Acquisition of a language

Acquisition of a language Acquisition of a language is a situation whereby a person, specifically one who is exposed to the language to be acquired is exposed to that language.Advertising We will write a custom essay sample on Acquisition of a language specifically for you for only $16.05 $11/page Learn More It can either happen in a natural set up where the target language is used and that the learner of this language acquires it by mere exposure to that language (Ellis, 1994), or in a formal set up where the language is to be taught to the learner and he or she is introduced to the rules and ‘tools of trade’ of the language, for instance, when a learner is born in a certain environment, for example an English family, and the language of communication is English, then the learner’s first language is English (Ellis 1985), but when another language comes up such as French, and the child is under circumstance that he or she has to learn French, then French will come in as a second language. The environments of acquiring both languages will be different and therefore after acquiring the first language, acquisition of the second language can either be simplified or made harder. The second language can either borrow from the first language or not borrow at all; therefore the first language will have played a role either positively or negatively in the second language acquisition process (Gass Selinker, 2001). Second language acquisition entails the acquisition of a language after the first language also known as the native language. The first language is considered the language that one acquires first as the mode of communication. This language is always thought to be an individual’s mother tongue. Any language that comes after the first language is then referred to as the second language, which is essentially the language that opens an individual to the outside world or rather to communicate with people outside his or her native backgrou nd. Most often than not, an individual’s background can be traced using the (Gass Selinker, 2001) accent that he or she has in her foreign language as his or her second language accent can easily contain traces of his or her first language. It is therefore the case that first language can have both positive and negative effects on an individual (Ellis, 1985). The second language can be easy to learn if there are some similarities between it and the first language. It is always the case that a French speaker can easily learn English as his or her second language because of the few similarities between the two languages, but a speaker of Chinese can find it a bit hard to learn English because there is a wide gap in terms of differences between the two languages (Gass Selinker, 1992).Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More There will be more interference experienced (Ellis, 1994) from the Chinese language because of the difference in pronunciation than it will be the case with French. It is therefore believed that similarities and differences in various languages play a significant role in the acquisition of the second language, the more the differences, the difficult it is to acquire the second language but the less the differences, the more easy it is to learn the second language (Gass Selinker 2001). Second language acquisition will be interrupted by the first language in a situation whereby the first language dominates much more in its usage than the second language. Whenever the first language gets more prevalence, then it is most probable that the use of the second language is minimal. Practice makes perfect and therefore if the language acquired as a second language will find it as a challenge when the learner uses the first language more often because the learner finds it more comfortable to use the first language, then it will be hard reachin g the target language. Therefore the first language will have stood in the way of the learning of the second language and therefore its acquisition hindered. The first language will have stood on the way in the learning of the second language. Errors can come up in the acquisition of the second language because of the interference caused by the first language (Dulay Krashen, 1982). Most of these errors are caused by transfer of forms and meanings by a learner from their first language into the second language. This is evident in practical measures when a learner wants to make it easier to understand a notion that is found in the second language that is almost similar to that found in the native language (Dulay Krashen, 1982). Most errors are always linked to the first language caused by transfer.Advertising We will write a custom essay sample on Acquisition of a language specifically for you for only $16.05 $11/page Learn More In the acquisition of the se cond language, the learner either consciously or unconsciously finds himself or herself transferring rules from his or her first language into the second language. These rules May affect the acquisition of the second language either positively or negatively (Dulay Krashen, 1982) As propagated by the behaviorist theory that language learning is a process of habit formation (Gass Selinker, 1992) whereby old habits from the first language are thought to stand in the way of the learning of the new habits found in the second language, this is referred to as negative transfer. This will in the wider picture lead into the formation of errors. According to behaviorists therefore old habits that will have been formed in the learning of the first language contribute greatly in the learning of the second language and in as much as in the behaviorist context this will lead to formation of errors and it is evident therefore that there is a significant role played by the first language in the l earning of the second language. At times, the habits from the first language help the learning of the second language and make it easier because the contribution of the first language could have been strengthened the values found in the second language, this is called positive transfer. It is therefore true that the first language has a significant role in the learning of the second language. Second language learners may in some circumstances exhibit habitual avoidance of some constructions in the second language due to the differences exhibited therein from their first language (Beebe, 1998). From their first language, second language learners will tend to concentrate largely on discourse or grammatical forms that do not pose problems with their first language. Those that show a wide margin of difference will therefore be avoided in order to make it easy for acquisition of the second language, which is as per the learners. But avoidance of these constructions is in the long run att ributed to the interferences of the first language. Avoidance of the constructions that deem hard can affect the acquisition of the second language by the mere fact that the constructions that are avoided can cause major grammatical errors in the acquired language. These errors caused by transfer can seriously harm the acquisition of the second language.Advertising Looking for essay on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In view of the cognitive approach to second language learning, the learners are thought to creatively use the knowledge that they already have from the first language so as to learn the second language on their own with minimal supervision. This is done by the learners coming up with patterns that are of their own making, making use of the underlying rules they borrow from the first language. After formulating the rules they then try to fit them in the second language, if they are not relevant they rectify them and if they are applicable then they will have achieved in the learning of the second language. The learners therefore will have learnt from their own mistakes because partly they hold an active role in the learning process. They will be in a position to learn on their own and acquire firsthand knowledge of the second language courtesy of the first language knowledge they will have had. Rules from their first language will have played a significant role in the general outcome of the second language learning. The learning processes of both the first language and the second language are always not the same, because the first language always comes first and in a natural setting, the second language comes later and in most cases in a more formal setting but if it occurs in a natural setting the mechanisms used in its learning are not always the same (Sharwood 1994). Whereas the acquisition of competence in the first language comes at relatively faster rate, those standards of the second language are relatively slow unless it happens in a relatively faster learner. More often than not, when a learner gets exposed to the second language at a relatively young age, and incase the first language