Critically Analyse the Role and Value of 'The Community' in Global Essay

Fundamentally Analyze the Role and Value of 'The Community' in Global Justice Theory - Essay Example A cutting edge case of how the world has energized for social great is utilized to place the contribution of the worldwide network in the point being talked about into viewpoint. A case of â€Å"the undetectable children†, an association that created the â€Å"Kony 2012† film that as of late turned into a web sensation for social great is utilized for this situation. Presentation Social equity, is characterized as the reasonable and proper usage of laws in accordance with the common law to all individuals paying little mind to their ethnicity, sexual orientation, riches status, race, strict convictions, political affiliations, etc with equity and without segregation. Social equity starts with the securing of social equality, characterized as the benefits related with citizenship of a specific nation. These incorporate the privilege to opportunity, legitimate administration, equity and decency in the execution of the traditions that must be adhered to along with human an d regular rights like the benefit to hold open office subject to an individual’s direct (Kuper, 2000)1. From the definition, social equity starts at the nearby network level to the degree of a nation before going worldwide. Worldwide social equity can't along these lines be accomplished if singular nations have not made space for its completion. A more profound significance of worldwide social equity To have a top to bottom comprehension of worldwide social equity, the accompanying four zones must be appropriately clarified; equivalent citizenship, privilege to a social least, balance of chances and reasonable circulation of assets. With an appropriate valuation for these issues, the social equity in a worldwide setting will be unmistakably figured it out. As per Simon Maxwell (2008)2, in his distribution to the Overseas Development Institute (ODI), the over four regions have the accompanying significance: Equal citizenship. This isn't simply being an occupant of a specific c ountry and procuring a living inside the limits of the country’s outskirts, yet has an a lot more extensive imperative of opportunity, correspondence and solidarity communicated by residents of a nation and by an augmentation the world. The voice of a resident must be heard and they ought to be in a situation to consider open foundations responsible to be viewed as full recipients of social equity. Assurance of social least. This has the ramifications of interests in social insurance to guarantee that all the common freedoms so accomplished are not surrendered yet rather extended to cover zones that are yet to encounter social equity. It accordingly requires carefulness with respect to residents to guarantee that all accomplishments with respects social equity are appropriately shielded from malignant intrigue bunches looking to take any increases from a country’s residents. Balance of chances This arrangements with the opportunity to receive the rewards of financial, social and social additions. Individuals from a nation or society must have equivalent access to gains chances to training, wellbeing and reasonable organization of equity with the choice of holding anybody endeavoring to deny these chances to account. A general public that profits equivalent opportunities to its individuals is in this way considered to have given social equity to its constituents. Reasonable dissemination The social equity plan if confronting issues because of the issue of conveyance. This is one point once in a while talked about in many circles since it addresses the first class. America is considered on the countries

US should enact stricter immigration laws Essay Example | Topics and Well Written Essays - 250 words

US ought to institute stricter migration laws - Essay Example US ought to authorize stricter movement laws: America has for since quite a while ago been home to illicit outsiders from everywhere throughout the world. These outsiders work in America, profit the advantages and deny America of cash by moving it out of America. There is critical requirement for more usage of extreme illicit movement laws. Such a large number of illicit outsiders in US have bilked the American economy. Unlawful movement benefits from the quality of American economy. This is the key motivation behind why destitution in America is expanding step by step. Occupations in which poor Americans should be utilized are for sure being given to individuals who are not Americans and who send the cash earned to their countries as settlement. Along these lines, cash is evading the hands of Americans. As indicated by a gauge, more than US $ 200 billion have been sent by illicit foreigners to their countries since 1996 (Hopkins). This has given serious hits to the American economy. Americans being supplanted by illicit foreigners is another brutal reality. Inferable from the broad monetary downturn that has involved the entire world in the ongoing years, business people have found a way to diminish their costs and amplify their benefits. Laborers have been approached to invest in a similar measure of energy as in the past however for a lower pay. Numerous Americans have wouldn't agree to such plans of the businesses, and have in this way given acquiescences as a dissent. This has barely influenced the businesses as they have numerous unlawful foreigners that couldn't imagine anything better than to work for the brought down remuneration.

A Fashion Free For All

A Fashion Free For All On Friday, October 18th, the MIT Womens League hosted their 24th Annual Fall Fashion Free-For-All, an event where MIT undergraduates can come in and get clothes for absolutely  free. From formal wear to scarves to warm fuzzy socks, there was truly everything at this event. The moment I got the e-mail, I put it in my Google calendar because the opportunity for free clothes is an offer that should always be taken up. That Friday, I rushed out of my dorm with my friend Caroline, knowing that I was most definitely not the only undergraduate excited at the prospect of free things. By the time we got there, there was a large mass of people surrounding the entrance, wielding XL trash bags. I awkwardly stood on the stairs as we waited for the event to open up. Somehow, I managed my way to the front01 sorry if youre gonna call me out for cutting but like thats literally just how it be sometimes so I got first dibs on a lot of cute clothes. The entire event overall was very wholesome. I thought it would be like some rampant, chaotic Black Friday sale where Id have to snatch clothes quick and fast and wrench a cute skirt from the hands of some other vulture. It was, in fact, the very opposite. It was full of people just giving people pointers. Theres a really cute skirt over there! The fuzzy socks are over there, you should grab them quick. Do you want this belt? I think itd look really good on you. It was so different than what I expected and just really refreshing to be in a community so supportive and kind! My roommate, Mariia, and I decided to due a cute photoshoot of all the clothes we got and me wearing some of the clothes I got. Enjoy! a clothes galore ~fancy and formal~ FUZZY PINK BUNNY ROBE I LOVE IT WARM BOIS this is one of my favorites warm!! WARM An arrow pointing right Previous An arrow pointing right Next sorry if you're gonna call me out for cutting but like that's literally just how it be sometimes back to text ?

Defense Mechanisms, Freud - 1600 Words

Defense mechanisms, in psychoanalysis, are any of a variety of unconscious personality reactions which the ego uses to protect the conscious mind from threatening feelings and perceptions. Defense mechanisms can be psychologically healthy or maladaptive, but tension reduction is the overall goal in both cases(About). Primary defense mechanisms include repression and denial, which serve to prevent unacceptable ideas or impulses from entering the conscience. Secondary defense mechanisms-generally appearing as an outgrowth of the primary defense mechanisms-include projection, reaction formation, displacement, sublimation, and isolation(AllPsych). Freud introduced the idea that the mind is divided into multiple parts, including the†¦show more content†¦Complimentary projection is assuming that others can do things as well as you. Projection also appears where we see our own traits in other people, as in the false consensus effect. Thus we see our friends as being more like us th an they really are. When something happens that we find difficult to accept, then we will make up a logical reason why it has happened. The target of rationalization is usually something that we have done, such as being unkind to another person. It may also be used when something happens independent of us which causes us disco0fort, such as when a friend is unkind to us. We rationalize to ourselves. We also find it very important to rationalize to other people, even those we do not know. Reaction Formation occurs when a person feels an urge to do or say something and then actually does or says something that is effectively the opposite of what they really want. It also appears as a defense against a feared social punishment. If I fear that I will be criticized for something, I very visibly act in a way that shows I am personally a long way from the feared position (Changingminds).A common pattern in Reaction Formation is where the person uses ‘excessive behavior, for example usi ng exaggerated friendliness when the person is actually feeling unfriendly. Regression involves taking the position of a child in some problematic situation, rather than acting in a more adult way. This is usually in response toShow MoreRelatedSigmund Freud and Defense Mechanism Essays1302 Words   |  6 PagesSigmund Freud began studying human defense mechanisms in the late 1800s. His work became a solid foundation for the continued study into this topic for the last century, especially in regards to the work of his daughter, Anna Freud. Anna Freud believed that identifying a patient’s way of defending himself against his undesirable instincts would help psychotherapist discover the root of â€Å"unwelcome affects† (A. Freud, 1936, p. 32 via Sollod, Wilson and Monte, 2009, p. 199). Although there are a multitudeRead MoreSigmund Freud s Defense Mechanisms1803 Words   |  8 PagesSigmund Freud: Defense Mechanisms   Sigmund Freud was a psychoanalytic theorist and practitioner who strongly emphasized   the unconscious processes and biological drives that guide our behavior.   He asserted that instincts are the propelling forces of our personality, and that they originate in the id (the unconscious part of our personality that works on the pleasure principle, and is a reservoir of our instincts and libido). In addition to the id, we have the ego (the conscious, rational side ofRead MoreSigmund Freuds Adventure672 Words   |  3 PagesAdventure Have you ever heard of Sigmund Freud? If not then, he is the one who is well known as the father of Psychoanalysis. Freud was one of the modern-day psychologist, he prepared a technique for understanding the human behavior, and the effort resulted a complete theory of personality and psychotherapy ever developed. Freud is the firstborn in his family of three boys and five girls. He was born in Freiberg, a rural town near Ostrau in northwestern Moravia. Freud had many interests in his early ageRead MoreI Chose To Do Research On The Ideas Of Sigmund Freud For1551 Words   |  7 Pagesresearch on the ideas of Sigmund Freud for my paper. I decided to do my paper on Freud because I am interested in his ideas on the divisions of the mind, anxiety, psychosexual stages of development, ego-defense mechanisms, and his most well-known topic, the unconscious mind. Many theorists such as Carl Jung took Freud’s concept of the divisions of the mind and changed his theory to fit with their t houghts on psychology. Albert Bandura also took on Freud’s ego defense mechanisms and shifted them to fit withRead MoreMaster of the Mind: Sigmund Freud923 Words   |  4 PagesMaster of the Mind Austrian neurologist, Sigmund Freud has become known as the â€Å"founding father of psychoanalysis†, master of the unknown mind. Freud explored the human mind more that any other psychologist and developed theories that many scientists and individuals rely on till this day because none of his theories have been falsified. He has led the path of psychology for new research and mapping out the unconscious mind. Freud developed theories that focused on the subconscious mind motives ofRead MorePsychoanalytic Theory And Depth Psychology1098 Words   |  5 Pagescentury is one that has withstood the tests of time; with just a few exceptions. Freud’s psychoanalytical theory which is comprised of many of Freud’s very unique and great theories like the tripartite mind, psychosexual developmental stages, and defense mechanisms gave insight into the inner-workings of the mind that until then had not yet been discovered nor explored. After all, psychoanalysis centers on exposing the human unconscious by viewing human behavior through a deterministic lens, meaning thatRead MoreAnalysis Of Holden Uses Defense Mechanisms1157 Words   |  5 PagesConsequently, Holden uses defense mechanisms, â€Å"as a means of preventing anxiety that would result from conscious awareness of disturbing impulses, wishes, or ideas arising from the id,† (Nevid 471). Nevid explains that according to Freudian theory, defense mechanisms reside in the unconscious part of the human brain because if people were conscious of every single problem, people wouldn’t be able to function. Therefore, Holden is subconsciously utilizing defense mechanisms in order to shield himselfRead MoreAnna Freud1216 Words   |  5 PagesANNA FREUD Anna Freud Anna Freud Selecting a woman that made significant contributions to the field of psychology between the years 1850 and 1950 is not an easy task as there is more than one woman who made significant contributions to the field of Psychology. Out of those talented women Anna Freud, overshadows her colleagues. Anna can be considered to have a fascinating background, which influenced her later development of unique theoretical perspectives. Her father, Sigmund Freud famousRead MoreHolden Uses Defense Mechanisms1372 Words   |  6 PagesConsequently, Holden uses defense mechanisms, â€Å"as a means of preventing anxiety that would result from conscious awareness of disturbing impulses, wishes, or ideas arising from the id,† (Nevid 471). Nevid explains that according to Freudian theory, defense mechanisms reside in the unconscious part of the human brain because if people were conscious of every single problem, people wouldn’t be able to function. Therefore, Holden is subconsciously uti lizing defense mechanisms in order to shield himselfRead MoreFreuds Theories Applied in Inception1220 Words   |  5 PagesInception, uses Sigmund Freud’s theory of psychoanalysis to help originate this movie. Although at times the concepts are a little farfetched, Freud’s theories of defense mechanisms as well as his concept of dreams are both applied in this film. The term psychoanalysis is used to discuss to the numerous parts of Freud’s work and studies. Freud believed the mind is divided into two main parts, the conscious and unconscious mind. â€Å"The Unconscious mind is a reservoir of feelings, thoughts, urges, and

