Is it possible to demonstrate that a sociological analysis of the body and its varied states shed ‘light’ on the experiences of embodiment?

In order to evaluate the extent in which sociological analysis sheds light on the experience of embodiment it is essential that we first break down the meanings behind the question. The concept of embodiment is derived from the phenomenology of Merleau-Ponty, who argued: â€Å"that to the experience the world, we have to perceive it†¦. the embodiment of the human being is fundamental.† (cited in Reber & Reber 2001. p115). Reber & Reber (2001) go on to explain embodiment as the mode by which human beings practically engage and interact with the world. The experience of having a body alters in relation to the particular condition, or state, of the body at any one time. These varied states can include differences in long or short-term health or, for example, whether the body is in pain or not at a particular time. Other states can include diversity in age, or just altered states such as pregnancy. The sociological analysis of any subject matter involves having the ability to trace links between the wider society and the lives of the individuals within it, having an awareness of social structures. In contrast to sociological theories are those within the biological essentialist paradigm, whose explanations reduce the understanding of the body into terms of the physiological and absolute. This essay will attempt to illustrate the importance of the sociological explanation in understanding the body and its varied states, whilst highlighting the limitations of the more essentialist approach. The health and illness of the human body has traditionally been defined in terms of the biomedical model, which is based upon the reliance of scientific facts. The body is seen as a primarily biological entity thus ignoring external, environment factors, such as the family and the education system, shaping our bodies and minds. The idea that the mind and body are separate entities emanates from Descartes, dating back to the eighteenth century. A time, known as the enlightenment, when societies would come to depend more and more on scientific and rational explanations at the expense of religious explanations. There was an apparent move towards a more physiological and essentialist understanding of everyday life and a dramatic decline in more spiritual and less scientific explanations. Health and illness is traditionally described in a medical way. Pregnancy, for example, although a natural state for the female body, has undergone extreme medical intervention. Martin (1987) suggests that giving birth is in fact so medicalised that it can be described as â€Å"work done by the uterus†. She goes on to create a convincing analogy between the ‘job' of having a baby and the ability of women as workers to resist their conditions. The essentialist argument is argued to be both narrow in its assumptions regarding the body and the individual's ability to have free will. The theorists ignore the impact of external factors, arguing that all human behaviour is innate and fixed. In modern times, largely due to a more sociological understanding of the mind and body, it is understood that they in fact work together much more closely than ever realised before, and thus the concept of mind-body dualism is introduced. White (2002) argues that on the basis of empirical research sociologists demonstrate how the interactions of social class, power, gender and ethnicity enter into the formation of knowledge about the treatment of a sickness or disease. The social production and distribution of diseases and illnesses, illustrate how these varied states could be differently understood, treated and experienced by demonstrating how disease is produced out of social organisation rather than nature, biology or individual lifestyle choices. White (2002) also suggests that our knowledge of health and illness, the organisations of the professions which deal with it and our own responses to our bodily states are shaped and formed by the history of our society and our place in it. He criticises medical explanations, stating that they only serve to obscure, or completely cover, the social shaping and distribution of disease, disease categories and health services. Firstly we must consider more traditional sociological theories such as functionalism, mostly illustrated by Parsons' concept of ‘the sick role', a social role that is shaped by the social restrains of modern society. The focus is on how being ill must take a specific form in human societies in order that the social system's stability and cohesion can be maintained. Parsonian sociology emphasises the role of medicine in maintaining social harmony, pointing to the non-market basis of professional groups. Highlighting the social control of medicine in enforcing compliance with social roles in modern society. Marxist approaches emphasize the causal role of economics in the production and distribution of disease, as well as the role of medical knowledge in sustaining the class structure. Marxists are concerned with the relationship between health and illness and capitalist social organisation. Feminists' key argument is that the way in which we are socialized into masculine and feminine social roles will have a determining effect on our health and illness. They argue that medicine plays a vital role in enforcing conformity because controlling women's ability to reproduce is central to a patriarchal society. Feminists argue that the majority of medical attention paid to women is around their reproductive organs and their life cycle Marxist-feminists identify the ways in which class and patriarchy interact to define the subordinate position of women in society and the central role that medical knowledge plays in defining women. In contrast to these more structural approaches the interactionists would argue the focus should be directed at the way illness is a social accomplishment between actors rather than merely a matter of physiological malfunction (Bilton et al 1997). Self-identity has become more fluid and negotiable, separated from ‘social structures', which are often claimed to be just a figment of the sociological imagination. For some theorists the discovery of the body, linked to these weakened structures, has led to the argument that we construct our bodies as we see fit. White (2002) emphasises the openness of the body, and of the individuals that shape it. More recent notions of the body have examined the cultural meanings placed upon it, desirable body size, weight and shape etc. There has been much sociological research into understanding the ideas behind the individual's concept of ‘the self'. Much of this work is revolving around bodily appearance and individual self-perception, labels given to us by others and ourselves. Tyler (1998) investigated the recruitment and training of female flight attendants, concluding