is not in constant use, the first language stands a chance of being dropped along the way because new rules of the new language tend to overshadow those of the first language. But in case of comparison of both rules and applying them in the acquisition, then it is quite evident that both languages will have complemented each other (Sharwood, 1994). When looking at the linguistic word order in a language, more often than not the first language affects the second language (Gass Selinker, 1992). For instance in English, there is the ‘subject-verb-object’ agreement in word order in a grammatically correct sentence but for an English learner it may not be the case that his or her first language could be having this same word order. In acquiring English as the second language, the learner will find it convenient using the word order of the native language ignoring that of the second language (English). This is always the case when considering the theory of overgeneralization where the second language learner over generalizes, specifically the rules acquired from the first language. This can be considered as a type of simplification that aids the learner in understanding and acquiring the second language. The first language will have therefo re played a significant role in simplifying second language rules. Though this can be seen as interference from the first language, the end result is this will have aided in the understanding and acquisition of the second language by the learner. Learners of English as a second language, most significantly French learners will in a way change the rhythm in English because their first language, that is French allows. The distortion of the language is mainly caused by use of words that could not be having the meaning they intend to pass across, for instance the misplacement of the word ‘for’ with a word like ‘since’. An example in a sentence is, â€Å"I have been living here for the last four years and instead use â€Å"I have been living here since four years†. This is a case of syntactic borrowing from the first language into the acquisition of the second language (Gass Selinker, 1992) On the basis of the first language, it is easy to detect areas o f the study of the second language that will be of difficulty to the second language learner and those that will not be difficult (Ellis, 1994). The underlying factor is for the second language learner to understand the finer details of the language, so that a line is drawn between the first language and the second language (Gass Schachter, 1989). One needs to invent a mechanism that can help avoid the kind of confusion that can arise as a result of errors that arise through overgeneralization and transfer. It is evident that some errors realized in the acquisition of the second language are as a result of the first language influence. Therefore a line needs to be drawn between the rules of the second language and the native language. Accents are usually carried by the leaner from their fist language into the learning of the second language. In this case, a learner will always tend to pronounce sounds in the second language as if they were in their first language (Gass Selinker, 19 92). This can be seen in languages that share particular words even though the meaning and pronunciation could be different. This can be seen for example to be in existence among French and English languages. The learners of either of these two languages may find themselves carrying the accents of either of the languages into the other. This will happen if one language comes after the other as a second language. Therefore borrowing of accent from the first language can always be traced if the native speaker competence of the second language is not achieved (Gass Selinker, 1992). Thus, this leads to the passing judgment on the origins of an individual through this particular individual’s accents. In the field of second language acquisition, it is always the case that the learner of the second language achieves the status of being able to communicate with people outside his or her native boundaries of the native language. But at times the second language speaker may find it di fficult to get the right words with which to communicate with the speakers of the second language. This learner will find himself or herself using first language phrases in order to pass a point or rather to say what he or she intended to say (Gass Selinker, 1992). In most cases this is accompanied by signs and gestures which will aid the listener in understanding what the reader intends to say. This helps in the expression of oneself in the language that one is well equipped in but with accompaniment of body language, then he or she is well understood. For instance, when one finds it hard to use the word university in the acquired language and has got that word in his or her first language, then with aid of the first language together with facial and other extra linguistic devices, the whole meaning will have been arrived at. During encoding and decoding of messages, most second language learners find it easy encoding it and giving the messages their own interpretations in their f irst languages and thereafter find the suitable words to employ in the second language. This is so because before one gives a response, he or she needs to internalize the encoded message after which he or she needs to decode the message. Apparently before a response is given many processes do take place which in return contributes to the communication cycle to be complete (Gass Selinker, 1992). The second language in itself cannot be sufficient if the learner has not yet acquired all the vocabularies that aid good communication, before the learner acquires second language competence it is therefore always the case that the first language is helpful. In case the learner does not get the right vocabulary, then he or she can decode the message in the first language after which it can be given an interpretation that is required in the second language. The use of the first language, in as much as the initial studies posed as a hindrance to the acquisition of the second language serves a s a measure that bridges the gap left by lack of the right words in the second language, but it is this same first language that will serve as a ‘bank’ where borrowing of words takes place to aid encoding and decoding of information for easy communication. Some linguists view the first language as less important in the acquisition of the second language and that instead of being a positive factor in second language acquisition; the first language seems less important (Beebe, 1998). If just left aside, as a major factor that contributes positively to the acquisition of the second language, then an individual’s fist language will have been done harm, this will be seen as means of killing the first language after the acquisition of the second language (Gass Schachter, 1989). It is therefore wise to see the acquisition of these two languages as complex but equal processes that needs reinforcement in either way. The underlying factor in this case, at all levels and s tages of the acquisition of both first and second language acquisition, both of the two languages need each other. It should be noted that both the first and the second language complement and need each other (Beebe, 1998). Any language of the world plays the role of communication and expressing oneself so as to be understood and to understand other members of society. The acquisition of a second language in the natural environment of the first language can see the first language being used in making incorrect assumptions concerning the second language but that notwithstanding (Gass Schachter, 1989), it can be used in making the acquisition of the second language a lot easier. Both of these two languages need each other in a healthy way in order to strengthen each other, one way nit to make the first language distinct and secondly to make the second language helpful in aiding the first language speakers open up to the outside world of communication References Beebe, L.M. (1988). Is sues in Second Language Acquisition: Multiple Perspectives. New York. Newbury House Publishers. Ed. Dulay, H., Burt, M. Krashen, S. (1982). Errors. Language Two. Oxford: Oxford University Press. Ellis, R. (1985). Learner Strategies. Understanding Second Language Acquisition. Oxford: Oxford University Press. pp. 164-189 Ellis, R. (1994).The Study of Second Language Acquisition. Oxford. Oxford University. Gass, S. Schachter, J. (1989). Linguistic Perspectives on Second Language Acquisition. Cambridge University Press. Cambridge. Eds. Gass, S. Selinker, L. (1992). Language Transfer in Language Learning. New York, Routledge. Gass, S. Selinker, L. (2001). Second Language Acquisition: An introductory course. New York. Routledge. Sharwood S. (1994). A quick tour around, Second Language Learning: Theoretical Foundations. London: Longman. pp. 3-21.