Psychological Analysis Beautiful Mind and Stanford Prison...

The movie Beautiful Mind is about Dr. John Nash who is a mathematical genius and a natural code breaker, at least in his own mind. He was diagnosed with paranoid schizophrenia which is a psychological disorder. According to Baird (2011), paranoid schizophrenia is when a person has â€Å"delusions of grandeur and persecution often accompanied by hallucinations† (p. 273). The person has a split from real life circumstances, where their new reality becomes actual fact to them. According to the DMV-IV John Nash was diagnosed with paranoid schizophrenia because of certain criteria he showed, hallucinations and delusions. It is listed in the DMV-IV as 295.30 Paranoid Type-Schizophrenia (DSM-IV, 1994). Dr. Nash had a break from reality when he†¦show more content†¦The insulin shock therapy was hard to watch because he had to have the injections five times a week for ten weeks with the shock treatments. When he was finally able to come home, he was just on oral medication. A fter a while, he decided on his own to stop taking the medications and the hallucinations returned to his mind. He has a moment of clarity, because he realizes one of his hallucinations can’t be real because she never ages. He returns to the hospital on his own and receives additional therapy. At this point in his illness, he chooses to ignore the hallucinations and not feed into them so that he is able to go back to work to some degree. I agree and disagree with the treatment that Nash received. I think the insulin shock therapy probably could have been discarded as it seemed the medicines he was on when he came out worked fine. I do think that he needed a caretaker to make sure that he took his medicine, instead of like his wife in the movie, giving it to him and walking away. She was entrusted with his care when released from the hospital, so must show some accountability to make sure he takes the medication. Cognitive-behavioral psychotherapy has been shown to be the most promising in helping patients with this disease (Franklin, 2004). I think with his treatment, it would have been beneficial to have some type of cognitive and behavioral management skills that would teach him how toShow MoreRelatedThings That Go Bump In the Night: Why They Are Scary2198 Words   |  9 Pagesculture, like the Harry Potter series with Remus Lupin. He was bitten as a child by the werewolf, Fenrir Greyback. Lupin has no control over himself when he changes form until the introduction of the wolfsbane potion and is quoted saying, â€Å"I keep my mind when I transform†¦Ã¢â‚¬  (Rowling 353). Before this potion was created he, â€Å"became a fully fledged monster once a month,† and he, â€Å"was separated from humans to bite,† revealing how little control he had when he transformed. In literature and film depictingRead MoreArt as an Embodied Imagination22095 Words   |  89 Pagesthought and reasoning. We analyze the consumption stories of 30 mus eum goers in order to understand how people move through museum spaces and feel, touch, hear, smell, and taste art. Further, through an analysis of metaphors and the use of conceptual blending, we tap into the participants’ unconscious minds, gleaning important embodiment processes that shape their reasoning. Solvitur ambulando (Solve it by walking) (roman proverb) I n the twenty-ï ¬ rst century, for better or worse, the marketplaceRead MoreArt as an Embodied Imagination22095 Words   |  89 Pagesthought and reasoning. We analyze the consumption stories of 30 museum goers in order to understand how people move through museum spaces and feel, touch, hear, smell, and taste art. Further, through an analysis of metaphors and the use of conceptual blending, we tap into the participants’ unconscious minds, gleaning important embodiment processes that shape their reasoning. Solvitur ambulando (Solve it by walking) (roman proverb) I n the twenty-ï ¬ rst century, for better or worse, the marketplace hasRead MoreFraud Triangle15238 Words   |  61 Pagesgo to prison or not. I am prepared to work however long it takes to pay the banks back in full with reasonable interest from a garnishment of my wages from now until the full amount is paid and settled. I committed this act because I was feeling desperate. I was emotionally a wreck and physically tired. I felt I didn’t have a choice but to do what I did or return to living in my car. I know now that what I did was wrong, and I am very sorry for it. I am attempting to seek psychological counselingRead MoreLanguage of Advertising20371 Words   |  82 Pagesadvertising language, its history. The second chapter is types of advertising (consumer advertising, media of consumer advertising). In the third chapter we consider slogans, logos, types with tone and some thoughts of colour. In the fourth chapter we study advertising as a service. The fifth chapter includes new agencies such as newspapers, periodicals, radio, television. And also methods of advertising in the chapter of sixth (television, newspapers, brochures, direct mail, radio, internet and so on)Read MoreStrategy Safari by Mintzberg71628 Words   |  287 Pagesreferred to, seldom known: THE BLIND M E N A N D THE ELEPHANT by John Godfrey Saxe (1816-1887) It was six men of Indostan To learning much inclined, Who went to see the Elephant (Though all of them were blind) That each by observation Might satisfy his mind. The First approached the Elephant, And happening to fall Against his broad and sturdy side, At once began to brawl: God bless me but the Elephant Is very like a wall. The Second, feeling of the tusk, Cried, Ho! What have we here So very roundRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages4 What Managers Do 5 Management Functions 6 †¢ Management Roles 6 †¢ Management Skills 8 †¢ Effective versus Successful Managerial Activities 8 †¢ A Review of the Manager’s Job 9 Enter Organizational Behavior 10 Complementing Intuition with Systematic Study 11 Disciplines That Contribute to the OB Field 13 Psychology 14 †¢ Social Psychology 14 †¢ Sociology 14 †¢ Anthropology 14 There Are Few Absolutes in OB 14 Challenges and Opportunities for OB 15 Responding to Economic Pressures 15 †¢ Responding to GlobalizationRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesmymanagementlab is an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Org anizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Read MoreOrganisational Theory230255 Words   |  922 Pagesa wide readership. Professor Stephen Ackroyd, Lancaster University, UK This new textbook usefully situates organization theory within the scholarly debates on modernism and postmodernism, and provides an advanced introduction to the heterogeneous study of organizations, including chapters on phenomenology, critical theory and psychoanalysis. Like all good textbooks, the book is accessible, well researched and readers are encouraged to view chapters as a starting point for getting to grips with theRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageslamentable. Taken together, the key themes and processes that have been selected as the focus for each of the eight essays provide a way to conceptualize the twentieth century as a coherent unit for teaching, as well as for written narrative and analysis. Though they do not exhaust the crucial strands of historical development that tie the century together—one could add, for example, nationalism and decolonization—they cover in depth the defining phenomena of that epoch, which, as the essays demonstrate

