Sales force management

Transactional sales promotion involves the exchange of goods and service at a cost between the seller and buyer. The relational promotion of sales entails the creation of conducive sales environment between the sales promoter and the consumer that attracts the interest of the consumer to use the particular product. The creation of hospitality is very important in sales promotion. In history, the literature of marketing theories has been known to operate on transactional exchange orientation. This has been so in both business- business transactions as well as the consumer to marketer exchange. The theory of classical economics is credited for having led to the development of ‘law of exchange’ by Alderson in 1965. Transactional orientation can further be traced form the development of neoclassical economics which has had formulated assumptions towards maximization of utility and the nature of man in economics. According to research studies, both the relational and transactional marketing strategies have been found to coexist. This means that a consumer may choose on whether to engage a new business relationship with a supplier, try to nourish it and come up with a relationship that is valuable or choose to manage low value- business relationship (Honeycutt, Ford, 2003). However, it is valued to have strong business relationship in any transaction. The ultimate business performance can be achieved through an effective integration of business relationships managements balanced on the framework of transactional economics costs. The interaction of either level is optimized through testing models in the environment, business transaction exchanges, networking and relational governance with a track of its performance. Sales promotion in America is historically not only as old as mankind, but also as old as the art of giving. When a gift is offered to some one, it does not only create a good relationship but also generate a desire for a purchase of the same or similar commodity to offer it as gift to other friends. The art has grown over ages through drastic changes in the media level, personal contact, billboards, and currently the gift sales promotion. The promotional accessories, by the use of branded commodities as well as commercial gifts are the most preferred promotional method currently. This is outweighing the popular traditional means of media broadcast in many ways. People want tangible goods or services brought to their door step. They also want to have an experience on it before purchasing. Therefore, it is good for sales promoters to adjust with quality and give more gifts to consumers as a sales promotion exercise. Some commodities for promotion include biro pens, school bags, mugs, capes and flash drives (USB) which bear the company brand names or promotional tags. Other ways of sales promotion include face to face sales, publicity and media advertisement. Whatever kind of sales promotion if directed to the retailer or wholesaler, then it is referred to as ‘trade sales promotion,’ while when the sales promotion is directed to the consumer, then it is called ‘consumer sales promotion’. The use of reliable packaging method can be a means of attracting consumers in large numbers. This is called ‘price pack deal’ and it is bound to increase sales by more than 25%. Standardized coupons are used in sales promotion. They are either placed on the daily news papers, in phone texts, on the shelf or even as online. When consumers come across these, they tend to be attracted and may end up purchasing the items (Honeycutt, Ford, 2003). Finally, price adjustment strategy also does well in sales promotion. Lowering product price attracts higher demand from consumers.

Animals’ Roles in The Wars Essay

Written by Timothy Findley in 1977, The Wars is a novel that explores the theme of young human life under the pressing concerns during the war, specifically the First World War, seeing the world of soldiers turn into a world of violence, and how these soldiers have turned into brutes themselves. The character of Robert Ross, a nineteen year-old Canadian officer and whose life is narrated mostly from the third-person point of view, is revealed as a character that has a concern for animals—thus prompting Ross to save the horses which cost him his life in the end—amidst the brutal turn of events where death was almost certain in the killing fields. The birds, coyote and rabbits also symbolize certain events in the story.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Soldiers are typically known to be highly sensitive of their surroundings when in the fields for they cannot exactly pinpoint where and when combat might ensue or from what direction the enemy might be coming from. This is perhaps one of the reasons why Ross was able to notice the chirping of the birds while he and the rest of the soldiers were out in the war. Ross was able to take notice of the fact that each time the birds stopped singing, an attack from the enemy soon takes place. Perhaps it was mere coincidence, although one can strongly tie that event with the attacks that followed thereafter as birds are familiar with their environment more than the soldiers; slight changes in their environment, especially changes which have a lot to do with probable dangers; cause the birds to fly away. Taken with the context of the encounters of Ross with the birds, it can be said that those birds served as warning signs for the young soldier. Whenever the birds stopped singing, it is almost certain that Ross is about to encounter danger along the way. â€Å"The birds, being gone, had taken some mysterious presence with them (p. 81),† showing how the sudden absence of these birds felt rather unusual, as if to signal something bad is about to happen.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is unusual as well for man and beast to have a close relationship, especially when the animal is known to be a hunter and can be a threat to the security of man. But more than that, any relationship between man and beast can mean simple companionship to a deep friendship. As far as Ross and the coyote are concerned, it can be said that the animal accompanied the young soldier to a certain extent in the story. â€Å"One night, Robert ran with a coyote (p. 25)† and when the men were out for a drink the coyote also â€Å"drunk at the brink (p. 27)† of the water â€Å"and suddenly sat (p. 28).† An observation of these rather unusual events would tell us that the coyote acted as if it was a member of the soldiers. This is interesting as it presents a revealing irony one can not easily notice; soldiers in the war, as Ross himself has observed, are violent men who are more like beasts who wielded weapons to kill. With the presence of the coyote among the group, it can be said that they, too, were much like the coyote. The soldiers, in fact, â€Å"gathered like whispering conspirators around the edges of a bright sheet of water (p. 27),† a sly trait typical to that of coyotes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While coyotes symbolize how men in the war have turned into beasts, rabbits on the other hand serve as reminders for Ross to treat animals in general with respect as if they were human beings. On one occasion, Ross was hesitant to kill the rabbits as ordered by his estranged mother, Mrs. Ross, shortly after the death of Rowena, Robert’s older sister, since they gave him memories about his older sister and since Rowena owned those rabbits. â€Å"Rabbits had to die, and Robert had to do it (p. 18),† which presents one conflict in the novel—the conflict between the command to destroy the animals which pin back memories and the apparent weakness of the main protagonist to kill even animals. It can be said that if Ross decides to kill the rabbits, it was like as if he has killed the memories of Rowena. If he decides not to kill them, it proves that he is unable to even wield a weapon against these small animals, which is of course not a good sign for someone who would enlist in the army during the war. It also shows how Ross was more human than anybody else in the story, especially his estranged mother and the rest of the soldiers in his group. His inclination to preserve whatever memory remains from the departed tells us that Ross is not keen to destroy, or that he is not a natural â€Å"destroyer† of animal life which, ironically, cost him his life as he tried to save some of the Army horses after killing two of his fellow soldiers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The point where Ross tries to save the Army horses was also the time when he finally turned to madness and prompted him to kill the lives of his fellowmen. Apparently, it is a contrast which tells us that insanity can push a person to kill other people yet care for beasts. That is because Ross himself has finally become a beast near the end of the story and, thus, he is now more than inclined to save his own kind rather than protect and preserve the life of other men. He is no longer the same man at the start of the story who was afraid to kill. This transformation can be attributed to the onslaught of the war, which seemed to have absorbed Robert right into it. As he was now unable to rise above the madness of the war, Robert Ross eventually turned quite like the rest of the army, willing to kill and die just so to save other lives although this time he saved the lives of horses.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The animals in the story offer an interesting insight into some important events in the novel, especially in terms of how the life of the protagonist, Robert Ross, always hanged in the balance of making crucial decisions. In general, the story is able to reveal how the lives of soldiers always deal with certain conflicts individually and together as a group. Findley’s novel is also able to show how young minds of young individuals tend to fold under pressing moments in their lives. Reference Findley, T. (1996). The Wars. Penguin: Canada.

Digital Marketing

The world as we see it today is an evolving and rapidly changing place. What was news yesterday is history today. In such a dynamic environment, change is the only thing constant. And this change is across all spheres of our lives, touching us at various touch points around us. It will reflect in our habits and the lifestyles we maintain. So it is only natural that it will also have an effect on our media consumption and interaction. As we discuss this, traditional media still continues to remain the mainstay of a large number of brands, and the basis for trying to reach a large mass of people.But consumers today are a discerning lot, and more and more brands are seeing merit in having niche audiences. This is where the internet comes in and weaves it magic. It enables marketing to the relevant person, at the right time and at the right occasion. This is where the future lies. Online marketing is not about a one size fits all approach. It is about exclusivity, and the recognition tha t people are unique. This is exactly what social marketing and mobile marketing believe in endorsing. The beauty of social marketing is that it is non-intrusive and at the same time can touch your consumer at a very vital touch point.Also, with the growth in social networks and the need for the world to maintain elaborate virtual lives; this is one space that will only grow. In 3-5 years I can imagine many more social networking sites springing up, and some catering to extremely niche audiences. This will spell a boon for marketing people, since they will be able to talk to whom they want, and cut away the clutter. Also, the kind of communication will be very experiential and feedback oriented. Brands will be able to interact with their consumers and take them into their world.Shopping today is all about the experience, and what you are going through while you go through the motions of a seemingly mundane activity. It is about being surrounded by a plethora of choices and having fun while deciding which one to pick up. The consumer today sees new sights and sounds around him, and brands and products are trying to talk to him through every possible touch point . This makes for a very experiential form of marketing, which the internet will pioneer. The mobile is another tool that will be a great media form in the coming years. This is a nascent space just waiting to boom.The best part is that there is a high degree of measurability attached to this medium, and it will be possible to measure the exact responses to communication, and then the desired response to this. What will also drive this is the need for ease and convenience that will continue to grow. So having your world on your fingertips will be even more critical, and what better than your mobile phone for that! So brands that talk to you through your mobile will automatically occupy critical places in your life. Finally, word of mouth is a potent tool that I strongly believe will become bigger and stron ger in the coming years.It is here that social marketing and other online activities will be able to make a critical difference. Online public relations will enable brands to increase their positive coverage and thus ensure that their consumers read the right things at the right place. Ultimately, brands those are able to break the shackles of their conventional media forms and ride this wave of progress will stand out and truly be able to find newer and better way to communicate their stories. This is what will differentiate the winners from the rest.