A reflection of Being and Nothingness and Woman as the Other Essay - 1

A reflection of Being and Nothingness and Woman as the Other - Essay Example In that literature, Jean-Paul Sartre tries to elucidate an issue which many philosophers overlooked. There is a relation between being and nothingness. And when Sartre posited that â€Å"I am a waiter in the mode of being what I am not† (Sartre 388), he somehow implied that anyone who has attended social gatherings, for example a conference, is aware of the fact that competing interests and various levels of understanding of events often subsist. Sartre, therefore, implies that if anything to do with â€Å"temporality† of an event gives precedence to duration. Additionally, that, though, duration may attract different interpretations, it must involve "an organizing activity, which in this case is what the subject awaits but is not interested in. Nonetheless, Kant did not perceive a processing of a variety and the planning event. At stake, for organization concepts, is the channel of â€Å"common† memory, which Sartre argues may not represent all the thinking of t he attendants following an event. In Sartre's concept of temporality and planning, being content with the prevailing events. And this encompasses his philosophies and multiple contributions regarding Being and Nothingness. Sartre’s philosophies highlight the nature of human souls, the social habits such as leisurely activities, work, and grooming, to the styling of human way of life. The â€Å"waiter† aspect of the quote is a philosophical word that he uses to imply to a participant in a social event, who does not fully enjoy the happenings.

Management of Info Systems Essay Example | Topics and Well Written Essays - 1500 words

Management of Info Systems - Essay Example This helps companies make decisions faster. In the case of Jackson Kayak, he is able to communicate to the company headquarters so that informed decisions are made (Laudon, 2013). The Chief Operations officer is also able to compare manufacturing equipments side-by-side with the images of replacement parts so that the company gets the correct pieces that will in turn help in improving the operational efficiency. The problems that whitewater kayak manufacturer solved by the use of mobile digital devices is accessing information while outside the company. In this case, Jackson is able to gain instant access to his entire operation from afar. He is able to approve new designs, analyze customer data, and refresh the content of its Web site. This has saved the company time that would have been taken by Jackson to travel to the headquarters, submit the information gathered so that a decision is made. The company has also been able to maintain its competitive advantage by analyzing customer data. This analysis helps the company be able to determine in good time the changing taste and preferences of its customers. As a result, the company is able to satisfy the needs of its customers and make the loyal to the company. General Electric (GE) has been able to manage gas turbine inventory and manage electronic transformers throughout the world by using the company’s Transformer Monitoring application. Monitoring applications also help the company to zoom in from a global map to a specific transformer, and be able to read all of the key performance indicators. Dow Corning executives have been able to use mobile devices to view and analyze real-time data from the company’s core corporate systems that include sales figures, trends, and projections. This presents the company’s managers with simple and intuitive dashboards of complex data. The company has also

Dealing With Challenging Behaviour Education Essay

Dealing With Challenging Behaviour Education Essay The Case of Boy A Boys A, along with his friends fight inside and outside of school, and are involved in binge drinking and other nuisance behaviour within the community. He migrates between his two separated parents. He is not given adequate boundaries or supervision. The mother has stated to the school and local community support officers that she is unable to control him. His form teacher believes that other agencies should be involved. Other teachers are threatening not to teach him. He is described as a disruptive child with behavioural problems that affect the rest of the class. His grades are below average and his attendance poor. The police are aware of him, although no charges have been brought. Residents have campaigned to have his family evicted due to his anti-social behaviour. 1.2 Introduction The local council has commissioned this report and its aim is to explore a range of strategies to better deal with challenging behaviour of the type exhibited by Boy A. Initially the report shall seek a definition of the term challenging behaviour. Then shall endeavour to meet its aims through an analysis of a range of existing efforts employed by various agencies, whilst discussing how they might be relevant to our case study, and by extension to challenging behaviour in the wider context. 1.3 Challenging Behaviour: A Definition Emerson (2001:3) has defined the term thus: Culturally abnormal behaviour of suchà ¢Ã¢â€š ¬Ã‚ ¦that the physical safety of the person or others  is likely to be placed in serious jeopardy, or behaviour which  is likely to seriously limit use of, or result in the person  being denied access to, ordinary community facilities Whilst this would perhaps serve to define the behaviour of Boy A, it cannot help us explain its causes. This report shall explore the aspects of his life that may cause this behaviour, and the strategies that can challenge that behaviour. 2.1 Challenging Behaviour in a School Setting The 2005 Ofsted report, Managing Challenging Behaviour analysed anà ¢Ã¢â€š ¬Ã‚ ¦account of behaviour in schools based on national evidence (Ofsted, 2005:3), the main type of which was the à ¢Ã¢â€š ¬Ã‚ ¦persistent, low level disruption of lessons thatà ¢Ã¢â€š ¬Ã‚ ¦ interrupts learning (Ofsted, 2005:4). Acts of verbal or physical abuse aimed at peers were found in the majority of schools, whilst abuse aimed at teachers was less common. Acts of extreme violence were very rare and mostly directed at fellow pupils. The average percentage of primary schools, where behaviour is rated as good or better stands at 85.3% for primary schools, but only 73.3% for secondary schools. A reason for this is given by Emerson, (2001:24) who states that the à ¢Ã¢â€š ¬Ã‚ ¦prevalence of challenging behaviour appears to increase during childhood, reaching a peak during the age range 15-34. Exclusions from all schools dropped from 11,181 in 93/94, to 9,290 by 2002/03, showing perhaps that schools are dealing with challenging behaviour in more proactive ways. However, studies have shown that some schools operate a policy of backdoor exclusions, whereby a disruptive childs parents are offered the chance to transfer that child to another school, hence keeping the schools exclusion rate artificially low (Wright Weekes, 2000). Arguably, this policy is growing in popularity, warping the figures. Boys are more likely to be disruptive than girls all through education. Often disruptive pupils joined the school late in a school year and struggle to form relationships with pupils and staff. Many are in care or from troubled families. Significant numbers have irregular attendance causing disruption to learning and the development of relationships. A third of pupils with behavioural difficulties in secondary schools have special educational needs. 