Commercial Internet Sites Essay Example for Free

Commercial Internet Sites Essay Go to at least 15 commercial Internet sites such as Yahoo!, MSN, and About.com. Document information on the types of attempts (such as pop-up windows and advertisements) that influence the viewer, including counting the number of references toward social shaping. The websites you consult should be listed in a reference list at the end of the newsletter. Take the information you have gathered and write an article for your company newsletter summarizing your findings and drawing conclusions. The article should be at least 500 words in length and should demonstrate depth of thought as well as originality. The first commercial Internet web site that I am analyzing is the online social networking web site Orkut.   It permits maintaining relationships through pictures, messages, music and videos.   What seem interesting with Orkut are that is permits to establish new connections with people belonging to any part of the world, help to come in contact with old friends and family in any part of the world.   Any individual interested in making friends can open an account on the web site and develop their own profile.   What adds uniqueness to Orkut is the fact that any friend or family member can insert their own testimonials of that person.   In the profile, personal, social and professional information can be demonstrated.  Ã‚   Another unique feature of Orkut is that any person can search for another by simply typing in the name in the search box. MSN is a community web site mainly concerned with email, messaging and social contacting.   This web site is brought out my Microsoft.   The users interested can open an account with the MSN web site and are given an individual username and password.   The user would be getting personalized information from the MSN network.   These include news, sports, weather, local news, etc.   Each user can make changes to the layout, color, themes, etc to the individual web page. Yahoo is a social network web site that mainly provides email, news, searches, messenger, jobs, weather, Horoscope, Health and other information.   The Web site concerns a wide range of areas.   Yahoo has its sources in almost every nation of the world and these provide localized information.   Each user can log into the web site with his or her usernames and password. Google, one of the strongest search engines in the world has extended its services to other areas such as book searches, computation, social network groups, news, maps, etc.   People are mainly attracted towards Google as it search strategy is very strong and would permit the user to use their own initiative whilst search for various aspects in the Internet. Tagged.com is social networking that permits users from various parts of the world to get in contact with old friends and new friends.   It was launched in the year 2004.   The graphic interface of the web site is very appealing and has several innovations such as slides, videos and the music presentation.   It has several reputed news sources such as Wall Street Journal, Business Week Online, Ad week, etc. Travellers Point is a social network that provides personalized information regarding traveling destinations and experiences, photo galleries, blogs, forums, maps, etc.   Users can create their own usernames and passwords on the web site and get upload and download photos and videos of famous travel destinations throughout the world.   The Web site works in association with another organization known as ‘Travel helpers’, which provides expert guidance to travelers. Hikut.com is a social networking web site that provides various features to the users, user such as galleries, blogs, music, videos, polls, groups, quizzes, events, classifieds, etc.   The users can also use several other features on the web site such as chats, interfaces, scrapbook, etc.   The users would have to register on the web site with a user name and a password. Linkedln is a professional social network web site that permits the users to share professional information with other experts and specialists throughout the world.   More than 16 million users have registered from about 150 countries.   Users who have registered include clients, partners and colleagues.   Users can also search for jobs and get in contact with the job seekers. One of the main religious social networking web site in the world is My Church.com.   This web site was launched in 2006 offering services to Catholics in the blogs, forums, messenger services, counseling, calendar events, sermons live telecasts, paying of thanksgivings, etc.   The founders of this web site have combined Internet and technology in a very innovative manner to obtain one of the most advanced Catholic networking web sites in the world. More than 7000 Churches are associated with the web site. One of the major social networking web site in the world concerned with sharing music, videos, photos, etc, is Multiply.   The web site also extends its services to other media other than the Internet including MMS and mobile services.   The web site not only caters to the personal needs of the user, but also to the professional and the academic needs.   Only individuals who are closely related to one another can share media information. Another social networking web site is Friendster that caters to the needs of small circle of friends.   It is utilized more widely in Asia than in any other part of the world.   It has been in competition with several other social networking web sites such as Yahoo 360 and Facebook.   In the year 2006, the web site came out with an innovative discovery, which entitled it a patent.   It demonstrated a method and an online tool to calculate and develop relationships between people. Facebook was a social networking web site launched in the year 2004, meant for the students of Harvard University.   However, as the web site was a strong success, several other universities were added including Boston University, MIT, etc.   Slowly any student belonging to any university in the world was allowed to register on the web site.   More than 58 million users have been registered on the web site.   The site offers the users several features including sending and receiving messages, gifts, placing ads, blogs, etc. References: Facebook (2007). â€Å"Facebook – Home Page.† Retrieved on December 26, 2007, from www.facebook.com Web site. Friendster (2007). â€Å"Friendster – Home Page.† Retrieved on December 26, 2007, from www.friendster.com Web site. Google (2007). â€Å"Google Help Center.† Retrieved on December 26, 2007, from Google Web site: http://www.google.co.in/intl/en/help/features.html HiKut (2007). â€Å"Hikut.† Retrieved on December 26, 2007, from www.hikut.com Web site. LinkedIn (2007). â€Å"Linkedin.† Retrieved on December 26, 2007, from www.linkedin,com Web site. MSN (2007). â€Å"MSN-Home Page.† Retrieved on December 26, 2007, from MSN Web site: http://www.msn.com/ Multiply (2007). â€Å"Multiply – Home Page.† Retrieved on December 26, 2007, from www.multiply.com Web site. My Church (2007). â€Å"My Church – Home Page.† Retrieved on December 26, 2007, from www.Mychurch.org Web site. Orkut (2007). â€Å"About Orkut.† Retrieved on December 26, 2007, from Orkut Web site: http://www.orkut.com/About.aspx Tagged.com (2007). â€Å"Tagged – Home Page.† Retrieved on December 26, 2007, from Tagged.com Web site: www.tagged.com Travellers Point (2007). â€Å"Travellers Point.† Retrieved on December 26, 2007, from www.travellerspoint.com Web site. Yahoo (2007). â€Å"Yahoo Company Information.† Retrieved on December 26, 2007, from Yahoo Web site: http://info.yahoo.com/

Research On Management At Pak N Save New Zealand Business Essay

Research On Management At Pak N Save New Zealand Business Essay The main purpose of the research report on PaknSave Group is that it is the demand of the subject. It will help us to gain vast knowledge about this particular organization. As well as we also come to know that what are the necessities and responsibilities to run a business. We will also get an Analysis of the Organization and Management in PaknSave Group. In this research report mainly we come to know the purpose of organization and roles of the management regarding that particular organization. We will understand the various management philosophies, management practices, influences of environment (internal and external) and application of change management theories. Paknsave is a New Zealand discount supermarket chain owned by the Foodstuffs cooperative. Founded in 1985, PaknSave was the last of the five current major New Zealand supermarkets (Countdown, Food town, New World, PaknSave, and Woolworths) to be founded. As of December 2009, there are 45 PaknSave stores operating across the North and South Islands of New Zealand. PaknSaves key policy is to provide everyday food and groceries at low prices. Stores are large and have a no-frills environment, often with unlined interiors and concrete floors. Customers are also asked to pack their own bags, and charged for plastic bags in most stores. Source (http://en.wikipedia.org/wiki/Pakn_Save) Every day paknsave group aim to make a difference to peoples lives by making the desirable affordable. paknsave group will continue to make Clear improvements in product quality and choice for our customers but, at the same time, paknsave group will always remain true to our core value proposition of delivering bargain prices. The organizational structures of Pakn save http://uniexgh.com/images/organogram.gif In organizational structure of Pakn save there is interaction model. There is chief executive, foreign divisions and coordinator of SP at the top level. At the middle there is director of admin and HR and chief operator and chief finance officer who control operations of company. Then there are general managers in each department. At the below level there is team members and factory managers. Due to transaction model the bottom level people cannot share their information and problems directly with the top level employees. For example if Gen managers in operation want to share some informations of below level they will talk to chief operations officer. He cannot speak to C.E.O directly. There are four departments in Pakn save the admin and HR department, operations department, and consulting and finance department. Below it there are senior and assistant managers. Below it there is team leaders and workers. This is centralized organization everyone has to report to the head office onl ine. If there is any information then head office provides to every store. It is a formal organization. All the operations like timing, relate to stoke, sales and customer services control by head office. Every employee has to work according to companys rules and regulations. Store managers cannot change anything related to their stores by themselves. Purpose of pakn save The name probably originates from the cost-saving practice of requiring that customers pack their own groceries. Pak n Save provides the cardboard boxes used for shipping products to the store, or plastic supermarket bags can be purchased at the checkout for 10 cents at North Island stores. South Island stores charge customers 5 cents per plastic bag. Customers are encouraged to purchase longer-lasting bags or to bring their own. The stores are laid out as supermarket aisles, but with minimalistic design. Extra products that are not on shelves are stacked above the shelves on the pallets they were delivered in. This means that the floor space can be used for retail and storage. The stores are supplied daily from their co-operative distributor Foodstuffs. Pak n Save stores often buy stock in bulk. This process means that stores dont offer a wide variety of products as full-service supermarkets a Consumer magazine survey noticed this especially in the pet food and toilet paper categories Some stores have self checkout self scanning facilities, where the customer scans each item as they put it in their shopping cart trolley. This reduces waiting time at the checkout, as payment is the only thing that occurs (apart from random re-scans). Conventional checkout operator scanning is also available. Pakn save management roles and skills PAKnSAVE