAL MARKETING IN INDIA: In a market where life has revolved around deep rooted community values, joint families, and social customs and taboos (women, for example, are not allowed to wear trousers), marketers realize that the traditional routes of market entry and brand building employed in urban India are often not feasible. As Adi Godrej, Chairman of the Godrej Group, says, â€Å"The challenge [for brands] is to understand the [psyche] of the rural consumer, create better distribution, and [appreciate] the heterogeneity. In recent times, rural India has witnessed a wave of change. Dinesh Malhotra, general manager of Linterland (rural arm of Lintas), points out, â€Å"With media exposure and increasing literacy levels, people in rural India are now demanding a better lifestyle. † The educated â€Å"rural yuppie† (males in the 15-34 age group) is moving out to work in nearby towns and cities, and sending money home to his family. This has created an indirect increase in disposable incomes and a surge in demand for consumer goods. The rural youth are slowly evolving as â€Å"opinion leaders† in influencing brand and product decisions in a market that was swayed by village elders for centuries. When building a brand in rural India, word-of-mouth is a huge motivator. Focused brand-building initiatives—like participation at community events such as â€Å"melas† (village fairs), â€Å"haats† (markets), street theater, van campaigns, and puppet shows—generate positive word-of-mouth and influence buying decisions Cholayil Ltd. , a purveyor of the herbal soap â€Å"Medimix,† campaigned in mobile vans to promote its brand. We run a van campaign which visits the interior villages where there are no distributors. We halt the van at specific points [where village folks congregate and watch videos shown on these vans] and give out product samples. † However, contrary to claims of Medimix’s success, Malhotra believes that â€Å"van campaigns can be very expensive. [Al ternatively, promoting one’s brand] in large congregation points like village markets and fairs has a far wider reach, and is more cost effective. † Direct media promotions have helped build knowledge of product categories and change long-entrenched living habits. Colgate-Palmolive, a leading oral hygiene product manufacturer, entered the rural market at a time when â€Å"Neem† twigs (the Neem tree has herbal properties) and non-dentifrice products like ash, charcoal, or salt were the norm for brushing teeth (in fact in some rural pockets, this tradition still continues). In 2001, Colgate-Palmolive launched â€Å"Operation Jagruti† to educate villagers about oral hygiene and its benefits vis-a-vis traditional products like â€Å"Neem. † Through product trials and free samples, the company was able to generate awareness in this new market. On a similar note, CK Ranganathan, managing director of Cavin Kare, notes, â€Å"When we entered the rural areas in South India, people used to wash their hair with soap. When we launched the ‘Chik’ brand of shampoo we educated the people on how to use it through live ‘touch and feel’ demonstrations and also distributed free sachets at fairs. This strategy worked wonders in the rural areas of Tamil Nadu and Andhra Pradesh—two important states in India. Colgate and Cavin Kare have shown that communication is key when it comes to building brands in rural markets. As R. V. Rajan, managing director of the Anugrah Advertising Agency, adds, â€Å"To communicate effectively, it is important to understand the fears, aspirations, and hopes of the rural consumer. † Not to mention the traditions and stereotypes that have governed their lives for centuries. While communicating the brand message, marketers must realize that language plays a prime role. Though a large part of urban India is well versed in English (thanks to the British and modern television), in rural India, heritage plays a powerful role and regional languages are predominant. There are 15 regional languages, and 1600 dialects in India, and as one moves into the countryside, English is replaced with regional tongues. V. S. Sitaram, Dabur India executive director, explains, â€Å"Often people treat India as one big market, but the reality is that India is more like the European Union—a mix of different cultures, habits and languages. † Dabur is also considering the use of South Indian celebrities to propagate the brand message in South India. Marketing companies not only need to customize their communication, but in some cases they must also change their product names to match regional differences. Take toothpaste, for example: â€Å"Dabur’s Lal Dant Manjan† (red toothpowder in Hindi) was rechristened as â€Å"Dabur Sivappu Pal Podi† (red toothpowder in Tamil, the local language) for the South Indian market. Affordability of the product is also a critical success factor when building brands. A spokesperson from Tata Group, which retails the Sonata brand of watches to rural India, says, â€Å"[rural folks] think of a purchase in terms of how it serves their needs and how well its suits the family, rather than the individual. Products must be affordable and immensely practical. Furthermore, since the rural consumer often survives on daily wages, he engages in daily purchases. Several companies like Cavin Kare, Godrej, and Dabur adopted the â€Å"single use† sachet strategy, which has worked in their favor. As Byas Anand, Senior Manager, Corporate Communications, Dabur India, claims, â€Å"We introduced one-rupee sachets (2. 