2.2 Effective Strategies That Challenge Behaviour The Ofsted report highlights strategies taken by schools to tackle challenging behaviour. Behavioural policies that set out expectations consistently and fairly are more effective at challenging behaviour. McNamara Moreton (2001) further this by advocating the use of pupil devised classroom charters. These are seen by the authors to be especially beneficial to pupils with behavioural difficulties such as Boy A, arguably because they have the effect of encouraging good behaviour through peer pressure. The reinforcement of good behaviour. Behaviourists suggest that teachers should à ¢Ã¢â€š ¬Ã‚ ¦identify positive behaviourà ¢Ã¢â€š ¬Ã‚ ¦by the pupil and reward this behaviour (McNamara Moreton, 2001:31). This may be beneficial to pupils like Boy A, who can perhaps feel victimised by staff who constantly highlight their negative behaviour. Multi-agency approaches, involving educational welfare officers, social workers, psychologists and others if required (General Teaching Council for England, 2007) are essential. This can be achieved through Behaviour and Educational Support Teams (BESTs), where teams of professionals are given a mandate in a school to tackle challenging behaviour. A recent government report found that for schools participating with BESTs there was an increase in attendance and a decrease in fixed time exclusions (DfES, 2005). However according to the Ofsted (2005:21)report there appears to be a reluctance by schools and/or LEAs to use this multi-agency model, with only half of schools having a satisfactory relationship with key agencies such as social and health services. 3.1 Boy A: Effective Strategies Learning mentors work within schools to coordinate activities to support students with behaviourial problems (General Teaching Council For England 2007). This could arguably give Boy A the degree of supervision in his education missing from his disjointed home life, whilst improving his irregular attendance (absenteeism being within their remit). Family therapy sessions and parenting courses can equip parents with skills for improving the behaviour of their child (ibid, 2007). Boy As mother has stated that she is unable to control him, so help such as this could be an step towards challenging his behaviour through improved parenting. Taking pupils like Boy A out of the school environment and placing them into a centre where less emphasis is put on academic achievement could arguably help those such as Boy A. It could also be a way of avoiding excluding pupils, which may only serve to further label them as unmanageable. These centres, whilst still teaching the core of the curriculum, also have lessons on alcohol/drug awareness and citizenship, as well as a provision for training programmes (ibid, 2007). 4.1 The CJS Approach to Challenging or Offending Behaviour Crime and Disorder Act 1998 (CDA 1998) Established the Youth Justice Board (YJB) and Youth Offending Teams (YOTs), and measures aimed at curbing youth offending such as anti-social behaviour orders (ASBOs), parenting orders and curfew orders for the under 10s. Youth Justice and Criminal Evidence Act 1999 (YJCEA 1999) Established the referral order, whereby offenders aged 10-17 who plead guilty to a first time offence are referred to a YOT. Criminal Justice and Police Act 2001 (CJPA 2001) Further extended the remit of curfew orders to apply to under 16s, or to a specific area rather than any individual. (Crawford Newburn, 2003) These acts of legislation form the basis of the new youth justice reforms of the then Labour government, whose aim were to shift resources away from processing young offenders, to preventing them from offending in the first place (Crawford Newburn, 2003). The advent of YOTs, which a youth can be referred to if they plead guilty to a first time offence, has come in for general praise from most quarters (NACRO, 2002). Their aim is to divert youths away from the formal CJS and into a setting more focussed on behavioural intervention than punishment. Offenders are expected to participate in a program of rehabilitation featuring a strong element of reparation, that also deals with the causal risk factors of further potential offending. Other behavioural strategies such as ASBOs have been widely criticised for à ¢Ã¢â€š ¬Ã‚ ¦contributing to a policy of social exclusion that disregards the rights ofà ¢Ã¢â€š ¬Ã‚ ¦young people (Burnett Appleton, 2004:49). 4.2 Youth Offending Strategies within the CJS This section shall discuss the options that are theoretically open to the CJS in dealing with behaviour such as Boy As. Parenting orders can be given if a child truants, offends or is subject to an ASBO. Parents are required by law to attend guidance sessions, and fulfill any conditions attached to an order, such as attending meetings with teachers or ensuring that their child is properly supervised (Youth Justice Board, nd). This intervention could arguably help Boy A and others in his position given that he receives no meaningful supervision from his parents. Such guidance, although forced onto his parents, could potentially help them resolve the parenting problems that potentially affect their sons behaviour. These orders have been criticised by authors such as Arthur (2005), who believes that resources should be allocated earlier in lives such as Boy As to prevent them engaging in challenging/offending behaviour in the first place. Curfew orders give the authorities the power to impose a time at which under 16s should be home. Their aim is to defend communities from anti-social behaviour and to protect children (BBC online, 2001). Arguably this may help Boy A and others, if only by keeping them off the streets at inappropriate times. However it is possible that attempting to block the childs goal of going out, would only serve to frustrate him/her into further expressing challenging behaviour aimed at those around them. This would be in line with the psychologically derived drive theory (Dollard Miller et al, 1939). ASBOSs carry a civil burden of proof, and are designed to protect against à ¢Ã¢â€š ¬Ã‚ ¦any aggressive, intimidating or destructive activity that damagesà ¢Ã¢â€š ¬Ã‚ ¦ another persons quality of life (Home Office, 2010). If breached they can become a criminal matter worthy of up to five years imprisonment. They have been criticised as an unacceptable blurring of legal lines, which only serve to criminalise children for non-criminal behaviour (The Guardian website, 2009). 5.1 Theoretical Explanations of Youth Offending Behaviour It is known that Boy A migrates between his separated parents, depending on who he has fallen out with. Some theorists have concluded that conflicts such as this between parent and child contribute to the risk of offending by the affected child. Healy Bronner (1936), working under the psychoanalytical umbrella, applied the idea of sublimation (the channelling of unacceptable impulses) to offending behaviour. This is where a child suffers dissatisfaction from a failure to experience strong emotional ties with a parent, which then manifests itself in delinquency such as Boy As. Labelling theory would argue it is those who hold positions of social power (such as teachers and arguably neighbours), that determine who is labelled as nuisance/anti-social/criminal (Hollin, 1989). Gove (1975, cited in Hollin, 1989) contests a consequence of labelling is that of stigmatisation, where the public attitude of condemnation creating social exclusion of the individual. This may in turn create a modification of self-image, where a person starts to believe societys condemnation and modifies their self-image so as to match the label, thus creating further risk of offending. This may apply to those in the same position as Boy A, who when surrounded by condemnation by those in apparently superior social positions (teachers/neighbours), merely become the label. Conclusion It is this reports view that proactive behavioural strategies, that have the welfare of the child at heart offer the best chance to challenge the types of behaviour shown by