Satiation Free Essays

Satiation is a term that is often used in everyday life. However, it is also a behavioral principle with psychological foundations. The main goal of this paper is to develop a comprehensive understanding of satiation as a behavioral principle. We will write a custom essay sample on Satiation or any similar topic only for you Order Now This will be done through a thorough analysis of two previous investigations utilizing the concept of satiation. The investigations will include two types: one applied and one basic or experimental. The applied investigation that will be utilized and analyzed is a paper completed by Kahng, Iwata, Thompson, Hanley (2000) on differentiating satiation versus extinction effects for noncontingent reinforcement schedules. The basic investigation that will be utilized is one conducted by Pierce, Epling, Boer (1986) on satiation and deprivation as related to the interaction between food and wheel running. The mechanism by which satiation was able to act in the two investigations will be identified. The differences and similarities in the role satiation played in both investigations will also be analyzed. Introduction Satiation is a concept that can be applied to a number of different actions. The act of being satiated, for example, can be related to different behaviors such as eating, drinking, and pleasure-seeking. Although it is a single word, the term satiation has wide and varied applications. This is also due to the fact that it is a term encompassing numerous other basic underpinnings. In the everyday use of the word, satiation refers to the act of being satiated. It is similar in meaning to being full and satisfied. Satisfaction in terms of having enough to eat, for example, is satiation in action. In fact, satiation will be conceived by the layman to be an event beyond satisfaction. Satiation is being at the maximum capacity of whatever one is satiated with. There is no more room for more. To the layman, satiation is linked to feelings of contentment and pleasure. Technically, satiation is defined as the point wherein the organism under study stops eating or engaging in the behavior under examination. This halting of action indicates that the activity has been performed long enough for the organism to have achieved the goals set for initiating the activity. This explains why satiation would be linked to layman definitions such as fullness and satisfaction. The purpose of the present paper is to develop a scientific and more precise understanding of satiation. It is hoped that the mechanism of satiation with regards to deprivation in relation to food and wheel running and also to extinction effects under noncontingent reinforcement schedules will be understood. In general, the paper aims to develop a clearer understanding of satiation as a behavioral principle. A comparison of two ways by which satiation operates will be the means establish this understanding. Research Review A review of previous research is the main means of the present paper at achieving its goals. Two different investigations will be analyzed – one applied investigation and one basic investigation. Identifying Satiation versus Extinction Effects Kahng, Iwata, Thompson, Hanley (2000) investigated the possibility of formulating a method for identifying satiation versus extinction effects under noncontingent reinforcement schedules. The main goal of the study was to understand whether the suppression of a response during noncontingent reinforcement schedules in experiments was caused by extinction or by satiation. Participants and Setting The study involved the participation of 3 individuals with developmental disabilities and who engaged in self injurious behavior and other forms of agression. The participants were two females, ages 43 and 31, and one male, age 25. Communication with the participants was done through gestures such as pointing. All three lived in a state residential facility with developmental disabilities. The study was performed in therapy rooms located at the said residential facility. Response Measurement The independent variables in the study were satiation and extinction which were measured through the experimenter’s assessment and treatment procedures. These included delivery of instructions, prompting, praise upon compliance, and turning away upon non-compliance. Dense reinforcement schedules of the independent variable would imply satiation as it would include more presentations of the reinforcer during a given time period. Thin reinforcement schedules, on the other hand, would indicate extinction. The dependent variable included the target behavior, which was either self injurious behavior (SIB) or aggression, in the participants. These behaviors included skin picking, hand or arm biting, hitting, scratching, pinching, and kicking. The data for SIB was noted on computers and were recorded in terms of number of responses per minute. The effects of the experiment were measured via a multiple baseline across subjects design. This involved the comparison of baseline rates of SIB and aggression with rates of SIB and aggression under noncontingent reinforcement schedules utilized in the experiment. Procedures The procedure of the experiment was divided into two phases. Phase 1 included the functional analysis and Phase 2 included the analysis of responses during and after noncontingent reinforcement. Phase 1 was conducted according to five different assessment conditions: play, tangible, attention, demand, and alone. Of these, tangible, attention, demand, and alone were experimental conditions while play was a control condition. In the tangible condition, the experimenter was present in the room and would deliver food to the participant if SIB or aggression was noted. In the attention condition, the participant had access to leisure materials in the room and the experimenter would ignore the participant except when SIB or aggression was noted to which the experimenter would respond with brief attention and light physical contact. In the demand setup, the experimenter would give instructions on a fixed-time 30-s schedule which would merit praise upon the participants compliance. If SIB or aggression was noted, the experimenter would cease all interaction and would turn away until the next trial. In the alone setup, the participant was simply left alone in a room with access to leisure materials. The play setup was a control setup that involved access to leisure materials. The experimenter was always present and gave noncontingent attention on a fixed-time 30-s schedule. There were no instructions given to the participant and SIB or aggression was ignored. For Phase 2, the same reinforcements present in Phase 1 were used. For the baseline experimental sessions lasted 10 minutes each with reinforcers delivered on a continuous schedule.. For noncontingent reinforcement sessions, fixed-time schedules were applied and SIB or aggression was ignored. Schedule thinning and terminal schedules for each participant was utilized. Extinction sessions or post-noncontingent reinforcement sessions lasted 20 minutes after every noncontingent reinforcement session; conditions were similar to that at baseline except that no reinforcers were delivered. Results The results of Phase 1 of the study showed that all three participants engagement in SIB and aggression were due to social-positive reinforcement. The male participant’s problem behavior occurred most frequently during the tangible setup while the two female participants’ problem behavior occurred most frequently during the attention setup. For Phase 2, it was seen that noncontingent reinforcement sessions automatic declines in the rate of problem behavior of the participants. The investigation showed that the mechanism, whether satiation or extinction, of noncontingent reinforcements may be different across individuals and that these may also change during the period of the treatment. This was evidenced by the different reactions of the three participants to thick and thin fixed-time schedules where the male exhibited satiation during thin noncontingent reinforcement schedules and one of the female participants exhibited extinction during the dense noncontingent reinforcement schedules. Contributions One of the main contributions of the study is in the finding that thin noncontingent reinforcement schedules could produce satiation. This was an unexpected finding and was inconsistent with previous investigations that showed thick noncontingent reinforcement schedules to be the ones that produce satiation effects. The understanding that reaction to noncontingent reinforcements may be idiosyncratic across individuals implies that the mechanisms behind reactions to noncontingent reinforecements can be arrived at through observations similar to that conducted for the study. This will have numerous applications in the medical field. If dense schedules of noncontingent reinforcement schedules can produce satiation effects, as stated by the results of the study, there might no longer be any need for extinction sessions to take place. Also, if extinction plays a greater role than satiation in behavior suppression during noncontingent reinforcement, individuals applying the treatment should be made aware that there is a possibility of an increase in responses to occur temporarily during the transition. The findings and methodology of the study can also be extended to include other behavior-reduction techniques and not just noncontingent reinforcement. Limitations The study had several limitations. Pinpointing the true mechanism behind behavior suppression was indirect because the schedules used contained an extinction component. The analysis of the findings were also dependent on expected response patterns caused by satiation versus extinction, which could be caused by other factors. Also, the intervals for the extinction sessions were chosen arbitrarily and were not based on empirical data. Longer and shorter intervals might have led to different results. Also, the differences in the results of all three participants caused a limitation in the conclusions that could be drawn regarding satiation, extinction, behavior suppression, and noncontingent reinforcement. Deprivation and Satiation Pierce, Epling, and Boer (1986) also conducted an investigation to better understand the effects of satiation and deprivation on behavior. The main goal of the study was to assess the reinforcement power of food for wheel running when rats were deprived and also for when rats were satiated. The entire study was thus divided into two experiments: Expirement 1 which involved deprivation and Experiment 2 which involved satiation. Participants and Setting The subjects for Experiment 1 were 5 female and 4 male Sprague-Dawley rats. Upon the initiation of the experiment, the rats were all 50 days old. For Experiment 2, 4 male Sprague-Dawley rats, all of which were 45 days old were used. The dietary needs of the rats, nutrition and water, were always kept available in the cages where the rats were placed when they weren’t in the experimentation set-up. The rats cages which were kept under continuous light and temperature conditions. The room in which the cages were located was always at approximately 20 degrees Celsius. Experiment 1 took place in a room with a running wheel (Wahmann Co. ) with a solenoid-operated brake. The equipment used by the experimenters for programming and recording the rats activities on the wheel were placed in a separate room. Expeiment 2 employed 2 running wheels (Wahmann Co. ), one that freely turned and one that was locked. Another modified activity wheel was used. This turned when a motorized metal shaft was rotated. The experiment took place in an operant-conditioning chamber with a pellet feeder, houselight and response lever. This was placed in an enclosure with a fan that provided masking noise. Control and recording apparatus were again placed in a separate room. Response Measurement The independent variables in the study were deprivation (Experiment 1) and satiation (Experiment 2). Deprivation was measured by the decrease in the rats’ body weight. Satiation, on the other hand, was measured by a decrease in frequency of the rat’s wheel running behavior. The dependent variable for Experiment 1 was the reinforcement effectiveness of wheel running for the rats. The dependent variable was measured by the highest ratio to be completed and the total number of lever presses. In Experiment 2, the dependent variable was the reinforcement effectiveness of food. The total number of presses the rats made on the food-reinforced lever measured the dependent variable. Procedures For Experiment 1, a progressive-ratio schedule was utilized to determine the potency of wheel turning as a reinforcer when the rats were either deprived or not deprived of food. A fixed number of lever presses released the solenoid-brake on the running wheel for 60-s. The fixed number of lever presses required for the release of the wheel was increased systematically until the rat stopped pressing the lever after a period of 1 hour had elapsed or until 8 hours had elapsed. For Experiment 2, three procedures were employed: progressive ratio, variable interval, and forced running. Prior to implementing the progressive ratio and the variable interval procedures, rats were placed for 19 hours in a running wheel with access to water. The experimental setup had wheels that turned while the control setup had wheels that were locked. They were also deprived of food for 20 hours. For the progressive ratio, the rats were then placed in an operant chamber where 45-mg food pellets would be released after a fixed number of level presses had been done. The required number of lever presses increased incrementally after each pellet release until 8 hours had elapsed or until the rat had stopped responding for a 1 hour duration. For the variable interval, continued lever pressing produced food pellets based ona variable interval 30-s schedule. After 60 food pellets had been dispensed, the session would be stopped. When an interreinforcement schedule went beyond 1 hour, the session was also terminated. For the forced running procedure, a motorized wheel was used to force running. The run was equivalent to 750 wheel turns and was based on the turns generated by the rats from the previous procedures. Throughout the day of forced running, the rat was deprived of food. This meant that this rat underwent 44 hours of food deprivation as opposed to the 20 hours of deprivation experienced by the other rats for Experiment 2. After the total number of turns for the forced run was completed, the rat was tested on a variable interval 30-s food reinforcement schedule through a procedure similar to the variable interval procedure. Results In Experiment 1, seven of the 9 rats were recorded to spend less time in the experimental setup when they were at 100% of their body weight as opposed to when they were at 75% of their body weight. Higher ratios of lever pressing were also sustained when the rats were food deprived. The rats responses increased as deprivation became more severe. However, at the most severe deprivation levels, responses decreased. This suggested an inverted-U function between deprivation and reinforcement effectiveness of wheel running. In Experiment 2, fewer lever presses were made during the progressive ratio schedule. The number of food-reinforced lever presses and the accomplished ratios were smaller when the rats had been allowed to run on the wheel as opposed to when they were not. Responding also occurred less frequently during the variable interval schedule. Rats that been placed in the locked wheels showed equivalent responses to those that had simply been placed in the home cage. This showed that food reinforcement was not affected by mere placement in a wheel. Those that had been placed in the open wheel, however, showed a significant decrease in lever pressing upon introduction of the variable interval 30-s schedule of reinforcement. The rat placed in the forced running procedure was shown to have almost twice the number of lever presses as the other rats. This may have been due to the fact that it was subject to 44 hours of food deprivation while the other rats were only placed under 20 hours of food deprivation. Lever pressing for the forced running procedure was reduced from 39. 6 responses per minute to 3. 6 responses per minute. This is a significant decrease in local response rate. Contributions The contributions of the investigation is in its finding that food deprivation increases reinforcement effectiveness of wheel running and that satiation decreases the reinforcement effectiveness of food. A major contribution of the findings is in the fact that forced running more effectively decreases the effectiveness of food reinforcement. The study was the first to attain scientific measurements and numerical values to back up these claims regarding the operation of deprivation and satiation. Further research regarding the effects of deprivation and satiation on reinforcing properties of certain activities and substances will be encouraged by the success of the findings of the Pierce et al. (1986) study. The limitations of the study include the possibility of warm up effects in the rats. The differences between closed and open wheel setups were also exaggerated with the progress of the sessions because of the long intervals that began to crop up in between responses. Comparison between sessions and procedures was then made more difficult. Also the rats used for the experiment were sedentary and this might have caused their responses to be exaggerated. In a population that had free access to wheel running, the same treatment might not have the same effects. It is clear that satiation played an important role in both the basic investigation as well as the applied investigation. In both investigations, satiation was studied in contrast to another behavioral principle; extinction for the applied investigation and deprivation for the basic investigation. One distinct difference between the two investigations is in the fact that in the applied research, satiation was expected to lead to an increase in the desired behavior or response. In the basic research, however, satiation was expected to lead to a decrease in the desired response. This difference shows the dynamic nature of satiation in the behavioral processes of an organism. In the basic research, satiation was able to show that two behavioral principles can have effects on one event while successfully altering reinforcement effectiveness of another event. In the case of the experiment deprivation-satiation operations with respect to wheel running altered the reinforcing properties of food. Deprivation-satiation operations also altered the reinforcement effectiveness of wheel running with regard to food. That is that satiation is able to work with another behavioral principle reciprocally. In the applied research, the mechanism of satiation was similar to that of extinction. It was a question of which principle could more effectively bring about the desired response and behavior. It is clear, then, that satiation or the organism’s tendency to feel full or to have enough of a given activity or substance has multi-faceted qualities. Achievement of satiation can result in a decrease in certain behavior and an increase in others. Also, it may interact with other behavioral principles reciprocally or take the same mechanism of others. How to cite Satiation, Papers