follows a Food format unique to New Zealand supermarket shopping. They buy and stock a range of everyday basic products in bulk, and because we can do this in such large volumes it means that they can pass the savings on to customers, in the form of New Zealands lowest overall food prices. Customers will always find great specials in store they pride themselves on getting the best deals by taking advantage of opportunities to negotiate in the marketplace. They are also working hard every day to reduce costs in store so customers will find that their plain style stores have no fancy floor coverings, extravagant shelving or expensive lighting. In paknsave, they offer a practical and functional environment with wide aisles, where the grocery items are stacked on the shelf in their boxes so that its easy to shop, and there are lots of checkouts to get customers on their way as quickly as possible. Pakn save company does ask customers to pack customers own groceries, as they know that customers dont want to pay for any extras hidden in the price of the goods. Because pakn save reduce their costs by these methods, they can pass the savings directly on to clients, without reducing the quality of the products what they offer. Customers only need to check out pakn saves fresh food departments to find great quality fruit and vegetables, meat, seafood, deli and bakery items, all at competitively low prices. For your convenience, some PAKnSAVE stores have fuel pumps located on-site. When you buy groceries at these stores you receive discounts on every liter of fuel that you purchase from PAKnSAVE Fuel. The value of your discount is tied to the amount you spend in store so the more you spend, the more you save! At the moment, PAKnSAVE Fuel is only available at the following stores in the region: Botany Downs, Manukau,, Pukekohe and Lincoln North. Problems faced by paknsave and their solutions Paknsave has to face 2 types problems:- Structured :- Those problems which have already decided or definite solution is known as structured problems. For e.g. the problems regarding customer complaints and reduction in product rates already have some solutions. Unstructured: Those problems which have an uncertainty and no definite format for the solution is known as unstructured problems. For e.g competition of market Problems Pakn Saves main competitors are stores owned by Progressive Enterprises, a division of Australian company Woolworths Limited. The main competitor is full-service discount chain Countdown, and to a lesser extent, Food town and Woolworths. Pakn Save also faces a small amount of competition from Foodstuffs full-service supermarket, New World. Problems are as followings- Structured- Customer complaints. Damaged products. Arrange products according to customer needs. More staff required during busy period. Unstructured- The first problem that organization is facing is that tax is increased so that firm is found very hard to keep its promise of lowest prices. This company is not selling all the food products that we need. People can see many things have charges which are lower than Pakn save products. People find some goods have lower find nearby small shops. How organization might make decisions. Brainstorming is a method of extracting a large number of ideas within a formal setting.The key features are as follows- All the staff is drawn from the team.There is a chairperson and a note maker who makes the note of the whole ideas given. Management Philosophies and practices of Paknsave groups: Task focus: Various tasks- The management has various tasks to focus on. The Management needs to decide that what tasks needs to be done in between a specific period of time. This helps the management o make easy to achieve the goal. It also helps the management to make follow on the rules and policies. People: Recruitment training performance appraisal- It all includes the hiring of new staff. This all can be known as recruitment. Some people on job give more preference in building relations with other workers or people but some people gives more preference to achieving the targets and goals of the company. People orientation (Relationship with people) Task orientation (Target achievement) Efficiency and effectiveness: The main factors on which the efficiency and effectiveness of the paknsave depends are as following: Location: The location of a paknsave plays a very important role in its efficiency. It should be situated on well localized place. So that people have not to face any type of problem while reaching there. Workforce: Most of the success of any business depends upon the workforce of the organization that how effective all the workers do their work at their positions. Same things implement here in paknsave group. Quality of products: If the quality of products in the paknsave would be admirable then everybody try to get stuff from here. Impact of internal and external environment: Internal environments influences: People:Customer satisfaction: All profits of a company/organization depend on the satisfaction of customers. If customers will be satisfied with the products of the company then it will enhance the sales and if sales will increase then it will also raise productivity as well as as employment. Eventually profit will automatically increased by these factors, same thing implement on Paknsave group. System:Quality: customer will only feel satisfied if the quality of the product will be reasonable. So this is also a core factors for the success of Paknsave group. People:Staff turnover: it is also a countable factor for the development of business. If this problem occurs in Paknsave group then it will lead this business to loss of productivity, as new staff will take some time to get up to speed, particularly in complex jobs. As well as customer dissatisfaction will also occur. The influence of PESTEL forces on Pakn save Economic effect 1) Food stuffs in New Zealands largest retail organisation and the second largest commercial organisation by revenue in New Zealand. Due to recession they are still employed employing more than 30,000 people nationwide. But due to recession it is going to be reducing in future. 2) Due to inflation because inflation is increased there is effect on consumer goods. So the prices is going to be increased but Paknsave prices is still lower than other retail stores .But due to great effect of inflation on the food products ,now Paknsave is going to lose their customers too. Environmental effects Pakn save constantly strive to serve the community better. It understand the needs of our customers, and are big supporters of their local communities through various environmental and community initiatives. 1.) Foodstuffs South Island is very disappointed to advise that due to the severe nature of the damage which has resulted from the earthquake, New World Kakapo will not be re-opening and will need to be re-built. Understandably, this is an incredibly distressing time for the local owners, 2) Andrew and Jacqui Palmer, and their staff. The supermarket currently has 34 full time and 52 part time staff employed who will all be affected. 3) After the earthquake in Christchurch Pakn save reduces their prices more than before but government is not going to reduce its taxes so they have to reduce their profit. But it is just for short time. 4) They said if NZ government reduces tax on consumer goods then they can be able to give extra advantages to people about quality and price. Technological effect The new $70 million Foodstuffs Wellington dry grocery distribution centre in Palmerton North is a smart operation that makes clever use of next-generation computer technology. By online shopping customers use to buy things .By using these technology sales of Pakn save is increasing. Now people do not have need to go out .they can give order for things online. Now Pakn save delivers goods at their customers home. That is way customers can save their fuel and time. Now new machine of packaging are established .So people can pack their own things very quickly and efficiently. Its automated system for handling small grocery items has already doubled productivity in what has traditionally been the most time-consuming operation of Foodstuffs warehousing. Operations Group General Manager David Cooper says the distribution centre, which began operating in January, has been designed to meet the current demands and future expansion of Foodstuffs Wellington Cooperative Society. The distribution centre on the corner of Roberts Line and Railway Road is huge. People are dwarfed by the size of the place which is the largest in Palmerton North and one of the biggest in the country south of Auckland. Inside the building, the feature that rivets the eye is the huge complex that dominates the central area. This is Foodstuffs automated picking system (APS). The 10-metre tall, steel lattice storage system for loose groceries is a computer-operated machine that was designed and installed by Australasian logistics solutions company, Dalmatic. High speed intelligent cranes are installed between each row of racks and they zoom in and out at high speed. They pick up totes from conveyor belts to store them and retrieve others for delivery to work stations. Legal influence By increasing the GST tax by 15% PaknSave has to increase its price rate in future. But Pakn save has to lose its customer. But Paknsave is not going to increase its price. It has to reduce its profit. Government also provide subsidy to some food products It will enjoy by people and services is provided by Pakn save. Socio-cultural Effect With changes of life style of people, people want products with cleanness. Pacs save provided products with cleanness and also provided wholesale prices .so people like to buy more products from that place. Paks save also changes its infrastructure and interior decoration according to customers .So that customers can visit more to Pak n save. Generally people spend more on Christmas days .So Paknsave also provides saving accounts offers to their customers so that customers can save more two months before for their shopping at Pak n save account. By this Paknsave will be going to open a account of their customers So that they can buy more at less money. Paknsave brands have been designed and developed over the years to best meet our customers various needs whether its for the weeks big shop At PAKnSAVE; shopping for that special dinner party at New World, or picking up essentials from your local, neighbourhood Four Square store. Source ( http://www.paknsave.co.nz/AboutUS/) Application of change management frameworks: Mostly these retail industries hire those workers who are inexperienced and not have enough skills to work in this particular job which create problems while dealing with customers. So, it should be change. Before hiring any worker a test or interview should be must. In accordance with Levins theory an organization has to overcome 3 stages of change which are: 1. Unfreezing 2. Change 3. Refreezing Source- While making this change firstly paknsave has to stop following old procedures regarding recruitment procedures. In next step they should start new training programmers so that they can make their work more efficient and applicable. In the last step warehouse will have to apply this change on the company. (Mind Tools, 2007; Syque, 2007) In accordance with Kotters Eight Step Model an organization has to overcome 8 steps which are: Source: The main reason of this change regarding recruitment procedure is that it is affecting the sales and profit of the paknsave because it doesnt have effective workers. For setting new rules and regulations a team is must which involves those workers who can plan and set these goals effectively. Then this team should set some goals for the better future of the company. Afterwards, this change should be tell to the all workers so that they can understand the need of change and follow the vision which is set up by team. After that the team should be given the authority to implement this change on paknsave. A short term survey is must so that they can know the output of the company after the implementation of new procedure. At last this change should made permanent if it works efficiently(Chapman, 2006).