those such as Boy A. Reactive policies such as ASBOs are not concerned with why a child is acting anti-socially, only that the behaviour should end. This may inevitably lead to a breach of an order and potential criminal sanctions (with all the problems such as future employability this has), as surely there is no hope for an end until the factors that lead to the ASB (Boy As tumultuous home life) are dealt with. S.2.1 shows that a childs behavioural difficulties increase the further they advance into their teenage years. It would therefore be easy to say that the majority of resources should be targeted at this age group. However it is this reports view that intervention strategies should be targeted at children as young as possible, as surely this increase in challenging behaviour exhibited by older children can be put down to a behavioural snowball effect, caused by it not being challenged early enough. This report believes that behavioural strategies that work on a broader school level (s.2.2), are desirable to the more individualistic strategies(3.1) discussed. This is because they attach no stigma to any individual child, and in some cases, such as with classroom charters can even be self-policed through the exertion of peer pressure. It is obvious that in a few cases a childs behaviour (arguably Boy As) is such, that it should be dealt with in isolation of the others. This should be done in as sensitive a manner as possible, so as to minimise both the feeling of the child being picked on by staff, or for his peers, the feeling that he is receiving extra attention. For Boy A and others, an escalation in behavioural problems would lead them into the realm of the Youth Justice System, dealt with in s.4.12. Overall, the new youth justice reforms of the previous government have had a positive impact on dealing with challenging/offending behaviour. Due to their welfarist approach to troubled youths, YOTs are particularly welcomed by this report, and may offer those like Boy A a final opportunity to reform before being passed to the more formal CJS.

Repeat purchasers

The legal environment of foreign marketing takes an added dimension of importance since there is no single uniform commercial law which governs foreign business transactions. † – Comment. International marketers must be aware of the legal environments that they operate in. As there is no uniform international law regarding business transactions, companies can find themselves wasting money or in legal issues if they do not operate according to the laws in the specific countries they are in.The customs, politics, and geography vary greatly from country to country and are affected by the gal environment. It is extremely important that international markers are aware of this added dimension and are prepared. No single, uniform international commercial law governs foreign business transactions. The foundation of a legal system Profoundly affects how the law is written, interpreted, and adjudicated Laws governing business activities within and between countries An integral par t of the legal environment of international business .Four heritages form the basis for the majority of the legal systems of the world Common law, Civil or code law, Islamic law, and Marxist-socialist tenets Common law Derived from English law. England, U. S. , Canada and countries who were once under the English influence. Seeks interpretation through the past decisions of higher courts which interpret the same statues. Applies established and customary law principles to a similar set of facts Civil or Code law derived from Roman law.Germany, Japan, France and non-lilacs and non-Marxist countries. All-inclusive system of written rules (codes) of law: Legal system is generally divided into three separate codes 1 . ) Commercial 2. ) Civil 3. ) Criminal Ownership is determined by registration. Considered complete as a result of catchall revisions found in most code-law systems Islamic law Places emphasis on the ethical, moral, social, and religious dimensions to enhance equality and f airness for the good of society. The basis is the interpretation of the Koran.Islamic law defines a complete system that prescribes specific patterns of social and economic behavior for all individuals: 1 . ) Property rights 2. ) Economic decision making 3. ) Types of economic freedom Islamic law This system prohibits investment in a business dealing with Alcohol, gambling and casinos In order to comply with Islamic Law following are terms that are frequently use: Trade with markup or cost-plus sale and leasing. These practices enable borrowers and lenders to share in the rewards as well as the losses in an equitable fashion.The international marketer must know the religion's system of belief and understand how the law is interpreted in each region Marxist-socialist Tenets of Russia and the Republics of the former Soviet Union, Eastern Europe, and China. Legal system centered on the economic, political and social policies of the state. Now more directly involved in trade with non-Ma rxist countries Differences among the 4 law systems Due process may vary. Individual interpretation may vary Fundamentalist interpretation of Islamic law. Combination of several legal systems. U. S. Sees both common and code law Marxist-socialist tenets strictly subordinate to prevailing economics conditions. Private ownership, contracts, due process and other legal mechanisms need to be developed. Russia and China differ because Each has taken a different direction in its political economic growth. Russia is moving toward a Democratic System. China is trying to activate a private sector within a mixed economy in a socialist legal framework Jurisdiction in International Legal Disputes No Judicial body exists to deal with legal commercial problems arising between citizens of different countries.Legal disputes can arise in three situations: 1 . ) Between governments 2. ) Between a company and a government 3. ) Between two companies Jurisdiction is generally determined on the basis of: Jurisdictional clauses included in contracts, Where a contract was entered into, Where the provisions of the contract were performed Jurisdictional Clause â€Å"That the parties hereby agree that the agreement is made in Oregon, USA, and that any question regarding this agreement shall be governed by the law of the state of Oregon, USA† Types of International Disputes Buyer refuses to pay.Product is inferior quality. Shipment arrives late Steps when a dispute arises†¦ Resolve the issue informally, Conciliation aka Mediation, Arbitration, Conciliation a nonbinding agreement between parties to resolve disputes by asking a third party to mediate differences. Sessions are private and all conferences between parties and the mediator are confidential. In all conciliation agreements An arbitration clause should be included The popularity of arbitration has led to a proliferation of orbital centers. Established by countries, organizations, and institutions.Inter-American Commer cial Arbitration Commission. Canadian-American Commercial Arbitration Commission (for disputes between Canadian and U. S. Businesses). London Court of Arbitration (decisions are enforceable under English law and English courts). American Arbitration Association. International Chamber of Commerce (select Arbitration) Arbitration clauses require agreement on two counts 1 . To arbitrate in the case of a dispute according to the rules and procedures of some arbitration tribunal. 