Virtual Friendship and the New Narcissism free essay sample

In her essay â€Å"Virtual Friendship and the New Narcissism, Christine Rosen explores and comments on the various ways social networking sites have affected how users interpret and define a relationship. Rosen starts by comparing how our modern day social media pages are no different from the painted portraits of the people from the past. Rather than the painters retouching their work to define an image, we now update, tweak and post specific things on our â€Å"online† self-portraits to display who we are. Rosen concludes that the reason we create and tweak online profiles is to find friendship, love, and ultimately acceptance. Rosen also gives a brief history on how social networking has evolved—from what was, argumentatively the first of the social networking sites, the Bulletin Board System of the 1980’s, to the current and most popular network, Facebook. Rosen states that social networking was originally used to keep in touch with people who had just graduated college. We will write a custom essay sample on Virtual Friendship and the New Narcissism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, as social networking grew and evolved, it became used for other things such as communicating with friends, meeting new people, sharing files such as music, pictures and videos, and setting up one’s identity. Rosen then makes the connection from online identity to online communities. She notes what characterizes these online communities, depends on a number of things. Age, demographics, location and, pastimes. She states that today’s social networking sites organize themselves around the â€Å"person,† how we define ourselves online with millions of individual profiles that list interests, hobbies and the things that are important to us. She also explains how these online communities have affected our relationships in the real world. She gives the example of two users who announced their engagement over Facebook and the repercussions both on and offline when they announced it was not going to happen. Thru observations of how people’s images have evolved, how communicating and social networking has grown, and how online sites have affected our online and offline relationships, Rosen explains how online networking has greatly altered our lives. The question is, is it for the better, or for the worst?

Take a Stand free essay sample

There are 3-4 prompts associated with ACH of the first 5 weeks of class. You will not turn this assignment in until week 7, but there are specific Asss related to this assignment each week to help keep you on track. Part Two of this assignment will be an extended journal entry in which you will chronicle various events in your life leading from enrolling at GU, through program completion, and career success. Both part One and Two will be due at the end of week 7. Format Requirements: Please read format expectations for each part of this assignment. Grading Criteria: This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment. Part One: To be completed in Weeks 1 through 5 Directions: Please read and respond to each of the prompts within each week or topics provided. We will write a custom essay sample on Take a Stand or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Your responses to each prompt should be between 75-100 words in length. Solid academic writing is expected. (Please write responses on this document; the spacing will automatically manipulate if you quire more room to write.Do not forget to SAVE the document each time you add information. ) Topic 1 Journal Reflections: Motivation What motivated you to enroll at GUCCI and pursue a degree in higher education? Why is motivation important for student success? What factors often contribute to decreasing motivation? What strategies can you use to rekindle motivation when you feel it is decreasing? Topic 2 Journal Reflections: My Program of Study Please review your planned Program of Study as this can assist you in answering the following questions. You can locate this at: GU. Deed.What program of study are you enrolled or planning to enroll? Identify and discuss some of the courses you will be required to take. Which courses do you anticipate being the most challenging? What GUCCI resources are available to help you with these challenges? What skills or knowledge will you need for this program of study and how do you anticipate gaining these skills or knowledge needed? How will effective time management help you complete your program? Topic 3 Journal Reflections: Leadership and Service What is your view or stance on what leadership resembles? What does it mean to serve others?How will your program of study prepare you to lead and serve in your career or community? Please describe a real world example, of a well-known person, exhibiting leadership and service. Why does this person stand out to you among others? Topic 4: Journal Reflections: Collaboration and Communication Describe a time when you participated in a group that ha d good collaboration. How did this influence the amount of time required to complete the task? What were some key aspects of what makes good collaboration? How does effective communication affect effective collaboration?How might different methods of learning affect collaboration? Topic 5: Journal Reflections: Priorities What major personal, professional, or academic obstacles do you have to overcome to make school a priority? What are some ways you might work around these challenges? How do you organize your priorities? Is there a priority that you will not alter; why? What are some strategies that you can utilize to prioritize school? How will proportioning your academic responsibilities contribute to your college success as well as prepare you for your career path? Part Two: To be completed in Weeks 6 through 7Directions: Please respond to the following 4 prompts in paragraph form; 250 words per prompt. Use specific examples to support and enhance each response. (The spacing can be manipulated as you require more room for your responses if needed. ) 1 . Writing Prompt : Personal Background Respond to the following questions within your response: Where are you from? How have your background and your family values shaped who you are today? What are some of your greatest strengths and weaknesses? Describe your schooling experience prior to GU? What did you like most? What did you dislike?Who was your favorite teacher and why? 2. Writing Prompt #2: Goals and Planning Respond to the following questions within your response: How, when, and why did you decide to enroll at GU? What are some expectation(s) you wish to gain from attending GU? What are your academic goals, personal goals, and professional goals? What are you planning to do now to ensure you will be able to obtain those goals? 3. Writing Prompt #3: Graduation Road Map Use the following questions to help you reflect in your response to this prompt: (You do not need to address all questi ons; these are here as a guide only. )Who will play a key role in the successful completion of your program, and what is their role? When should you meet with key professional and academic mentors? What may you need to explore further, to find knowledge and information that will help you complete your program? Where are the obstacles within your academic plan? How will you ensure successful completion of this program? How will you meet deadlines and requirements? When do you expect to complete your program of study? What type of job do you expect to have upon graduation? Why did you choose that profession? What salary expectations do you have?

