Observations Essay Example | Topics and Well Written Essays - 250 words - 2

Observations - Essay Example Not only are these meals delicious, they are also nutritious and made from the finest and freshest ingredients. Likewise, these meals are served in high quality presentation that adds to the savory appeal. Concurrently, the staffs are very courteous, as they all serve customers with a sunny disposition. With a friendly smile, these personnel are noticed to be effectively trained in customer service, as well as in ensuring that the client’s diverse needs are addressed. In addition, the restaurant’s environment is just remarkable. The premises are maintained in pristine condition with cleanliness adhered to the highest levels. Also, management ensured that there are services that could be availed by other loyal clients who would like food to be pre-ordered and taken out. I observed that they have the Carside to Go service which enables customers to order online and drive to the nearest Applebee store to pick-up the food immediately. Overall, dining at Applebee’s is indeed a memorable and happy experience where customers would look forward to the next

Keep Fit Essay Example for Free

Keep Fit Essay To keep fit and healthy, follow a healthy and balanced diet everyday. Make sure that your everyday diet includes lots of fruits, vegetables, and protein. You should cut down on red meat, junk foods, caffeine, and sugar intake. Avoid soft drinks or canned fruit juices. Instead, opt for a variety of fresh fruits, vegetable salads, freshly made fruit juices, milk, nutritious energy drinks, etc. You need to be more active in order to keep fit and healthy. Modern life has become very sedentary, with fewer scopes for physical activities. You need to exercise in order to burn those calories. Minimum physical activity slows down your metabolism rate. So, you can put on weight even when you eat less. On the other hand, exercise and a more active life will burn up the calories, even when you eat a little more. You can simply go for a brisk walk, or jog, or you can join a gym. The important thing is that you must include some physical exercise in your everyday life, because fitness and health cannot be achieved without some physical exercise. For a healthy life sufficient sleep is important. Lack of sleep can make you feel tired the next day. So work hard, but make sure that you have enough sleep; so that your body gets the time to replenish itself. Do not skip your breakfast, no matter how busy you are. Breakfast is the first and most important meal of the day. It works as a fuel for your body and keeps you going for the rest of day. If you skip breakfast, you will feel hungrier in the latter part of the day, and you may end up eating more! So, you may run a risk of gaining weight, if you skip your breakfast frequently. If you are not a healthy eater and find it difficult to improve your food habits due to busy, erratic, work schedules, then you may be depriving your body of the essential nutrients that are important for good health. In the long run, unhealthy food habits can lead you to serious health hazards. An easy solution to this problem is to include multi-vitamin supplements in your daily food intake. Multi-vitamins can be taken to replenish the nutritional deficiencies in your daily diet.

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].

Green Gene :: essays research papers

A Separate Peace by John Knowles recounts the friendship between two friends, Gene and Finny, during the year before they turn 18 and join World War II. It begins fifteen years in the future with Gene returning to his Alma Mata and remembering the drama and growth of his last year at Devon. Gene was rather naive and shy, concerned more with his academics. Gene was also very doubting and insecure about his own abilities. Phineas, or Finny was confident, the athlete and ringleader. Liked by all, he always had a crazy plan brewing in his mind. Daring and brave, his entire objective was to enjoy life. Finny persuades Gene to be bolder and more spontaneous, yet when Finny was not around Gene lost that sense of poise and self-assurance. Consequently, this created opposition within Gene’s mind. Gene both admired and envied Finny. Gene detested Finny’s constant and sanguine attitude toward life because it epitomized a serenity that he could never achieve because of his own ins ecurity. Phineas had this mindset that permitted him to see life from a different point of view. â€Å"The Devon faculty had never experienced a student who combined a calm ignorance of the rules and a winning urge to be good, who seemed to love the school truly and deeply, and never more then when he was breaking the regulations, a model student who was most comfortable in the truant’s corner (Knowles, 16)†. He had a charisma and a persona that mesmerized the student body as well as the staff. No one ever knew what he was going to do next or the reason he would give and that was exactly the way Finny liked it. The incident when he wore the pink shirt and explained his motive demonstrates not only that Finny was unpredictable but also shows his influence among the school community. He viewed the shirt as his emblem, his way of celebrating the fact that the Allies had just bombed Central Europe. Gene summarizes Finny’s amount of sway best when he states, â€Å"No one else could have done so with out some risk of having it torn from his back (Knowles, 18)†. Even when faced with stark realities, Phineas concocted some fantastic story to feed his disbelief in unsettling events. The most blatantly dismal thread occurring in the book was the War, in which Finny believes that it is a sham made up by some old, fat men to keep the young from enjoying themselves.