2. To abide by the awards resulting from the arbitrationContracts and other legal documents should include clauses specifying the use of arbitration to settle disputes Problems with Arbitration Companies may refuse to: 1 Name arbitrators 2. ) Arbitrate 3. ) After arbitration awards are made companies may refuse to honor the award 4. ) In most countries, arbitration clauses are recognized by the courts and are enforceable by law within those countries Deterrents to litigation Fear of creating a poor image and dam aging public relations. Fear of unfair treatment in a foreign court.Difficulty in collecting a Judgment that may otherwise eave been collected in a mutually agreed settlement through arbitration. The relatively high cost and time required when bringing legal action. Loss of confidentiality 4 recommended steps for settling disputes Try to placate the injured party. Conciliate. Arbitrate. Litigate Companies spend millions of dollars establishing brand names or trademarks To symbolize quality and design. To entice customers Millions are spent on research To develop products, processes, designs, and formulas Lost sales from the unauthorized use of U. S. Tents, trademarks, and copyrights Amount to more than $100 billion annually Counterfeits anger from copies that have the same efficacy as the original to those with few or no active ingredients, to those made of harmful substances Inadequate Protection Failing to adequately protect intellectual property rights can lead to the legal loss of rights in potentially profitable markets A company that believes it can always establish ownership in another country by proving it used the trademark or brand name first is wrong and risks the loss of these assets It is best to protect intellectual property rights through registration In the U.S. , a Common-law country, ownership of intellectual property rights is established by prior use versus registration International Conventions Three major aspects: Paris Convention for the Protection of Industrial Property, Inter- American Convention, Madrid Arrangement All countries have laws regulating marketing activities Promotion, Product development, Labeling, Pricing, Channels of distribution Discrepancies across markets cause problems for trade negotiators – particularly for managers and their firms U. S. Does not allow the buying or selling of human organs. Some countries only have a few marketing laws with lax enforcement.Others have detailed, complicated rules that are st ringently enforced 0 Advertising comparisons in advertisements are always subject to the competitor's right to go to the courts and ask for proof of any implied or stated superiority Green marketing laws Focus on environmentally friendly products and Focus on product packaging and its effect on solid waste management Antitrust a lot of the 20th century it was Nonexistent and Not enforced in most of the world's countries (U. S. Was exception) U. S. Laws Apply in Host Countries Foreign Corrupt Practices Act, National security laws, Antibiotics law, Extraterritoriality of U.S. Laws and Antitrust laws 0 00 Foreign Corrupt Practices Act Makes it illegal for companies to pay bribes to foreign officials, candidates, or political parties 0 00 National security laws Prohibit a U. S. Company, its subsidiaries, Joint ventures, or licensees to sell controlled products without special permission from the U. S. Antibiotics law U. S. Companies are forbidden to participate in any unauthorized forei gn boycott. Required to report any request to cooperate with a boycott Extraterritoriality of U. S. Laws Especially important to U. S. Multinational firms.Foreign governments fear the influence of American government policy on their economies through U. S. Multinationals What is illegal for an American business at home can also be illegal by U. S. Law in foreign Jurisdictions for the firm, subsidiaries and licensees of U. S. Technology Cybercafà © – Unresolved Issues Supersaturates (CSS), Taxes, and Jurisdiction of disputes and validity of contracts Taxes In the past, a company was deemed to have a taxable presence in a country if it had a permanent establishment there The E Commission Proposes value-added tax (VAT) Jurisdiction of disputes and validity of contractsThe EX. Commission has adopted an e-commerce directive that will permit online retailers to trade by the rules of their home country unless the seller had enticed or approached the consumer by way of advertising S upersaturates buy and register descriptive nouns, geographic names, and names of ethnic groups and pharmaceutical substances, and other similar descriptors and hold them until they can be sold at an inflated price Businesses face a multitude of problems in their efforts to develop successful marketing programs Varying legal systems of the world and their effect on business orientations Legal questions must also be considered Jurisdictional and legal recourse in disputes. Protection of intellectual property rights. Extended U. S. Law enforcement Enforcement of antitrust legislation by U. S. And foreign governments Q . International marketing research and market research are Synonymous, since the research process is basically the same whether applied in USA. , U. K. , Japan or India? † Critically examine this statement. Marketing research process Stage 1: Formulating the Marketing Research Problem Formulating a problem is the first step in the research process. In many ways, res earch starts with a problem that management is facing. This problem needs to be understood, the cause diagnosed, and solutions developed. However, most management problems are not always easy to research. A management problem must first be translated into a research problem. Once you approach the problem from a research angle, you can find a solution. For example, â€Å"sales are not growing† is a management problem.Translated into a research problem, we may examine the expectations and experiences of several groups: potential customers, first-time buyers, and repeat purchasers. We will determine if the lack of sales is due to: ; Poor expectations that lead too general lack of desire to buy, or ; Poor performance experience and a lack of desire to repurchase. What then is the difference between a management problem and a research problem? Management problems focus on an action. Do we advertise more? Do we change our advertising message? Do we change an under-performing produc t configuration? If so, how? Research problems, on the other hand, focus on providing the information you need in order to solve the management problem. Stage 2: Method of InquiryThe scientific method is the standard pattern for investigation. It provides an opportunity for you to use existing knowledge as a starting point and proceed impartially. The scientific method includes the following steps: 1. Formulate a problem 2. Develop a hypothesis 3. Make predictions based on the hypothesis 4. Devise a test of the hypothesis 5. Conduct the test 6. Analyze the results The terminology is similar to the stages in the research process. However, there are subtle differences in the way the steps are performed. For example, the scientific method is objective while the research process can be subjective. Objective-based research (quantitative research) relies on impartial analysis.The facts are the priority in objective research. On the other hand, subjective-based research (qualitative resear ch) emphasizes personal Judgment as you collect and analyze data. Stage 3: Research Method In addition to selecting a method of inquiry (objective or subjective), you must select a research method. There are two primary methodologies that can be used to answer any research question: experimental research and non-experimental research. Experimental research gives you the advantage of controlling extraneous variables ND manipulating one or more variables that influences the process being implemented. Non-experimental research allows observation but not intervention.You simply observe and report on your findings. Stage 4: Research Design The research design is a plan or framework for conducting the study