English as a National Foreign Language Essays

English as a National Foreign Language Essays English as a National Foreign Language Essay English as a National Foreign Language Essay Essay Topic: A Very Old Man With Enormous Wings Woman of Colour Novel English as a National Foreign Language India has two national languages for central administrative purposes: Hindi and English. Hindi is the national, official, and main link language of India. English is an associate official language. The Indian Constitution also officially approves twenty-two regional languages for official purposes. Dozens of distinctly different regional languages are spoken in India, which share many characteristics such as grammatical structure and vocabulary. Apart from these languages, Hindi is used for communication in India. The homeland of Hindi is mainly in the north of India, but it is spoken and widely understood in all urban centers of India. In the southern states of India, where people speak many different languages that are not much related to Hindi, there is more resistance to Hindi, which has allowed English to remain a lingua franca to a greater degree. Since the early 1600s, the English language has had a toehold on the Indian subcontinent, when the East India Company established settlements in Chennai, Kolkata, and Mumbai, formerly Madras, Calcutta, and Bombay respectively. The historical background of India is never far away from everyday usage of English. India has had a longer exposure to English than any other country which uses it as a second language, its distinctive words, idioms, grammar and rhetoric spreading gradually to affect all places, habits and culture. In India, English serves two purposes. First, it provides a linguistic tool for the administrative cohesiveness of the country, causing people who speak different languages to become united. Secondly, it serves as a language of wider communication, including a large variety of different people covering a vast area. It overlaps with local languages in certain spheres of influence and in public domains. Generally, English is used among Indians as a ‘link’ language and it is the first language for many well-educated Indians. It is also the second language for many who speak more than one language in India. The English language is a tie that helps bind the many segments of our society together. Also, it is a linguistic bridge between the major countries of the world and India. English has special national status in India. It has a special place in the parliament, judiciary, broadcasting, journalism, and in the education system. One can see a Hindi-speaking teacher giving their students instructions during an educational tour about where to meet and when their bus would leave, but all in English. It means that the language permeates daily life. It is unavoidable and is always expected, especially in the cities. The importance of the ability to speak or write English has recently increased significantly because English has become the de facto standard. Learning English language has become popular for business, commerce and cultural reasons and especially for internet communications throughout the world. English is a language that has become a standard not because it has been approved by any ‘standards’ organization but because it is widely used by many information and technology industries and recognized as being standard. The call centre phenomenon has stimulated a huge expansion of internet-related activity, establishing the future of India as a cyber-technological super-power. Modern communications, videos, journals and newspapers on the internet use English and have made ‘knowing English’ indispensable. The prevailing view seems to be that unless students learn English, they can only work in limited jobs. Those who do not have basic knowledge of English cannot obtain good quality jobs. They cannot communicate efficiently with others, and cannot have the benefit of India’s rich social and cultural life. Men and women who cannot comprehend and interpret instructions in English, even if educated, are unemployable. They cannot help with their children’s school homework everyday or decide their revenue options of the future. A positive attitude to English as a national language is essential to the integration of people into Indian society. There would appear to be virtually no disagreement in the community about the importance of English language skills. Using English you will become a citizen of the world almost naturally. English plays a dominant role in the media. It has been used as a medium for inter-state communication and broadcasting both before and since India’s independence. India is, without a doubt, committed to English as a national language. The impact of English is not only continuing but increasing. english in India | |Officially English has a status of assistant language, but in fact it is the most important language of India. After Hindi it is the most | |commonly spoken language in India and probably the most read and written language in India. Indians who know English will always try to show | |that they know English. English symbolizes in Indians minds, better education, bette r culture and higher intellect. Indians who know English | |often mingle it with Indian languages in their conversations. It is also usual among Indians to abruptly move to speak fluent English in the | |middle of their conversations. English also serves as the communicator among Indians who speak different language. English is very important in| |some systems – legal, financial, educational, business – in India. Until the beginning of 1990s, foreign movies in India weren’t translated or | |dubbed in Indian languages, but were broadcast in English and were meant for English speakers only. The reason Indians give such importance to | |English is related to the fact that India was a British colony (see Europeans in India). |When the British started ruling India, they searched for Indian mediators who could help them to administer India. The British turned to high | |caste Indians to work for them. Many high caste Indians, especially the Brahmans worked for them. The British policy was to create an Indian | |class who should think like the British, or as it was said then in Britain â⠂¬Å"Indians in blood and color but English in taste, in opinions and | |morals and intellect†. The British also established in India universities based on British models with emphasis on English. These Indians also | |got their education in British universities. The English Christian missionaries came to India from 1813 and they also built schools at primary | |level for Indians in which the language of instruction was local language. Later on the missionaries built high schools with English as the | |language of instruction which obliged the Indians who wanted to study to have a good knowledge of English. The British rulers began building | |their universities in India from 1857. English became the first language in Indian education. The ‘modern’ leaders of that era in India also | |supported English language and claimed it to be the main key towards success. Indians who knew good English were seen as the new elite of and phrases, the Indians also have their own | |unique English. The Indians and the Indian English language press uses many words derived from Indian languages, especially from Hindi. Other so that they could pronounce them. Even and made them part of their English. Two examples of such changed words are currey and sari. |[pic] | Top of Form [pic] [pic] Bottom of Form The sole reason behind English language in India been laid such accentuation lies manifested in the fact that India had once extensively served as a British colony. When the so-called British Empire began its domination upon India, they had indeed scouted for Indian intermediaries who could aid them to administer India more graciously. Reviewing the then Indian scenario, the English rulers turned towards higher caste Indians to work for them. As such, numerous high caste Indians, principally the Brahmans began to work under British imperialism. The British policy was to fashion an Indian class who should think and act like the British, or as it was stated then in Britain, Indians in blood and colour but English in taste, in opinions and morals and intellect. Consequently pretty much alarmed with the status of English language in India, the British law-makers started establishing universities based on British models with sole stress on English. As an understandable result, these `high-classed` Indians began to receive their elementary education in their country, finally leaving for Vilayat (Great Britain or England was referred to by this term during pre-independence times in India) for higher education in British universities. Commencing from the early 1600s, English language has had a firm foothold on the Indian subcontinent, when the British East India Company had established settlements in Madras, Kolkata and Bombay, which were subsequently declared as Presidency towns, merging the erstwhile princely states. The historical background of India has in fact never been too distanced from routine usage of English. India has had a prolonged exposure to English than any other country which utilised it as a second language, its idiosyncratic words, idioms, grammar and rhetoric circularising gradually to charm every Indian state, region, its populace, their habits and inherent culture. In order to secure the spread of freshly-introduced English language in India, the English Christian missionaries began to arrive in India from 1813, a significant move by British administration linked with India and its English counterpart. These Christian missionaries also had erected schools at primary level for Indians, in which the medium and language of instruction was local language. Later on, the missionaries went on to build high schools with English as the language of instruction which accommodated the natives who wanted to study, to possess a sound knowledge of English. British rulers began building their universities in India precisely from 1857, post the historical and fate-deciding Sepoy Mutiny and transferring of power from East India Company to direct annexation under Queen Victoria`s sovereignty. English had thus become the first language in Indian education. The `modern` leaders (also hugely esteemed as the social and reformist men from India, aiming with the view to take India to sublime heights like Raja Ram Mohan Roy, Ishwar Chandra Vidyasagar, Swami Vivekananda) of the erstwhile era in India also backed English language and claimed it to be the basic key towards accomplishment. Indians who were enlightened in good English, were deemed as the new social class or elite of India. Umpteen new schools were established in which the medium of education was English. According to British laws, the language of instruction at university level was mandated to be English and thus schools that accentuated upon English, were preferred by motivated and go-getting Indians. Even after Indian Independence, English language remained the principal language of communication in India. Officially it was given a status of an `assistant language` and was supposed to terminate officially after fifteen years of India`s independence. However, this very enigmatic yet lucid language still persists as the authoritative language of India. It is universally and unanimously hypothesized that the widespread study of English language in India was imposed upon Indians by Lord Macaulay with the solitary aim of serving the end of British administration in India. Travelling a substantial journey, from being a language doused in colonialism, English has come a long way as the language that has lent India an edge over countries where English is rendered the status of a `foreign language`. India has since Independence to the contemporary times, become a `resource consortium` of English a language whose pre-eminence remains unquestionable. English language usage in India plays a cardinal role in the fields of education, administration, business and political relations, judiciary, industry and virtually in umpteen other domains and is therefore a ticket to social mobility, higher education and better job opportunities. In the gradual and tremendous rising context of English language in India, English literature penned by Indian authors has made its everlasting mark in world literature. So much so has been this writing impact, that Indian English Literature has presently turned into an authentic genre, which does not seem to stop in far future. Among the Indian writers in English, R. K. Narayan chooses to write in English because he himself says, It is the only language I am really familiar with. It is the only language which is transparent and takes on the hues of the country or region where the story set. R. K. Narayan makes use of popular Tamil and Sanskrit words generously in his novels; for example: bonda; sadhu; rasam; Samadhi; asura and so on. The flexibility and adaptability of English had indeed fascinated him and for this reason he had chosen it as his only medium of story-telling. Besides R. K. Narayan, Indian writers in English language comprise a luminous list of Amitava Ghosh, Amit Chaudhuri, Kiran Desai, Anita Desai, Arundhati Roy and various other graduating geniuses. In India, where more than eighteen different state languages coexist, English suffices as the essential connection between people speaking umpteen mother tongues. Thus, more than two hundred and fifty years later, when the very first British trader had stepped onto Indian soil, the number of Indians who aspire to learn and make use of English is still escalating steadily. Just like the final icing on the cake, the impact of English language in India is not only continuing to enlarge, but also increasing in leaps and bounds. The number of English newspapers, journals and magazine has also been on the increase for a long time. In fact, Indian English is a distinguished dialect of English, just like British Received Pronunciation or Australian English, or Standard American. To some extent, the strict British dialectical English has today taken a backseat. Indian English possesses a motley of distinctive pronunciations, some idiosyncratic syntaxes and a significant amount of lexical variation. Officially and according to Constitutional law makers, English language in India is lent the status of a subsidiary language after Hindi, but is, in effect, the most important language used in the country. After Hindi, it is the most extensively spoken language in India and probably the most read and written language too. Truly, in almost every sphere of life, English language has turned out to be the `identity representation` each and every next day. In this Indian English context, the missionary schools that were first started by British missionary workers, have today spread their wings to fly high towards supreme reputation. As such, the Christian missionary schools emphasise on English to be considered as the first language, which helps a student to graduate towards better educational standards in colleges and universities. However, this very trend of English language in India is wholly dedicated towards making this `foreign` language out-and-out Indianised. For most of these students, English is mandatory as the first language and it becomes easier for them to communicate in international levels. Just like the American or Australian population, or even the Britishers who possess their exclusive English words and phrases, Indians also have their own unique concept of English. Indians and the Indian English language that is utilised by nationalised news sections in newspapers have been deduced from Indian languages, especially from Hindi. Other than this, there sometimes arises a dilemma with the Indian accent, which is at times difficult for non-Indians to comprehend. There also exist some Indian pronunciations that do not exist in non-Indian languages. During the British ascendancy in India, they also had encountered problems with that and they induced some changes in Indian words to make pronunciation easier. English language in India, since then, started to make its still-continuing impact upon the country`s burgeoning population, who, alternatively, started using these modified words and made them part of their vocabulary. Two illustrations of such changed words are curry and sari. Leaving aside the commercialisation and globalisation of English language as it is treated in India, the language also serves for solemn administrational purposes. India has two national languages for federal and central purposes, comprising Hindi and English. Hindi is the national, official and basic linking language of India. English is esteemed as an associating official language. The Indian Constitution also officially approves twenty-two regional languages for official purposes. Scores of distinctly dissimilar regional languages are spoken in India, which further share umpteen characteristics such as grammatical structure and vocabulary. In India, English language fundamentally serves two functions. Firstly, it furnishes with a linguistic tool for the administrative coherence of the country, making people who speak different languages to become unified and united. Secondly, it acts as a language of more panoptic communication, encompassing an enormous variety of people, embracing a vast area. It intersects with localised languages in particular spheres of influence and in public domains. On a more general term, English language in India is utilised amongst Indians as a `link` language and also serves as the first language for umpteen well-versed citizens. It also serves as the second language for several who speak more than one language in India. English language is that bond that helps bind the many slices of the society together. Also, English is a linguistic bridge between the major countries of the world and India. English occupies special national status in India; it possesses a special place in the parliament, judiciary, broadcasting, journalism and in the education system. The significance of the ability to speak or write English has increased significantly of late, due to its becoming the de facto standard. Learning English language in India has become well-accepted for business, commercial and cultural reasons and particularly for internet communications throughout the world. English is a language that is deemed a benchmark not because it has been accredited by any `standard` organisation, but because it is extensively employed by many information and technology industries and recognised as being standard. The `call-centre` phenomenon has aided in stimulating an immense expansion of internet-associated activity, grounding the future of India as a `cyber-technological super-power`. Modern communications, videos, journals and newspapers on the internet make use of English and have made `knowing English` indispensable. Maintaining a positive attitude to English as a national language is fundamental to the consolidation of populace in Indian society. There would practically appear to be no discrepancy within the community about the authority of English language skills in India. By making thorough usage of English, one can gradually become a citizen of the world almost effortlessly. English also plays a prevalent role in the media. It has endlessly been used as a medium for inter-state communication and broadcasting both before and since India`s Independence. India is, without any doubt, devoted to English as a national language. The impact of English is not only continuing but increasing towards a secured next day. ited my fathers family in Canada when I was ten years old. His parents and sisters had migrated to Montreal from India in the seventies. For a young excitable child of ten the sights and sounds of this new place were fascinating, but what was amusing was the way in which my familys Canadian friends perceived India. Other than the stereotypical notions they had about elephants, snake charmers, and maharajahs, they were surprised that I spoke fluent English. When I told them its the only language I speak other than a smattering of Hindi there were even louder exclamations! Today, India is well recognized globally for its vast talent pool and well-educated professionals, but still there is only a dim understanding of what this vast country encapsulates. Indian English is something that many foreigners are unaware of and even if they are aware, they are unsure about its credibility. English in India is a legacy from the British who colonized the country and their language permeated through some of the most important parts of society: the