Bowling Ethnography

Heather Dooley 10 Pound Balls We tend to think that bowling is a very simple and boring sport played by only older men. I did my fieldwork at a bowling alley during two different leagues to explore the different social interactions among bowlers. I learned that bowling is not limited to one specific age group or gender. I also discovered there is a unique hierarchy among the bowlers that is not determined by their age or gender. This social status is dependent upon their bowling average, type of ball used, and the weight of their balls. I found there were many other social interactions that occurred between smaller groups of bowlers such as teammates. I first entered the field during a Wednesday night bowling league. The bowling alley was filled with mostly men. I walked the length of the building and couldn’t find any women bowling. I soon found out this was a men only bowling league. I was told there was also a women only bowling league that occurred on Tuesday’s. The majority of the men bowling were middle-aged or older. However, there were a lot of men in their twenties bowling as well. On my second entry into the field it was during a Friday night bowling league. On this night the bowlers were all different ages but with a majority of younger men and women in their twenties. When I walked the length of the bowling alley that night I counted almost an equal amount of women as I did men. In this league it was required to have at least two or three women on each team. This is called a mixed league. On the third night of observations, my second Wednesday night, I sat down at a table with a team of bowlers. Three were in their twenties and two were in their late forties. While I was talking to one of the younger men I told him how I noticed a lot less women in this league then the Friday night league. I asked what the requirements were, if any, to join either league. He said â€Å"In order to join this league you had to have a 180 average. † He also told me this league was more competitive because it was only men and because they had the average requirement. This league has a larger amount of money to be won at the end of the season because of the competitiveness. When the bowler referred to average he meant the average amount of pins he will usually knock down during three games. Every game you have the opportunity to knock down 120 pins. Each game played has ten frames. The term frames means each turn all the bowlers take. Every frame the bowler has the chance to knock down ten pins. If you knock down all ten pins at once this is called a strike. When you bowl a strike it earns you more then ten points. If you bowl a strike for every frame you can receive a 300 game. This is the highest score you can reach and it is very difficult to achieve. Strike Terminology: 1 – Strike 2 – Double 3 – Turkey 4 – Four Bagger 5 – Five Bagger 6 – Six Bagger 7 – Seven Bagger 8 – Eight Bagger 9 – Nine Bagger 10 – Ten Bagger 11 – Eleven Bagger 12 – Twelve Bagger I discovered the main way bowlers judge each other’s skills is through the average they hold. Someone with a 250 average considers himself a better bowler then someone with a 185 average, even if the lower average bowler beats him in a game. Another form of bowling hierarchy is determined by the type of ball you use. Some bowlers will pay anywhere between $250 to more than $300 for just one ball! I learned that there are different types of bowling balls made to help you throw the ball a certain way. Some people may buy a ball they can throw straight better and others buy balls they can throw with a curve better. While I was sitting at the table with the bowlers I overheard a couple of them talking about their balls. Some men used them as a way to brag to the other men. They would say the reason another man is bowling so bad is because he has a bad, cheap ball. I also noticed the men bowlers would use the weight of their balls to poke fun at the other bowlers. They will compare their ball’s weight to their manhood or manliness. For instance, â€Å"Wow, you’re only using that little ten pound ball. Did you borrow that from your girlfriend? † â€Å"Careful carrying that big sixteen pound ball you might not be big enough for that yet. † [pic] There are many different kinds of socialization among the bowlers. They joke and tease each other, give tips on how to bowl better and they also play card games with their teammates. There are two different types of games played among the different leagues. On Wednesday night they play a game called Kiddy Pot. This is a money game played by the men bowlers only that corresponds to how well you are playing. If you miss the five pin, throw a gutter ball, or miss the head pin twice you lose a dollar. If you are hung, which in bowling terms means four members of your team strike or split during the same frame but one does not, then the person who misses the strike loses two dollars. If all five members of the team strike during the frame, the next frame whoever misses the strike loses a dollar. At the end of the season all of the money lost playing this game is split among the players of the team evenly. [pic] [pic] The Friday night bowling league plays a different game. This game is set up like poker. Every member of the team who throws a strike or a split will get a card from the deck. If you miss a spare or have an open frame then a card is taken away from your pile. At the end of each game the person with the best poker hand wins. Usually any women who play this game don’t lose a card if they miss a spare or have an open frame. I learned that bowling is a very complex social structure with its own set of socialization rules and terms. It is not gender or age specific. Bowlers have their own private language they use to communicate towards one another. They are generally accepting of outsiders joining in on their conversations and own private jokes. Is there more I could learn my entering the field and joining a league myself?