The Competitive Advantages of Apple Inc Literature review

The Competitive Advantages of Apple Inc - Literature review Example John Wiley & Sons. 15 Bibliography 17 Literature Review Interrelationship between Leadership and Organizational Commitment In the year 1993, Drucker had mentioned that the performance and quality of the managers are significant influential factor to decide organizational success. A company without effective leadership would not be able to transform the internal resources to its competitive advantage. It would not be denied that there is a close relationship among the leadership style and organization development. In the year 1990, Bass made one study in which it was pretty observable that around 45 % to 65 % of the total factors which are responsible of causing either success or failure would be decided by the organizational leaders. Definition of Leadership Leadership is an ability to persuade any group towards the attainment of goals. In the year 1964, Tannenbaum and others have considered leadership as an influential factor in human relations. Leadership is an attribute guiding a group of people to achieve preset goals through communication. According to Fiedler, leadership can be assumed to be a type of relationship to make the group members work together and achieve common goal. Rauch and Behling in 1984 and Hsieh in the year 1993 considered leadership as a process to influence any group to approach the goals. Theories of Leadership Since twentieth century, a number of theories and literature had been introduced to prove different standpoints. Four major perspectives had been shown through these theories. Some of the theories are articulated in the later segment (Wu et. al., 2006, p.438- 440). Trait Theories According to Stogdill (1963) and Davis (1972), a successful leader must posses certain personality traits. Behavior Theories In 1957, Halpin and Winer had introduced two dimensions, initiating consideration and structure. Following the same, a number of studies conducted by Stogdill, Likert and Kotter also introduced certain behavioral attributes of le adership. Contingency Theories In the year 1967, Fiedler has introduced the contingency model of leadership. In the year 1971, House came up with a path-goal theory by extracting details from the research carried out by Ohio State University as well as the expectancy theory of motivation. In the year 1977, Blackchard and Hersey introduced situational leadership theory considering two leadership sides in terms of relationship behaviors and tasks and mix and matching the intensity of these two to come up with specific leadership types: selling, telling, delegating and participating. As per Contingency theory, the leaders of any group are required to opt for an appropriate leadership style considering the readiness of the following group. The selling style can be effective for willing but unable subordinates; while, the telling styles can reap good results for the unwilling and unable followers. Leaders usually use participating style when his or her followers are willing but unable. T he delegating style seems to be good for followers who are able but unwilling to do the tasks (Wu et. al., 2006, p.438- 440). Non Charismatic Theories: These theories include the theories on transformational and transactional leadership styles. These two are pretty well known in the arenas of leadership theories. According to the transactional leadership theory, both superior as well as the subordinate would influence each other to derive value of that exchange. Transactional leader

Corporate Social Responsibility and Shareholder Value Maximization Essay

Corporate Social Responsibility and Shareholder Value Maximization - Essay Example Effective management of a company entails making realistic financial decisions, which are in line with the firm, or company’s goals. The choice to maximize company shareholders stocks remain an important role of firm managers and acts as an indicator of the level of advancement. The wealth possessed by the shareholders can be determined by analyzing the market price or value of the company’s common stock. Maximizing of shareholders wealth should be a long-term goal of the firm, which can be achieved by maximizing short-term earnings and reducing the expenditures. However, the management should be careful not to cut down too much on the expenditure since research and development are crucial in enabling firms develop novel products which contribute to increased wealth. This paper focuses on why the primary objective of management should be to increase the wealth of shareholders and owners. Increment of shareholders wealth portrays improved or good management in different areas, which include risk management, income management, developments, tax rates as well as in research. The move to increase shareholders wealth helps create a favorable working environment since it helps motivate the shareholders. However, firms that may choose to focus solely on increasing the shareholders wealth and disregard corporate social responsibility risk been scrutinized negatively especially by neighboring communities. Shareholders Value Shareholders are the persons who own or have bought shares in a corporation or firm. Shareholders have certain right in a firm since they are considered the owners of the firm. Being the owners of the firm, shareholders are concerned with the performance of the firm. Additionally they are involved in the firm’s decision-making process through voting process especially when important decisions are being made. Since the shareholders have invested financially in a firm, they require the employees to work towards increasing the wealt h of the firm (Bejou, 2011, 1-6; Van Beurden & Gossling, 2008, 407-414). One of the major roles of financial managers in a firm is to acquire funds for the firm and make use of the money to fund projects that will increase or maximize the value of the shareholders as well as firm owner’s wealth. Shareholders value can be defined as the value or wealth due to the management’s capability to maximize on earnings, share prices, as well as the dividends. It is calculated by considering the number of outstanding shares and their market price. The shareholders’ value can be decreased by factors such as issuing shares (Fontaine, Haarman and Schmid, 2006, Web). On the other hands, dividend payments tend to augment the shareholders’ value. All the decision made by the management has the potential of affecting the firm’s ability to increase the wealth or the firm’s cash flow is regarded as shareholder value. Increasing shareholders value entails making responsible decision on the investments to make and the appropriate time to invest. One of the main factors that threaten the shareholders’

Macroeconomics Essay Example | Topics and Well Written Essays - 2500 words - 1

Macroeconomics - Essay Example â€Å"Although technology, tastes, and public policy each have important independent influences on the pattern and pace of economic integration in its various dimensions, they clearly interact in important ways. Improvements in the technology of transportation and communication do not occur spontaneously in an economic vacuum. The desire of people to take advantage of what they see as the benefits of closer economic integration—that is, the taste for the benefits of integration—is a key reason why it is profitable to make the innovations and investments that bring improvements in the technology of transportation and communication† (Mussa, n.p.).   Balance of payments is a balance through international operations, expressed in value of all complex economic relations of a country in the form of the ratio of receipts and payments. Balance of Payments is a statistical report that provides data on the foreign trade of a country with other countries over time. Simply speaking, this document reflects economic transaction of a country with the rest of the world. From the accounting point of view, the balance of payments is always in balance. However, deficit or surplus may occur in its separate sections, when receipts exceed payments, or when payments exceed revenues. The principle of double-entry accounting is used in a balance of payments, every transaction has two sides - debit and credit. Under this accounting system total of the debit should always be equal to the total amount of the loan. Generally, any balance of payments consists of two accounts – current account and capital account. A current account reflects operations with real assets, while capital account – with financial assets. According to the majority of experts, current account plays more significant role in the overall balance. For instance, negative current account of the USA has played a tremendous role in negative dynamics of the country’s balance of pay ments. It can be seen on the following graph. The other important theoretical item in international economics is exchange rate. Simply speaking, exchange rate is a price of a motional currency in some particular amount of a foreign currency. There are nominal and real exchange rates. Nominal exchange rate - is the relative price of currencies of two countries, or the currency of one country, expressed in the currency of another country. In turn, the real exchange rate describes the ratio in which products of one country can be sold in exchange for goods of another country. The following law is related to the problem of exchange rates. â€Å"The law of one price is the theory that the price of a given security, commodity or asset will have the same price when exchange rates are taken into consideration. The law of one price is another way of stating the concept of purchasing power parity† (Financial Theory, n.p.). Chapter 9 A curve of production opportunities is dependence tha t graphically illustrates the possibility of simultaneous production of two products based on limited resources spent on producing these products. A simple production possibilities curve is presented on the following picture. The curve is constructed in a coordinate system, each of which reflects the output of one of the products. It restricts the production capabilities so that any point on the curve shows the maximum possible resource constraints on the combination of production of two products. Aggregate supply is the total amount

A policy of discretion gives central bank the ability to react to news Essay

A policy of discretion gives central bank the ability to react to news about the economy. In this light discuss whether discretion is a better way to run monetary policy than following a rule - Essay Example The econometric discretion policy evaluate on fiscal and monetary policy by using the new rational expectation method of macroeconomics. This has been the substantial subject cause for increased recent year’s research. A number of factors have provided a motivation for the research. The critique of Lucas showed that traditional discretion econometric policy was flawed in its evaluation. This was supported by the fact that recognition of rational expectation is not an implication of monetary policy effectiveness as was being potted by the discretion policy. On the other hand, the finding that credibility has significant benefits which are empirical and the demonstration of time inconsistency is a blatant proof that policy rule are superior to discretion policy (Baumol & Blinder, 2011, p.41). Although it is possible to find precursors of the new policy rule research, the recent analyses have been made possible by estimation and solution techniques which are new in the wide economy equilibrium model. The empirical model development of consistent expectation of prices and wages dynamic is another key proof factor of policy rule applicability. Also, the multi-country empirical framework abilities to efficiently handle the international cash flows in the world market as a factor of occurrence has been a proof too for policy rule’s effectiveness than discretion. However, the policy rules preferred in this research description paper have generally not involved fixed settings for the monetary policy instruments. The instruments not involved are such as the phenomenon of constant growth rate for the supply of money. In this context, the rules have been proved to be responsive by calling for the changes in the supply of money, monetary base and the short term interest rates these callings are to provide a response to the changes in the levels of price