government, the media, the education system, the legal system, and gradually the social sphere as well. India is a vast nation and in terms of number of English speakers, it ranks third in the world after USA and the UK. An estimated 4 percent of the population use English and even though this may seem like a small number that is about 40 million people. This small segment of the population controls domains that have professional and social prestige. Though it is closer to British English since it originates from that style, with the influx of globalization American English has definitely had an impact on the youth as well as in the professional sphere. However, it can neither be classified as American or British English as it intermingled with other Indian languages and emerged with its own distinct flavor. This has made several scholars realize that it cannot be equated with either. English in the Administration and Media: Though it is not classified as one of the 15 languages of India, English remains the associate official language along with Hindi, which is the official language. The reason for this is the large number of languages and dialects spoken in India and that several people are unfamiliar with Hindi. Though it lacks the symbolic power to be chosen as the sole official language, it is used widely in communication. The English press in India began serious journalism in the country and English language newspapers are published in practically all states. Not only has it impacted print media, but broadcasting media as well. There are several English news channels as well as several outstanding media courses offered at various institutions, which focus on journalism in English. The Education System: In higher education English is the premier prestige language. Careers in any area of business or commerce, or within the government, or in science and technology require fluency in English. It is taught in schools ranging from the most elite private schools to small government schools because only this language is an acceptable medium of communication through the nation. The Social Sphere: Other than the more formal sectors of administration, media, and education, English has seeped into the less formal social sphere. It is certainly considered instrumental in terms of having access to information from all over the world and as a key factor for professional success, but it is also very much a part of the educated middle and upper class persons life especially of the youth in India. Now American English is becoming more popular with the educated youth due to the number of American programs aired in India. While bureaucrats and officials continue to use archaic convoluted sentences, which are relics of British English, the younger generation is comfortable and familiar with American English. Here, I make the distinction not between an older and newer form of the language, but between a more formal and casual style. Several people speak English with their friends, and people get introduced to each other most often in English. Over half of all personal letters are also written in English. Indian Writing in English: India is the third largest English book producing country after the US and the UK, and the largest number of books are published in English. Creative writing in English has been an integral part of the Indian literary tradition for many years. Many believe that is a challenge for Indian novelists to write about their experiences in a language, which is essentially â€Å"foreign†. However, Indian English has been used widely by several writers who have been able to successfully use the language to create rich and invigorating literature. India is rich with tastes, sounds, and sights that are any writers dream and stylistic influence from local languages is a particular feature of Indian literature in English. Many perceive English as having released the local languages from rigid classical traditions that could be an obstacle while writing. It is Indian writers in English who have truly showcased India to the world not only in terms of understanding the country better, but also by establishing that the language no longer represents the western concepts of literary creativity as its ranges have expanded. The Future of English in India The language has already been well established in the country and has acquired its own independent identity. With the number of foreign investors flocking to India and the growth of outsourcing, English has come to play a key role in professional relationships between foreign and Indian companies. Familiarity with the differences between American and British English has definitely grown as much business communication is carried out according to the language style with which a client is comfortable. Though many may perceive the accent, terminology, and conversational style as â€Å"funny†, in reality it is just a different English that cannot simply be equated with either American or British English. Indians are familiar with both types of English, but Indian English has acquired its own character in a country which is a melting pot of various cultures, people, and tEnglish, Tamil: Ideology vs. Reality (3 of 3) Bernstein states that the way a society selects, classifies, distributes, transmits and evaluates the educational knowledge it considers to be public, reflects both the distribution of power and the principles of social control. Habermas and Bernstein, among others, provide some crucial rubrics to understand the complex political processes that underpin the medium of instruction issue in Tamil Nadu, Karnataka and similar Indian states which carry strong political and ideological overtones. Habermas regards ideology as ‘systematically distorted communication ’ and the ‘suppression of generalizable interests,’ where structural features in communities (including language communities) and societies operate to the advantage of the dominant and the disadvantage of subordinate groups. Ideology here is taken to be the values of dominant groups in society that permeate the social structure, with or without the consensus of all. Power, through ideology, is omnipresent in language. And language is a principal means for the operation of power. Going by Gramsci’s notion of hegemony – domination by consent of all parties, including the dominated – language is intimately involved in the manufacture of ideological consent and in turn where power resides. Tamil Nadu provides for a very insightful case study in this regard. The MOI issue in Tamil Nadu is bound by issues of power, domination, legitimacy and social stratification. Historically, the Tamil region has had an uncomfortable relationship with the Indian union and it was one of the only states that problematized the notion of having a national language – to be used for all official communication and to be used as the MOI in all public schools – and was successful in undermining the idea altogether. But it also gave birth to a political discourse that was obsessed with a rigid Tamil identity. The Dravidian governments have insisted, since then, on the necessity to preserve Tamil heritage and its purported uniqueness. They have expressed concerns over Tamil losing its stature among its own populace. Even if one does not problematize essentialist notions such as Tamil heritage, it is untenable to assume that maintaining Tamil as the primary medium of instruction in public schools would achieve that goal. The government has not done any studies to establish if public schools have produced more ‘authentic Tamils’ than private schools. Both in terms of feasibility and ideological apprehension that Tamil will lose its foothold among its people, the governments’ concerns seem unfounded. The Dravidian parties (DMK and ADMK) have, over the decades, used Tamil to exploit a populist sentiment that is not necessarily reflected on people’s economic aspirations and the means to achieving them. However, this populist sentiment is not peculiar to Tamil politics alone. The mainstream media, especially films, exhibit a dichotomous behavior in which people who speak ‘pure’ Tamil considered to be true to their identity while indirectly maintaining that those who speak ‘good’ English are sophisticated. (This observation is all the more relevant for a state like Tamil Nadu. ‘Symbolic violence’, Bourdieu says, is when structures of domination in a society are reproduced by imposing cultural values claimed to be universal. English, in this context, maybe argued as an elitist cultural value thrust on the poor and socially backward by creating an illusion of empowerment while simultaneously delegitimizing Tamil’s role in achieving t he same. But it is in direct contradiction with macro, external realities such as the difficulties faced by Tamil medium students when they enter the university level and the labour market. The underlying problem is not whether or not English is desired by all sections of the society but whether the State should maintain its exclusivity. Conclusion: English linguistic capital continues to be linked to cultural and economic capital and to reproduce the existing stratification of society and schooling. This practice has only become stronger over the years; the recent economic growth driven by the IT industry has re-invented the elite status that English language has long held in India. Students’ performance in private, English medium schools has also legitimized the power exerted by English, further increasing its desirability. Therefore, it is unrealistic to hope that students from Tamil medium schools will be able to compete on a level playing field in the future. The MOI issue in Tamil Nadu, as interpreted through the linguistic capital perspective, maybe interpreted with Giddens’ structuration theory: where agency (parental aspiration) combines with structure (parents’ cultural background and the school system) to produce and reify social structures and behavior. The successive governments lead by the Dravidian parties, by the way of restricting the MOI to Tamil in most of the public schools, has repressed the agency of those who need it the most – the poor and the backward classes. The political elites of Tamil Nadu – primarily from the Dravidian parties – have created a landscape that has normalized several false dichotomies. The purported significance of a Tamil identity, it can be argued, is no more than a hegemonic thrust of a moralistic ideology that marginalized the fundamental aspirations of a people who were already politically and economically disenfranchised, especially the SC/ST. The DMK’s vision of empowering the masses by reclaiming the Tamil identity has been farcical at best. It laid a heuristic obstacle by creating dead ends to students who were indirectly forced to go through Tamil-medium schools. Tamil’s virtual absence in universities and colleges stand testament to this claim. The language policy is underpinned by the oversimplification of Tamil ethnic identity to medium of instruction in schools. A point that needs to be contrasted with the fact the much of the modern exposure of Tamil, as a language and a cultural entity, has been fuelled by social and technological development rooted in English. A State that envisions an egalitarian society – that makes policy reforms to accommodate lower castes by quotas and other such reservation systems – should also take into account the interests of the wider public in other critical issues. Regardless of what percentage of people choose English-medium schools – if given the choice – the state government’s role in forcing them one way or the other is questionable. In a state with such visible stratification based on caste structures, the State needs to democratize the educational system in a way that reflects the current priorities of the people Difficulties with English language People may find English a challenge because it is not their first language they have a specific learning difficulty such as dyslexia their previous education developed only basic English skills they are more used to speaking than writing in English they learned a style of English writing that does not fit the UK’s usual academic style they have a combination of these difficulties. Types of language problem Language problems often fall into two main categories. Difficulties in understanding can cause particular problems when reading the style of language used in a course listening to others, either in group sessions or telephone tutorials trying to respond to spoken or written questions encountering colloquialisms, idioms and cultural references (for example from current television programmes) that are used in online forums or other discussions making use of examples used in explanations. Difficulties in writing for others to read may relate particularly to punctuati on or the use of paragraphs making mistakes with verb tenses, or with subject and verb agreement using the wrong word or putting words in the wrong order errors in spelling inability to write at length in order to construct essays or reports using a style which does not suit UK academic work. Level 1 OU study provides opportunities for students to use the English language to show that you know and understand principles, concepts and terms central to your subject use your knowledge and understanding to describe, analyse and interpret defined aspects of your subject know about and begin to address issues and problems central to your subject develop your skills in communicating information accurately and ppropriately to your subject, purpose and audience develop your skills in finding, selecting and using information or data in defined c Learning to speak English well may be the best thing you can do to improve your life. You can get all this if you speak English well. Get acc ess to knowledge What are you interested in? Is it science? Music? Computers? Health? Business? Sports? Todays media - such as the Internet, television, and the press - give you almost unlimited access to knowledge about your favorite subjects. After all, we live in the information age, dont we? Theres only one problem. Most of this knowledge is in English. Here are some examples of knowledge you can use if you know English: Most pages on the Web. Thats over a billion (1,000,000,000) pages of information! Its amazing that learning just one language gives you access to almost all knowledge on the Internet. Books - on any subject, from all over the world. Read books by British or American authors, and books translated from other languages. Whatever youre interested in, you can read about it in English! The press. Only English-language magazines and newspapers can be bought in every part of the world. You dont have to search for Time, Newsweek, or the International Herald Tribune! Science. English is the key to the world of science. In 1997, 95% of the articles in the Science Citation Index were written in English. Only about 50% of them were from English-speaking countries like the USA or Britain. (source) News reports. Watch international television networks, such as CNN International and NBC. They broadcast news much faster, and more professionally, than smaller, national networks. And you can watch them everywhere in the world. Communicate with people We like to call English the language of communication. Why? Because it seems all the people in the world have agreed to use English to talk to each other. About 1,500,000,000 people in the world speak English. Another 1,000,000,000 are learning it. (source) 75% of the worlds letters and postcards are written in English. (source) Almost all international conferences and competitions are conducted in English. For example, the Olympics and the Miss World contest. Diplomats and politicians from different countries use English to communicate with each other. English is the main language of organizations like the United Nations, NATO, and the European Free Trade Association. If you can communicate in English, you can: Contact people from all over the world. Talk about your ideas and opinions on Internet discussion groups. Send e-mail to interesting people. Learn about their life and culture. Travel more easily. Communicate with people wherever you go - English is spoken in more than 100 countries (source). Ask directions, have a conversation, or ask for help. Who knows, maybe English will save your life someday! Push your career forward If you want a good job in business, technology, or science, get out of that armchair and start learning English now! (If you already have a good job, start learning before you lose it! ) Knowing English will let you: Put excellent knowledge of English on your CV. Get your dream job, and earn more money. Gain technical knowledge. English is the language of technology, especially high technology like computer science, genetics, and medicine. If youre going to read about technology, youll probably have to do it in English. Learn computer science. Read technical articles without difficulty. Or write your own articles! Be a world-class businessman (or -woman). Its simple. International business is done in English. And all business today is international. So if you want to play, you have to know English - to contact other businesspeople, go to conferences, read international business newspapers and magazines, etc. Become a better scientist. Contact scientists from other countries, go to international conferences, visit academic centers abroad. Learn about new scientific discoveries by reading papers, books, and magazines. Use your computer more effectively. Most computer applications are in English, so you will understand them better - and become a better employee. Learn new skills for your job. The section Get access to knowledge explains how English helps you learn. Enjoy art like never before English lets you feel the culture of the world like no other language. With a good knowledge of the English language, you can do w onderful things: Watch American and British films in the original. Once you try it, youll never go back to dubbed versions! Read great books. Every famous book was written in English or it was translated into English. There is an amazing number of titles - from classic plays like Hamlet to modern thrillers like Jurassic Park. Enjoy English-language music more. Believe us: music is much better if you can understand the words. English is easy to learn English is not only the most useful language in the world. It is also one of the easiest languages to learn and to use: Simple alphabet - no special symbols such as e or a. Type in sweet, part, film on your computer. Now try su? (German), [pic](Polish), [pic](Russian). Which is easier? Easy plurals - simply add s to a word. One car, five cars; one telephone, two telephones There are very few exceptions. Words are easy to learn. In French, its la fille and le chien. In German, its das Madchen and der Hund. In English, theyre just a girl and a dog. And thats all you need to know. Short words. Most of the basic words are short: run, work, big, go, man. Long words are often shortened: sitcom = situational comedy, fridge = refrigerator, OS = operating system. Speaking English saves you time. 🙂 Words dont change. But in many languages, one word has many forms: English: The man is blind. German: Der Mann ist blind. English: This is a blind man. German: Das ist ein blinder Mann. English: I see a blind man. German: Ich sehe einen blinden Mann. Call everybody you. You can say Do you speak English? to your friend or to your teacher. In other languages, you have to use the right word for the right person. In English, everybody is equal. 🙂 English is everywhere. You can easily access English-language television, music, websites, magazines, etc. You dont have to learn from boring textbooks. You can learn and use your English at the same time. Using your English is especially important because it increases your desire to learn. Get satisfaction English is not only useful - it gives you a lot of satisfaction: Making progress feels great. Well never forget the moment we discovered we could speak with Americans or watch TV in English. You will enjoy learning English, if you remember that every hour you spend gets you closer to perfection. Using English is fun, too, because every sentence you speak or write reminds you of your success. English makes you a more powerful, happier person. It is not difficult to imagine some situations where knowing English gives you a great feeling. develop your understanding and use of the resources available to help you learn, and begin to develop as an independent learner develop, as appropriate, practical a nd professional skills and awareness of relevant ethical issues plan your study pathway to link your learning with your personal and/or your career goals.