Non Verbal Communication: Bangladesh And Panama

Non Verbal Communication: Bangladesh And Panama This study was conducted to gain a better understanding of students in Second/Foreign language classrooms in Bangladesh and Panama, and their consciousness about Teacher-Student Interaction through Non-Verbal Communication in Bangladesh and Panama and focusing on the importance and the role in building student motivation in Second/Foreign language classrooms. Since English is a second language in Bangladesh and Panama, the result will suggest how important it is for teachers to be aware of their nonverbal communication in classrooms to interact with the students in triggering their motivation. Chapter I INTRODUCTION English is a global language and is recognized the key means of international communication. Crystal (1997) and Nunan (2003) suggest that as a general consensus, English has become an international language, one that is widely used in higher education, business, technology, science and the internet. In Bangladesh and Panama, English is a second language for the majority of people, and therefore it is important to consider both the teaching and learning of English in both nations; hence the conduct of this study. In Panama, Spanish is the official language, spoken by over 90% of Panamanians, but English is recognized as the official second language. Bengali is spoken by majority of the people in Bangladesh and English is the official second language. Since I had access to both countries during the writing of this Thesis, it was possible to conduct a comparative study of the teaching and learning of English in both, despite the many cultural and linguistic differences, not to mention the vast geographic distance between the two. It is hoped that the findings of this study will contribute to illustrate the importance of nonverbal communication in the teaching of English as a second language despite the differences between the peoples of the two nations. Rather than the differences, it is in fact the similarities that we share as humans which enable more effective means of teaching and learning a foreign language. In many countries around the world, the Communicative Language Teaching (CTL) method has taken prominence for the pedagogy of learners of English as a second language. In Bangladesh, CTL has been emphasized since 1998 (Billah 2012), and since then, the teaching of English has continued to follow this method to the extent possible. CTL emphasizes the importance of interaction as the means and the ultimate goal of teaching a foreign language; this is in stark contrast to the more bookish methods of the past where printed literature and non-interactive classroom instruction were exclusively utilized to teach English. With the emphasis now given to CTL as an efficient means of language teaching, a more interactive approach to the teaching of English as a second language has taken center stage globally. In second language classrooms, the teacher plays an important role in the achievement of successful learning. One of the most important features of a language classroom is that the lesson is an arena of human interaction with different personalities, motives, and expectations at play. The learning atmosphere, emotional climate, group cohesion, and enjoyment of being in the group are fundamental issues for motivation. In order to achieve an interactive atmosphere, we need an ambiance and relations among individuals that promotes a desire for interaction (Rivers 1987). Further, Rivers (1987) notes that [Interaction is] an affective, temperamental matter, not merely a question of someone saying something to someone, stressing the importance of converting the classroom into real-life contexts where the class experience mimics reality. Communication can be defined as the sharing of ones thoughts and emotions with others, either verbally or nonverbally. Verbal communication includes spoken words and sounds, and the volume and tone used to express them. In contrast, nonverbal communication is unspoken, and includes facial expressions, body movements, gestures, observance of personal space, and eye contact (Wiki). In an era of communicative language teaching, interaction is, in fact, at the heart of communication; it is what communication is all about (Brown, H.D. 1994). The question is how should one interact in the classroom as a teacher? What forms or means of interaction should one use to keep students motivated to continue the learning process? Verbal communications are obviously utilized, with words carefully chosen by teachers so that students can better understand English. But non-verbal communication is equally important and in classrooms we tend to ignore this factor. Non-verbal communications play an important role in interaction between a teacher and a student. In the classroom, a teacher and student, both consciously and subconsciously send and receive nonverbal cues several hundred times a day (Billah). Teachers should be aware of nonverbal communication in the classroom for two basic reasons: 1) to become better receivers of students messages and, 2) to gain the ability to send positive signals that reinforce students learning. In the process, teachers simultaneously become more skilled at avoiding negative signals that stifle a students learning. This study investigates and compares the consciousness of students of two countries, on two different continents, to a teachers interaction through nonverbal communication during the learning of English as a second language. The goal is to highlight the importance of nonverbal communication and the critical role it plays to motivate students as they pursue the learning of a second language, in this case, English. Research Questions and Methods The main basis of this study started with class observation. After assessment of the observations made, an appropriate questionnaire was designed to verify my implication on the topic ending with teachers view on my topic. The aim of this study is to find out how conscious students are about teachers interaction through nonverbal communication in second language classrooms at universities in Dhaka, Bangladesh versus Panama City, Panama, to identify the teachers most frequently used nonverbal behaviors, and to find out its role in motivating students. The paper will also investigate teachers views on nonverbal communication in the classroom. The main questions of focus were as follows: Are teachers in Bangladesh and Panama aware of their nonverbal behavior through interaction in their classrooms? Are students in Bangladesh and Panama aware of the types of nonverbal communication they receive from their teachers in classrooms? If yes, what type of nonverbal behaviors they like to see in their teachers? What are the most used ones? How significant is the role of teachers-student interaction through nonverbal communication? This will determine whether both teachers and students think that nonverbal communication affects interaction. If so, how does nonverbal communication affect student motivation? The opinion of students was assessed through Questionnaire. Is nonverbal communication playing a significant role in our classrooms as it is claimed internationally? This will determine whether teachers from both countries, Bangladesh and Panama, can identify the importance of nonverbal communication as well as the types of nonverbal behaviors they present in classrooms. It will also verify how the students react to certain types of nonverbal communication. How conscious should teachers be in their nonverbal behavior in Second/Foreign classroom? This will focus more on how teachers think of their personal performance in the classroom through nonverbal communication, how appropriate is the teacher in using body language, gesture, expressions etc., and how much students are affected by a teachers performance in the classroom. In what ways is Bangladesh and Panama similar and/or different in usage of nonverbal communication in classrooms? How does nonverbal communication express cultural values? What suggestions can be provided for Academia? Chapter II LITERATURE REVIEW This chapter will deal with the definition and major components of nonverbal communication. It will also discuss the importance of teacher-student interaction through nonverbal communication which ultimately triggers the motivation to learn. (2.1) Nonverbal Communication Educators, psychologists, anthropologists and sociologists define body language or nonverbal communication as communication without words. It includes overt behaviors such as facial expressions, eye contact, touching and tone of voice. It can also be less obvious, however, as through dress, posture and spatial distance. The most effective communication occurs when verbal and nonverbal messages are in sync, creating communication synergy (Wiki). A teacher can bring in positive reinforcement through the usage of body language in second language classrooms. Ralph Waldo Emerson and Mae West both understand the importance of body language. The tell tale body is all tongues, Emerson once said, while West famously quoted, I speak two languages, body and English. It is just as important for teachers to be good nonverbal communication senders as it is for them to be good receivers (students). Teachers express enthusiasm, warmth, assertiveness, confidence and displeasure through facial express ions, vocal intonation, gestures and use of space etc. However, when teachers exhibit verbal messages that conflict with nonverbal messages, students become confused, which in turn can affect their interaction; hence, motivation. How does a teacher keep students motivated to learn a second language? In an ideal classroom, students pay attention, ask questions and want to learn. They do their assignments without complaint and study without being forced to do so. However, oftentimes this is not the reality. A teacher constantly has to work to motivate or keep students triggered to do their work. One such factor is non-verbal communication, which plays a role in triggering motivation so that students are not forced but rather feel like they want to learn. For instance, Morgan (1997) achieved a high level of motivation in the teaching of intonation by bringing in the learners social and cultural attitudes. The main types of nonverbal communication used by a teacher to interact in classrooms in foreign language are the Kinesics (the study of body language), the Vocalics (the study of the use of tone, pitch and volume of the voice), the Chronemics (the study of the use of time), the Oculesics (the study of the use of eyes), the Proxemics (the study of the use of spatial distance), and the Haptics (the study of the use of touch). YOU NEED TO CITE THE LITERARTURE WHERE YOU GOT THIS INFORMATIONIT IS NOT YOUR ORIGINAL WORK The focus will be on the first five categories of nonverbal communication and lastly discussion on use of Haptics will be mentioned separately. Emphasis on teachers nonverbal responses needs to reinforce in classroom processes for three specific areas. First, nonverbal communication can be used to reinforce cognitive learning. Second, nonverbal communication reinforces emotional connections between the student and the teacher. Finally, nonverbal communication sets an organizational tone for the classroom-i.e. with respect to the management of the classroom. The use of non-verbal communication in the management of the classroom has implications for how conflict can be managed. The focus of this paper will be solely on the observation and surveys of students. It will focus on the types of nonverbal communication that can be used to motivate students in second/foreign language classrooms in Bangladesh and Panama. My research will concentrate on the use of body language, gestures, use of tone and pitch, use of eye-contact, and use of spatial distance. These are the factors that I observed in both the countries and believe will support my hypothesis. (2.2) Significance of Nonverbal Communication The classroom is a setting where a great deal of nonverbal communication (ex: through behavior) takes place (Galloway, 1979; Smith, 1979; Thompson, 1973; Woolfolk Brooks, 1985). Acceptance and understanding of ideas and feelings by teacher and student, encouraging and criticizing, silence and questioning are all manifested through communication of nonverbal behaviors. What does classroom teaching have to do with communication in general and nonverbal communication in particular? Most educators would probably have an immediate response to only the first part of the question. From his anthropological perspective, Montagu (1967) stated that the main purpose of education is to teach the art of communication since the child learns to become human through communication. Most of us would agree that the nonverbal is an essential part of their communicative act. Victoria (1970) commented