Men representation in mass media Essay Example | Topics and Well Written Essays - 1000 words

Men representation in mass media - Essay Example They are characterized as competitive, aiming to be on top and never opting to be second-best. They are courageous in their endeavors, enduring difficulties because they possess a much higher threshold as contrasted to their female counterparts. Further, the media depict men as aggressive who stop at nothing in order to eliminate emotional or physical challenge even if it calls putting their safety and reputation at stake. In addition, men are portrayed as ambitious and lead individuals ready go furthest in life to be higher achievers (Luther, Catherine, Carolyn and Naeemah 67). Men are further characterized as individuals who do not convey their emotions especially in the presence of other people. Therefore, across the 20th century and to a great portion the present world, media representations of gender reflected and caused the hegemonic reality of patriarchy. Media stereotyping about men is an upsetting phenomenon as it increases negative assumptions about males who face difficult ies in meeting the standards set by the media. Films, magazines and other media often set a standard about how men should look, act and even think not only to satisfy themselves but also to please other people. The act of stereotyping men is a worsening situation as it demands great expectation from males in general. This puts a lot of pressure on them as they try to achieve the male stereotype portrayed by the media. For instance, a man who is sickly and unable to be physically active so as to develop a muscular body can have a negative image of himself which makes him unable to socialize well. In addition, it may lead to a perpetuation of such images amongst the young children who grow imitating such unbecoming representation (Dines, Gail, and Jean 43). The worst thing is when men are unable to live up to such standards; they can be depressed and

Autobiography on how my life led to the decision of becoming a nurse Essay

Autobiography on how my life led to the decision of becoming a nurse - Essay Example I have overcome many obstacles and have made many difficult decisions to get where I am in life. The journey that I was meant to take has recently become clear. Ultimately, this decision was there all along; however I did not recognize it or realize that the calling of a nurse was one that was right for me. After having spent what seemed like forever wandering and searching for my life’s purpose, I reached the lowest point in my life. After much thought, I decided I needed to go back to school; yet my options were limited as the only thing I could afford was a technical school. I enrolled in a Medical Assistant School and instantly fell in love with the subject matter. For the first time in my life, I felt like a part of something greater than just the information that was being presented to me. I got a job the week I graduated and became a Medical Assistant in a large Allergy and Asthma practice. I went above and beyond my job and felt like this was finally the path I was meant to be on. My motivation kicked in and I knew this was what I needed to do; moreover, rather than it merely being a job, I craved more. I tried to figure out a way to go back to school in order to realize my dream of becoming a nurse, and there was no way I was going to settle for anything else. I wanted to go all the way and pursue my degree; however, the biggest obstacle at this point was purely financial. It just so happened that my older cousin moved in with my family at this time; because he too was feeling a little lost. The only thing that made him happy was looking back at memories he made while he was in the military. He kept talking about how much he needed motivation so that he could go to college and get a degree and how the military would now pay for it. This is when it all started to click for me. I finally realized this was what I needed to do to get where I wanted to go in life. I decided that I was

PERSONAL LEADERSHIP ASSESSMENTS Assignment Example | Topics and Well Written Essays - 1250 words

PERSONAL LEADERSHIP ASSESSMENTS - Assignment Example Coaching leadership has helped me recognize that the essence of leadership is having a conscience that drives you to want to make a difference and inspire progress by building personal strengths among the team members. As a team leader, coaching leadership to me is characterized as one which helps in connecting individual goals to that of a larger group where I ensure that I delegate work, realize strengths and weaknesses of team members and urge them to work hard to achieve the set ends. I consider myself a mentor to the team members and help in improving their talents, strengths and providing guidance for maximum productivity is both my duty and responsibility. As a team leader, one of my greatest strengths is leadership communication. Communication comes naturally to me; over the years, I have perfected my ability to command an audience especially while interacting and while on the job with team members. This is something I learnt from Terry Pierce’s Leading Out Loud: Inspi ring Change through Authentic Communication. Pierce believes that proper leadership communication builds resonance (Pierce, 2003). The lesson here is that leadership communication revolves around growth and change, which is to say that communication creates a story line, that is, a past, a present, and a future. The rationale of leadership, therefore, revolves around inspiring true commitment through communication and guidance; a leader ought to be able to reach out to people by speaking genuinely from the heart (Pierce, 2003). As Scouller (2011) notes, even the best leaders are likely to miss something seeing as nobody is perfect. As for me, there are certain behaviors that I am likely to neglect. To begin with, it is important to note that some leaders may fall short of having the ability to command authority. Despite the fact that leadership may entail some form of empathy, it is very important for any kind of leader to command authority over the subjects (Parsons & Cohen, 2008). This is very essential in instilling structure and discipline and as such, the failure to do so may be a major setback to effective leadership. Gaining control over the team is the second thing that I am most likely to neglect given my choice of leadership philosophy. Gaining relative control over the team is quintessential to leadership since it allows a leader to manage the team effectively (Scouller, 2011). The absence of effective control leads to indiscipline and lawlessness, which is a major setback to leadership. Command is the third leadership trait that I am likely to neglect. Leadership may at times entail making commands so that subordinates are dedicated to accomplishing their tasks as opposed to being emphatic with team members, which may make team members slack behind. Many would agree to be successful some form of command would bring more results as opposed to empathy (Parsons & Cohen, 2008). The fourth behavior is unruliness on the part of the team members. Having e mpathy is likely to blindside me subsequently compromising my ability to create a compliant team.