that their work: â€Å"involved adhering to culturally prescribed norms on femininity as well as organisational regulations governing her figure† Feminists' reactions to the way in which medicine ‘medicalises' their bodies have raised crucial issues at the centre of sociological explanations of disease. Illnesses are not simply deviations from the body's normal functioning, being ill can have a number of meanings that extend beyond a simple biomedical one. Sontage (1991) shows how TB and AIDS have attached meanings, so that they become ‘dirty' and ‘unclean' illnesses that ‘invade' the body. People who suffer from such stigmatised illnesses may well change the way they view their bodies and their own self-identity is affected, thus an illustration of mind-body dualism. Goffman, a key interactionist, theory of the body can be summarised by three main features. Firstly, that you can view the body as a material, communicating entity, controlled by individuals in order to facilitate and direct social interaction. Secondly, the meanings attributed to the body are determined by shared vocabularies of non-verbal language, such as facial expression and dress, which are not under the immediate control of individuals but which nevertheless categorise and differentiate between people. Thirdly, the body mediates the relationship between people's self-identity and their social identity, two quite different states. Consequently, these classifications greatly influence how individuals seek to manage their bodies and they way in which their bodies are perceived. In addition to its reflections on economic, social and political changes in society postmodernism is characterised by a mistrust of ‘science' as the truth. Senior (1996) suggests that people are more accepting of their own understanding of the world. Post modernists claim that no single theory can explain such a wide variation of experiences. Power is of crucial concern, not only economic power but also in the form of language, or discourse. Knowledge of the body becomes power, possessors of this knowledge can exercise control over those without, for example the doctor/patient relationship. Foucault, an extreme social constructionist, highlights the social role of medical knowledge in controlling populations. Similarly to Parsons, Foucault emphasises the diverse nature of power relationships in modern society, describing the emergence of a dominant medical discourse, which has constructed definitions of normality and deviance. For Foucault modern societies are systems of organised surveillance with individuals conducting the surveillance themselves, having internalised the ‘professional models' of what is appropriate behaviour. The usefulness of Foucault's position is the way in which he historically locates medical knowledge, especially in allowing for the development of the sociology of the body. By showing how the body is historically constructed, Foucault has been accepted and adapted by feminists, known as Foucauldian-feminisms, who show that it is in fact the construction of gender specific bodies that needs analysis. Okely (1993) writes a subjective account of her time spent at an all-girls boarding school, linking her experiences of class, gender and power inequalities, and the impact of these inequalities on the human body. She also refers to Mauss (1936) in her writings and the way in which it is discussed that different societies, groups and even forms of education make different uses of the body. These uses may and have often been documented to change over time and in individual variations. Mauss (1936) isolates three factors that are involved in understanding the body; those are social, psychological and biological (as cited in Okely 1993. p111). Okely (1993) talks of her constant attempts to convince ‘the authorities', for example teachers, that she had internalised the institutions way of life, of being a ‘lady' however, her body often let her down. She goes on to recall that the â€Å"minutest gesture could betray a lack of conviction, a failure of conversion† (Okely 1993. p112). Children and adolescents are the most vulnerable to these outside influences, which often permanently shape their minds and bodies. Okely cited a former resident that had attempted to train to become an opera singer, but who could not breath deeply enough. She believed this to be due to a constant requirement to stand tall and firm, therefore, leading the chest to become too ‘rigidly encased'. The girl obviously saw a connection with her education and her bodily state. In an attempt to draw attention to the social and individual impact of merely wearing a badge on the left or right side of your uniform, Okely highlights that in many cultures the right and left sides of the body, for example the hands, are used to represent symbolic and social oppositions. â€Å"the right is given pre-eminence and may be associated with order, legitimacy and the male while the left can be associated with disorder, disruptive forces and the female† (Hertz 1960 as cited by Okely 1993. p115.) In an effort to transform society, social constructionists inevitably raise questions about the past and the future, as they call into question prevailing ideological frameworks. Social constructionist approaches call attention to the paradox between the historically variable ways in which culture and society construct seemingly stable reality. Social constructionist theory suggests that sexuality is a fluid and changeable entity, the product of human action and history rather than the result of the body, biology or an innate sex drive, as essentialism would suggest. Vance (1994) in her research into female sexuality, which can also be seen as a varied state, uses the example of female circumcision. She illustrates that social constructionists have not ignored the body, its function and physiology, and still in fact have the ability to incorporate the body with it's theory without returning to essentialism. From a sociological perspective, biology is by no means the overriding factor in the development of a disease. Rather, as White (2002) suggests, it is the prevailing social and economic conditions that allow a disease to develop which must be accounted for. Furthermore; â€Å"given that germs do not speak for themselves, it is our interpretation of events that leads some conditions to be categorised as diseases.† (White 2002. p12) But to what extent has the sociological analysis of the body and its varied states shed ‘light' on the experiences of embodiment? It is clear from the brief evidence summarised above and the reading available on the subject that the essentialist explanation of the body in incomplete. As with any aspect of human society the impact of the relationship between the individual and his/her surroundings must be taken into consideration. There is much work to be undertaken in this area of study and many more links, or dualisms, to be uncovered.