Answering questions

2-A. Recently, a comedian on a television show remarked that he thought it was funny that people turn the car radio off when they are looking for a house number in a strange neighborhood. What theory of attention is this comedian adhering to? The comedian based his remarks on the theory of divided attention. This theory states that attention can be divided into two separate states, wherein one can attend to two things or stimuli at the same time, without sacrificing the quality of attention given to either of the two stimuli (Reisberg, 2001). Thus to the comedian, one can continue listening to the radio and at the same time look for the house number, and it perfectly makes sense to him that a person can do both of it since it does not really require an intense concentration. However, a case in point is that looking for a house number in a long row of houses may be quite a challenging task, one that requires concentration and selective attention. Yes, it can be said that keeping the radio on would not make any difference but to those who prefer to look closely and to be able to do so safely would naturally turn their radios off. Just imagine yourself driving slowly in a street you are unfamiliar with and keeping the radio on would mask the noise of incoming traffic or even pedestrians. Besides, when a person is involved in one task, like looking for a house, then one instinctively attends to it and disregards the other sounds, sights and disturbances in the immediate environment. Divided attention is very real, we engage it once in a while especially if we multi-task but we could do so in a limited period, for example think of how you can possibly manage to entertain questions from an officemate at your table and at the same time talk to someone on the phone, you could do both for a maximum of 2 minutes, but eventually one stimuli takes greater attention and we must give our full attention to it. On the other hand, with training, anybody can make use of divided attention, but its contributions and benefits in engaging in it remains to be seen since much research has to be done in this area. 2-B. Based on what you have learned about perception and attention, do you think it’s safe for people to talk on cellular phones while they are driving? Learning about how we perceive the world around us gives us a better way of understanding how intricate the human mind is and how even a faculty that we often take for granted can have a profound impact in our daily lives. Perception refers to a complex process of how we receive a stimuli, how our brain process the stimuli, and how our mind tells us what to do and how to react to the stimuli (Reisberg, 2001). It can be said that a disruption of any of the lines of our perception may have adverse consequences; sometimes it can be bizarre, like when a person cannot recognize the face of love one but instead are able to say that they look like a family member. Taking our study of perception into our daily activities, a debated issue like â€Å"is it safe to talk on the cell phone while driving† is better explained. I still believe that it is not safe to talk on the cellular phones while driving. Driving already entails a number of processes and is quite demanding of our attention, like when you are in the freeway, one has to be conscious of incoming traffic, cars at you back, the speed limit of the highway, and even looking out for possible mishaps in the road, on top of which, the driver must be conscious of the cars fuel level, brake fluid and tire conditions. So how could anybody be able to talk on the phone while driving? Talking on the phone also demands attention; we have to perceive and process what the other person is saying, and to even think of the appropriate response to what they are saying. Theories on perception have stated that our mind works overtime just to process and be able to respond to external stimuli, and that each part of the brain is involve in different ways just to come up with the correct processing of information (Reisberg, 2001), like being able to recognize faces of family members. Perceptual illusions demonstrate that what we see may not be true or real, hence while driving we may not be able to accurately tell how far we are from the car ahead of us or how near we are to the railings without our full concentration. Reports have shown that many people die on the road or in car accidents than any disease. Perceptual overload occurs when we drive and talk on the phone, based on previous researches (Reisberg, 2001), perceptual overload makes us incorrectly perceive our surroundings and hence we may see what is not there, or we may not see what is really there. When we overload our senses it would mean that one part of the brain or our faculties might be sacrificed to compensate for the attention we give to another stimulus. And in an activity like driving which in itself is a high-risk behavior, we need complete control of our faculties, thus talking on the cell phone is not advisable. 2-C. Write a 200 word summary and critical analysis on Rayner’s article. Discuss what the article is basically about, its strong and weak points, how convincing (or unconvincing) you find its arguments, and how it might be followed up (e.g., if you think the article suggests any promising, new ideas for future research, describe what they are and how they might best be pursued.) The article â€Å"Eye Movements in Reading: Recent Developments† by Keith Rayner (1993) presents the latest development in the study of eye movement in the reading process. The strength of the article is that it gives a background of what has been discovered so far in the field of study, the article argues that studying eye movement is important for it help build theory and also used to infer perceptual and cognitive processes during reading thus the objective of the article. It also presents a number of theories that have used new methods in studying eye movement. What was weak about the article was that it was not able to connect how the new methods of studying would contrite to a better understanding of the cognitive processes that occur during reading. The article basically was not convincing when the author says that much remains to be seen when researchers realize how interesting a research data eye movement can be. The article does not arouse this interest and simply goes on to say that eye movement is a natural consequence of reading, which contradicts his claims earlier in the introduction part. The article was also too technical for the average reader even if the reader is interested in eye movement. References Rayner, K. (1993). Eye movements in reading: Recent developments. Current Directions in Psychological Science, 2 (3): 81-85 Reisberg, D. (2001). Cognition: Exploring the science of the Mind, 2nd ed. New York: W.W. Norton & Company, Inc.                  