The Role of Culture in English Language Teaching Essay Example for Free

The Role of Culture in English Language Teaching Essay English Language is traditionally viewed as a code made up of words and a series of rules that connect them together. Language learning here, involves only vocabulary learning, and the rules for constructing ‘proper’ sentences. In most schools in Meghalaya, grammar is being taught at a very early age and students are expected to understand complex idiomatic phrases at the secondary level. Linguistic terminologies, rules of grammar, complex vocabulary, proverbs and their meanings have to be learnt by heart for them to overcome their board examinations. Such a situation only confuses the learners at a very early age and demotivates them from learning any further than what they have to write in their examinations. This narrow understanding of language sees it as a body of knowledge which is fixed and finite and does not explore the complexities involved in using language for communication. When language is seen as ‘open, dynamic, energetic, constantly evolving and personal’ (Shohamy, 2007:5) it acknowledges the rich complexities of communication. Language is no longer a thing to be studied but rather, a way of seeing, understanding and communicating about the world and each language user will use his language differently to do this. Such an expanded view will make the educational process more engaging. The communicative approach to teaching emphasizes elements of communication, including negotiation of meaning, expression, and interpretation (Brown 2000). Speaking is not the only skill that communicative language teaching focuses on but also involves reading, writing, grammar, and culture (Lee VanPatten, 2003). Brown (2007) also adds that students in such classrooms need to use the target language in a meaningful context. The purpose of Communicative language teaching is to improve the learners’ knowledge of the second language, as well as how to use it appropriately in a given context (Li Song, 2007). Learners acquire the second language through interaction with others rather than rote memorization and grammar rule learning. Language is first and foremost a tool for purposeful communication and this involves learning the vocabulary and the rules of how to use them in various cultural contexts. Hence, language does not imply a body of knowledge to be learnt but a social practice in which to participate (Kramsch, 1994). It is something that people do in their daily lives, something that they use to express, create and interpret meanings and to establish and maintain social and inter-personal relationships. Learners can no longer be seen as passive recipients of knowledge, but rather, active participants in a dynamic, complex, personal communication system. Language learning should involve them talking analytically about language, exploring and discovering the ways in which it works in order to create and convey meanings. On the surface, culture can be seen as a body of knowledge that we have about a particular society. These may include cultural artefacts, tools, institutions, rituals, dress, food etc. On a deeper level, culture is a framework in which people live their lives and communicate shared meanings with each other. Creating and interpreting meaning always happens within this cultural framework wherein both cultures simultaneously influence the learners’ understanding. Learning to communicate in English involves an awareness of the ways in which culture inter-relates with language whenever it is used. Many scholars today believe that culture and language are inseparable and culture learning must be an integral part of language learning. According to Kramsch (1993) there are three ways how language and culture are bound together. Firstly, language expresses cultural reality (people express ideas, facts and reflect their attitudes through words). Secondly, language embodies cultural reality (it helps people give meaning and understand their own experiences). And thirdly, language symbolizes cultural reality (it serves as a social identity for people). Learning a second language necessarily involves comparison with the learners’ first language, but the latter is generally perceived as causing ‘interference’ in the learning of the target language. So, students are taught to imitate, practice drills, and create speaking habits without addressing the larger complexities of language learning. In the language classroom, learners do not only learn about a culture but they try to understand themselves in relation to that culture. This process entails the transformational engagement of the learner in the act of learning. Students bring with them their own conceptions, misconceptions, experiences, feelings and understanding to the classroom, and as they interact with another culture, their views will continue to change and shape their learning as well as their identity. The diverse cultural understandings and experiences of the students are highly influential and therefore need to be taken into account. There are many approaches to teaching culture in language learning. Saluveer (2004) has divided them into two broad categories: Those that focus only on the culture of the target language (mono-cultural approach) and those that are based on comparing the learners’ own and the other culture (comparative approach). Risager (1998) describes four approaches to teaching of culture, namely, the intercultural approach, the multicultural approach, the trans-cultural approach, and the foreign-cultural approach. Of these, the intercultural approach seem most appropriate for a study on Khasi-dominated classrooms as it draws upon the idea that culture is best learned through comparison of the target and the learners’ own culture. Though the main focus is on the target culture, the intercultural approach emphasizes the connections between the two cultures, thereby developing the learners’ intercultural and communicative competences, and enabling them to act as mediators betwe en the two cultures. Saluveer (2004) points out two categories of foreign language textbooks used in English language classrooms: Global textbooks which cover issues which appeal to people from different cultural backgrounds and include topics that can be set anywhere; and Locally produced textbooks which include materials which are consistent with the requirements of the national curriculum and such books usually foster learners’ awareness of both their own cultural identity and the target culture. Analysis of the current English textbooks being used by schools would prove to be very useful for the study. According to the National Curriculum Framework (NCF), 2005 the goals for a second language curriculum are attainment of basic proficiency and the development of language into an instrument for abstract thought and knowledge acquisition through literacy. It believes that children learn much better in holistic situations that make sense rather than a linear and additive way that often has no meaning. Rich and comprehensible input is necessary for acquisition of the different skills of language. The NCF (2005) encourages a multi-lingual approach to schooling right from the beginning of a child’s education. It states that the success of â€Å"English medium† schools shows that language is learnt when it is not being taught as a language but rather, through exposure in a meaningful context. It is also of the opinion that input-rich communicational environments are essential for effective language learning. This includes learner chosen texts, parallel books and materials in more than one language, multi-media, â€Å"authentic materials† and so on. It states that a variety of materials should be available to provide an input-rich curriculum which focuses on meaning. The textbooks of Meghalaya have been recently revised as per the directives of the NCF 2005 wherein the focus is on developing an activity-based communicative approach towards teaching and learning. They have tried to incorporate culturally authentic materials which are relevant to the immediate environment of the child. The NCF 2005 has suggested the use of locally available resources such as folklore, storytelling, community singing and theatre. Listening should also be enriched with music such as folk, classical and popular compositions. Today, there is a unanimous agreement amongst scholars that teachers should integrate language and culture into their classrooms and they should not perceive them as two separate entities. Language is seen as part of culture and culture a part of language, which is why they cannot be separated and should be taught together. (Brown , 2007) Hence, we need to better our understanding of learners, recognize differences in their social and cultural worlds – their experiences, motivations and aspirations, and incorporate this diversity into our teaching and learning. When students communicate in such a classroom, they become both participants and observers of ideas, expressions, feelings and experiences, thereby engendering a greater awareness of themselves in relation to others. Research Problem Students of Shillong vary widely in terms of language use in their homes and communities depending on their socio-economic backgrounds. A major challenge faced by teachers today is enabling economically-disadvantaged tribal students to communicate effectively in English at the school level. The ones who are privileged enough to attend expensive multicultural English medium schools communicate exceptionally well compared to the under-privileged majority of students. The word-knowledge before they come to school also varies accordingly and greatly influences how they perform in the later levels of school. If there is a significant gap in the vocabulary at the primary level, it will widen as the student progresses. Such students become poor readers and consequently, they read less, thereby learning fewer new words. They usually do not develop fluency even in the later stages of education, either in speaking or writing. On the other hand, students with good vocabulary generally read more, thereby learning more words and improving their reading skills (Stanovich, 1986). This downward spiral is especially true with students from rural areas. They are hardly exposed to any English text except those which are essential in school and there is no opportunity for them to converse in English. Similarly, urban English-medium schools which are predominantly mono-lingual harbour secondary level students who generally avoid using English, except in situations when they have to. An inferiority complex coupled with intense peer pressure usually seals their mouths shut whenever an English-speaking situation emerges. To further complicate the situation, students from rural areas usually migrate to such schools at the elementary and secondary level. A study into the real or actual classroom situations and the effectiveness of ELT methods and approaches used in such schools would give a clearer understanding of the problems that are hindering the acquisition and learning of English. English language teachers have to cater to the context of the target students and since the problems of underprivileged Khasi children are similar to some extent, a clear understanding of the teaching-learning relationship between them can be achieved. Hence, language learning should build on the students’ prior knowledge, conceptions and misconceptions through an interactive and communicative process. Utilizing culturally â€Å"authentic† materials that students are already familiar with will encourage discussion and meaning making in the classroom. Audio-visual aids and other multimedia materials which are relevant to the immediate environment of the students have great potential for motivating the students to participate more actively in the language learning process. The current methods, strategies, and evaluation of teaching English do not give importance to integrating the students’ culture into language learning. The researcher believes that investigating the selection of textbooks, assessing the textbooks themselves, the teachers’ use of culturally relevant materials, and their creation of a learner-centered classroom environment for social interactive learning is a worthwhile enterprise not only for pedagogical purposes but also for insights into second language learning for monolingual classrooms in general. Area of Study The study focuses mainly at the elementary level. It will select 8 schools; four government schools and four private schools within the semi-urban areas of Shillong. The schools selected will be the schools following the MBOSE syllabus. Aims and Objective The main goal of the present study is to find out if integration of culturally relevant material into the teaching and learning of English as a second language would help promote communication skills in semi-urban English medium schools. The main objectives of the research are: †¢ The textbooks: A description of the textbooks in terms of its aim, content, approach and design will be presented in the study. †¢ If there is integration of culturally relevant materials in the textbooks, the study will examine how integration is being carried out: I. in actual classroom situation. II. in the audio-visual aids or tools available in actual classroom situation. †¢ The study will also examine the evaluation and assessment tools commonly practiced in the schools. †¢ The study will also provide a brief description of the teacher training programmes. †¢ Since the study focuses mainly on integration of local cultural materials to promote communicative skills, it will also document available materials to be incorporated appropriately at the elementary level. †¢ Tools and techniques incorporating culturally relevant materials to test development of communication skills for children at the elementary level. Methodology Both primary and secondary resources will be adopted in the study. For collection of Primary data, the study will incorporate the following methods: 1. The participant–observation method. This method will be used to examine the teaching practices, audio-visual aids, common language assessment strategies adopted in actual classroom situation. 2. The questionnaire method: This method will be used for analyzing the textbooks, and teacher training programmes. 3. The interview method: Interview schedule will be adopted for a study of teacher’s and student’s background. 4. Tools and techniques incorporating local and culturally relevant materials for testing communication skills. For secondary data, the study will try to collect materials from educational institutions, such as teacher training institutes, University libraries, and the State and National institute of school education. Fieldwork for the study will be carried out in the 8 selected schools located within the semi-urban areas of the East Khasi Hills district of Meghalaya. Tentative Chapterisation 1. Introduction 2. Contemporary methods of English language teaching 3. Methodology 4. Data Analysis and Presentation of Materials 5. Summary and Future Projections of the Study

Metaphysics and Realism Proponents St. Essay Example for Free

Metaphysics and Realism Proponents St. Essay Definition: *Realism may be defined as any philosophical position that asserts: 1. The objective existence of the world and beings an it and relatives between these beings independents on human knowledge and desires: 2. The knowability of these objects as they are in themselves 3. The need for conformity to the objective reality in man’s conduct *Realisms an educational philosophy which advocates that education should be concerned with the realities of life and should prepare a person for his/her duties in life. Ontology (Reality) for realism is a world of things. Epistemology (how we know) realists use their senses of observation Axiology of realism (values) is the laws of nature that can be revealed through the application of scientific reason Proponents: *John Milton believe that education must prepare one for life in the real world *Francois Rabelaisadvocated that all forms of studies be made pleasant, with games and sports being utilized toward the physical development of the child and for practical development of the child and for practical application later in life. Michael de Montaigneaccording to him, the aim of education, is not to produce scholars and professionals but to prepare a young boy to live the life of a gentleman in the world of affairs John Amos Comeniusfirst educator who advocated the use of visual aids in classroom teaching Francis Baconaccording to him, knowledge of nature is the only real and fruitful knowledge and should be the basis of all scientific progress. Richard Mulcaster he advocated that all teaching processes should be adopted to the pupils and that the mother tongue or vernacular should be used to instruct pupils aged 6 to 12. *Wolfgang Ratkeadvocated the use of vernacular as the medium of instruction as the child need no longer learn the language and thus can concentrate wholly on the lesson being studied. *Aristotle is the foremost proponent of realism, as Plato student, had his philosophical beginning rooted in platonic idealism, yet developed his own regarding the nature of reality later on. Aristotelian realism proposes that ideas can free float without having matter, whereas matter cannot exist without some semblance of form, and this form is independent of mental cognizance. *Religious realism was put forth by Thomas Aquinas in the 13th century stating that true reasoning lies with supreme reasoned-God—and that by aligning our rational minds with his tenets,we too can understand the universe and the nature of reality In more modern time’s philosophers such as Francis Baco, John Locke and later G. E. Moore and Ayn Rand forwarded theories regarding moral realism. Political realismproponents were Otto Von Bismarck and Carl Von Clausewitz. Moderate realism proponents St. Thomas Aquinas and John of Salisburyheld that universals exist only in the mind of God. Implication of Realism AIM The aim of education is to provide the students with the essential knowledge he will need to survive in the natural world. According to John Luis Vives aducation should develop personality Rabelais,was for the development of a whole man Milton believed that education was to prepare for actual living CURRICULUM The realists believe that the most efficient and effective way to find out reality is to study it through organized, separate, and systematically arranged subject matter. This is called the subject matter approach to curriculum which is composed of two basic components†¦the body of knowledge and the appropriate pedagogy to fit in the readiness of the learner. METHODOLOGY The teacher is expected to be skilled in both the subject matter that he teaches and the method of teaching it to students. The school task is primarily on intellectual one. In the elementary level, emphasis is on the development of skills for reading, writing, arithmetic, and study habits In the secondary and collegiate level,students will be required to recall, explain, compare, interpret and make inferences.