Stds Among Adolescents In Nigeria Health And Social Care Essay

The first sexual intercourse is a milepost in the physical and psychological development of every adult male or adult female. It can besides ensue in unplanned gestations, insecure abortions and sexually transmitted diseases ( STDs ) , ( Singh et al 2000 ) . Harmonizing to the World Health Organisation ( WHO ) , two-thirds of all STDs occur among the young person ( WHO 1993 and 1995 ) .This estimation can be explained by the high hazard sexual behavior of stripling, such as multiple sexual spouses and unprotected sexual intercourse ( Rosenberg et al 1999 ) . The demand for more policies and programmes in turn toing STDs among striplings should hence be a precedence for every authorities. However, the argument on sexual and generative wellness ( SRH ) is absent or hapless in many states, as the issue of gender and sexual intercourse make people really uncomfortable ( WHO 2006 ) . Again, most sexual wellness programmes for striplings globally tend to concentrate on instruction and bar, go forthing out services which enable striplings to show their frights, concerns and acquire interventions for STDs and other sexual wellness issues ( Nworah et al 2002 ) . This state of affairs can be disputing in some parts of Africa particularly the West where as an stripling, sexual wellness issues are non discussed in schools or places and there are no sexual wellness services for striplings. However, this state of affairs is altering, particularly with the outgrowth of Human Immunodeficiency Virus ( HIV ) infection hitting every three in 10 striplings in Africa. This has led to the committedness of more resources for intercessions in turn toing STDs in many states ( WHO, 2003 ) . In this paper, I will be looking at programmes and intercessions used in covering with STDs in Nigeria among striplings, barriers to accessing STD attention for striplings, societal building of sexual wellness and proposed programmes to better on the bing SRH attention for striplings. 1.2 STDs among striplings in Nigeria Nigeria is the most thickly settled state in Africa, situated on the western portion of the continent with an estimated population of 151,212million ; of this 32 % are between the ages of 10-24 old ages ( UN 2008 ) .With such a vernal population and the high prevalence of HIV in Africa, one will presume there will be policies which are effectual in turn toing STDs among striplings in the state. However, the age of presenting SRH instruction to striplings continues to be debated, whereas recent surveies indicate an addition in sexual activities among this age group, therefore the demand to explicate steps to understate the negative impact of these sexual activities ( Okonofua 1999 ) . Among the factors lending to high rate of STDs among striplings include ; the deficiency of equal information about SRH, dislocation of traditional household control and globalization ( Okonofua et al 1999 ; Odion and Ataman 2010 ) . Although there are no accurate informations on the Numberss of STDs among striplings in Nigeria, several population based surveies indicate an addition in STDs among striplings than grownups ( Okonofua et al 2003 ) In an attempt to turn to the issue, the Nigerian authorities in 2000 collaborated with other international administrations and non- governmental administrations ( NGOs ) to develop a national SRH policy. The subdivision of the policy on striplings focused on forestalling hazardous sexual behavior and the purpose was †to addition cognition of generative biological science and promote responsible behavior of striplings sing bar of unwanted gestation and sexually familial infections † ( Federal Ministry of Health 2001 ) . The following were the marks for the policy ; Increased entree of appropriate generative wellness information to all striplings in and out of school. The debut of gender and household life instruction in school course of study. Increasing the entree of comprehensive youth-friendly wellness services including reding for all striplings, including the disabled by 20 % Enforcement and reappraisal of Torahs relevant to adolescent wellness To run into these marks, the national council on instruction decided to incorporate gender instruction into school course of study to turn to the high rate of STDs among striplings. However, force per unit area from the media, spiritual groups and conservative politicians reasoning that gender should non be taught in schools, therefore naming for more dilution of the programme ( Federal Ministry of Education 2008 ) .Sexuality instruction was hence changed to household life and HIV instruction ( FLHE ) , which is more acceptable by all stakeholders. FLHE was integrated into bing topics and all 36 provinces were allowed to learn to accommodate the socio cultural demands of striplings in each peculiar province. The course of study was besides divided into two degrees ; sensitive issues such as sexual orientation, preventives and onanism was specifically taught in senior secondary and the basic sexual wellness issues in junior secondary schools ( Federal Ministry of Education 2003 ) . Second, to increase entree to reproductive wellness information, SRH nines are organised in schools where striplings can hold forums, arguments, essay composing competitions and interact amongst themselves on sexual wellness issues. These nines besides organise wellness consciousness runs and seminars