and collecting data. It is defined as the specific methods and procedures you use to acquire the information you need. Stage 5: Data Collection Techniques Your research design will develop as you select techniques to use. There are many ways to collect data. Two important methods to co nsider are interviews and observation. Interviews require you to ask questions and receive responses. Common modes of research communication include interviews conducted face-to- face, by mail, by telephone, by email, or over the Internet.This broad category of research techniques is known as survey research. These techniques are used in both non-experimental research and experimental research. Another way to collect data is by observation. Observing a person's or company's past or present behavior can predict future purchasing decisions. Data collection techniques for past behavior can include analyzing company records and reviewing studies published by external resources. In order to analyze information from interview or observation techniques, you must record your results. Because the recorded results are vital, measurement and development are closely linked to which data collection techniques you decide on.The way you record the data changes depends on which method you use. Stag e 6: Sample Design Your marketing research project will rarely examine an entire population. It's more practical to use a sample-?a smaller but accurate representation of the greater population. In order to design your sample, you must find answers to these questions: 1. From which base population is the sample to be selected? 2. What is the method (process) for sample selection? 3. What is the size of the sample? Once you've established who the relevant population is (completed in the problem formulation stage), you have a base for your sample. This will allow you to make inferences about a larger population.There are two methods of selecting a sample from a population: probability or non-probability sampling. The probability method relies on a random sampling of everyone within the larger population. Non- probability is based in part on the Judgment of the investigator, and often employs nonviolence samples, or by other sampling methods that do not rely on probability. The final s tage of the sample design involves determining the appropriate sample size. This important step involves cost and accuracy decisions. Larger samples generally reduce sampling error and increase accuracy, but also increase costs. Stage 7: Data Collection Once you've established the first six stages, you can move on to data collection.Depending on the mode of data collection, this part of the process can require large amounts of personnel and a significant portion of your budget. Personal (face-to-face) and telephone interviews may require you to use a data collection agency (field service). Internet surveys require fewer personnel, are lower cost, and can be completed in days rather than weeks or months. Regardless of the mode of data collection, the data collection process introduces another essential element to your research project: the importance of clear and constant communication. Stage 8: Analysis and Interpretation In order for data to be useful, you must analyze it.Analysis techniques vary and their effectiveness depends on the types of information oh are collecting, and the type of measurements you are using. Because they are dependent on the data collection, analysis techniques should be decided before this step. Stage 9: The Marketing Research Report The marketing research process culminates with the research report. This report will include all of your information, including an accurate description of your research process, the results, conclusions, and recommended courses of action. The report should provide all the information the decision maker needs to understand the project. It should also be written in language that is easy to understand. It's important to find a balance between completeness and conciseness.You don't want to leave any information out; however, you can't let the information get so technical that it overwhelms the reading audience. One approach to resolving this conflict is to prepare two reports: the technical report and the s ummary report. The technical report discusses the methods and the underlying assumptions. In this document, you discuss the detailed findings of the research project. The summary report, as its name implies, summarizes the research process and presents the findings and conclusions as simply as possible. Another way to keep your findings clear is to prepare several different representations of your findings. Powering presentations, graphs, and face-to-face reports are all common methods for presenting your information.

Fencing Reflection Paper Essay

Fencing this year is so much more different than last year. We got a new coach this year and also got our old coach back. Their names were Coach Ike and Coach Angelo. I’ve known Coach Angelo a few years back when we had CFDC for fencing lessons. Coach Ike seemed really friendly but at the same time strict. Most of us weren’t that comfortable with him at first because we were scared. After he had this really long and inspiring talk with us during the first day, that’s when real fencing training happened. We were really taught how to have the proper footwork, posture, lunges and etc. I won’t lie and say that it was really tiring but I won’t lie as well when I say that it felt really good. Learning all those things made me a better fencer and a better student. After all those training every Friday, we became more comfortable with both coaches. Coach Ike is really fun and really good at training us younger kids. He might look kind of not fit but he can move so swift and smoothly you wouldn’t really believe it. He wasn’t really like our previous coach, Coach Brian. Coach Brian doesn’t train us that hard because he knows that we might get pissed or something but we would never do that. He was really fun as well. We had those laughing moments that I would never forget because he was my very first coach. I know that throughout this year I will have that with both Coach Ike and Coach Angelo. Coach Angelo on the other hand is very entertaining. He sings aloud during class, during bouts, tournaments or just because he feels like it. He also keeps me hyper in class. He always makes everyone laugh which makes it easier for everyone to concentrate while having fun at the same time. He also has very good tips for us every time were about to go to a bout or when were training. He never changed before which is a really good thing because that’s what makes him different from all the other coaches out there. He has this great connection with everyone which makes it easier for students to approach him when they’re confused or they need help with something. This year’s Founder’s Cup I didn’t get gold and I felt really frustrated because I wanted to really keep my title until I graduate. I got frustrated more afterwards when I lost in foil as well. I couldn’t take it because I was so tired from the epee bouts and I just lost my control with foil later on. I thought I was really bad and I didn’t deserve to play that time but when Coach Ike told me that he sees really good potential in me and that I just needed training because everyone else had so much more training than I did. I really lightened up after what he told me. Although I didn’t get gold at least I got bronze. It wasn’t much but it was something and I’m proud of it because I know both coaches taught me really well, I just didn’t have the energy and focus during the bouts and I’m sorry for that. To sum it up, the year hasn’t ended yet but I know that it is going to be one heck of a year every Friday training with these awesome coaches!