Conflict Observation and Analysis

Conflict Observation and Analysis Conflict Analysis Part 1: Observe an instance that you are not personally involved with where conflict is present (you will need to be a bit of a covert operator to accomplish this). Answer the following: In several detailed paragraphs, describe the conflict scene. 1a. Who was involved in the conflict? What was the relationship between the participants prior to the conflict? Did it appear as if the relationship between the participants had any impact on how either person responded to the conflict? I decided to pay a visit to my aunt and uncle one day. They own their own business and they run it out of their home. I pulled into their driveway and proceeded to enter their house, when I overhead a loud argument coming from another room. An employee was arguing with my aunt, who owns the business. My aunt and uncle are both co-owners, the employee decided to play both sides against one another. She basically asked my aunt for something work related and my aunt said no, so the employee decided to go behind her back and ask my uncle without informing him that his wife had already said no. My aunt was livid that the employee went behind her back, since she has just as much pull as my uncle does. She felt it was really dishonest and disrespectful. I feel that the relationship between the two participants was civil at one point, but as the argument escalated, the trust was gone and was never to be regained. My uncle is a smart man, he told the employee that he needed to discuss it with his wife before he can grant any permissions. At the end of the day, the employee was issue a warning and as far as I know, she has never overstepped her boundaries since. 1b. When and where did it take place? Was it formal or informal? Planned or unplanned? What impact did the location and time have on the outcome? The argument took place in the basement of their home, where they have their home based business setup. The date was Monday, September 15th, 2014, the time was roughly 8:30 am. The argument seemed to be unplanned by the employee, because up until that point, she wasnt aware that she had gotten caught and was in trouble. On the other hand, the argument seemed to be planned or premeditated by my aunt who seemed to be waiting for the employee to arrive that morning to give her a piece of her mind. The impact of the argument, caused a decreased moral in the work environment and in my opinion should have not taken place during business hours. I feel that this matter should have been taken care of outside of the work place, after hours, or during a staff meeting and not while the office was open for business and other employees were present. This was not a formal argument, I feel both parties were wrong in the ways that they acted or went about handling the matters at hand, but if I had to choose, I would say that the employee was more to blame for the escalated argument because it was her actions that started this issue.. 1c. What transpired? (Be specific.) Many times when we face conflict, there is a surface-level problem and an underlying problem. The surface-level problem acts only as a symptom of the real problem. Consider both. 1d. What was the surface problem? The surface level problem seemed to be distrust and dishonesty. The fact that there was lying and conniving behavior present in the workplace was sure to cause a domino effect if it wasnt resolved. The surface level problem also presented issues not only related to the business, but also between my aunt and uncle as a married couple. This type of issue could potentionally cause an argument between the business owners who are also married to one another, so it would directly affect both their professional as well as their personal lives. 1e. What was the underlying problem, or the real problem? If this is unclear, what might you speculate the real problem to be? There are many conflict management strategies that can be employed when dealing with conflict. Consider which were present in this conflict. The underlying problem in this circumstance was proven to be the fact that the employee overstepped her boundaries by going behind both owners backs and acting in a shady manner. She was fully aware that she was being dishonest, but all she was concerned about is getting her own way and she didnt care how she got it. Again, the employees actions and dishonesty is what led to this argument and unnecessary drama. 1f. Which conflict management strategies were employed by each of the participants? Did the conflict management strategies change during the course of the conversation? How do you know? There was no type of conflict management strategies utilized. Both parties yelled and screamed at one another. My aunt made accusations and the employee denied everything and made excuses, They basically sat there pointing fingers at one another and getting verbally louder as the argument carried on. I know this, because I heard most of the argument and then happened to walk right in the middle of it as it was taking place. I am actually surprised that it did not become physical, because at one point, it looked as if that is where it was headed. 1g. What was the outcome? Was there a winner? A loser? Did there appear to be an impact on the relationship? If so, what was that impact? The outcome pretty much reached a stalemate as my aunt was the accuser and the employee was the accuse, The employee denied everything and swore up and down that she didnt do anything wrong. There was no proof, just a case of he said she said stories. I would like to say that there didnt seem to be a winner, but at the end of the day my aunt issued the employee a written warning for tardiness and misconduct, so I guess she is declared as the winner. The relationship between the two of them has determinate rapidly and they no longer communicate or associate with one another as they used to. They are really distant from one another and they strictly has a no nonsense work relationship now. 1h. Looking back, describeat least two variables that could be changed in this scene to alter the outcome. Conflict Analysis Part 2: Much of the learning in this course requires you to draw conclusions about your experiences and observations based on the concepts we have read about and discussed. Take this into consideration: First, I think that if my aunt did not approach the employee in an aggressive manner, the issue may have been resolved in a more rationally, responsibly, and mature manner. Second, if the employee would just respect what her superiors say and not overstep her boundaries this all could have been avoided. 2a., 2b. List two specific things you learned about conflict as a result of this exercise. Reference material from the text, discussions, lecture, terminal course objectives, and so forth. Answersthat demonstrate application of the course material and effective critical thinking will earn the greatestnumber of points. Your submission should be approximately one page in length: one paragraph per item for 1a.–1h., and 2a. and 2b.

How Do Fake IDs Assist In The Corruption Of Minors :: essays research papers

How do fake IDs assist in illegal activity in underage minors? We think that with the use of fake IDs, minors are able to obtain things they would not be able to get without a fake id, thus increasing the use of alcohol (going to bars), and underage smoking. It also increases other things that minors would not be able to do, such as get into over 18 clubs, R rated movies, buy spraypaint and weaponry such as boxcutters. The problems of the underage youth using fake IDs to buy substances, and do things that they would normally not be able to do without the use of a fake ID, is an age old problem. With the help of computers and scanners, making fake IDs is simple, and the results are usually high quality.1 Computer technology offers rich possibilities for fraud. A document scanner can "read" a picture and "draw" a copy onto the memory of the computer. Laser techniques are used to convert the image to digital data. A copying machine developed by Xerox for the Department of Defense as a tool in high-speed map making can also make good copies of driver's licenses. It is also possible to rearrange images on a computer. Document scanners and fast color printers make it easy to fake images and documents. Through digital retouching, computer-generated images can be combined in new ways, unwanted images can be deleted (such as UNDER 21 written on a license), and colors and fonts can be added and changed. What is usually changed on a fake ID used by a teenager is the birthday, thus making the person older then they are. Although many states offer ID cards with holograms, double pictures of the person, and other features that thwart alterations and reproduction of the ID cards, the use of fraudulent identification is increasing in the United States.2 Obtaining ID cards is incredibly easy for an underage teenager. They can be obtained from older siblings, friends, and relatives. Another thing that underage people do is buy a friend's ID who is over the age of 18 or 21, and have them report it stolen. In addition to that, there are stores where you can go to buy fake IDs. On the web, you can just type in www.fake-id.org and you have access to buy fake IDs. When buying a fake id, the store or webpage usually has a disclaimer saying they will not be held liable for your actions, and that the ID is a "novelty card". Before entering most "how to make/buy fake

Hector Tobars The Tattooed Soldier Essay -- The Tattooed Soldier Essa

  Ã‚     Ã‚  Downtown Los Angeles is one of the busiest commercial centers in the United States. However, the city holds two groups of people in different economic level-the homeless and the working class. Hector Tobar frequently includes the landscape of the setting in downtown Los Angeles in The Tattooed Soldier. The novel is about two immigrants from Guatemala who have moved to Los Angeles. The protagonist, Antonio, takes a revenge on the antagonist, Longoria because he murdered Antonio's wife and son when he was a Guatemalan soldier. Tobar applies a number of metaphors to connect the buildings and freeways in downtown to Antonio's position in the city. Buildings, freeways, and shadows are metaphors for Antonio's economic and social status.   Ã‚  Ã‚  Ã‚  Ã‚  Tobar uses description of buildings to reinforce Antonio's economic and social position in life. He informs the reader about the squat apartment buildings when the protagonist is on the way to a homeless camp, which have a significant contrast with the skyscrapers where Antonio observes later. Everyone can see the skyscrapers, but not many people know the existence of the short apartments. Tobar uses the invisibility of these apartments to reflect the inferiority of the protagonist in Los Angeles. Antonio's existence is the least significant as an illegal immigrant. He is seen as a parasite that is not accepted by the city. The apartment owner, Hwang, even forces him to leave with a call to the police (9). On the other hand, the auth...