where wellness professionals distribute educational stuffs and give negotiations on bar and intervention of STDs among striplings ( Federal Ministry of Education 2003 ) . Third, some members of the nine are selected by their co-workers and trained as equal pedagogues. Their preparation on STDs comprises of bar and intervention, acknowledgment of symptoms, spouse presentment, postponing of sexual intercourse pieces on intervention for STDs, benefits of early intervention, where STDs can be treated and the demand for professional aid. They so advocate pupils on one-on-one or in a group on STDs and other wellness issues. They besides distribute information on SRH issues and refer pupils with STD symptoms to the appropriate wellness professional for intervention ( Federal Ministry of Education 2003 ) . Finally, to guarantee enforcement of the policy, all province schools in Nigeria were made to incorporate the policy into bing school topics. The FLHE is the merely sanctioned SRH programme included in school course of study towards the bar of STDs ( UNSECO 2010 ) . In a reappraisal of the policy in 2004, the determination was made to develop more instructors who will specialise in SRH and Teach in senior secondary schools. There were besides sensitisation meetings with educationalists and NGOs working in SRH in an attempt to reenforce the programme in schools and increase the range of administrations working towards its success ( ( UNSECO 2010 ) . A long running rating of the programme, was carried out from 2003 – 2009 in Lagos and claims were made to the followers ; pupils exposed to the programme were more knowing about gender, HIV and other STDs, addition usage of preventives, misss were confident to decline sexual progresss from male childs and better apprehension of relationships ( Philliber Research Associates 2009 ) .In malice of these claims, surveies done earlier and after the execution of the SRH policy indicate that educational programmes have non improved on the Numberss of striplings undertaking STDs ( Adeokun et al 2009 ) . There is therefore the demand to look into why STDs among striplings continue to be high in Nigeria.1.3 Why STDs Remains a Problem among Adolescents in NigeriaEven though the incidence of STDs among Nigeria young person is said to be high, there is no defined steps in aiming striplings for intervention and bar of STDs. Surveies have shown that in malice of sexual wellness instruction, striplings lack cognition in STD bar, intervention and other sexual wellness issues ( Okonofua et al 2003 ) . Parents do non discourse sexual wellness issues with their kids, and information from the media is largely deformed taking to striplings seeking sexual wellness information from equals who besides lack accurate information about the topic, hence misinform others ( Fatusi and Blum 2008 ) .The deficiency of cognition about STDs leads to high incidence of unprotected sex, inability to place symptoms of STDs and reluctance to sought intervention ( Nmari et al 2010 ) . The few province wellness services or clinics are besides adult oriented and guidelines in handling striplings are nonexistent hence striplings feel unwelcome in such installation and hence do non utilize the services at all when they are infected with STDs ( Okonofua et al 2003 ) . This state of affairs is possibly due to how sexual wellness is perceived in societies in Nigeria and West Africa.1.3a Barriers in accessing wellness attention vs. societal building of SRHThe societal building of gender functions has brought about inequality in every society.SHR is one country affected by gender inequality in Nigeria. Gender functions have made work forces accountants of birthrate and gender of adult females ( Connelly et al 2000 ) ; doing adult females subordinators with less power in sexual relationships refering contraceptive method, abortion, and gestation while work forces determines the footings of the relationship ( Dixon-Mueller, 1993 ) . However, in a survey by Shefer et al 2002, adult females are blamed for being the causers of STDs, even though they have less power in negociating for safer sex. Individual ‘s behavior or actions on SRH reflects what is socially acceptable or non in communities. This besides explains society ‘s perceptual experience on striplings SRH. The societal building of SRH for striplings in Nigeria explains why most wellness services for STDs are adult oriented. SRH for striplings is a sensitive issue in Nigeria. Both traditional and spiritual leaders believe that adolescent generative wellness should non be discussed until a male child or miss is ready for matrimony. Traditionally, striplings are taught generative wellness during the rites of transition when they are ushered into manhood or muliebrity and ready for matrimony ( Marcusan et al 2010 ) . In the same manner, the Bible or the Koran forbids pre-marital sex hence supplying information about it will promote striplings to indulge in sexual activities before they marry ( Marcusan et al 2010 ) .This besides explains the force per unit areas from the media, spiritual and conservative political leaders to alter the initial gender instruction programme into FLHE. Most striplings besides complain about clinics non being youth friendly and missing privateness therefore their refusal to seek sexual wellness advice or intervention for STDs. The deficiency of privateness is besides a societal issue, from personal experience