further: The process of education essentially is a communication process, not only in that sense of trans mitting knowledge, but more particularly as it relates to interpersonal communication behaviors. Accordingly, the teaching process may be described as an interactive flow of information or communications which results consecutively in the processing of the information, decision-making, and learning which may be cognitive, affective, or psychomotor in nature. Because of the central role played by communication in educational practice, several writers have suggested that communication skills be taught to students or teachers and that nonverbal training be an essential part of this instruction (e.g., Gray, 1973; Hennings, 1975; Rezmierski, 1974). Similarly, Victoria (1971) proposed that teachers should study qualitative aspects of the affective domain so as to better understand students. The latter suggestion seems most appropriate in view of Davitzs (1964) pioneering work which demonstrated that emotional meanings could be communicated accurately in a variety of nonverbal media and th at nonverbal emotional communication is a stable, measurable phenomenon. AGAIN, I DONT THIS SECTION IS YOUR ORIGINAL WORK à ¢Ã¢â€š ¬Ã‚ ¦ CITE YOUR SOURCES à ¢Ã¢â€š ¬Ã‚ ¦ THE FLOW OF THE WRITING DOES NOT SEEM IT IS YOUR OWN. The need to make teachers explicitly aware of nonverbal facets of communication has been stressed by a number of researchers (e.g, Galloway, Koch, Montag; Ostler Kranz). In part, these declarations seem to be reactions against the usual emphasis on verbal classroom processes and the almost total neglect of ever-present nonverbal behaviors. It has been reported often that teachers talk too much and that classroom teaching conforms to the rule of two-thirds (i.e., someone is talking for two-thirds of the total class time and two-thirds of that talking is done by the teacher). However, whether teachers are talking or not, they are always communicating. Their movements, gestures, tones of voice, dress and other artifacts, and even their ages and physiques are continuously communicating something to the students. In like manner, students are continuously communicating with their teachers, a point too often missed by teachers relying solely on the verbal message for informational purposes . Hopkins (1974) found that teachers with a more positive view of humanity used nonverbal communicative acts which encouraged student involvement in classroom interaction, while teachers with a negative view of humanity tended to use nonverbal communicative acts which discouraged student involvement. In summary, the significant role played by nonverbal communication in classroom processes has been emphasized. The argument has been made that interaction (communication) underlies teaching, that the nonverbal domain is an essential part of communication, and that many teachers display too little awareness of nonverbal behavior in their teaching practice. (2.3) Importance of Teacher-Student Interaction In order to succeed, the teacher has to adopt a more interactive approach in the classroom. For instance, according to Prodromou (1991), a good teacher, among other qualities, is someone who is friendly, one of the students, and genuine in dialogues. She/he tries to communicate, believes in students, makes students believe in themselves, asks for student opinions, does the lesson together, and talks about his/her life. One such factor is the level of course interaction. Laurillard, a theorist (1997) suggested that student-teacher interaction is a key component in academic learning. The study of nonverbal communication indicates that the teacher brings more to the classroom than knowledge of subject matter and verbal fluency. Birdwhistell has tried to codify the language of body expression. In his famous work on body language he stated, There is a language of body expression and motion which is as ordered and structured as the language we speak. Like the language we speak it is made up in pieces of structure which can be assembled to form orderly sequences of message material which others trained in the same code can translate and respond to in kind. Like Birdwhistell, almost all eminent linguists believe that the success of both the student and the teacher depend upon the effective communication between them in the class. That is through interaction. Stevick (1982) points out that the body language of the teacher is the most important thing in the class. Addressing the teacher community he wrote, it is the way you use your eyes, the distance you stand from your students, the way you touch or refrain from touching them-all of these unnoticeable things in the class carry important signals which create a profound effect on your students feelings of welcome and comfort with you. Balzer, in his research on classroom communication, reported that approximately 75% of classroom management behavior was nonverbal. Similarly, Smith noted that teachers nonverbal behaviors are for students the signs of the psychological state of the teacher and so should not be taken lightly. Galloway (1980) believed that the use of paralanguage in the classroom encourages the speakers and consequently the people in the classroom will show increased desire to transmit a message and will thereby hold the listeners attention better. (2.4) Teacher-Student Interaction through Nonverbal Communication to Trigger Motivation The study of the nonverbal communication of the teacher is to be more important (in the classroom) due to three reasons according to Kristin Hammond. First, the teacher acts as an artist whose performance in the classroom is usually observed minutely by his/her audience (the students). If his/her body language is positive the students enjoy the lecture and consequently retain and remember most part of it. On the other hand, if the body language of the teacher is negative the students do not enjoy the classroom experience and feel discomfort uneasiness and lose most of the lecture taught. Secondly, the function of nonverbal communication is to supplement the verbal messages (of the speaker) by repetition, substitution, complementation and regulation. If the nonverbal signals of the resource person (the Teacher) are appropriate the student gets maximum benefit from the lecture but if the nonverbal cues are contradictory the students usually get confused and in some situations are comp letely lost. Thirdly, a teacher is a role model (of the target language) for many students and they try to copy his/her body language, as there is no native speaker model available in many Bangladesh and Panama universities. It is motivation that produces effective second language communicators by planting in them the seeds of self-confidence. Therefore, the nonverbal communication of the teacher in these universities is more important for motivating the second language learners. Chapter III COUNTRY AND CULTURAL PERSPECTIVES (3.1) Bangladesh Perspective In Bangladesh, the importance of English language is growing day by day. Students who spend four years in university need to learn English to enhance their career for the future. With the growing population, English is becoming more demanding than ever. We can see, in businesses, hospitals, buying house, corporate world and in education, English is needed. We see many institutions where classes are provided for those who are working to enhance their English; coaching center to learn English is growing by the number and we see training seminars for teachers to become better in their teaching. The growing number of private universities is making it necessary to learn English. But, the question remains, How do we motivate students to learn English? What elements enhance students performance? By keeping these questions in mind, teachers nonverbal communication during interaction with students plays an important role in second/foreign language classrooms. The lack of nonverbal communication is making interaction between teacher and student difficult. Students tend to take the classes lightly and later in the long run have to take more classes for their careers to learn English properly; hence their communication lacks the necessary expression or voice in them. (3.2) Panama Perspective Panama is a country where 95% of the population speaks Spanish. Like Bangladesh, English is a second language here as well. The university has extended English classes for the students where most of the teachers are natives. In Panama, teachers reflect on verbal communication more than nonverbal as well. But students are affected by the paralanguage in the classroom, hence resulting in lack of interest in the classes which affects them later on. As a teacher, the need of the understanding and usage of nonverbal is vital in keeping students motivated in the classroom because majority of the students in Panama come from a Spanish background. Their language has very few words which are interchanged with English words. In contrast, in Bangladesh, English words in Bangladesh, words like card, office, school, class, and many more are used by almost 98% of the population. So English words are perhaps more foreign to native Spanish speakers than they may be to native Bengali speakers. The need to understand students perception of teachers nonverbal communication in classroom in this instance is even more paramount. Chapter IV DATA ANALYSIS AND FINDINGS (4.1) Universities in Bangladesh Class Observation: Two classes were observed before conveying the survey to the students. Based on my observations, I decided to concentrate on the nonverbal communication used by teachers. The major goal of this survey is to determine how conscious students are about the interaction between teacher and student through nonverbal communication in the classroom. The Survey: The questionnaire composed of two parts where both parts involve about nonverbal communication of the teachers but there were two main differences. First, in the first option there were four choices; (a) Totally Agree, (b) True up to some extent, (c) Totally Disagree and (d) I dont know. The students have to select one of them and this way we will understand how conscious students are about their teachers nonverbal interaction. Secondly, the first portion generally asked about the liking of the students which was directly linked to students motivation and involvement in the class. In the second part of the questionnaire the queries were directly related to the retention of the lectures with the nonverbal communication of their teachers. The second survey provides only two options of Yes and No and in this way the assessment will be definite. Later, both of them were combined to provide a coherent result of the findings. The results are as follows: Bangladesh Participants: The questionnaires were distributed among American International University students and Stamford University students, 15 students from each university participated in filling out the questionnaires. The entire 30 participants native language is Bengali and it consisted of 19 males and 11 females. The response of students to a teachers use of body language and gestures is summarized in Table 1. The above data shows that students at universities in Bangladesh are aware of nonverbal communication in their classrooms. The assessment clearly shows that 18 out of 30 students at the two universities, which results in an average of 60% of the students, feel strongly motivated when teachers nod their head in class. The remaining 12 students, or 40%, responded that it was true to some extent that the teachers head nodding results in motivation. This data is represented in Figure 1. 21 out of 30 students agreed that teachers who smile at their students in the classroom encourage them to be confident in their class, averaging at 70%, while the remaining 9 student, or 30%, answered that this was true to a some extent. Figure 2 summarizes this finding. A teachers happy mood creates a good atmosphere in second language classroom with a high percentage from both the universities, where 27 out of 30 students answered Totally Agree in the survey, averaging at 90%, while the remaining 10% answered true to some extent. This proves the point that amongst students at universities in Bangladesh, non-motivation results when a teacher does not enter the classroom with a good mood. See Figure 3 for a graphical representation of this data. Finally, a teachers raised finger embarrasses students in Bangladesh, where 23 out of 30 students, averaging at 78% conveyed that their level of confidence goes down when teachers raise their finger while asking them a question, Figure 4. The students response to the use of various supra segmental features of language such as pitch, tone, rhythm and volume by the teacher is summarized in Table 2. In both universities in Bangladesh, 27 out of 30 students with an average of 90% survey result shows that monotonous tone creates boredom in classroom and 3 students answered true to some extent with an average of 10%, Figure 5. 