Adam Smith :: Biography

Adam Smith The accumulation of capital and the division of labor are what Adam Smith believed to be the driving forces of economic growth in any nation. Smith found that when the division of labor had broken down the production of almost any commodity into a series of simple operations it was more natural for tools and machinery to be invented that replace hand labor and expedite the entire production process, thereby increasing worker productivity. This increased productivity combines with the growing capital stock to increse national output which enables society enjoy higher levels of consumption, constituting a genuine rise in the wealth of the nation according to Smith. Smith’s theory of economic growth can be formulated in a simple algerbraic equation. Where G equals the growth rate, K equals the ratio of productive to unproductive labor, P equals the productivity rate and W equals the real wage: G= KPW From this equation it becomes clear that for growth to occur, the product of the ratio of productive to unproductive labor and the productivity rate must increase more than the real wage. It would seem obvious that an easy way to do this would be to avoid any increase in the real wage, and indeed this view was accepted by many later classical economists who assumed that the nation had nothing to gain from an increase in wages. This was not Smith’s view at all. If an increase in capital enlarges the wages fund from which workers workers are paid, and if this increase is greater than the increase in the number of laborers, than it is only natural for the real wage to increase. On top of that Smith was a believer in what modern economists call the efficiency wage theories which hold that higher wages both enhance the vitality of the workers and reduce employee slacking and labor turnover, the latter two of which lower productivity and profitability. In the equation above it the product of K and P that is responsible for economic growth. It would appear then that K, the ratio of productive to unproductive labor, and P, the productivity rate are equally important factors in this determinance. However, Smith says that this is not so. The ratio of productive to unproductive labor does not change much over time, says Smith.

French and Indian War

The French and Indian War, a colonial manifestation of the same forces and tensions that erupted in the European Seven Years' War, was, quite simply, a war about expansionism. The French and the English were competing for land and trading privileges in North America; which lead to land dispute, particularly the Ohio Valley. Each nation saw this territory necessary to seize to increase its own power and wealth while limiting the strength of its rival. Although the war itself occurred from a simple being, its consequences were far- reaching. The English had won the war and decided the colonial fate of North America, but yet at the same time showed the beginning of a colonial revolution. After the war, the British ended their reign of salutary neglect, so the colonials would be watched under a closer eye. The British also raised taxes in an effort to pay for the war. Both of these postwar plans resulted in massive colonial displeasure and added to nationalism that eventually exploded in the Revolutionary War. Thesis Statement: Prior to the French and Indian War the colonists enjoyed salutary neglect, but soon after the defeat of France and the acquirement of French land, the almighty British implemented mercantilism, settlement restrictions, and several controversial duties in the colonies. Economic The French and Indian war took a large toll on the American Indians lives. The British took revenge against Native American nations that fought on the side of the French by completely off their supplies and forced these native tribes to follow their rules. Native Americans that had fought on the side of the British with the understanding that their cooperation would lead to an end to European invasion on their land were unpleasantly surprised when many new settlers began to move in. Furthermore, with the French presence gone, there was little to distract the British government from focusing its attention on whatever Native American tribes lay within its grasp. Colonists were forced to trade raw materials for goods. Ideological Relations Before the French and Indian War broke out, the main issue facing the two colonial powers was separation of the continent. The English were settled along the eastern seaboard, in Georgia, the Carolinas, and what the Northeastern United States is now. The French controlled Louisiana in the South and the far North, and Northeast Canada. The Cherokee and Choctaws inhabited the mountainous region in between the two powers and attempted to maintain their independence by trading with both nations. France regarded itself as possessor of all disputed lands in the west, including the Ohio Valley. The English needless to say, disputed the French claim. Although the French lay claim to far more territory than the English did, the French territory was lightly populated. Often French territory was not marked by the existence of outposts or towns but simple forts manned by only a few men. English territory, by contrast, was rapidly being populated. The pressures of a growing population, the desire for expansion, and impatience to gain access to the profitable fur trade of the Great Lakes region impelled an intense English desire to extend westward during the 18th century. Political During the late 1740’s, the British slowly moved to expand their land. In the 1740’s, they constructed a trading fort, Oswego, on the banks of Lake Ontario. In 1749, the Ohio Company, a group of Virginian investors, successfully petitioned the English crown for lands in the Ohio area with the purpose of building a settlement. The next year a conference was held in Paris in an attempt to sort out some of the conflicting claims. There was little progress was made. In 1752, the Marquis Duquesne assumed the office of governor of New France, with specific instructions to secure possession of the Ohio Valley. All of these small tensions set the stage for the French and Indian War to explode. Colonists now had to obey British laws that were enforced by these governors. These governors were appointed by the king or the proprietor. Colonial legislatures made laws for each colony and were monitored by the colonial governors. While the War has often been portrayed as merely a fight between England and France, the many Indian nations that lived in these regions played a pivotal role in both the instigation and the outcome of the conflict. The fight for control of the continent was a fight between three nations, and until the late 18th century it was not at all certain which one would win. The Indians, especially the five nations of the Iroquois, were exceptionally good at playing the French and the English against each other in order to maximize their own benefits. The French and Indian War was a guerrilla war of small skirmishes and surprise attacks. The land was unfamiliar to both the French and the English; the involvement of the Indian nations as allies in battle made an enormous difference. Faced with the greater resources of the British and lacking the advantage of their Indian allies, the French were left with little hope, and soon lost the continent. Prior to the French and Indian War the colonists enjoyed salutary neglect, but soon after the defeat of France and the acquirement of French land, the almighty British implemented mercantilism, settlement restrictions, and several controversial duties in the colonies. French and Indian War The French and Indian war happened because of the hatred between the French and English and because of the competition for land. Most of the war occurred in America and troubled the colonists greatly. They didn’t like having the British soldiers all over their country and having to deal with them everywhere. The relationship between Britain and its American colonies was dramatically altered after the French and Indian war because of the conclusion of the British salutary neglect and the new acts and policies England enforced on them.The American colonies began changing their opinions of the British after the French and Indian war when parliament took control. Parliament passed several laws and enforced numerous taxes, such as the Sugar act, which put a tax on sugar, wine and other goods, the Quartering act, which let British soldiers stay in the homes of the colonists and they had to feed and pay for them, then there was the Stamp act, which was most important because it effec ted every single colonist by imposing a tax on almost all printed documents in the colonies.This was done because of how much debt England was in after the French and Indian war. Colonists were enraged because they were so accustomed to the long period of salutary neglect and felt it unfair that England interfered with their lives in this way. Another factor that caused the British and their American colonies relations to change was their interference with the economics of the colonies.Prime Minister George Grenville reinforced the Navigation acts from the 1660’s, which forced colonists to only trade with England and said that all goods going from Europe to the colonies must pass through England so they can be taxed. The Navigation acts had been around for about a century but they had never been fully implemented until after the French and Indian war. The colonists were completely unaccustomed to being controlled by England so harshly.American colonists were sick of being tre ated so terribly by the British with all the new taxes and rules they had to follow, they started to have severe animosity towards England. Many colonists would protest, many smuggled goods, and just defied the acts claiming that Britain does not have the power to implement such laws on them. There were also fights that would break out between the British redcoats and the American colonists, the most important one being the Boston Massacre during which five people died because of the aversion between the redcoats and colonists.Eventually all of these intense skirmishes lead to a revolutionary war between America and England. The French and Indian war brought the colonies together as they found a common enemy. It made them realize that England could not rule over them anymore and they could do something about it. The French and Indian war turned people who were once loyal British subjects into anti-British protestors struggling for independence. French and Indian War The French and Indian war happened because of the hatred between the French and English and because of the competition for land. Most of the war occurred in America and troubled the colonists greatly. They didn’t like having the British soldiers all over their country and having to deal with them everywhere. The relationship between Britain and its American colonies was dramatically altered after the French and Indian war because of the conclusion of the British salutary neglect and the new acts and policies England enforced on them.The American colonies began changing their opinions of the British after the French and Indian war when parliament took control. Parliament passed several laws and enforced numerous taxes, such as the Sugar act, which put a tax on sugar, wine and other goods, the Quartering act, which let British soldiers stay in the homes of the colonists and they had to feed and pay for them, then there was the Stamp act, which was most important because it effec ted every single colonist by imposing a tax on almost all printed documents in the colonies.This was done because of how much debt England was in after the French and Indian war. Colonists were enraged because they were so accustomed to the long period of salutary neglect and felt it unfair that England interfered with their lives in this way. Another factor that caused the British and their American colonies relations to change was their interference with the economics of the colonies.Prime Minister George Grenville reinforced the Navigation acts from the 1660’s, which forced colonists to only trade with England and said that all goods going from Europe to the colonies must pass through England so they can be taxed. The Navigation acts had been around for about a century but they had never been fully implemented until after the French and Indian war. The colonists were completely unaccustomed to being controlled by England so harshly.American colonists were sick of being tre ated so terribly by the British with all the new taxes and rules they had to follow, they started to have severe animosity towards England. Many colonists would protest, many smuggled goods, and just defied the acts claiming that Britain does not have the power to implement such laws on them. There were also fights that would break out between the British redcoats and the American colonists, the most important one being the Boston Massacre during which five people died because of the aversion between the redcoats and colonists.Eventually all of these intense skirmishes lead to a revolutionary war between America and England. The French and Indian war brought the colonies together as they found a common enemy. It made them realize that England could not rule over them anymore and they could do something about it. The French and Indian war turned people who were once loyal British subjects into anti-British protestors struggling for independence. French and Indian War The French and Indian War also know as the Seven Years’ War, was the North American conflict that was part of a larger imperial battle between France and Great Britain. It was named by British and American forces fighting against French and Canadian forces associated with the Algonkian nations. It was the fourth of a series of wars. It sometimes was known as the Intercolonial Wars. It lasted from 1754-1763. The French and Indian War was diverse in that it arose in the colonies and spread to Europe when Britain acknowledged war on France in 1756 to begin the Seven Years' War (â€Å"French and Indian War†).It guaranteed the dominance of English- speaking people over North America and set the stage for the American Revolutionary War, or the American War of Independence (1775-1783). It originated as a war between the Kingdom of Great Britain and the Thirteen Colonies, but progressively grew into a world war between Britain on one side and the freshly formed United States. T he British and the French had been rebellious for colonial control in the Americas since the late 1600s.Both wanted access to profitable trade opportunities and to land for expanding reimbursement (â€Å"French and Indian War (Overview)†). Most of the French and Indian War was fought in Upstate New York and Pennsylvania over such sites as Fort Duquesne (Fort Pitt), Fort William Henry, and Fort Carillon. It was a particularly new-style American battle in that it contained mostly of guerrilla-type rebellious in the wilderness and alongside colonial borders. The war began in a struggle for control of the immense lands of the trans-Appalachian region, especially the Ohio River Valley.To exclude English settlers from lands they claimed, the French established a series of forts across the area. Both the French and the Indians were fighting for the land because of the resources, such as timber. Most of the Indians sided with the French because the British made a permanent settlement on their land which made the French very angry. Although the war with the French ended in 1763, the British continued to fight with the Indians over the issue of land privileges.â€Å"Pontiac's War† disappeared shortly after the Treaty of Paris was signed, and many of the battlefields including Detroit, Fort Pitt, and Niagara were the same. The Indians, already drained by many years of war, quickly surrendered under the aggressive British revenge. The issue remained a problem for many years to come (â€Å"French and Indian War†). The results of the war effectively ended French political and cultural impacts in North America. England expanded considerable amounts of land and immensely reinforced its grasp on the continent. The war, however, also had delicate consequences.It desperately worn the relationship between England and Native Americans and though the war seemed to support England's grip on the colonies, the effects of the French and Indian War played a major ro le in the fading relationship between England and its colonies that eventually led into the Revolutionary War (â€Å"French and Indian War (Overview)†). As George Washington said in his letter to John Augustine, â€Å"We expect every hour to be attacked by a superior Force, but shall if they stay one day longer be prepared for them† (â€Å"Letter to John Augustine†).As you can see, the French and Indian War, a colonial extension of the Seven Years War that devastated Europe from 1756 to 1763, was the goriest American war in the 18th century. It took more lives than the American Revolution. The war was the product of an imposing struggle, a brawl between the French and English over colonial terrain and prosperity. Within these global forces, the war has also been seen as a product of the restricted conflict between British and French colonists.