Proceses in Organinzations Essay Example | Topics and Well Written Essays - 1250 words

Proceses in Organinzations - Essay Example Also I would like to present and defend my position that Project Managers, in any field, are not required to be experts in the specific subject matter. As all of you already know and according to the Wikipedia, "Project Management is the discipline of planning, organizing, and managing resources to bring about the successful completion of specific project goals and objectives". (Wikipedia, 2007 para. 1). In order for the discipline to have a successful end result it is necessary to count with a very diverse professional, or a professional with experience in most of the stages or processes involved, since this individual very often participates directly in the activities. Also the project manager behaves as the responsible party in front of the client by, amongst other things, determining his needs. The project manager is also required to work and adapt with different internal procedures and to interact with the diverse departments in charge of reaching the specific goal. He/she is also required to identify and diminish risks that may arise at any point or any time. At all times the Project Manager is in charge of assuring an end re sult within the levels of expectance. Another important role for the Project Manager, is his/her ability on leveling resources. ... (Haughey D., 2000-2008, Project Manager, para.1-3). Again, a Project Manager's main responsibilities are: Planning, organizing and controlling. (Davies, page 84). Amongst the tools available for the today's Project Managers, we find the PERT and Gantt charts, which identifies the critical paths or periods within the project's execution. These charts are used to identify every single activity to be performed within the project, and this so called critical path is one of the most important activities that a Project Manager has to monitor, since the inability to accomplish these tasks could cause a project failure. Some other important tools are: the financial tools, running charts, a list of project management software, and so forth. (Wikipedia, 2007, Project Management Tools para. 1). Nowadays, technology has developed rapidly that newer and newer software are available for the managers in general. It is important to remember and to let the other people know, that a Project Manager has to accomplish his/her job within three major constraints, time, cost and scope. The time constraint refers to the amount of time established to finish the project. The cost constraint is referred to the amount of money budgeted to achieve the end result. And the scope constraint refers to what is the final objective of the project, or what it is supposed to achieve. (Wikipedia, 2007 The Traditional Triple Constraints, para. 1). These three constraints are strongly related and could easily be affected by any major or minor event. For example, if the cost of materials or human resources increases in two or three percent, the cost constraint is affected directly, the time

Author Study Essay Example | Topics and Well Written Essays - 1500 words - 1

Author Study - Essay Example That’s what it does best. I write for the emotional experience of it, for me as the writer and for the reader† (Toffoli, 2010). It’s a well-known fact that Udall’s works are greatly influenced by R.Bass, B.Hannah and M.Twain, which is to say, by representatives of both Eastern and Western schools of writing. It has already been a tradition that Udall is frequently compared to John Winslow Irwing for the reason of some curious common writing peculiarities. That is exactly the fact which contributes to the striking singularity of his works. Udall’s last world-renowned novel â€Å"The Lonely Polygamist† is beyond no doubt a completely unorthodox one. He tells us a story that is constantly unsettling our expectations, heightening both emotions, having the sour and the sweet simultaneously, being written in extremely unconventional naturalistic style, a truly fascinating and thrilling formula. Another rate unorthodox method Udall tends to use is animal reflection. In all he writes, Udall tends to use animals in some way or another. This is how animals appear in Udall’s works; there may be a protagonist with a pet vulture, for instance. This might appear either in symbolic way, or, typical of Udall’ style, in a funny one. Udall just tends not to look at animals in the same way the reader looks at humans. â€Å"They can accept and absorb our hopes and fears in a way that humans cant† (Owens, 2010). As known, Brady Udall attended the Iowa Writers Workshop at the University of Iowa. He spent two years there before writing his very first collection of short stories. Udall himself thinks that only two conditions must be provided in order for anyone to become a good writer: the time and the means to write. Interesting to admit: while talking about advices for aspiring writers he notes â€Å"Don’t worry what your mother, your classmate, your neighbor, your spouse, or anyone else thinks about what you write†, which sounds rather funny compared to what he