20 out of 30 students with an average of 66% totally agreed to the question that variation is tone, pitch and volume is liked, while 10 students, or 34%, answered true to some extent, Figure 6. The students response about the use of time by their teachers is shown in Figure 7. The result of this question shows that, 23 out of 30 students averaging at 77% of the students in Bangladesh in University take teachers casually if they are not regular in their classroom. As teachers for second language learner, one must remember that English is a second language for the students and if the teachers are not motivated to be regular in their classes students will not be either. Second, 14 out of 30 students with an average of 47% answered that they look at their wrist watches if a teacher takes over-time in the classroom. The students response about the use of eye contact of their teachers is shown in Figure 8. The above result shows that, 25 out of 30 students with an average of 83% of the students feel encouraged when teachers use eye-contact. Visual contact with the instructor appears related to students comprehension. Furthermore, visual contact with the instructor increases attentiveness, which in turn triggers motivation. Second, 18 out of 30 students said that cold stares embarrass students with an average of 60%. The students response about the movement of their teachers in a classroom is shown in Figure 9. The result shows that 23 students totally agreed upon with an average of 78% that the students in Bangladesh feel teachers movement in the classroom keep them alert, which shows that students are affected by teachers use of space. Whereas, around 21 out of 30 students agreed with an average of 70% that teacher standing still creates laziness in students. Data Analysis: The above findings clearly state that our students in second language classrooms are conscious about teachers nonverbal communication used to interact, which triggers motivation. Smiling and nodding head in a classroom plays a vital role in universities in Bangladesh when interacting with students because the most dominant and reliable features of the face provide a constant channel of communication. They received high percentage of 60% and 90%. That is why when teachers interact there face provides shifty and evasive; convey hate, fear, and guilt; or express confidence, and support. 90% of the student agreed that by using a dull tone in the classrooms, students think that the teacher is tired or boring. But as teachers of second language, one must remember that we are providing a class time of 75 minutes and within that time frame a teacher must provide an interactive speech where students will be encouraged to convey their views and ideas about the topic. Eye behavior seems to be particular importance which resulted in 83% and it is used to indicate whether one is open to communication. This can be observed when a teacher asks the class a question: students who think they know the answer will generally look at the teacher, while students who do not will usually try to avoid eye contact and in these cases cold stares must be avoided. Eye contact give provides a feeling of confidence and assurance from teacher. Therefore, plays an important role in second language classrooms. In Bangladesh, sometimes classrooms are small. If the teacher wishes to dominate the interaction in the classroom, the traditional arrangement is probably the best because students are seated side by side and the primary focal point is the teacher; thus, most interaction will go from teacher to student and from student to teacher. But in some cases, it is important to move around in the classroom to keep the attention of the students when teacher convey a message. 78% of the students feel that when a teacher moves in the classroom they feel motivated to listen. Lastly, a regular teacher is seen as a teacher who is passionate (about the course), prepared and is there for the students. 77% of the students agreed upon this factor. On the other hand, students start taking classes casually if the teacher is irregular and hence demotivation factor arises in second language classrooms. Teachers view on Nonverbal Communication being used as a motivation in Bangladesh: Two teachers from American International University and Stamford University participated in the interview questions. Theory of Normalisation of Drugs | Literature Review Theory of Normalisation of Drugs | Literature Review Who Hasnt Tried At Least one? An investigation into normalised recreational drug use in the South West and whether legal controls act as an effective deterrence to illegal drug consumption. Literature review When considering the concepts of normalisation and recreational drug use, it is crucial to first establish what is here meant by these terms in actuality. Often the two phenomena are met with difficulties [i](Parker, Aldridge and Measham 1998), difficulties which form in conflicting theories, what they are defined as and in which social environments they can be correctly used. The following review will be focusing on how historically, the concepts of normalisation and recreational drug use have been adopted into society and to what extent they correlate with one another. Does normalisation simply mean normal? The first development of the term normalisation was uncovered in Denmark throughout the 1950s, in order to create a normal living standard for individuals with forms of disabilities, disadvantages and those who were generally considered to lead a life in poor living conditions [ii](Emerson, 1992). The concept came in form as the piece of Danish legislation introduced by Niels Erik Bank-Mikkelsen called the [iii]1959 Mental Retardation Act, its political aims were to fundamentally change perspectives towards those with intellectual difficulties, hopefully resulting in the group becoming normalised and attaining the same community based rights as those without disabilities, such as work, clothing, housing and education. Since the concept was first pioneered in the 1950s, the term, after being translated into English by Dr. Bengt Nirje, has been widely adopted and revisited in many diverse fields of service, academia and literature but mostly referred to as a principle and theory [iv](N irje 1969; [v]Wolfensberger, 1972). Characteristically, normalisation refers to specific a group of individuals social behaviours (particularly deviants), and those behaviours becoming a part of the wider societys social norms, which become as close to day to day conventional life as is possible, ranging from lifes rhythms and routines to economic and environmental standards (Nirje 1969; Parker,[vi] Williams, Aldridge 2002). After making an impact of American professionals, Dr. Wolfensberger introduced the practice of normalisation into the United States in 1970. Wolfenberger made the concept of normalisation into a social relation by pointing out its obvious connections with other social concepts such as the labelling theory, but he also recognised that in fact the differences within disabled groups were still present despite the strive for social equality, this was later accepted by Emerson who pointed out that the concepts were transferable to any devalued social group or those a t risk of being a devalued social group [vii](Emerson and McGill, 1989). This then, as previously mentioned, allowed for other social sciences to adapt and investigate the theory in their specialised fields, where here specifically is relevant, Criminology and drugs. Drug use: The differences between recreation and addiction. Throughout the post-war decades there have been numerous drug epidemics, such as the speeding mods in the sixties to tripping hippies during the seventies through to a new wave of heroin users in the 1980s (Parker, Aldridge and Measham, 1998). Whilst all were thought of as a form of ephemeral drug taking, they were also known as behaviours found in the minority groups of the populations, and almost always referred to as deviant. But, a social change of massive proportions emerged throughout the nineties that was unparalleled to the previous decades. The nineties saw an unprecedented surge in drug taking amongst more than just the minority groups, much more. In fact, the dramatic rise in drug trying was among those considered ordinary and conventional. ([viii]Aldridge, Parker and Measham, 1999; [ix]Ashton and Camali, 1995). A significant dominance in the development of the theory known as the normalisation thesis is that of Howard Parker and Colleagues (1995). They suggest that the previous links between illicit drugs use and deviant behaviour no longer exist with regards to crime. They argue that it has instead become a part of the core youth culture in the United Kingdom, which has essentially stemmed from our freedom of choices and consumerism/consumption habits. This evokes the idea that drug use is no longer problematic, but recreational. The central argument here is that globalisation has created issues for a post-modernistic Britain in the form of an increased tolerance for drug use, which has been influenced by consumption. This meaning a basic phenomenon here of supply and demand, but of an illegal nature, the demand for drugs theoretically being higher due to perhaps more disposable income, contributed by the ease of accessibility and sale. Thus, the freedom of recreational drug consumption is inevitably begun. This specific literature is one that spurred and encouraged the idea for the research in this dissertation. Much like the thesis here, the research in this document adopts the same rationales or assumptions but with a specific focus on people between the ages of 18-45 whom reside in the South West. In Parker, Williams and Aldridge (2002) they measure sensible recreational drug use by adopting the normalisation theory. The research only includes specific drugs which are considered recreational. The research defines sensible drug use here by expressing that using sensibly does not include using drugs on a regular daily basis, as this can qualify, by definition, as addiction (Parker et al., 1998). They also specify that using a combination of any drugs at one given time does not equate to sensible either. The drugs that were included in this research were Cannabis, Ecstasy, Amphetamines and LSD. The study in this document will also include a measurement of recreation al use of these specific drugs along with others, in order to identify of which is most common, what other drugs most users have tried, followed by an evaluation into their reasonings why, and further analysis with regards to where the consumption takes place. As previously touched on, in Parker, Aldridge and Measham (1995) their investigation identified the gradual progressive nature of drug use from the sixties, seventies and eighties and how they differed from the nineties whereby the stereotypical drug user was no longer considered to be a part of a deviant subculture. Instead, they were found to be a part of mainstream youth culture that was said to be brought on by the shift in music at the time known as rave. The so-called dance music culture, inspired by DJs globally [x](Forsyth, Barnard and McKeganey, 1997), became normalised throughout society, which encouraged youths to party hard and indulge in party experiences. The nature of their consumption pursuits untimately led to the introduction if many exciting and experience enhancing drugs, such as ecstasy [xi](Pham and Puzantian, 2001). As is already known, since the nineties there has since been an ongoing culture of drug use amongst not only youths, but Britons in general, which still closely relates to the unprecedented nineties but instead of it just being rave related, it is now related to any experience where drugs could be seen as an enhancement. The core objective of this study aims to evaluate these theorys, as to whether Britons are taking drugs recreationally to feel good/enhance experiences, with a focus on the South West. Due to the influx of drug use becoming more substantial than ever in British history during the nineties, 1996 saw the Home Office begin recording trends on the phenomenon through the Crime Survey of England and Wales. In 1996, the percentages of drug users recorded amongst 16-24 year olds in the previous year, was an astonishing 30% that rose to 33% In 1999. This age group was considerably higher than the general population as a whole, which was recorded to be about 11% at the time. Since then though, the recorded figures show a relatively flat movement with no major rise or falls in percentages amongst the 16-59 age group. In comparison, the 16-24 age group figures have been dropping at a steady rate since 1996. However, 2013-2014 did see the slight increase