Digital Fortress Chapter 31

Susan returned to Node 3. Her conversation with Strathmore had made her increasingly anxious about David's safety. Her imagination was running wild. â€Å"So,† Hale spouted from his terminal. â€Å"What did Strathmore want? A romantic evening alone with his head cryptographer?† Susan ignored the comment and settled in at her terminal. She typed her privacy code and the screen came to life. The tracer program came into view; it still had not returned any information on North Dakota. Damn, Susan thought. What's taking so long? â€Å"You seem uptight,† Hale said innocently. â€Å"Having trouble with your diagnostic?† â€Å"Nothing serious,† she replied. But Susan wasn't so sure. The tracer was overdue. She wondered if maybe she'd made a mistake while writing it. She began scanning the long lines of LIMBO programming on her screen, searching for anything that could be holding things up. Hale observed her smugly. â€Å"Hey, I meant to ask you,† he ventured. â€Å"What do you make of that unbreakable algorithm Ensei Tankado said he was writing?† Susan's stomach did a flip. She looked up. â€Å"Unbreakable algorithm?† She caught herself. â€Å"Oh, yeah†¦ I think I read something about that.† â€Å"Pretty incredible claim.† â€Å"Yeah,† Susan replied, wondering why Hale had suddenly brought it up. â€Å"I don't buy it, though. Everyone knows an unbreakable algorithm is a mathematical impossibility.† Hale smiled. â€Å"Oh, yeah†¦ the Bergofsky Principle.† â€Å"And common sense,† she snapped. â€Å"Who knows†¦Ã¢â‚¬  Hale sighed dramatically. â€Å"There are more things in heaven and earth than are dreamt of in your philosophy.† â€Å"I beg your pardon?† â€Å"Shakespeare,† Hale offered. â€Å"Hamlet.† â€Å"Read a lot while you were in jail?† Hale chuckled. â€Å"Seriously, Susan, did you ever think that maybe it is possible, that maybe Tankado really did write an unbreakable algorithm?† This conversation was making Susan uneasy. â€Å"Well, we couldn't do it.† â€Å"Maybe Tankado's better than we are.† â€Å"Maybe.† Susan shrugged, feigning disinterest. â€Å"We corresponded for a while,† Hale offered casually. â€Å"Tankado and me. Did you know that?† Susan looked up, attempting to hide her shock. â€Å"Really?† â€Å"Yeah. After I uncovered the Skipjack algorithm, he wrote me-said we were brothers in the global fight for digital privacy.† Susan could barely contain her disbelief. Hale knows Tankado personally! She did her best to look uninterested. Hale went on. â€Å"He congratulated me for proving that Skipjack had a back door-called it a coup for privacy rights of civilians all over the world. You gotta admit, Susan, the backdoor in Skipjack was an underhanded play. Reading the world's E-mail? If you ask me, Strathmore deserved to get caught.† â€Å"Greg,† Susan snapped, fighting her anger, â€Å"that back door was so the NSA could decode E-mail that threatened this nation's security.† â€Å"Oh, really?† Hale sighed innocently. â€Å"And snooping the average citizen was just a lucky by-product?† â€Å"We don't snoop average citizens, and you know it. The FBI can tap telephones, but that doesn't mean they listen to every call that's ever made.† â€Å"If they had the manpower, they would.† Susan ignored the remark. â€Å"Governments should have the right to gather information that threatens the common good.† â€Å"Jesus Christ†-Hale sighed-â€Å"you sound like you've been brainwashed by Strathmore. You know damn well the FBI can't listen in whenever they want-they've got to get a warrant. A spiked encryption standard would mean the NSA could listen in to anyone, anytime, anywhere.† â€Å"You're right-as we should be able to!† Susan's voice was suddenly harsh. â€Å"If you hadn't uncovered the back door in Skipjack, we'd have access to every code we need to break, instead of just what TRANSLTR can handle.† â€Å"If I hadn't found the back door,† Hale argued, â€Å"someone else would have. I saved your asses by uncovering it when I did. Can you imagine the fallout if Skipjack had been in circulation when the news broke?† â€Å"Either way,† Susan shot back, â€Å"now we've got a paranoid EFF who think we put back doors in all our algorithms.† Hale asked smugly, â€Å"Well, don't we?† Susan eyed him coldly. â€Å"Hey,† he said, backing off, â€Å"the point is moot now anyway. You built TRANSLTR. You've got your instant information source. You can read what you want, when you want-no questions asked. You win.† â€Å"Don't you mean we win? Last I heard, you worked for the NSA.† â€Å"Not for long,† Hale chirped. â€Å"Don't make promises.† â€Å"I'm serious. Someday I'm getting out of here.† â€Å"I'll be crushed.† In that moment, Susan found herself wanting to curse Hale for everything that wasn't going right. She wanted to curse him for Digital Fortress, for her troubles with David, for the fact that she wasn't in the Smokys-but none of it was his fault. Hale's only fault was that he was obnoxious. Susan needed to be the bigger person. It was her responsibility as head cryptographer to keep the peace, to educate. Hale was young and naive. Susan looked over at him. It was frustrating, she thought, that Hale had the talent to be an asset in Crypto, but he still hadn't grasped the importance of what the NSA did. â€Å"Greg,† Susan said, her voice quiet and controlled, â€Å"I'm under a lot of pressure today. I just get upset when you talk about the NSA like we're some kind of high-tech peeping Tom. This organization was founded for one purpose-to protect the security of this nation. That may involve shaking a few trees and looking for the bad apples from time to time. I think most citizens would gladly sacrifice some privacy to know that the bad guys can't maneuver unchecked.† Hale said nothing. â€Å"Sooner or later,† Susan argued, â€Å"the people of this nation need to put their trust somewhere. There's a lot of good out there-but there's also a lot of bad mixed in. Someone has to have access to all of it and separate the right from wrong. That's our job. That's our duty. Whether we like it or not, there is a frail gate separating democracy from anarchy. The NSA guards that gate.† Hale nodded thoughtfully. â€Å"Quis custodiet ipsos custodes?† Susan looked puzzled. â€Å"It's Latin,† Hale said. â€Å"From Satires of Juvenal. It means ‘Who will guard the guards?' â€Å" â€Å"I don't get it,† Susan said. † ‘Who will guard the guards?' â€Å" â€Å"Yeah. If we're the guards of society, then who will watch us and make sure that we're not dangerous?† Susan nodded, unsure how to respond. Hale smiled. â€Å"It's how Tankado signed all his letters to me. It was his favorite saying.†