5 cents) for Dabur Vatika shampoo which resulted in doubling of volumes in the rural market. † Though pricing is important, rural consumers favor quality as well. For rural consumers, a purchase is a bigger investment than it is for the urban, veteran consumer. Hence, a particular brand will be rewarded only if it earns the rural consumer’s trust through consistent product quality. As R. V. Rajan says, â€Å"the rural consumer is conscious of value for money, and it might be difficult to convert him to a new brand. However, once converted he is fiercely loyal to the brand. † This issue will be a challenging one for corporations when they strategize their brand entry and decide how to balance pricing with brand quality. The challenge doesn’t end with just building brand awareness. While television and direct marketing activities help rural consumers learn about different brands, ensuring product availability is even more critical. Marketers in rural India claim that setting up a supply chain that reaches the remotest rural areas is extremely arduous given the infrastructure in the country. According to Harish Manwani, chairman of Hindustan Unilever Limited (HUL), â€Å"The rural market [centers] are scattered over large areas and [their] connectivity to the urban centers is poor. To overcome the distribution challenge and increase penetration in rural hinterlands, HUL launched a unique operation called Project Shakti in 2001 (â€Å"Shakti† is a Hindi word which means â€Å"strength†). The project targeted rural women from existing self-help groups to work as â€Å"direct-to-home† distributors for HUL products, and helped the company break into a market they were unfamili ar with. Malhotra (Linterland) believes that, â€Å"While Project Shakti might have worked for HUL, it is not an established channel. Reasons like relatively high capital investment, gender roles, and taboos could present an upper limit to those sales numbers. According to Malhotra, a â€Å"hub and spoke† model of distribution is the â€Å"future. † As he explains, â€Å"We successfully adopted the hub and spoke model for Dabur India and it has worked very well. Here, feeder towns, primarily on the highways serve as hubs, where companies can rent a warehouse and stock their products. [Spokes are comprised of] ‘cyclist salesmen’ [who] then distribute products to small retail outlets in nearby rural pockets. † In short, customized and affordable products, effective distribution, and focused marketing initiatives are essential factors in building credibility for a brand in rural India. Brand awareness and trust will play a key role in combating the blitz of local copycat brands that are formidable competition. If marketers tailor make their brand building initiatives according to the dynamics of the rural market, it may no longer come as a surprise to see the rural Indian consumer sitting before a Samsung television, enjoying a bag of Frito-Lay potato chips, and drinking a bottle of Coke.

Audio Lingual Method

1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking.Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the conce pts and assumptions of language learning from both schools of thought.The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadva ntages of employing it in the second language classroom. The author also puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S.However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U.S. However, after World War II, the U. S. saw an urgent need for her to be orally proficien t in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoke n, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language.Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects.In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills.Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson.Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substi tute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners.Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciati on are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well.Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning.New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise.This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative com petence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory.Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontan eous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural.With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress.They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Foru m of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125)One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue.Students are require d to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa.Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the l earners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages.International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235. Audio Lingual Method The Audio lingual method or the Army Method is a style of teaching used in language Instruction. It is based on behaviorist ideology, which professes that certain trait of living things, and in this case humans, could be trained through a system of reinforcement and correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. So in the Audio Lingual Method, the instructor would present the correct model of a sentence and the students would have to repeat it. The teacher would then continue by presenting new words for the students to sample in the same structure. In audio lingual’s there is no explicit grammar instruction so that everything is simply memorized in form. The idea is for the students to practice the particular construct until they can use it spontaneously. In this manner, the lessons are built on static drills in which the students have little or no control on their own output; the teacher is expecting a particular response and not providing that will result in a student receiving negative feedback. As mentioned, lessons in the classroom focus on the correct imitation of the teacher by the students. Not only are the students expected to produce the correct output, but attention is also paid to correct pronunciation. Although correct grammar is expected in usage, no explicit grammatical instruction is given. Furthermore, the target language is the only language to be used in the classroom. This method is one of the three main ways to teach a foreign language. Along with â€Å"the