working in sexual wellness clinic, service suppliers adopt a domineering attitude in relation to service users and tend to handle patients their ain manner with small respect for their rights and self-respect. This state of affairs is worse when covering with patients with STDs. In a survey carried out in South Africa by Shefer et al 2002, patients with STDs were verbally abused by wellness workers by naming them names and this de-motivate striplings from seeking information and intervention for STDs. Again, due to cultural perceptual experiences about STDs, where it is seen as grownup job, striplings who present with STDs are stigmatised by their communities. This stigmatization influences the possibility of an adolescent seeking intervention. Often times, they besides hesitate in seeking intervention because of the possibility of run intoing people they know therefore compromising the confidentiality of their visit to the STD clinic ( Shefer et al 2002 ) . Confidentiality as frequently used in professional codification of moralss can be broken when person ‘s life is threatened. Confidentiality in this state of affairs can be broken non because person ‘s life is threatened but for societal grounds. In most portion of West Africa, people act as their neighbor ‘s keeper, hence it is the responsibility of grownups to describe a kid or striplings if they are seen indulging in harmful patterns ( hypertext transfer protocol: //www.ajol.info/index.php/og/article/viewFile/57930/46296 } . As mentioned earlier, STDs are diseases of grownups non striplings hence parents must be informed when their kids are seen accessing information or intervention for sexual wellness. Other grounds why striplings do non seek intervention or information for STDs is the high cost of infirmary fees which they are unable to afford. Some striplings therefore entree intervention from traditional therapists, where fees are low-cost, where they will non meet any of the jobs they face at western type of clinics and in line with societal building of diseases. For case STD was perceived as penalty from the Gods or witchery ; hence intervention must be sought from traditional therapists or the fetish priest who were seen as the oral cavity pieces of the Gods on Earth ( Nworah et al 2002 ) . Having said these, there were besides few cringle holes in the 2000 policy which can be improved upon. 1.5 Loopholes in the policy/programme The ends of the policy indicate that non merely is STDs a job among striplings but besides unwanted gestations. Broadening the range of the marks to cover SRH in general was a good thought as there may be other sexual wellness jobs faced by striplings which were non documented, but at that place should hold been specific marks for STDs and unwanted gestations as it was the focal point of the policy. Again, marks must be clip edge, nevertheless all four marks had no clip frame ; hence mensurating it will be hard. For case, 20 % was mentioned in the 3rd mark but the per centum of entree to comprehensive youth friendly wellness service before the policy was non mentioned, therefore hard to mensurate accomplishment. The policy was for striplings in and out of school, but there was no reference of how the out of school programme was implemented, it is hence ill-defined if those out of school were exposed to the programme. It is non surprising that the rating indicated addition cognition of SRH among striplings exposed to the programme. Again, some subjects were merely taught in senior secondary while basic subjects were for junior secondary but there were no reference of which topics the juniors were taught and whether it was relevant for them. The motivation for learning different subjects was non mentioned but this may connote that some striplings who are older but in junior secondary missed out on indispensable SRH subjects important for striplings their age. Specialized instructors were trained for senior schools, this once more may connote those learning in junior schools were non specialised, and speaking about SRH to striplings can be abashing for both instructors and pupils and may impact the quality of instruction every bit good as pupils non inquiring inquiries to clear uncertainties. Finally, the force per unit areas from the media, conservative politician and spiritual leaders faced the authorities to alter gender instruction to FLHE. This is a instance of people concealing behind faith, civilization and political relations to oppose a societal plan instead than rationally looking at the jobs facing their state. To beef uping SRH programmes and cut down the incidence of STDs among striplings, there will be the demand to suggest programmes to better on the bing one. 1.5 Proposed schemes to better programme The purpose of the programme will be awareness run for STDs and behaviour alteration among striplings. The programme will be restricted to striplings aged 11 to 24, therefore the junior and senior secondary age. This age group is chosen to acquire blessing from parents and besides to affect them, as a survey carried out by Wilson et Al in Ghana indicate that most parents will be unhappy for their ten twelvemonth old kid to be taught on SRH issues. To forestall resistance to the programme, audience will be held with parents, instructors, spiritual and community leaders, politicians and the media to explicate the graduated table of the job, why it is of import to learn striplings issues