The Effects of Childhood Trauma Impacts

Abstract A common theme Northern Ohio Recovery Association have identified is how inappropriate behavior affects children systems education, mental health, child welfare, juvenile justice, and substance abuse. Trauma, the experience of an event by a person that is emotionally painful or distressful which often results in lasting mental and physical effects. This research proposal will attempt to measure how many youth’s at Northern Ohio Recovery Association Positive Action Program, have had effects of childhood traumatic maltreatment and how it impacts delinquent behaviors.The data collection is from SoQuic assessment tool. It will be completed at Northern Ohio Recovery Association facility. The outcome of this proposal will suggest that the youth entering the agency had some form of childhood traumatic maltreatment that caused delinquent behaviors. The number of participants will be according to the Facilitator Administration decision during the six-month treatment time perio d. Statement of the Problem Children exposed to traumatic maltreatment increases delinquent behavior.According to the U. S. Department of Justice the rate of youth involvement in the juvenile system in the United States has increase and continues to grow. However, it shows that youth in the rural communities are experiencing identical delinquent crimes as urban youth (U. S. Department of Justice, 1965-1992). The widespread and nature of crimes that is being committed by our youth are very important issues that needs behavioral modification treatment.Issues of juvenile delinquent offenders could connect to childhood traumatic maltreatment. This social problem has affected the value of life in our society, economical system, educational system, and social structure. This study examines issues in method, focus and how childhood traumatic maltreatment can lead to juvenile delinquency. The societal problems of sex offending behavior, youth attitudes towards violence crime, mental health issues, cost of imprisonment and the cost of boarding children from the child welfare system.These societal problems will indeed boost the crime rate, health cost, housing, and homelessness, which in turn will have the taxpayers, pay an additional cost for the reentry of these juveniles. There are so many youth who have been effected by trauma the significance and purpose of the study is rebuilding intervention program and focusing on the needs of youth. Literature Review According to DSM-V conduct disorder is a behavioral and emotional disorder of childhood and adolescence. Children with conduct disorder act inappropriately, infringe on the rights of others, and violate the behavioral expectations of others.One of the most effective courses of treatment for teenagers at NORA is behavior modification programs. They are designed to help the youth be able to make better choices. Dembo, Richard; Winters, Ken; Belenko, Steven; Gulledge, Laura (2007) looked at Truant youths represent an important target group for addressing drug use and related problems, and lowering risk for moving into the juvenile justice system. We are implementing and evaluating a brief intervention (BI) for truant youths brought to a Tampa, FL Truancy Center by law enforcement.We plan to enroll 300 official non-delinquent and minor delinquent truants and their parents in this NIDA funded Stage 2 clinical trial. The BI is grounded in Rational-Emotive Therapy and Behavior Problem Solving Therapy. Three groups will be compared: (1) a 2-session youth only condition (BI-Y), (2) a 2-session youth and 1-session parent condition (BI-YP), and (3) a standard truancy services (STS) condition. The impact of these service conditions on drug use and related behaviors (e. g. , delinquent behavior) will be assessed up to 18 months, involving five data collection points.We hypothesize that both the BI-Y and BI-YP conditions will reveal significant intervention effects compared to the STS group, and that BI-YP participants will reveal greater treatment effects compared to BI-Y, based on the expectation that enhanced parenting will favorably impact intervention effects. We report on the design, implementation and some preliminary results from this study. Schram, Pamela J. ; Gaines, Larry K (2007) examined Most research indicates that males comprise the greatest proportion of gang members. Since the 1990s, however, there has been an increasing interest in female gangs and gang members.The current study builds on this research interest by examining differences between female gang members and non-gang members who participated in a juvenile probation program designed to identify and intervene with youth considered to be high risk for subsequent criminal and delinquent activity. The results of a logistic regression analysis revealed that two factors significantly influenced a female offender's likelihood of being rearrested: she did not complete the program, and she did not live with her natur al parent(s).We conclude that the significant results do support findings from previous research in this area; we also discuss possible explanations as to why other factors were not significantly related to rear rests. In an identical review Greenwood, Peter (2007) explains how Evidence-Based Practice (EBP) involves the use of scientific data to guide intervention designs and decisions. A number of approaches to (EBP) for delinquent and dependent youth are being tested and marketed. All are facing varying degrees of difficulty with issues such as program transfer, model fidelity, funding, certification, and growth.This presentation will draw on the experiences of some of the leading private providers and program developers who have been dealing with these issues for a number of years. Salvatore, Christopher; Hiller, Matthew; Samuelson, Benta; White, Elise (2007) examined Although the first juvenile drug court was established over a decade ago, compared to adult drug courts, relative ly little research has been published on these programs and many question whether this intervention for drug-involved youth is a useful addition to the juvenile justice system.Recently, however, findings from a randomized study showed that a juvenile drug court (including modifications for including Multisystem Theory and Contingency Management) reduced the during-program delinquent behavior compared to youth in traditional family court. These findings suggest that it is important to develop a fuller understanding of the program impact theory and services delivery model of extant juvenile drug court programs (particularly as components of on-going evaluation activities.The current paper presents findings from a year-long process evaluation of a large juvenile treatment court serving inner city youth on the East Coast. Qualitative and quantitative data were collected through participant observation, in-depth surveys, and focus groups to describe the theory behind the implementation o f the program as well as the logical sequencing of specific types of services for helping youth to achieve both short-term and long-term goals, including remaining free from new adjudications, reducing and eliminating the use of illicit drugs, increase performance in school, and for becoming â€Å"productive† members of society.A logic model of the program linking characteristics of the target population to services and subsequent outcomes will be discussed as well as initial findings regarding participant compliance in the program. Research Question/ Hypothesis The hypothesis the effects of childhood trauma impacts juvenile delinquent is supported by research findings. (1) do the effects of childhood traumatic maltreatment impacts youth becoming delinquent?Using quantitative methods using the agency SoQuic assessment tool by the direct service management team to provide accurate information about the Bio-psychosocial history of the children engage in the program. 1. Dependen t Variable= Impacts juvenile delinquent 2. Independent Variables= Effects of childhood traumatic maltreatment The relationship between these two variables suggests that the independent variable is a cause of the dependent variable. Therefore, effects of childhood traumatic maltreatment are reason for increase juvenile delinquent. B.Our hypothesis we believe is true based on the literature concerning the effects of childhood traumatic maltreatment impacts juvenile delinquent because children who have been expose to maltreatment tends to engage in juvenile delinquent behaviors. C. The Null hypothesis is: The effects of childhood traumatic maltreatment have no difference on juvenile delinquent Research Design The type of design we will use to test our hypothesis is the classic experimental design. We chose this type of design because we already know the relationship between the variables.However, we wanted to find out if this relationship could show a cause in the impacts of juvenile d elinquency. We will have two groups of thirty youths’ who have engaged in delinquent behaviors. One of these groups will receive positive action (e. g. behavioral modification) intervention group and individual therapy related to delinquent behaviors and the other will not. The therapy will provide counseling on the following areas: degree of youth’s behaviors that evokes conflicts, behavior response expectations, and supportive services provided.The experimental group will receive this therapy for six months. Pretreatment therapy will be provided to engage, observe, and measure patterns of social norms with respect to parental authority. Counselors will be on hand to assist. Discharge process will take place after the six months is up the youths will be individually interviewed about the behavioral modification intervention in the previously mentioned areas once more. The study we are going to conduct also has some strength.Since we randomly select sample into two gro ups of youths, we are assured of being able to generalize our findings from the sample to the population. Due to the fact that our study is experimental, this means that our design is more rigorous and is more controlling for some internal validity concerns. In addition, the design controls for all of the internal validity concerns except for testing effects because we will only measure the change in the experimental and control group once rather than repeatedly. SamplingThe study population is the effects of childhood traumatic maltreatment impacts juvenile delinquent. We will use stratified random sampling in our experiment. We will have sixty youths in our sample and split them into two groups. Each of the groups will have as follows: presenting problems, living situation, social history information, education history, mental health treatment history, current medication information, past psychotropic medications, alcohol/drug history, alcohol/drug treatment history, legal history , abuse history, problem check list including functional domains, and suicidal history.Measurement Operational of the variables shows delinquent youth in this study will be measured by SoQuic assessment tool upon intake at the facility. We are concerned with test-retest reliability since we will be asking self reporting questions for both of the interviews. We will still need to be concerned with interobserver reliability if there is a difference between the different interviewers. Our experiment has face validity due to the fact that our reliable measures make