Russian Standard Vodka Case Study Essays

Russian Standard Vodka Case Study Essays Russian Standard Vodka Case Study Paper Russian Standard Vodka Case Study Paper Russian Standard Vodka: Strategies for Global Branding and Expansion into the US Market Case Study By CHEN Mengjie Marguerite Summary Given the success of Russian Standard Vodka in the Russian and European Market, following the global branding vision, expansion strategy for US market needs to be defined. This case study will provide in-depth analysis to focus on evaluating expansion strategies and offering market entry recommendations. 1. Russian Standard 1. 1 Overview Russian Standard was launched by Roust Holdings, a company driven by an unusual mix of quality orientation and Russian pride. In launching the Russian Standard brand, the ambition of Roustam Tariko, founder and main owner of Roust Holdings, was to set a new standard of world-class quality for a new breed of global Russian brands. The first category to which Tariko decided to apply his Russian Standard concept was vodka born in Russia and strongly associated with the country. The next big move was the creation of the Russian Standard Bank, aiming to serve foreign trade companies, small businesses and individual customers, with a main focus on retail banking. Apart from the two mainstream businesses, Roust also launched B2B and B2C e-commerce portal. 1. 2 Visions Tariko had two ambitious goals for Russian Standard brand: (1) to develop a line of original products and services in multiple categories which would meet international quality requirements, and (2) to create a brand that would set new Russian standards and improve the image of Russia both at home and abroad. 1. 3 Brand Identity Tariko’s personal affinity for luxury goods and his ambition to create the first truly premium Russian brand determined to a large extent the identity of Russian Standard. The brand has the mission to re-establish something that will be a standard for Russians. The essence of the brand and the overall brand strategy was born as â€Å"embraced the past, and inspired progress† after brand research. This theme is the main identity and positioning of the brand. 2. Russian Standard Vodka 2. 1 Overview Roustam Tariko introduced Russian Standard in 1998 as the first authentic Russian premium vodka. Russian Standard vodkas are made with only the finest Russian ingredients, uniquely conforming to the formula for vodka established in 1894 by famed Russian scientist Dimitri Mendeleev for Russias Czars. Two years after launch, sales of Russian Standard surpassed all imported premium vodkas on the Russian market. 2. 2 Success Factors The success of Russian Standard can be attributed to its high and consistent product quality, its distinctive premium packaging, its strong distribution and merchandising, and its Russian heritage. 1) True Russian Spirit: There was a clear niche in the Russian market for a premium brand that was genuinely Russian, with a link to Russia’s rich past. No competitors could qualify for this definition. ) Market Uniqueness: Russian Standard vodka was the first domestic brand to create a rich mosaic of imagery (product, packaging, pricing, merchandising, media communications). 3) Strong merchandising skills and relationships with off-trade and on-trade: This allowed Russian Standard to secure privileged shelf space and promotion by supermarkets, and access to the bars of the most prestigious and fashionable clubs and restaurants in Moscow and St Petersbu rg. Encouraged by its rapid success at home, management aimed to make Russian Standard the number one Russian vodka in the world. After launching the brand in 10 European countries, the founder wondered which expansion strategy to follow for Russian Standard vodka to be launched in the US, the biggest premium vodka market in the world. 3. Global Branding Strategies 3. 1 Expansion Strategies Options The management defined three expansion strategies: 1) Directly apply the successful positioning of the brand and marketing mix used for Russia to the US market. 2) Pursue a global branding strategy – one that preserves the key sources of equity of a potentially global brand but also included local market adaptations. ) Use a customized approach to the US market be used to win the key market, regardless of the implications for the brand in other global markets. The following analysis will give a profound basis for choosing the expansion strategy for Russian Standard Vodka. 3. 2 Vodka Markets Analysis – Russian and US [pic] Based on the market analysis, we can find the substantial market potential in US m arket. US market is the biggest premium vodka market and super-premium is growing very fast, and there’s market niche for products with subtle distinctions in taste and heritage to join. The consumer group is more balanced and energetic in US including men and women and targeting young generation. The consumption was in groups and on-premise, which is a different business model from domestic market and a good opportunity for expansion. 3. 3 Criteria for Global Branding Strategies 1) Intended brand meaning of the organization It’s natural for Russia to enjoy such a renaissance in premium vodka production. Russian Standard Vodka is to assure Russia’s place as the birthplace of vodka and to be the world’s first premium Russian vodka made according to the standards of Mendeleev’s 1894 formula to reveal brand authenticity. ) Fundamentals the firm plans to compete on Russian Standard Vodka’s statement is very clear and loud: to be the number one Russian vodka in the world. The first fundamentals will be to keep the true Russian spirit. Russian Standard also have a ambitious goal which is to set new standard for Russia. Russia standard als o need to balance the business portfolio between Vodka and Bank. It’s essential to protect the equity of the brand in Russia. 3) Main benefits to be provided to the customers Russian heritage dream factor: Russian Standard Vodka reflects Russia’s vodka-producing heritage. It’s also a symbol of the essence of Russian’s modern society, Russian vodka premium quality: It’s a brand new premium vodka distilled and bottled exclusively in Russia using only the finest Russian ingredients with a passionate attention to detail and state-of-the-art distilling techniques. 3. 4 Expansion Strategy Decision According to the analysis given above, the second option will be suggested as the most practical strategy for Russian Standard Vodka to enter US market: Pursue a global branding strategy – one that preserves the key sources of equity of a potentially global brand but also included local market adaptations. The first alternative will be very risky given the differences in US market. Market adaptions will be needed to certain extent. The third alternative cannot be chosen in the sense that the management needs to keep the brand image consistent and maintain the brand identity. This approach tends to dilute the brand authenticity. 4. Expansion into US Market Recommendations 4. 1 Target customers The international product manager must know how similar/different potential customers are in the market to serve. The US customers will be younger and more diversified. And they are very cultural sensitive and looking for something different with heritage and taste. The connoisseurs and strivers categories can also be applied to US market since they also appreciate high quality and prestige of the brand. 4. 2 Country of origin Russian Standard Vodka will fit in perfectly with the country of origin concept to win US customers. The Russian origin of vodka has symbolic value associated with the brand. It’s also about attraction by cultural difference. The product can be marketed on the basis of its specific Russian cultural background. It is precisely the difference in culture that makes it desirable. 4. 3 Product / Brand positioning Functionally, the brand shall emphasize the authentic quality from Russia, the purity of vodka, its neutral taste and superior aroma. Emotionally, the brand was meant to serve as a source of Russian identification, belonging and validation. Russian Standard shall also be positioned as a luxury brand to create an aura of prestige for users, to make them believe no other vodka brand in the world could bring such an authentic Russian experience to US consumers. . 4 Market communication Russian Standard Vodka and Russian Standard Bank will be linked together once the communication message is consistent in transferrin the message of Russian Standard offers more than products or services, it provides Russians with a sense of pride and personal freedom. The market communication will be key to keep the real essence of the brand across international markets. The concept could be that it embodie s the true Russian spirit of generosity, and the traditional Russian passion for vodka. In-store marketing, on- and off-premise promotions, local events hosted  / sponsored by Russian Standard Vodka or even television program can be marketing approaches to fit in different purposes. 4. 5 Pricing decisions In Russia, Russian Standard was one of the most expensive brands among locally produced vodkas. The price gap that the brand maintained vis-a-vis standard segment vodkas clearly demonstrated its premium position. The premium positioning of the brand was emphasized to foreigners. In US market, given the fast growing of super-premiums, pricing can target premium and super-premium segments. New product development can also be considered in a latter stage to expand the product portfolio. Conclusion Reeling Russian culture far into the future meant taking a novel look at the treasures of its past. Russia has undergone a true renaissance and Russian Standard has played a pivotal role, providing Russians from all walks of life the opportunity to realize their dreams. Named the number one premium vodka in Russia and ranked one of the fasted growing brands in the world, Russian Standard is well on its way to achieving its long-term vision as the international leader in premium and luxury spirits.