of 4% compared to the previous year, this figure has remained around the same presently as last years percentages being around 18%. The year 2015-2016 shows that 1 in 12 (8.4%) of adults aged 16-59 had taken a drug in the last year, which equates to around 2.7 million people. The proportion of adults ages 16-24 taking drugs in the last year more than doubled the proportion of the relative 16-59 group. Despite the these disproportionate figures though, the Home Office Drug Misuse findings state that Over the last five years there has been some fluctuation in this series, but is likely that the recent trend in drug use among 16 to 24 year olds is relatively flat. However, the long-term trend is downward; the 2015/16 estimate is statistically significantly lower compared with 10 years ago (25.2% in the 2005/06 survey year) and with the start of the time series in 1996 (29.7%). These statistics essentially suggest a significant fall in most drug users. These figures, while they are dropping, are still considerably high. And so, the normalisation theory had been introduced, attempting to remove the stigmatism attached to young people who take drugs recreationally and move away from the idea that they are devia nts and/or involved in crimes. Another objective of the research in this dissertation using survey analysis is to identify young people in the South Wests perceptions of drug use figures compared to actual figures, and whether they match what is going on. Do they feel as though recreational drug use is dropping, staying the same or increasing? In Muncie 1999, it is identified that trends in drug use have changed from the addiction of drugs such as cocaine and heroin, to more leisurely drugs used by the modern youths in leisurely activities, they include, alcohol, cannabis and ecstasy. Although being under the influence when taking these drugs which may lead to crime, this could be considered out of character, and not creating a crime orientated lifestyle which harder drugs and addiction may create such as heroin [xii](Inciardi, 1979). An example could be the criminal behaviours that addiction to drug class A users may undergo such as theft, mugging, and burglary to fuel their habits and addictions [xiii](Parker and Newcombe, 1987). However, when a young person leisurely uses recreational drugs such as ecstasy or cannabis, this does not necessarily result in in person to undergo criminal activities or offences. A clear activist for such statements is Professor David Nutt who was the chair of the Advisory Council on the Misu se of Drugs, in 2009 however, [xiv]The Independent newspaper released an article stating that the professor was asked to resign because of his claims about illegal drugs such as ecstasy, LSD and cannabis being of less harm to human health than products legally available to the public like alcohol and tobacco. Although Parker et al. (1998) does not fully undertake postmodernism as structural inquality still exists, they believe that young peoples behaviour and choices have changed towards drugs due to a post-modern society that allows them to consume freely. For example, Mott and Mirrlees-Black (1993) found that the number of 16-19 year olds using cannabis more than doubled from 1983 to 1991. Normalisation has become an indicator of changes in social behaviour and cultural perspectives, meaning that the opinion about some illicit drugs has changed within the youth culture which in return affects their social behaviour as they do not think that using the drug is wrong or immoral. However, it could be argued that it is overgeneralizing to assume that all young people see drug use as normal, Dowds and Redfern (1994) found that approximately two-thirds of 12-15 year olds saw taking cannabis as a serious offense. Hunt and Stevens (2004) suggest that the government and media use drug normalisation as the proof for an increased disciplinary regulation and endorse policies as it is viewed to be a drug outbreak that needs to be broken or finished. For example, drug testing has been introduced in some schools to help prevent usage by young people (Craver, 2004). Illicit drug use is frequently associated with the youth culture, Robson (1994) points out that the most common time for using or trying drugs is between the ages of eighteen and twenty-four. It is suggested that this is due to adolescents being the time of experimentation in many aspects of life which can lead to rebellion. Coleman (1992:13) suggests a psychoanalytical-theory of three main reasons why young people and drugs are linked together: adolescence is a time of vulnerabilty as well as being impressionable, of rebellion and non-conformity and the need to be independant by disengaging from family relationships. These changes through adolescence support Colemans sociological theory that youth culture experiment in different social aspects of life, such as subcultures and trends or sexualities and in this case drugs. In relation to the normalisation theory, young people are able to experiment with drugs due to the wide availabilty of them as well as the access young people have to them due to people they know (Barton 2003). References [i] Judith Aldridge, 1998. Illegal Leisure (Adolescence and Society). 1 Edition. Routledge. [ii] Emerson, E., Hastings, R. and McGill, P. (1994). Values, attitudes and service ideology. Severe Learning Disabilities and Challenging Behaviours, pp.209-231. Last Accessed 02/02/20127 [iii] The Mental Retardation Act 1959. [iv] Bengt Nirje (1969). The Normalization Principle and its Human Management Implications. The International Social Role Valorization Journal, Vol. 1(2) 1994 [v] Wolfensberger, Wolf (1972) The Principle of Normalization in Human Services. Toronto, National Institute on Mental Retardation. [vi] Parker, H., Williams, L. and Aldridge, J. (2002). The Normalization of Sensible Recreational Drug Use. British Sociological Association, [online] 36(4). Available at: http://journals.sagepub.com/doi/abs/10.1177/003803850203600408 [Accessed 21 Mar. 2017]. [vii] Emerson, E. and McGill, P. (1989). Normalization and Applied Behaviour Analysis: Values and Technology in Services for People with Learning Difficulties. Behavioural Psychotherapy, [online] 17(02), p.101. Available at: https://www.cambridge.org/core/journals/behavioural-and-cognitive-psychotherapy/article/div-classtitlenormalization-and-applied-behaviour-analysis-values-and-technology-in-services-for-people-with-learning-difficultiesdiv/B8983BB5960551C5C256887B92289B64 [Accessed 18 Mar. 2017]. [viii] Aldridge, J., Parker, H. and Measham, F. (1999) Drug Trying and Drug Use Across Adolescence. DPAS Paper 1, London: Home Office. [ix] Ashton, C. and Kamali, F. (1995). Personality, lifestyles, alcohol and drug consumption in a sample of British medical students. Medical Education, [online] 29(3), pp.187-192. Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.1995.tb02828.x/abstract [Accessed 21 Mar. 2017]. [x] Ashton, C. and Kamali, F. (1995). Personality, lifestyles, alcohol and drug consumption in a sample of British medical students. Medical Education, [online] 29(3), pp.187-192. Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.1995.tb02828.x/abstract [Accessed 21 Mar. 2017]. [xi] Pham, J. and Puzantian, T. (2001). Ecstasy: Dangers and Controversies. Pharmacotherapy, [online] 21(12), pp.1561-1565. Available at: http://onlinelibrary.wiley.com/doi/10.1592/phco.21.20.1561.34474/abstract [Accessed 23 Mar. 2017]. [xii] Inciardi, J. (1979). Heroin Use and Street Crime. Crime Delinquency, [online] 25(3), pp.335-346. Available at: http://journals.sagepub.com/doi/abs/10.1177/001112877902500304 [Accessed 23 Mar. 2017]. [xiii] Parker, H. and Newcombe, R. (1987). Heroin Use and Acquisitive Crime in an English Community. The British Journal of Sociology, [online] 38(3), p.331. Available at: http://www.jstor.org/stable/590692?seq=1#page_scan_tab_contents [Accessed 23 Mar. 2017]. [xiv] Laurance, J. (2009). Sacked – for telling the truth about drugs. The Independant. [online] Available at: http://www.independent.co.uk/life-style/health-and-families/health-news/sacked-ndash-for-telling-the-truth-about-drugs-1812255.html [Accessed 23 Mar. 2017].

The Gifted and Talented Essay -- Essays Papers

The Gifted and Talented The term â€Å"gifted† can mean many things. Up until recently it was the word used to describe people with profoundly high intelligence. Now, adding the words â€Å"creative† and â€Å"talented†, the category of giftedness has been extended to include not only exceptionally intelligent people, but also people with extraordinary ability in other areas, not just with IQ tests (Drew, Egan, & Hardman, 2002). The identification and definition of giftedness have been controversial for many, many decades. Originally, IQ test scores were the only way of determining giftedness. An IQ test would be given and some number score, such as 12-, would be the point of cut-off (Cook, Elliott, Kratochwill, & Travers, 2000). More recently, intellectual giftedness is usually identified and defined by the specific school systems’ ideas and perspectives. There is no generally accepted definition of giftedness, but the Javits Gifted and Talented Education Act defines it as: â€Å"Children and youth with outstanding talent perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment. These children and youth exhibit high performance capability in intellectual, creative, and/or artistic areas, possess an unusual leadership capacity, or excel in specific academic fields. They require services or activities not ordinarily provided by the schools. Outstanding talents are present in children and youth from all cultural groups, across all economic strata, and in all areas of human endeavor† (Drew et al., 2002). It is obvious there is practically no limit on who can be gifted. The problems lie in the wide range of definitions and the acce... ...fted education. Retrieved March 4, 2004, from http://www.kidsource.com/kidsource/content4/ legal.rights.gifted.ed.html Magnet/center and special programs. (n.d). Retrieved March 4, 2004, from http:// www.mcps.k12.md.us/departments/eii/eiispecialprogramspage.html#The%20Program Parke, B. (n.d.). Challenging gifted students in the regular classroom. Retrieved March 1, 2004, from http://www.kidsource.com/kidsource/content/Challenging_gifted _kids.html Shaunessy, E. (2003). State policies regarding gifted education. Gifted Child Today Magazine, 26. Retrieved March 7, 2004, from http://search.epnet.com/direct.asp?an=10445176&db=f5h Winebrenner, S. (2003). Teaching strategies for twice-exceptional students [Electronic version]. Intervention in School and Clinic, 38. Retrieved March 4, 2004, from http://search.epnet.com/direct.asp?an=EJ659359&db=eric

Classification Essay - Weight Lifters :: Classification Essays Gym Working Out

Classification Essay - Weight Lifters    Entertainment has been an established part of the American culture almost since its founding. The types of entertainment that most Americans enjoy in today's world are going to the movies, going out to eat, and exercising. Different forms of exercise vary from running and playing sports to weight lifting. Those who enjoy weight lifting can choose to do so in the privacy of their home, in a community center like the YMCA, or in a health club. At a health club one can expect to find a wide variety of people; however, some of these people add to the downside of working out at a local health club because they can be annoying and obnoxious. Three types of these annoying, obnoxious people found at the weight room of a local health club are the show-off, the know-it-all, and the wanderer; these types can be identified by their physical appearance, their social behavior, and their attitude. The first type, the show-off, is known by his flashy appearance, his misanthropic social skills, and his arrogant attitude. The show-off is a single male in his twenties who drives a European luxury car; he always comes to the gym wearing a tank top to display his deep tan and a pair of black and green spandex shorts. He is heavily built and all his muscles are well defined. But he is a man with poor social skills; he seldom talks to another soul and always works out by himself. He frequently ignores the greetings and good-byes of the health club employees; when he does answer a friendly "Hi, how is it going" or a "See you later," he does so in a deep, blunt, morbid tone of voice. He also likes to emphasize how strong and masculine he is by working out at the very front and center of the weight room, where everyone can see him. He refuses requests for help from others like a cheerleader refusing to go on a date with an pimply, nerdy classmate. Most people who work out at health clubs are glad to do without the show-off. The second type is the know-it-all; he is identified by his commonplace appearance, moderately developed social skills, and commanding attitude.