The Many Changes of Fashion Essay - 1557 Words

What is Fashion? Fashion is a general term used to describe a style of clothing or practice used by people around the world. Fashion refers to anything that is a trend. Self-presentation is the most direct noticeable marker of fashion. Throughout history we have seen many changes in clothing, from the color, to the material used to make it. We have also seen the style in which clothing is made change drastically. Fashion communicates meanings that have individual and social significance. Society, cultures, gender and even political authority have impacted fashion over the years. Clothing styles characterize certain designs which represent the culture that wears the clothing. Designers continue to try to direct their ideas to a transforming†¦show more content†¦Around 1947, after the end of World War II that Christian Dior introduced â€Å"Kings† style. This style gave a sense of luxury to Americans and was very classy. The women began to wear formal dresses that had d elicate necklines. The women were also introduced to stylish hats and distinctive hairstyles with curls. The men’s style didn’t see many changes expect that the war jackets were now distant, and they followed a narrow shoulder and hip pattern in everything they wore (â€Å"Brief History†). The Years between the 1950’s and 1960’s was an explosive time in fashion. The 50’s represented an out coming of the new generation. People began to gain their own personal style and appearance, influenced by films and singers (â€Å"Vintage Fashion†). Their styles incorporated leather, jeans, corduroy, and the ballet shoes for the girls. Men’s wear began to drastically change. Men would wear a leather jacket, with jeans that narrowed at the bottom, and a simple t-shirt (Peacock 210-211). This was the first time in history that jeans were not just worn by the working class but by all men (â€Å"Brief History†). The man’s lust for flesh grew during this time, so women’s skirts began to get shorter and the bikini was invented. Clothes were made to glorify the female body and emphasize every curve. It wasn’t until the Barbie doll was created in the late 50’s that young girls began to have a separate fashion from their mothers. Young girls would wear sweaters with full skirts or pantsShow MoreRelatedHow Fashion Has Changed Over Time Essay924 Words   |  4 PagesPop Culture has Change over Time Fashion is the habitual practice of style with which a person dresses. Fashion is the aspect of Pop culture. Fashion is not just cloths, it is also shoes, jewelry and hair styles. As the thoughts of people changes, so as the trend of fashion changes over time. Fashion is an essential part of everyone’s life and an important part of society. The beautification of fashion is what explains and reflects to people who we are. Clothing has changed in many ways over the yearsRead MoreChanges In Fashion Essay1418 Words   |  6 PagesMany people care about fashion and how they look. As we can see lately, fashion has had a great change over the years. As the historical changes, fashion seems to show aspect changes in adapting to the new era. Even today, as years pass, fashion continues to change. Looking at fashion, even after many years had passed, people can see the different styles between today and life back then. Everyone cares about how they look and what kind of clothes they wear, it has always been an important part ofRead MoreFashion Changes Over Time1425 Words   |  6 PagesFashion Changes Over Time   Ã‚  Ã‚   Many people care about fashion and how they look. As we can see lately, fashion has had a great change over the years. As the historical changes, fashion seems to show aspect changes in adapting to the new era. Even today, as years pass, fashion continues to change. Looking at fashion, even after many years had passed, people can see the different styles between today and life back then. Everyone cares about how they look and what kind of clothes they wear, it has alwaysRead MoreFlappers, Conservativism and Changes in Fashion1103 Words   |  4 Pagesthere have been many fads and changes in the fashion industry. From cloche hats in the early 1900s, to big hair in the 1980s and to the low rise of jeans of the present day fashion still continues to evolve with the way society changes. The Merriam-Webster dictionary defines fashion as, a popular way of dressing at a particular time or among a particular group of people. Throughout history, fashion has been changing. Whether it is a g roup wanting to make a fashion statement, or a change in society’sRead More1920s Fashion Essay1036 Words   |  5 Pages1920s Fashion In the 1920s, fashion trends were the shorter low-waisted dresses and revealing styles worn by flappers. With their short-bobbed hairstyles and cloche hats, down to scarves and stocking with bold. The 1920s fashion strikes the design era for fashion by having change in the women’s fashion. The fashion changed and characterized the women in the 1920s, as they called it the roaring twenties the women started gaining their free rights and independence. Fashion for women had a positiveRead MoreThe Role Of Fashion During The 1920 S974 Words   |  4 PagesThe 1920’s was a time of great change.   (Some changes that happened during 1920s were the nation s wealth doubled, more americans lived in the cities, advancements in technology, and women being able to vote.) One big change that occurred during the 1920’s social shift was the fashion industry. Fashion is something that reflects the beliefs and social standards of that time. This industry, along with others, had an immense boom during the 1920s. The evolution of fashion during this decade is describedRead MoreFashion Changes Over Time Of Fashion1269 Words   |  6 PagesFashion Changes Over Time Fashion has changed a great deal over the past years. As history changes it seems that fashion in some aspect changes with it to adapt to the era. Even today fashion continues to change as the years go on. Looking at fashion even 20 years ago we can see a difference from what we see in our everyday lives. Clothing has always been as important part of society, with evidence from the earliest human civilizations. In history, climate, religion and political factors playedRead MoreThe Relationship Between Fashion and Lifestyle1723 Words   |  7 PagesThe relationship Between Fashion and Lifestyle To begin with, I shall look at what fashion is; it is a currently popular style or practice involving clothing, footwear or accessories. It mostly refers to the current trends in looks and dressing style of a person (Cumming 234). In most cases, fashion is confusedly related to costumes; when a person talks of fashion they are seen to mean fashion in terms of textile. Fashion is seen to originate from the Western world and it is copied by other placesRead MoreLife Style Affects Fashion, And Shopping Orientation Essay1494 Words   |  6 PagesConsumer Psychographic Characteristics 2.6.1 Life style affects fashion, and shopping orientation Lifestyle behaviour is a one of part of the â€Å"AIO† (activities, interests, opinions), which might be determined as a shape of consumption that affects consumer alternatives on how to spend their time and money (Kuruvilla and Joshi, 2010, p. 261; Solomon, 2009, p. 229). Also, lifestyle, as reported in Gutman Mills (1982), has classified fashion apparel lifestyle segments, such as interests, opinions, attitudesRead More1920s Fashion - Research Paper1069 Words   |  5 PagesThe 1920’s fashion was a period of liberation, change, and even more importantly a movement towards the modern era. Fashion in the 1920’s varied throughout the decade but one could see the noticeable change from the previous fashion statements and eras. At the start of the decade, women began emancipating themselves from the constricting fashions by wearing more comfortable apparel. As women gained more rights and World War I forced them to become more independent, flappers came to be, ma ss-produced