Indiana Jones essays

Indiana Jones essays Filmic Techniques in Raiders of the Lost Ark Indiana Jones :The Raiders of the Lost Ark is a Steven Spielberg film released in 1981. It is the tale of an Archeologist hired by the U.S. Government to find the Ark of the Covenant. In the paper I will dissect a sequence shot by shot, identifying different filimic techniques used throughout. The first shot opens with a shot of the golden sun. The characters enter the screen from the off screen space to the left of the camera. The first shot of the characters is a medium long-shot, showing them from their knees up. The camera then zooms into a medium-close up of Indy (Harrison Ford), which lights up his face. Shot two is a long shot of the Golden Idol, the camera zooms in a short distance. Shot three is a medium close-up of Indy. This shot uses three-point lighting. The fourth shot is a tail-on shot, showing the characters backs and a long shot of the Golden Idol in the background. There is a match on action technique used in the transition between the fourth and fifth shots. As the forth shot ends the characters begin to move this action is completed in the next shot. The fifth shot is a medium close-up of Indy, that pans right to include the other character. In the sixth shot, the characters are kneeling close to the ground, therefore the camera is position on the ground in order to capture their actions. The Golden Idol is in the background out of focus. In shot seven the camera is above the actors, making this a high angle shot. Shot eight is a low angle close-up. The eye-line match technique s used here to establish that the character is looking at the floor shown in the previous shot. Shot nine goes back to same high angle shot used in shot seven, with Indy pressing on the floor panel. Shot ten is a match on action with shot eleven. The statue shoots the arrow in shot ten, and the arrow is seen hitting its target in shot eleven. Shot eleven is al...

Information System Coursework Example | Topics and Well Written Essays - 500 words

Information System - Coursework Example The use of robots can generate more employment opportunities by increasing the number of professional working on the robots and within the robot manufacturing firms. It also comes out that many companies may perceive themselves as being digital while they are actually looking digital. Looking digital has actually resulted to the negative effect of IT (Thomas, Kass, & Davarzani, 2014). Being digital requires more than making use of digital activities like video chats, social media, and hosting online tools. Being digital thus requires new technologies to augment, but not to replace the physical tasks done by humans. Instead of creating unemployment, new information technologies should create better opportunities for workers by enhancing human capabilities, work experience, knowledge, and job opportunities (Thomas, Kass, & Davarzani, 2014). Agile refers to one of the various big buzzwords within the IT development industry. Agile development is a different approach to the management of IT development teams as well as projects. Agile has some key principles that include active user involvement, team empowerment in decision making, fixed timescale for requirement evolvement, capture requirement, and the development of small, incremental releases and iterate (Walters, 2007). Other agile principles include focusing on frequent product development, systematic completion of feature, applying the 80/20 rule, testing, and the use of collaborative/cooperative approaches between stakeholders (Walters, 2007). Siemens has developed a â€Å"dense mesh of technologies that are integrated and cooperating into a smarter, more efficient whole" according to the article â€Å"The Dawn of Smart Factory.† The implementation of the mesh technology has impacted enhancement of efficiency through minimization of defects and downtime as well as waste and waiting issues (The Dawn