Ethnicity and Race are significant problems in education

There are many points to be discussed when mentioning to race and ethnicity in instruction, some of the points are in favor of ethnics and minority groups in instruction, whereas some points are against the thought. In this essay, I will show my points for both in favor and against, followed by illustrations and grounds in our mundane lives. One of the points for the thought of cultural minorities in instruction is extinguishing racism from schools and conveying kids up in a multi-cultural environment. For illustration, 30-40-years ago, back when my parents were analyzing in the UK, I know my pa was one of the three people who wore a turban in the whole school, subsequently on this became two people, as he was picked on which so pressured him into cutting his hair. However, in today ‘s twenty-four hours and age there are evidently more cultural minority groups in schools which hence, gives more support and encouragement to other cultural minority groups. So holding multiracial groups whether they are pupils or instructors, has had a immense impact on Asians in peculiar as it had made them to be proud of who they are every bit good as non giving into peer force per unit area. On the other manus this could besides convey in negative encouragement as it could ensue in strong forces in-society or group ties. This could besides use to a functionalism position where they think that an single transmits values and beliefs, where these are indispensable constituents of societal make up and can take into the struggle position as groups in society are engaged in uninterrupted power battle for control of limited resources. Accents have proven to be a big obstruction with respects to cultural minorities in instruction, whether it is understanding both instructor ‘s and a pupil ‘s speech pattern. As we are all cognizant, communicating is a critical accomplishment today. It is non merely indispensable in larning but besides indispensable in maintain relationships. A difference in speech patterns could do a great degree of misinterpretation and the ability to larn at a much slower gait compared to other pupils, therefore impeding a pupil ‘s ability to larn from a instructors point of position, it will be hard and very clip devouring for his/her pupils to understand what is being taught. This could besides ensue in the instructor and/or pupils losing forbearance every bit good as assurance. However, contrary to that, there are many illustrations of some well-established people in the cultural minorities who have made a difference to people ‘s lives, every bit good as besides doing singular alterations to the universe. This highlights another point in favor of holding cultural minorities involved in instruction. For illustration Mahatma Ghandi and Martin Luther King, both preached non force, civil rights and equality. Although these people were non straight involved in instruction, they did hold a portion to play as they were sermonizers and taught wellbeing, which shows that they are instructors in educating people how to populate. Schools have started to learn about other faiths and other races, which mean that people now have a better thought and apprehension of different cultural backgrounds. This has caused peace and friendly relationship between races at school which has resulted in less communicating, less racial cause and force in schools. There are school athleticss squads which encourage all pupils of all backgrounds to take portion in, demoing equality and they are all given opportunities to take part and stand for their schools non based on their coloring material or background, but based on their single endowments, so excess course of study activities are utile and besides promote cultural minorities. Some schools and colleges have now besides built supplication suites to suit people of the Muslim religion. This consequences in instruction and society going multicultural, accepting people of all religions. This thought has a strong component of societal building, back uping an interactionist positio n as society is created through the interactions of persons and groups, where persons portion interpret their experiences which this influences others actions. School ‘s have been learning pupils about other spiritual festivals in other faiths e.g. Diwali and Eid to the extent, some schools bring in particular invitee talkers from the several faiths to acquire a full detailed, descriptive and an accurate overview of their festivals one time once more advancing multi-cultural positions in instruction. As we discussed earlier with respects to speech patterns, a batch is really stereotyped. For illustration we ‘see ‘ an person from the cultural minority and automatically presume what his address is like, what his intelligence is like. However as we have merely discovered, 2 of the universe ‘s greatest leaders have been of cultural beginnings and their speech pattern or them being stereotyped did non forestall them from accomplishing what they have achieved boulder clay day of the month. For case, Margaret Thatcher was the first female premier curate in England ; people thought that merely because she was a adult female, she could non win which they assumed. Again, same with Barack Obama the first African American president, people assumed the same. Persons did non cognize these people or even heard of them, but they still made their judgements and premises. Now, we have female professionals, Black leaders and besides Asiatic enterprisers where each of them are succ essful which leads me on to cite in my sentiment that there is no such thing as sexism or racism any longer. Furthermore, the thought of meritocracy could besides back up this as it theoretically ground tackles in equality and equity to carry through achieved position in society. This is expressed through the belief that there is ‘a flat playing field ‘ and with the purpose of those that achieve the best, merit the best occupations. Class and educational public presentation show a really close relationship, this has been the issue during the twentieth century regardless of how the instruction system has been structured. Students from upper and in-between category backgrounds are well expected to travel into higher instruction than those from the working category backgrounds. This is because some on the job category parents do non stress instruction as a precedence to make good in life compared to upper or middle category parents. This could perchance be the ground why the working category underachieve and be put into lower groups. A known theoretician Bourdieu[ 1 ]specified that in-between category people are those that benefit as they have the right cultural capital, go throughing on civilization and the right attitudes and cognition to their kids, which shows that the more the cultural capital you have, the successful you are within instruction. Marxism could travel against the thought of Bourdieu ‘s cul tural capital, as Marxist believe that the instruction system is barbarous to the working category due to the fact that text books, and necessities for schools are merely bought by upper and middles categories as working category can non afford them ensuing that the working category will non larn. Another factor which affects societal category is labelling. Teachers label pupils harmonizing to their visual aspect, verbal communicating and societal category. From this instructors are more likely to judge a pupil and suit them into standards covertly. Education has encountered race and ethnicity jobs for several old ages. The uninterrupted educational issues affecting race and ethnicity of all schools will ever do contention in society, as there is ever prejudice and abomination. The usage of the two footings ‘race ‘ and ‘ethnicity ‘ is diverse. I think the two footings are misused as if they are equal. I besides agree that ‘race is non now, nor has it of all time been, merely about the physical description of human fluctuation. Since its beginning in Western scientific discipline in the 18th century, race has been used both to sort and to rank human existences harmonizing to inferior and superior types ‘[ 2 ]. Ethnicity is a group of people who are connected with each other through a common heritage for e.g. possibly through linguistic communication, civilization or an political orientation that emphasises lineage or intermarriage. Consequently, these groups of people are distinguished from other groups through signifiers such as racial, lingual, economic, spiritual and political affairs. Racial tenseness and favoritism became more evident towards the terminal of the twentieth century. This evoked important concerns, particularly in schools. Schools, for some are the last halt for social integrating and for others they it is the simplistic reply in decreasing racism and deriving sociableness between White persons and minority groups in society. Many argue that it is unreasonable to locate the duty for get the better ofing racism on the schools, peculiarly when other establishments have non accomplished in promoting better race dealingss. However, schools do hold the capableness to do an of import engagement to the betterment of racial force per unit area in society. Students spend a major fraction of their lives in school until they reach immature maturity. School consciousness takes topographic point at a point in pupils ‘ lives when they are most unfastened to socialization, attitude behavior, character patterned advance and new experiences. While attending at school is compulsory, some pupils are non entertained by school life. Even though schools may non be able to belie the racism that exists in society wholly, they do hold the opportunity and chance to consistently support and besides promote affirmatory societal dealingss towards pupils from all racial cultural groups. I think that for schools to assist sociabl eness and racial integrating pedagogues ought to be cognizant about the limitations and opportunities school policies and practises enforce on pupils about societal relationships. For instructors and decision makers their chief purpose is to give academic accomplishment for pupils, but their patterns and policies they implement to achieve their academic purposes can besides impact the possibility that pupils have multiracial interactions and organize multiracial friendly relationships. It has been shown by sociological research, every procedure of interpersonal attractive forces conducted by the societal descriptions of the background in which the connexions occur. Abolished school shows chiefly an accurate context. These schools have said to hold an cultural and racial composing, unwraping largely the general population. Furthermore, there is non a clear or a precise definition of desegregated schools.