about STDs and SRH in general and seek their positions on the issue. Another audience will besides be held with pupils ‘ representatives, community and spiritual young person leaders to edify me and other sexual wellness experts on the sexual wellness demands, cognition and behavior of striplings in the state. This is important to the programme as surveies have shown that most SRH instruction programmes are affected by disused and hapless information ( Slap et al 2003 ) . The programme will affect striplings in and out of school. For those in schools, the current course of study would be maintained but subjects taught will be the same for both those in junior and senior categories to forestall the juniors seeking information from the senior category which they might non cognize and mislead them. Specialized instructors and SRH professionals will make the instruction to cut down the sum of embarrassment, trusting to construct the assurance of instructors and pupils with clip, so that they can hold more unfastened treatment about SRH issues. In add-on to what equal pedagogues are already making, they will besides be involved in given negotiations making seminars and runs as this is proven to be effectual ( Okonofua et al 2003 ) . For striplings out of school, community and spiritual young person leaders will be given the same preparation as those in schools to take the function of equal pedagogues. Seminars will be organise in churches, mosque and young person assemblages within communities where equal pedagogues will be joined by specialized instructors and SRH professional to give negotiations on SRH issues to the young person. Social selling will be used largely to make out to those out of school. Ads on wireless and telecasting will be done in common local linguistic communications for those who are illiterate. Studies will be done to place catchment countries for striplings where function dramas and picture shows will be organised on SRH issues for them. In add-on to these, in service seminars will be organised for wellness workers in SRH clinics. In these seminars accent will be on schemes aimed at de-stigmatising cultural perceptual experiences about STDs. This is important as surveies carried out in Kenya and Zambia suggests that nurse accoucheuses working in sexual wellness clinics did non like go toing to adolescent with STDs because they see them as promiscuous ( Warenius et al 20060 ) . Hospitals will besides be encouraged to put a twenty-four hours or half twenty-four hours for assignments for striplings and besides do information cusps on SRH available at clinics for patients to pick and read more on SRH issues. In audience with young person leaders and SRH experts, young person Centres will be set up with clinical countries. This is to guarantee that locations of Centres are convenient for striplings. Services will include guidance, prophylactic services, STDs and relationships. The clinical country will supply diagnostic services such as research lab and scan services and clinics will be organised twice a hebdomad for those who need medical services to be seen by wellness professionals. To do these Centres youth-friendly, both striplings and SRH professional will run the Centres. Finally, traditional therapists will be educated on SRH issues and encouraged to mention patients to wellness professionals for a item. Parents will besides be encouraged to discourse SRH issues with their kids to assist bridge the spread of striplings seeking information from their equals.EvaluationEvaluation of the programme will be ongoing at each stage of the programme to set and better on loopholes. Final rating will be carried out a twelvemonth after implementing the programme. To acquire a brooding image of the impact of the programme, random sampling of in and out of school striplings will be done to avoid choosing merely those exposed to the programme. Questionnaires will be used and inquiries will be asked on ; where striplings get information on SRH, barriers they face accessing SRH attention, handiness of young person Centres and service provided. Indictors will be ; 10 % decrease in the Numberss of reported STDs instances among striplings. Continuous usage of societal selling schemes in the programme. SRH instruction being examinable in schools. 20 % addition in striplings accessing SRH services. Result of the rating will be used to better on loopholes in the programme to accomplish the coveted result.DecisionThe SRH demands of striplings should non be over looked, as complications from these wellness issues can be significant for both persons and the authorities ( WHO, 2003 ) . Adolescents in Nigeria are said to miss equal cognition about SRH issues, but perceptual experience of people about STDs and hapless wellness installations have all contributed to the high incidence of STDs among striplings. There is the demand for a countrywide arguments on how SRH information should be disseminated to striplings and besides diffuse the negative perceptual experiences about STDs and other SRH issues. Existing SRH installations for striplings should be improved upon both in footings of substructure and forces. The authorities should besides make the atmosphere for private sector engagement in presenting SRH plans so people can do picks. It should nevertheless, be emphasised that the success or otherwise of any intercession will besides depend on the willingness of people to accept it.