Business Proposal Essay Example | Topics and Well Written Essays - 250 words - 1

Business Proposal - Essay Example SCM ensures effective and efficient integration of the several supply chains; for example, suppliers, wholesalers, retailers, manufacturers, and customers. CRM enables businesses to practice proper relationships with stakeholders in sales, marketing and service; for instance proper communication with current or potential clients. KMS ensures effective and efficient collection, organizing and dissemination of business information; for instance, end year financial statements. The MIS has several importances. Firstly, the technology ensures businesses achieve competitive advantage. This enables the organization to perform operations better, cheaper, uniquely and faster; in comparison to competitors. Secondly, MIS enables the companies to analyze their strengths, weaknesses, opportunities, and threats (SWOT). This is because of adequate financial reports, and also employee performance trends (O’Brien, 2009). This analysis ensures that the organization improves the processes or operations of the business. Systems development is applied in creating information systems that address business problems. System development includes several processes; system analysis, design, implementation, production, and maintenance (Joshi, 2009). System conversion entails changing old information system, to current information

Intellectual Property Rights in Media Applications Essay

Intellectual Property Rights in Media Applications - Essay Example A "dramatic work" includes a work of dance or mime; while a "musical work" means a work consisting of music, exclusive of any words or action intended to be sung, spoken or performed with the music. Section 5(1) of the Act provides that "sound recording" means - (a) a recording of sounds, from which the sounds may be reproduced, or (b) a recording of the whole or any part of a literary, dramatic or musical work, from which sounds reproducing the work or part may be produced, regardless of the medium on which the recording is made or the method by which the sounds are reproduced or produced. In the given problem, copyright subsists in the lyrics of the song 'Harlequin', the musical composition (musical notes) of the same song, and the sound recording of the song. Copyright protection therefore subsists on the foregoing works such that any infringement thereof gives the copyright owner or author of the works a claim or cause of action against the Guys. Under Section 9 of the Act, the "author" means the person who creates the work and in case of a sound recording, that person (the author) shall be taken to be the person by whom the arrangements necessary for the making of the recording or film are undertaken. Thus, in the case of the lyrics of the song 'Harlequin', the writer of the song is the author of the literary work while the composer is the author of the musical work. In the given problem, therefore, Jones is the author of the lyrics of 'Harlequin' as a literary work while at the same time he, as composer of the song, is also the author of the musical work. The author of the sound recording of the song on the other hand is Arcadia, Jones' music publishing company. Parenthetically, if the Guys does not have a license from Arcadia to use the sound recording, then the Guys may also be liable for copyright infringement of Arcadia's sound recording. Nevertheless, Jones will therefore be advised that as copyright owner of both the lyrics and musical composition of the song, being the sole author of the said lyrics and musical composition, he may have a cause of action against the Guys for infringement of his copyright over in the literary and/or musical work. As copyright owner, I will advise Jones that under Section 16 of the Act, the owner of the copyright in a work has the exclusive right to do the following acts in the United Kingdom - (a) to copy the work; (b) to issue copies of the work to the public; (c) to perform, show or play the work in public; (d) to broadcast the work or include it in a cable programme service; and (e) to make an adaptation of the work or do any of the above in relation to an adaptation. Those acts are the "acts restricted by the copyright". Furthermore, under the same Section, copyright in a work is "infringed by a person who without the licence of the copyright owner does, or authorises another to do, any of the acts restricted by the copyright" "in relation to the work as a whole or any substantial part of it" "either directly or indirectly". In view of the foregoing provisions, I will advise Jones that the Guys will only be guilty of copyright infringement if the 6-second music sample from Jones's 'Harlequin' used by

Iphone Network and Technology Research Paper Example | Topics and Well Written Essays - 3000 words

Iphone Network and Technology - Research Paper Example become the force to reckon with. It is one of the leading brands of the cellular phones in the market, and has indeed introduced many features in the industry for the first time that have been duly copied by the other companies in the hopes of matching in the race towards the most saleable phone (Frommer, 2011). The indigenous features and offers of the Apple company, however, make sure that few competitors can match the product in terms of quality, features, cost, and ease of operation (Frommer, 2011). Such a success is quite surprising, given that Apple is a relatively new player in the field, and a few years back it was not even predicted to enter the game (Vogelstein, 2008). And now it has broken the monopoly of the established giants of the cellular industry (Vogelstein, 2008) and made its own mark, which is quite hard to match. Such success merits an in depth analysis of the iPhone and its technology. This paper analysis the iPhone technology in terms of its management informat ion system, MIS, and telecommunication design. This will be followed by recommendations for improvement of the systems. Network classification: the iPhone introduced to the world not just a new trend in mobile technology, but also a new model for the smart phones (Frommer, 2011). This means that it had the capability to access the Internet and have a global network connectivity (Frommer, 2011). This was important to provide customers with a high level of user experience and ease of operation; now they could use their phones not just for making calls but also to conduct business and use the Internet (Frommer, 2011). Since the target was the incorporation of the Internet into a cellular phone and a global access, the iPhone utilized the technology of wireless network connections (Frommer, 2011). This section studies this technology in detail and presents some of its advantages over the wired technology. The wireless network is essentially what is called the wi-fi technology (WiFi Note s, n.d.). this form of network has become the most popular in the industry, and has become synonymous with all the families of wireless technologies that are currently used (WiFi Notes, n.d.). The Institute of Electrical and Electronics Engineers, IEEE, uses a referencing notation based on numbers that are given to each family of technological systems employed by the network industry (WiFi Notes, n.d.). These groups of numbers can be subdivided into smaller categories, based on the differences in the operational techniques of the systems. The wi-fi technology used by the iPhone is numbered as 802.11 (WiFi Notes, n.d.), this being the reference number of this particular