direct method,† the audio lingual approach keeps the majority of the language instruction in the target language. Audio lingual teaching concentrates on drills that teach grammar while the direct method concentrates more on vocabulary. When the grammar of the target language is explained in the native language, the method is called communicative language teaching. The method relies on drilling, habit formulation, and the use of a language lab, which might remind you of your high school language class. Grammar is not taught outright, but instead language is taught in its correct grammatical structure. Although the method made sense for its original purpose and was successful in allowing basic communication. The method relies on drilling, habit formulation, and the use of a language lab, which might remind you of your high school language class. Grammar is not taught outright, but instead language is taught in its correct grammatical structure. Although the method made sense for its original purpose and was successful in allowing basic communication. The Audio-lingual Method is still in use today, though normally as a part of individual lessons rather than as the foundation of the course. These types of lessons can be popular as they are relatively simple, from the teacher's point of view, and the learner always knows what to expect. But it has been heavily criticized, especially by linguist Noam Chomsky. The rigidity of the method left little room for the spontaneity of free-flowing conversation, which made it difficult to use the language in the real world. Audio Lingual Method 1 GGGV 2044 METHODS IN TEACHING ENGLISH AS A SECOND LANGUAGE Semester 2 2009/2010 AUDIO-LINGUAL METHOD: A DISCUSSION (INDIVIDUAL ASSIGNMENT) LECTURER: DR. HAMIDAH BT. YAMAT @ AHMAD LISA KWAN SU LI A123040 TESL/2 2 1. 1 INTRODUCTION The Audio-lingual Method (ALM), by its very name – â€Å"audio† and â€Å"lingual† – refers to a language teaching approach that focuses on two aspects of language, namely listening and speaking.Unlike its predecessor, the Grammar Translation Method, which focuses on reading and writing skills, this approach chooses to emphasize on the first two stages in the natural order of language learning (listening, speaking, reading followed by writing) with the belief that learners who are better speakers and listeners consequently make better readers and writers. The ALM has a firm foundation in the theories of both structural linguistics and behavioural psychology, and thus incorporates techniques and strategies that advocate the conce pts and assumptions of language learning from both schools of thought.The structural linguistics view of language learning says that language is learned through awareness and specific attention to the patterns and structure of the language. One of the ALM’s main characteristics is its use of repetition and drills that draw learners’ attention to the patterns of the target language which are subsequently memorized and repeated to automaticity. Language learning from the view of behavioural psychology on the other hand, occurs by conditioning and habit formation of accurate responses to stimuli. The right response for a stimulus is modelled by the teacher beforehand and then drilled into the learners repeatedly until such responses become a â€Å"habit† that enables learners to successfully produce accurate responses without clues or prompting by the teacher. This discussion aims to further understand the Audio-lingual Method and explore the advantages and disadva ntages of employing it in the second language classroom. The author also puts out her recommendations for the use of the ALM in the second language classroom. 2. 1 HISTORY By the first half of the twentieth century, the Direct Method had lost its popularity in the U. S.However, it is believed that the decline of the Direct Method brought about the emergence of the ALM. As Brown (2001) puts it: â€Å"†¦ by the middle of the twentieth century, the Direct Method was revived and redirected into what was probably the most visible of all language teaching â€Å"revolutions† in the modern era, the Audio-lingual Method. † The U. S. educational institutions at the time still believed that a reading approach like the Grammar Translation Method was more practical than an oral one. Therefore the 1930s and 1940s saw the Grammar Translation Method going strong in all schools across the U.S. However, after World War II, the U. S. saw an urgent need for her to be orally proficien t in the language of her allies as well as foes. This led to a drastic change in 4 the current view of language teaching from a mere reading approach to one with a heavier emphasis on aural and oral skills. Special intensive language programs were developed by the U. S. army which came to be known as the Army Specialized Training Program (ASTP), or more simply, the Army Method. In the 1950s, the Army Method was renamed the Audiolingual Method. 3. 1 PRINCIPLES OF ALMSome of the main principles of language learning in the ALM are stated by Alkhuli 2005 (as cited by Abdel-Rahman Abu-Melhim in the International Forum of Teaching and Studies). One of these principles is that the second language learning process should be similar to that of first language acquisition. This complies with the natural order of language learning which is listening, speaking, reading and finally, writing. It is believed that the learner first learns to speak what he has listened to, then read what he has spoke n, and write what he has read.Therefore, the ALM emphasizes on listening and speaking skills in order to facilitate the progress of reading and writing skills besides increasing communicative competency. Another principle is that the second language is best acquired by habit formation. A habit is created when an action is repeated and is subsequently produced 5 in response to certain stimuli almost without conscious activity. This is achieved via the repetitive pattern practices that are part and