International Business Essay Example | Topics and Well Written Essays - 4500 words

International Business - Essay Example In short, international business is facing fewer constraints at present even though it faced plenty of barriers in the past. The mode of entry into overseas market by international companies is often attracted huge debates. Some companies are looking for alliances with a company in the target country whereas other companies are looking for merger and acquisition as a mode of entry strategy to expand their business to overseas countries. Even the same company opts for different mode of entries in different countries. For example, Wal-Mart established a business alliance with Bharti group in India as a mode of entry in India market. At the same time, they used mergers and acquisition as the mode of entry in European and South African markets. â€Å"Cross border mergers and acquisitions (M&As) are a main vehicle for foreign direct Investment. Yet despite its quantitative importance, the determinants of cross-border M&As are still not well-understood† (Brakman et al, 2008, p.1). G aughan (2007) explained M & A as a process in which two corporations combined together to form a single one. Moreover, only one corporation survives after the M & A while the merged corporation goes out of existence after the merger process (p.12). Merger and acquisition are one of the most popular business strategies in the modern business world. However, there are lots of concerns and debates about the success and failures of this business strategy. This is because of the fact that there are plenty of examples about the success and failure of the M & A deals in recent times. Some of the recent statistics show that the popularity of M&A as a mode of entry is decreasing in recent times. Some think the M&A cycle has already started to turn up. In the first three quarters of 2012, as the euro tottered and fear gripped the global economy, M&A activity worldwide was 17.4% lower than in the same period of 2011. Yet it surged in the fourth quarter, to the highest level of any quarter in t he past four years. This is one reason to expect more mergers this year, says a report by Wachtell, Lipton, Rosen & Katz, a law firm that specializes in M&A. However, Mr Moritz suspects that some deals in late 2012 were rushed through by companies that were worried about possible changes to the tax code. Most deals in 2013 will probably be fairly small, designed to strengthen or fill a gap in the buyer’s existing operations. These are known as â€Å"plug and play†. Transformational megamergers grew rarer in 2012, with only four deals topping $20 billion. That was the same as in 2011, and fewer than in each of the three previous years (Mergers Shall we?, 2013). From the above statistics, it is evident that business pundits are not sure about the success and failures of M & As. To merge or not to merge, that is the question. Whether it is nobler in the mind to suffer the pains of negotiation & integration or to defy global trends and find alternatives. This paper critica lly evaluates the arguments of the pro-merger and anti-merger schools and takes a conclusive position that global mega-mergers are a good policy to undertake in international business practice. Arguments in favor of M & A Miller (2008) pointed out that Edwin L. Miller (Author) †º Visit Amazon's Edwin L. Miller Page Find all the books, read about the author, and more. See search results for this author Are you

Principles of Law Enforcement Case Study Example | Topics and Well Written Essays - 750 words

Principles of Law Enforcement - Case Study Example In addition, the paper will talk about responsibilities of the fusion center once the list is compiled in relation to the scenario. Question 1: Categories of critical infrastructure that should concern law enforcers Critical infrastructure was a term that came to be used in the military during the mid 90’s. Meteoric increase in cyber communications linked the infrastructures which were vital to the economy and defense of many countries. The common infrastructures are owned and run by private sectors. They include telecommunications, gas/ oil storage and transportation, electrical power systems, banking and finance, water supply, transportation and emergency services. The critical infrastructures are divided in two categories; physical threat (damage to tangible property), and cyber attack (threat to the electronic/ computer-based systems). Law enforcers should issue threat and warning notices whenever they notice of any risks posed by these critical infrastructures. Question 2 : Structures that should be listed as critical targets A structure that stands critically always to be checked by law enforcement bodies falls as the use of force in reporting (Arcaro 68). Some of the structures that should be considered as critical targets in the country include telecommunications, gas/ oil storage and transportation, electrical power systems, banking and finance, water supply, transportation and emergency services. Policing requires that sometimes an officer must implement control of an assaultive, violent, or resisting individual to carry out an arrest, or to defend the officer, other officers, or individuals of the common public from a risk of impending harm. Question 3: Should local politics be involved in developing principles of law enforcement In many rival states, core governing bodies like the legislation, police and judiciary all too often operated as separate entities. Modest support existed, and they often clashed over who would control productive sourc es of revenue such as imposing â€Å"taxes† for services and selling jobs to diverse criminal enterprises (Arcaro 69). These diverse enterprises involved trafficking in children and women, stealing, narcotics, diamonds and similar resources. These organs hardly ever fulfilled their duties as defined by law, which was one of the direct causes of the divergence. So a major test, for mediators will be to assist professionalizes each of these organs while at the same time build bridges between and among them where restricted earlier exchanges existed. Overcoming turf awareness and insular instincts tend to be difficult, especially where power and control falls as a finite factor, and one group’s gain leads to another’s loss (Arcaro 70). Question 4: Way forward for fusion centers Fusion centers play a crucial role in collection, evaluation and distribution of information on terrorism to other law enforcers in order to maintain peace in a country. Some disciplines suc h as the law enforcement characterize a core constituent of the fusion process in connection with the relationship between terrorism and crime and also the fact that these authorities are suited to coordinate such efforts both locally and statewide. A set of procedure for the way forward for fusion centers of the local includes the following: 1. They ought to recognize the names of all police officers in their centers. Maintain a precise and updated record of all law enforcement officers