Importance of effective crosscultural communication in international Essay

Importance of effective crosscultural communication in international business - Essay Example We discuss the various issues relating to the diverse workforce and how these influence international business and its effectiveness. As it is observed that the communication barrier is the most influencing in the cross-cultural businesses, its importance and the possible ways to address this aspect to improve the effectiveness of international business is identified and discussed prominently. Finally, the results of the study are discussed and the discussion is concluded with recommendations. There is a growing trend among multi-national companies to employ diverse workforce, diverse not only in the functional and technological skills they possess, but also from various ethnic, cultural and demographic backgrounds. It is observed that "successful businesses are depending more on effective globalization, which in turn depend on the diversity in workforce" (Toomey, 1999: 4). This is due to the fact that they recognize that a cross-cultural team with its unique abilities can be an asset to the business and that it can contribute to the process of problem-solving owing to its diverse nature (Gupta, 2008 and Barrett, Davidson, 2006: 1). Gupta notes the comments of the SPHR, Delicia Del-gardo, "diversity can result in better business solutions" (2008). There is much evidence as to how these teams thrive on the diversity of skills, knowledge and culture to effectively approach problem-solving in various situations at work. As it enables them to leverage different approaches to solve a particular professional issue, there is a conscious effort by many teams to employ a diverse workforce. It can also be observed that this practice brings multi-dimensional advantages to the company. Along with the advantage of effective problem-solving, which is of importance in cross-cultural environments as they are prone to conflict, this practice of a employing a diverse workforce also brings an advantage to the business in terms of market share. With cross-cultural teams being employed, there is more exposure to the different cultures and also different markets, as with virtual teams, hence, these businesses can penetrate foreign markets with ease due to the inherent knowledge and skills available within (Guindi, Kamel, 2003). These teams are usually trained to communicate the importance of awareness that diversity exists and the need to identify and find ways to work towards a shared goal of the business, in spite of the differences. Hence, the responsibility lies on the management to train the workforce to be aware of the existence of differences and avoid any conflict rising due to these differences. The managements are responsible to communicate and ensure proper strategies to convey the shared goals and values that the employees need to inculcate to avoid any conflict and work on common grounds (Guindi, Kamel, 2003). However, there are still hoards of conflicts inherent in the cross-cultural businesses that they need to effectively address to ensure its smooth and

Midterm Policy Paper 8 pages double spaced Essay

Midterm Policy Paper 8 pages double spaced - Essay Example In 1789 the War Department was formed, which centuries later would come to be recognized as the Department of Defense. The Coast Guard which is a section of the Homeland security was later on to be established a year after the establishment of the war Department. In 1947, a decision was undertaken with the sole aim of unifying the various Departments under one roof. This decision led to the formation of the National Military Establishment in the same year. The National Military Establishment replaced the existing War Department at the time, as the war department was transformed to the Department of the Army. In this same year, there was an establishment of the U.S Air Force as it was followed by the creation of the Department of Air Force. Finally, with the senate’s approval and confirmation the existing three military branches of the army that included; the Air Force, the Army and the Navy were delegated under one person, the secretary of Defense who had direct control over t hem. In 1949, there was an amendment undertaken upon the National Security act that advanced one-step ahead by consolidating the national defense structure in a way that the cabinet-level status possessed by the three service secretaries was withdrawn from them. Later on the name National Military Establishment was to be converted and renamed as Department of Defense (U.S. ... This department is said to have evolved with the country as its roots can be traced back in pre-revolutionary times. In modern times, the Department of Defense is headed by Roberts Gates the secretary of Defense. In addition to this, the Department of Defense boosts over 1.4 million work forces under active duty. This department has earned the title of being the largest employer in America. The headquarters of the Department of Defense is based in Pentagon building (U.S. Department of Defense Para 2, 3, & 4). The major mission of the Department of Defense is to ensure that there is provision of military forces required for the sole purpose of deterring a war and above all to offers protection to the security of America. The Department also offers crucial and timely information on matters pertaining to defense policies operations, functions and organizations. Robert Gates History Dr. Robert M. Gates history within the American government circles is vast as the current government is ei ghth in number among the numerous governments he has served. Dr. Gates was sworn in as the 22nd Secretary of Defense in 18th of December 2006. His continued stay in office has earned him a record as the only secretary of Defense in American history to remain in office upon the prerogative of the newly elected president. Before his appointment in his present post, Dr. Gates was the president of the nation’s seventh largest University, the Texas A&M University. Before assuming his role as the president of the Texas A&M University on August 1st 2002, Dr. Gates was an interim Dean of the George Bush School of Government and Public Service from 1999 to 2001 in Texas A&M. Dr. Gates involvement with the Central Intelligence