Concern Of Toyota Vehicle Recall In Malaysia Marketing Essay

Concern Of Toyota Vehicle Recall In Malaysia Marketing Essay UMW Toyota Motor Sdn. Bhd is a joint company which is formed by several companies including UMW Holdings Berhad, Japans Toyota Motor Corporation and Toyota TSUSHO Corporation. The company is prioritizing and engaging a process of manufacture or assembly, marketing and distribution vehicles. UMW Toyota commands pole position in the aggregate sales of non-national passenger cars, commercial vehicles and four-wheel drives in Malaysia. Their operations are guided by international best practices, based on the Toyota Guiding Principles. They adopt the highest standards in management, safety, employee welfare, environmental conservation and community relations. Issue Identification Since early 2010, Toyota has been performing a series of recalls of their vehicles such as Camry, Corolla, Lexus and Prius in several countries such as United States and Europe. The recalls are conducted as action to amend the issue of sticking acceleration pedal in floor mats for safety purposes. (Toyota News, 2010) The United States division of Toyota has been hardly slammed regarding to this on-going issue. In the same article from Time, a social worker from Tennessee, Rhonda Smith quoted Shame on you, Toyota, for being so greedy she said. (Time, 10). This statement is just a sample of current public perception towards Toyota in which Toyota has to take a recovery action. However, Malaysias Toyota Models are not affected by the recalls, except for Toyota Prius model. Toyota vehicles in Malaysia are Completely Knocked-Down (CKD) line, it means that all vehicles are locally assembled for the local market. Especially for Toyota Camry models, its sources components come from different suppliers and have different mechanical architectures compare to United States counterparts. (Autoworld, 2010). In a case of occurrence technical problems to Toyota Prius, Malaysia only recalled 60 units due to slight error in its ABC braking system. (Autoworld, 2010). It is entirely unrelated to the case of mass recalls over sticking accelerator pedal in floor mats. UMW Toyota Motor Sdn. Bhd. is now responsible to inform public especially Toyota owners that there is nothing to worry about. The omnipresence of foreign news in media and probably their lack of knowledge of a divide entity managing the Toyota brand in Malaysia have mislead and confused the public to actually believe that all Toyota models in worldwide are plagued with these impaired safety features. The focal point of the campaigns is to maintain the image of Malaysias Toyota. It might be a costly affair, however it hopefully will further save the company financially and reputation-wise in the long period. Target Audience Primary: Toyota vehicles owners We have chosen that  loyal  customers  of Toyota as the first  target  audience. We are well aware these loyal customers have put their trust in Toyotas products for years. With the recall issue like this, it affects their mindset and trust to Toyota products. Through  this campaign,  we  want to inform that Toyota Malaysia will always provide its best service for its loyal customers Secondary: Malaysia public (young and working adults specifically) This category is intended due to high demand of having personal ride among student and young workers. Those who are still thinking or might be interested in purchasing Toyota vehicles will not be disturbed by the preaching of Toyotas product recall issue. Tertiary: Media (local print and broadcast) Media is one of the most effective tools to notify and inform a broader audience whether it is in a form of print or broadcast. We all are aware the strength of media is able to influence publics opinion and perception. Through this medium, it will help to rebuild Toyota image and reinforce trust that Toyota has received from its customers and Malaysia public. Goals There is only single crucial goal that needs to be achieved through this campaign is: Rebuild and strengthen confidence in Toyota Objectives Several  objectives in the implementation of the campaign to facilitate the evaluation process are listed below: To inform public that the on-going recall issue does not affect Toyota Malaysia models.   To improve publics knowledge of safety and quality performance of Toyota vehicles  in Malaysia. To strengthen brand loyalty and positive perception between public and Toyota Malaysia. Key Messages Locally-assembled Toyota vehicles are not subjected for recall. All Toyota Malaysia models are assembled by local experts. The assembly of the vehicles and body parts are made in Malaysia. The sizes of accelerator pedals and floor mats of Toyota models in Malaysia are different from other countries. (UMW Toyota Motor) Toyota is conscious of the needs, comfort and safety of society. Toyota is well aware that driving comfort and safety is the most important factors for customers and public. Toyota is trying to prove once again that the public needs are the top priority in building strong and proper relationship. Strategy UMW Toyota will implement dual strategies to strengthen image of Toyota Malaysia and to inform public that the recall issue is not affected Malaysias vehicle models through the use of specialised tactics targeted at the media. These specialised tactics will promote the project through educating and informing the publics about the reasons they invested in it and what the target audience can obtain from it. The strategies are in the following: Media Campaign UMW Toyota will create this campaign that maintains the Toyota brands relationship with the public. Regardless, the fact that Toyota has always been there for its customers. Through this campaign, we hopefully will be able to inform Toyotas customers, wider public as well as media about the on-going recall issue and make sure that there is nothing to worry about. On-ground Promotion and Education Campaign Besides conducting a media campaign, on-ground promotion will also be held. So customers and public will be able to see and experience directly in practical ways on how Toyota maintain the safety and convenience of drivers through existing facilities. This strategy will educate public to maintain safety during driving. Tactics To achieve a successful campaign, UMW Toyota will have several tactics which attaches all key messages and to be able to deliver it to its customers, public and media coverage. Media Campaign Controlled media: Advertisement and Public Service Announcement. A new 30-second advertisement revolving around Toyota brand has been slated to continuously produce their vehicles. The advertisement will also have two variations, which will add up to a total of three advertisements. Additionally, all three advertisements will be presented in four languages which are Bahasa Malaysia, English, Chinese and Tamil. These advertisements will be aired on television such as TV3 during Buletin Utamas commercial shots. Programmes of non-Bahasa Malaysia languages will be advertised on timeslots that are not considered primetime to save cost. There will a print advertisement on newspaper, within the first five pages of every publication such as Berita Harian, The Star, New Straits Times, Tamil Nisan, and Sin Chew Daily For Public Service Announcement, UMW Toyota will collaborate with Astros radio stations such as Hitz.fm, Era, MY.fm and THR Raga to present PSAs. These PSAs will have few messages about safety driving which supported by Toyota Malaysia and radio stations. This will cost minimal production because the stations are obligated to air PSAs. Uncontrolled Media: Media Release and Media Kits UMW Toyota will supply all Malaysias leading news agencies and automobile publication media releases and media kits that contain FAQs and feature stories. Interpersonal: Distributing Agents All licensed distributors will be equipped with media kits to enable their agents to be well-informed with the issue and should be able to answer any inquiries from customers. On-ground Promotion and Education Campaign Free Test Drive Session Toyota will hold a free test driving promotion for the drivers and let them to come to the nearest Toyota showroom around their living area and drive directly some vehicle models before deciding on the possibility to purchase Toyota vehicles. By doing a free test driving, people can instantly find out how safe and comfortable driving Toyota cars. Public will be more informed accurately and practically about the facilities provided by Toyota. By doing this action, public can also identify and prove that there are no constraints and technical problems occurred to Toyota Malaysia models. Moreover, customers can also check directly all the technical components system such as gas pedal, brake, clutch, lights, signal, wipers and so on. This will ensure them that Toyota Malaysia models are not experiencing any technical problem at all; it is stable and secure for a ride. Media release and media kits will also be handed out to public and media during the event to provide more information for those who do not really notice about the recall issue. Smart Driving Seminar UMW Toyota will hold a public seminar which is attended by experts in their fields of Toyota Malaysia. There will be a speech by a president of UMW Toyota Motor Sdn. Bhd., Ismet Suki. Through this event, public will be able to obtain more accurate information about how Toyota handles and maintains safety and comfort of drivers. The seminar will raise the topic regarding to any technical problems than often occur in vehicles. In this seminar, Toyota Malaysia will explain specifically several programmes they are running recently as an action to meet the needs of its customers. There will be a question and answer section between the participant and the spokesperson right after the speech done. Moreover, in this event, participants will also be taught on how to check all vehicles components step by step before travelling. These steps can educate public in order to improve their knowledge about road safety driving. Timeline This campaign will run for approximately six months, the schedule is outlined below: Task/2011 April May June July August September PSA Meeting PSA TV Ads Meeting TV Ads Print Ads Media Release Draft Media Kits FAQs Feature Story Free Test Drive Session Smart Driving Seminar Campaign Evaluation Budget 2011 Expenses Cost Public Service Announcement Have Toyotas name to be mentioned in 4 radio stations PSA for 4 months RM 20,000 (RM5000/Month) Advertisement Production of three ads in four languages Ads allocation on Buletin Utama (one month) Ads allocation in other languages on varying timeslots (one month) Newspapers advertising rate (two weeks) RM 120,000 RM 55,000 RM 25,000 RM 15,000 Free Test Drive Session Technical equipment and assistance fee (one month) RM 24,000 Smart Driving Seminar (twice in a month) Food and Beverages Technical equipment (speaker, projector, etc) Ushers fee RM 5,000 RM 5,000 RM 500 Media Release None Nil FAQ None Nil Feature Story None Nil Total costs RM 269,500 The total amount also includes the implementation fee for the campaign such as media monitoring, costs for the media release and media kits. Evaluation To determine how effective and successful campaign, there are some specific indicators which are used to measure the objective and the outcome of the campaign.The following indicators in which UMW Toyota Malaysia will use to evaluate are as follow: To inform public that the on-going recall issue does not affect Toyota Malaysia models.   A survey will be distributed to Toyota customers and public to see the number of them actually aware and heard of this on-going issue. This survey will determine public awareness of recall issue which is quite disturbing especially for Toyota customers. And by doing this campaign, hopefully we can determine whether public will get sort of consolation feelings and have nothing to be concerned about their Toyota vehicle afterward. To improve publics knowledge of safety and quality performance of Toyota vehicles  in Malaysia A survey questionnaire will be given to Toyotas customers and public who attend the free test driving session and smart driving seminar. They will be asked about how well their information and knowledge about safety driving before and after attending the events are. This will determine the level improvement of safety and quality performance of Toyota through their responses. To strengthen brand loyalty and positive perception between public and Toyota Malaysia Toyotas customers and public especially those who are attended the free test driving session and smart driving seminar will be handed out this survey. They will be asked to fill out some questionnaires regarding to on-going recall issue and give their perception about it as well as to see their enthusiasm towards the event and seminar. This action is conducted to see whether better perception and loyalty are achieved through this campaign.