parcel of the ALM. Translation of the target language into the native language is considered harmful and will hinder acquisition of the second language.Such translations are believed to impede the mastery or control of the second language. When the target language is used in all circumstances in the classroom, learners learn to make direct connections between the vocabulary and its semantics in the target language itself, which is ideal for effective second language learning. However, these principles are merely assumptions. Counter-arguments include: second language learning is completely different from native language acquisition in many different aspects.In addition, the natural order of language learning that the ALM stresses on is irrelevant because the four language skills can be developed simultaneously rather than sequentially. The learning of a second language is not necessarily a process of habit formation where responses are elicited by stimuli, but also involves the cognitive. Finally, translation into the native language has proven a useful technique indeed in learning a second language, demonstrated in methods such as the Grammar Translation Method. 4. 1 MAIN FEATURES As aforementioned, the ALM follows the natural order of language learning.The use of repetitive drills is justified in shaping a new â€Å"habit† for learning the second 6 language. Stimuli-responses are expected and correct ones are immediately reinforced as conditioning, concurrent with the views of behavioural psychology. The native language also plays a minimal role in the ALM. Only the target language is used within the classroom by both teacher and learners. New material in the target language is also introduced in dialogue form, closest to a natural situational context for learners to gain communicative competence and skills.Modeling is done by the teacher whereby a particular structure of sentence is spoken and learners repeat the sentence, mimicking its sound patterns and intonation, and aiming for identicalness. Slips in learners’ pronunciation of words in the sentence are immediately corrected by the teacher to avoid formation of â€Å"bad habits†. Grammar rules are not taught explicitly but are expected to be induced by the learners through the various examples and patterns that are exposed to them during the lesson.Contrastive analyses are also done between the native language and the target language in order to draw learner’s attention to differences in pattern, structure and sound system of both languages. 5. 1 TECHNIQUES There are many techniques employed in the classroom that advocate the underlying principles (or assumptions) of the ALM, and are also based on the aforementioned two main schools of thought for the said method. 7 One of the main techniques used is of introducing new learning material in the form of a dialogue. A model conversation is analyzed, broken down and memorized through mimicry. Dialogues are seen as a natural conversational ontext that will aid learners in applying learned structures and vocabulary. Many drills are used in the ALM. The backward build-up drill (expansion drill) breaks down a difficult sentence into smaller parts. Usually the last phrase of the sentence is repeated by the learners and then parts are added on, or expanded, until learners are able to repeat the complete sentence without further trouble. Single-slot substitution drills require the learners to substi tute in cues given by the teacher into a particular slot in the sentence. Multiple-slot substitution drills on the other hand, require a higher level of competence from the learners.Learners must recognize particular slots within the sentence to substitute the cues given by the teacher, occasionally having to alter subject-verb agreements as well. Other drills include the repetition drill, chain drill, transformation drill and question-and-answer drill. (Refer to Appendix A) 6. 1 ADVANTAGES As compared to an extreme method like the Grammar Translation Method, where reading and writing are so stressed on that speaking and listening skills are neglected, ALM does develop the aural/oral skills of learners. Learners through the ALM are able to participate in situational contexts competently. 8In addition, learners are more aware of the phonetic aspects of the language. Through modeling and mimicry, learners pay more attention to proper pronunciation and intonation. Errors in pronunciati on are immediately dealt with, while correct responses are positively reinforced. Learners are sensitive to the intonation and are aware of their different functions of questioning, requesting, pleading etc. Through substitution drills, learners also learn to recognize the borders between the phrases that make up the sentence. They are also exposed to a variety of different sentences that have similar structures through repetition drills as well.Transformational drills help learners familiarize with question tags and their corresponding answers, affirmative and negative sentences and even active and passive ones. Such a wide variety of sentence and question structures serve to enhance learners’ communicative ability. 7. 1 DISADVANTAGES Although the drills that are the ALM’s distinguishing feature may be considered one of its strengths, they are also its weakness. Such drills leave no room for creativity, causing learners to lose interest or feel bored in the classroom. When learners lose their motivation, it negatively affects their progress in second language learning.New vocabulary learned is also limited in context. Instead, the sound system and grammatical patterns are emphasized on more. Learners are taught set phrases in gruel repetition in response to certain questions, where the form and structure are 9 highlighted. Consequently, learners are only drilled to respond correctly with answers that are expected of them without caring much for its meaning. For example, the set phrase, â€Å"Fine, thank you,† is taught as a response to the question â€Å"How are you? † which learners use even when they feel otherwise.This phenomenon is comparable to robots that have no cognition and only give particular responses to particular stimuli! There is rarely any variation in learners’ responses other than the ones that have been taught. Therefore, interaction and dialogue is very schematic and unnatural. In short, communicative com petence is still called to question. Learners of the ALM may be able to participate in conversations, but they are rarely spontaneous and it is observed to be rather a case of regurgitating the â€Å"right† responses in a certain situational context from memory.Should they not be able to recall the set phrases that have been learned, they are at a loss as to how to respond to the questions and conversational prompts of the other speaker. 