[ 3 ] On a day-to-day footing many kids have to cover with particular demands. However, non merely multiracial kids have to pull off with the common jobs of childhood and household fortunes, they besides have to cover with a state of affairs of individuality. It has been said that students that are cultural minority are farther expected to come across racism from other students and from people who are portion of a group of the broader society than from instructors. By any agencies these experiences of racism could worsen necessary letdown and choler from some cultural minority pupils, which teachers must be answered with penalty procedures, likely affecting pupil ‘s exclusion. In this aspect instructors are moving in reply to a state of affairs for which they are non responsible for themselves. I think that there is the slightest possibility that some schools may possibly are now more cognizant of equality of chances jobs and that they have developed and introduced policies in order to raise equality of chances for both cultural minority pupils and females. There are diverse representations for school pupils from different minority cultural groups. Asiatic backgrounds ( Indian, Bangladeshi and Pakistani ) are normally defined by the linguistic communications they speak and for that ground are seen as an bullying, socially every bit good as academically to white kids[ 4 ]. Asiatic and black kids were non deriving the opportunities and advantages from the British instruction system that most parents hoped for in the early 1970 ‘s[ 5 ]. I think that the concern for pupils of Asiatic beginning has fluctuated in some ways compared to black pupils, for illustration they have gained a positive stereotype as ‘perfect pupils ‘ . Cultural minorities are expected to belong to socio-economic groups ; this will therefore increase their educational failing. In 1996 Gillborn and Gipps[ 6 ]conducted a sum-up of the literature on the academic attainment of minority cultural group pupils and resulted that Pakistani and Bangladeshi pupils, in add-on to African-Caribbean beginning were missing in accomplishment in relation to their white equals. However, on the other manus Indian pupils appeared to hold shown patterned advance and performed good compared to their equals. % demoing GCSE achievement five or more higher class base on ballss[ 7 ] Both educational advancement and accomplishments are non the same. It is likely for a figure of groups to do good betterments and yet still carry through lower criterion accomplishments. The belief of the school is of import but societal background is of much larger importance. On the other manus small grounds for different school influences for cultural minorities. This suggests that same schools are chiefly effectual for cultural minority pupils. An intensifying measure of research has determined on schoolrooms and pupil-teacher interactions. The consequences often raise indispensable inquiries sing the manner in which pupils are understanding and sing schooling. It was non until 2003 that the authorities foremost published statistics demoing GCSE pass-rates across different cultural groups. Statisticss show that Indian, Chinese, and African-Asian students systematically have higher degrees of accomplishment than other cultural groups across all the Key Stages. In contrast, Black, Pakistani, Bangladeshi and Gypsy/traveller students systematically have lower degrees of attainment than other cultural groups across all the Key Stages. It is critical to recognize that there is major single distinction in accomplishment within each group. Bangladeshi and Black Caribbean pupils will make highly good and several Chinese pupils will non win. Still, authorized consequences were published in November 2007 screening that Black pupils were reasoning the educational spread at GCSE. The statistics of Black Caribbean pupils achieving five sensible General certificate of secondary education has revealed about twice the national rise, meaning that the spread has lessened by 8 % points within four old ages. A point to do about the modern-day instruction system is that the least achieving group in footings of deriving five A*-C classs at GCSE is white propertyless male childs. I think that if bulk of Black pupils are below wining so it certain inquiries sing the instruction system. Institutionally, is the instruction system racialist? Harmonizing to research I think that good and sensible practise in early old ages of instruction should attach learning with cultural and community, besides personal values to organize a ‘shared acquisition brush ‘ between the instructor and the parents of a pupil in order to attest top results for all pupils. Personally, the ‘race concern ‘ can non be dealt within a individual country. The instruction system entirely can non give all the replies, even though it does hold the opportunity and the duty to do critical engagement towards the formation of a better society. Again, instruction in other states, e.g. Africa or India is more of import for the pupil to interrupt out of poorness where the lone manner forward is instruction which will give them accomplishments to break them and finally do a difference. However, here in UK, I feel that pupils take advantage of instruction as it is mandatory and do non appreciate it. Racism is considered as a ‘permanent fixture[ 8 ]‘ of society, accordingly meaning that racism is ever an of import factor within the argument and evidently there it is non required to do comprehendible that it continues. The critical race theory as a consequence seeks to stand for and oppugn racism in its different signifiers. The critical race theory is a manner of looking at race dealingss, particularly in the USA, in a extended context compared to the conventional civil rights. Its intent is to convey uncertainness towards broad thoughts of objectiveness or colour-blindness and come up to proving race affairs which, it claims it can still beef up Whites ‘ reaction. As you can see, many points have been detailed above in relation to race and ethnicity in instruction, both for and against. After careful consideration and analysis, I believe it is better for there to be other races and cultural minorities involved in instruction today. It can be seen that points ‘against ‘ are easy overcome and are therefore negligible in comparing to the points ‘for ‘ . The fact that we have grounds that proves holding a multicultural environment in schools is better for people ‘s assurance and to enabling them to lodge to their cultural beliefs, is a definite ground to back up my sentiment, and goes hand-in-hand with what the great leaders such as Martin Luther King and Mahatma Ghandi taught and lived for. Possible ways of how we can better the ‘race and ethnicity state of affairs ‘ in instruction is by promoting and enabling engagement of ethnics in instruction. This will let doing an betterment to the universe and peoples ‘ every bit good as pupils lives, last but non least it will better the quality of instruction overall. Again, we have seen how large reputable leaders such as Gandhi and Martin Luther King have had a immense presence in the instruction and civil rights countries, and by utilizing them as graven images and illustrations, we can promote more cultural minority groups to step up and makes alterations for the better, demoing equality amongst races.

Glass Industry in Turkey

When glass industry in Turkey is analyzed, it is observed that there are middle and small sized firms, work places at workshop levels in very limited numbers and a dominant producer, Tà ¼rkiye ÅžiÅŸe ve Cam FabrikalarÄ ± TopluluÄŸu. More than 90% of the annual production of market is met by ÅžiÅŸecam. Although there are no law and arbitration barriers to enter to the glass market, firms hesitate to enter since glass industry requires continuous production with high capacity and continuous investment and raw materials in Turkey are not in high quality and the amount of their reserves in Turkey are declining day by day, namely the industry is becoming more costly and risky. Furthermore, diminishing returns in the short-run increase marginal cost of glass production as the necessity of innovation and continuous production makes producer buy more technological and faster machines and equipment but the staff cannot use them efficiently for a definite period, which increase total cost and marginal cost but not brings about same increase in output levels. Decline in quality of raw materials also explains the diminishing returns and rising marginal costs. The buyer range of glass market is extensive as glass is not only used for decoration purposes and used as kitchen utensils but also it is used as an input in construction, food, furniture, white goods, medicine, soft drinks, automotive and electrical-electronics industries. In addition, glass plays an important role in these industries as the producers of these industries cannot substitute any other input for glass in some parts of their production processes. The representative of glass market in Turkey, ÅžiÅŸecam can determine the price or quantity of its products. As ÅžiÅŸecam is a price maker, not a price taker it is more likely that it will try set a price resulting in profit maximization which is not too high or too low and makes marginal revenue equals to marginal cost. It worths mentioning that ÅžiÅŸecam can determine either price or quantity, not both of them. When one of them is set, the other will be determined by demand curve. However, price and quantity are not the sole components that ÅžiÅŸecam can play with. ÅžiÅŸecam tries to catch the trend in technology in abroad by establishing joint-ventures with foreign firms in order to innovate itself, improve the product design and product diversity. In addition, as a result of its marketing strategy, ÅžiÅŸecam sells its trifles and kitchen utensils in PaÅŸabahà §e Stores which are located in strategic places of Ä °stanbul, Ankara, Ä °zmir, Adana, Antalya, Bursa, Mersin, Denizli, Bodrum, and Marmaris. ÅžiÅŸecam also seeks an expansionary policy in abroad. It has two firms in Bulgaria and Georgia and representative offices in Germany, Russia, China, Hong Kong and Austria. Though ÅžiÅŸecam states its strategic goal as ‘keeping the leading position in the country, increasing foreign sales, climbing the ranks of glass production statistics and producing in an environmentally friendly way’, it is clear that the primary objective of a firm is to maximize its profits as the theory of firm implies and the objective of ÅžiÅŸecam is to maximize its profit in the short-run by trying to equate its marginal revenue and marginal cost. ÅžiÅŸecam is not afraid of possibility of sharing its short run economic profits with the other firms since it is the sole firm in glass industry in Turkey. All in all, when we analyze glass industry in Turkey on the basis of number of sellers, cost conditions, number of buyers, demand conditions, strategic variables, objective function and expectation of rivals’ reactions, we can conclude that the market structure of glass industry is monopoly. ÅžiÅŸecam is the monopolist of glass industry since it is the sole producer in the marker except for a few enterprises but there are many buyers of its products, its marginal costs increase due to diminishing returns in the short-run, it can use price, quantity, product design, distribution channels as strategic variables, the objective of the firm is profit maximization in the short-run and it has no expectation of rivals’ reaction as there is no rival in the industry.