Iphone Network and Technology Research Paper Example | Topics and Well Written Essays - 3000 words

Iphone Network and Technology - Research Paper Example become the force to reckon with. It is one of the leading brands of the cellular phones in the market, and has indeed introduced many features in the industry for the first time that have been duly copied by the other companies in the hopes of matching in the race towards the most saleable phone (Frommer, 2011). The indigenous features and offers of the Apple company, however, make sure that few competitors can match the product in terms of quality, features, cost, and ease of operation (Frommer, 2011). Such a success is quite surprising, given that Apple is a relatively new player in the field, and a few years back it was not even predicted to enter the game (Vogelstein, 2008). And now it has broken the monopoly of the established giants of the cellular industry (Vogelstein, 2008) and made its own mark, which is quite hard to match. Such success merits an in depth analysis of the iPhone and its technology. This paper analysis the iPhone technology in terms of its management informat ion system, MIS, and telecommunication design. This will be followed by recommendations for improvement of the systems. Network classification: the iPhone introduced to the world not just a new trend in mobile technology, but also a new model for the smart phones (Frommer, 2011). This means that it had the capability to access the Internet and have a global network connectivity (Frommer, 2011). This was important to provide customers with a high level of user experience and ease of operation; now they could use their phones not just for making calls but also to conduct business and use the Internet (Frommer, 2011). Since the target was the incorporation of the Internet into a cellular phone and a global access, the iPhone utilized the technology of wireless network connections (Frommer, 2011). This section studies this technology in detail and presents some of its advantages over the wired technology. The wireless network is essentially what is called the wi-fi technology (WiFi Note s, n.d.). this form of network has become the most popular in the industry, and has become synonymous with all the families of wireless technologies that are currently used (WiFi Notes, n.d.). The Institute of Electrical and Electronics Engineers, IEEE, uses a referencing notation based on numbers that are given to each family of technological systems employed by the network industry (WiFi Notes, n.d.). These groups of numbers can be subdivided into smaller categories, based on the differences in the operational techniques of the systems. The wi-fi technology used by the iPhone is numbered as 802.11 (WiFi Notes, n.d.), this being the reference number of this particular

Midterm Policy Paper 8 pages double spaced Essay

Midterm Policy Paper 8 pages double spaced - Essay Example In 1789 the War Department was formed, which centuries later would come to be recognized as the Department of Defense. The Coast Guard which is a section of the Homeland security was later on to be established a year after the establishment of the war Department. In 1947, a decision was undertaken with the sole aim of unifying the various Departments under one roof. This decision led to the formation of the National Military Establishment in the same year. The National Military Establishment replaced the existing War Department at the time, as the war department was transformed to the Department of the Army. In this same year, there was an establishment of the U.S Air Force as it was followed by the creation of the Department of Air Force. Finally, with the senate’s approval and confirmation the existing three military branches of the army that included; the Air Force, the Army and the Navy were delegated under one person, the secretary of Defense who had direct control over t hem. In 1949, there was an amendment undertaken upon the National Security act that advanced one-step ahead by consolidating the national defense structure in a way that the cabinet-level status possessed by the three service secretaries was withdrawn from them. Later on the name National Military Establishment was to be converted and renamed as Department of Defense (U.S. ... This department is said to have evolved with the country as its roots can be traced back in pre-revolutionary times. In modern times, the Department of Defense is headed by Roberts Gates the secretary of Defense. In addition to this, the Department of Defense boosts over 1.4 million work forces under active duty. This department has earned the title of being the largest employer in America. The headquarters of the Department of Defense is based in Pentagon building (U.S. Department of Defense Para 2, 3, & 4). The major mission of the Department of Defense is to ensure that there is provision of military forces required for the sole purpose of deterring a war and above all to offers protection to the security of America. The Department also offers crucial and timely information on matters pertaining to defense policies operations, functions and organizations. Robert Gates History Dr. Robert M. Gates history within the American government circles is vast as the current government is ei ghth in number among the numerous governments he has served. Dr. Gates was sworn in as the 22nd Secretary of Defense in 18th of December 2006. His continued stay in office has earned him a record as the only secretary of Defense in American history to remain in office upon the prerogative of the newly elected president. Before his appointment in his present post, Dr. Gates was the president of the nation’s seventh largest University, the Texas A&M University. Before assuming his role as the president of the Texas A&M University on August 1st 2002, Dr. Gates was an interim Dean of the George Bush School of Government and Public Service from 1999 to 2001 in Texas A&M. Dr. Gates involvement with the Central Intelligence