8. 1 RECOMMENDATIONS From the discussion above, it is evident that although communicative competence is insufficient, the ALM drills provide learners with a multitude of structures and grammatical patterns that form the basic foundation for communication. The challenge is to help learners apply the knowledge they have gained to communicating effectively and in a natural manner. 10However, this cannot be done if drills are continuously insisted upon in the classroom. A degree of flexibility is needed on the part of the teacher to allow spontan eous and natural conversation to take place after drilling them as well. Unguided dialogue practice forces the learners to apply what they have been drilled with into a communicative setting, taking into consideration the meaning of the phrases learnt with relevance to the given situation. Model conversations can still be provided, but spontaneous ones allow for creativity and variety in responding according to the individual learner. Communication becomes more natural.With regards to learner motivation, the responsibility is shouldered by both the teacher and the learners themselves. The teacher needs to, again, be flexible and allow for elements not necessarily ALM-like to be incorporated into the lesson, if only for the sake of breaking the monotone. Drills can still be employed of course, but in more interesting ways like role play and physical activities. In essence, the teacher should be creative in her strategies with the aim of increasing the communicative competency of the learners rather than teach by the book. Learners as well, play a major role in their own learning progress.They should maintain a high level of self-motivation by actively participating in tasks and activities and being attentive at all times. 9. 1 CONCLUSION The ALM definitely has its pros and cons in a second language classroom. However, the disadvantages and negative implications can be overcome if a slightly more eclectic approach to second language teaching is taken. Some teachers may stubbornly hold fast to the rules of the ALM and refuse to stray from it. In such a case, the 11 objective of second language teaching should be questioned. Is one’s loyalty to the method or to the goal of aiding learners in achieving communicative competence?If it is the latter, it does not matter what method is used in the classroom as long as ultimately, learners gain valuable communicative skills. As Celce-Murcia illustrates (as cited by Abdel-Rahman Abu-Melhim in the International Foru m of Teaching and Studies): â€Å"Today, language students are considered successful if they can communicate effectively in their second or foreign language, whereas two decades ago the accuracy of the language produced would most likely be the major criterion contributing to the judgment of a student’s success or lack of success. † (1991, p. 125)One single method should never be used exclusively in the classroom because it shall always remain flawed. It is the teacher’s responsibility to determine her teaching goals and appropriate methods to be used; where an eclectic one might better achieve those goals. Therefore, the teacher of a second language must be prepared to modify and adjust her methods to suit the different learning needs of the learners. 12 APPENDIX A Here are examples of the different drills used in the Audio-lingual Method: Repetition drill Repetition drill is the normal drill, usually used to teach the lines of the dialogue.Students are require d to repeat after the teacher’s model until they are almost identical. Chain drill The Chain drill uses maybe the first few lines of a simple dialogue. The teacher begins by addressing a student, or asking him a question. The student responds, then turns to the student beside him and asks him a similar question. The second student responds and the chain goes on until each student has participated. This allows for the teacher to check learner’s speech. Transformation drill The teacher may give learners a question, and the learners are then required to formulate an answer from the form of the question given, and vice versa.Or, an affirmative sentence is given and learners need to transform it into the negative. This can be used for teaching active and passive sentences, as well as direct and reported speech. Question-and-answer drill This drill allows for learners to practice answering questions accurately and rapidly. It can also be done the other way round, where the l earners form the questions on cue. 13 REFERENCES Abdel-Rahman Abu-Melhim. 2009. Re-evaluating the Effectiveness of the Audiolingual Method in Teaching English to Speakers of Other Languages.International Forum of Teaching and Studies 5(2): 1-9. Britto, Rory. 2009. The Dissipation of Methods in ESL: Expanding to Fill the Void. The Journal of Education p. 75-84. Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to Language Pedagogy, p. 13-37. Second edition. New York: Addison Wesley Longman, Inc. Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. Second edition. New York: Oxford University Press. Savignon, Sandra J. 2001. Communicative Language Teaching. Theory Into Practice 26(4): 235.