Leadership and Talent Essay Example | Topics and Well Written Essays - 1250 words - 26

Leadership and Talent - Essay Example As the paper declares the human resource department did not consider it as essential, but in current times it is essential to address issues of talent because it is linked with creativity. Creativity of the workers can be improved through nurturing of their individual talents and encouraging them to develop the necessary skills for exploitation of their talents   From this paper it is clear that some talents may require the use of other skills. These skills are vital because they ensure the talent is visible. Talent leadership and strategic talent leadership are vital in the ear because it encourages the development of the talent with the organization or setting. The current situation of leadership discourages the development of the necessary skills in all the other sectors. Leadership and talents have often been misrepresented or mismatched leading to poor understanding of the role of leadership in management. Talent leadership ensures that employees in an organization are able to use their respective area of operation improving the performance and encouraging the development of the necessary skills and training. This study highlights that for a leader to become a successful talent leader, he must be able to change focus from self to managing others. To manage others, the leader must develop the necessary public relations as well as the relationship with the employees to be able to offer guidance even in issues that are deemed not effective or personal issues. The value of a talent manager is to bring to an organization the necessary skills and improve performance of the people he or she is managing. Leadership in this context involves behaviour and not a position or title. In the current set up, the individual contribution of the manager does not count. To achieve success, the manager must be able to develop a cycle of values that can create ripples throughout the organization.  

American history Essay Example | Topics and Well Written Essays - 1250 words - 1

American history - Essay Example Under Brigham Young the Church took a more aggressive view of self-defence, especially when under attack from Native American tribes. The Spanish-American war, however, split the Mormon church with different factions taking sides both for and against participation in the war. Eventually, the policy evolved. In the final analysis, this war marked the end of Mormons believing themselves to be separate from other American citizens. They agreed to be ruled by the Commander-in-Chief. The agreed to fight in war when required and to stand up for both their faith and their country when called to do so. This was certainly a turning point in the history of the Mormon Church and its role in the United States. This article offers a reappraisal of the Spanish-American war. The idea that is commonly said of this war is that it was a short, minor conflict that provided a big boost to the American ego. In truth it was not an easy war to win, nor was America properly prepared for it. Additionally, its consequences would last for many years to come and shape much of America throughout the 20th century. While prosecuting and concluding this war, Roosevelts goal was to strengthen and preserve American power around the world. He took an aggressive approach towards doing this as he did in many aspects of his life. He felt that democracy and capitalism were well worth preserving and fighting for. Indeed, Roosevelt would have agreed with E.H. Carr who wrote a few years later about political realism. Utopianism is unrealistic. It supposes that a perfect world can be created by men and that is one of our goals on Earth. Carr was a realist: he believed the world is not perfectible and that efforts to do so will end in failure and sometime calamity. The political system contains too many variables for any person or group to control. The League of Nations was a good example of this. The problems of the

Institutional Analysis Merrill Lynch Essay Example | Topics and Well Written Essays - 2500 words

Institutional Analysis Merrill Lynch - Essay Example The organizational structure of the company is a functional structure .This is because it is divided into three businesses. The business segments of Merrill Lynch involve Corporate and Institutional Client Group, Private Client Group and Merrill Lynch Investment managers businesses. The Corporate And Institutional Client Group is a business segment that provides its clients with comprehensive investment banking, financing and related products and services to the corporations, institutional clients and to the sovereign government throughout the world. The activities of the segment are carried out through the network of subsidiaries such as Merrill lynch, Pierce, Fenner and smith incorporation and through other subsidiaries that are outside the United States of America. Private Client Group is a business segment that provides its products and services that are the accumulation and management of wealth. It also involves brokerage, dealer and related activities. It also deals with the provision of banking, retirement, investment and custody services, business financial services, trust services as well as the mortgage lending and related activities. Merrill Lynch Investment is a segment that deals with the rationalized asset management activities that are conducted through the MLIM brand name which is a principal subsidiary that is involved in the investment business. Its assets amounted to over $557 billion as at 2007 (Grant and Neupert 175). The financial services of the company are provided to the clients through using its subsidiaries and affiliates that participate with the facilitation and consummation of the single transactions of the company. This organizational structure of the company ensures that the services of the company are delivered to the clients so as to enhance its growth and development. Organizational chart refers to the graphical representation of an organization that shows its hierarchical authority and relationship that exists between the department and jobs carried out within the organization. The structural segment of Merrill Lynch involves implementing an administrative structure of the company that assists the company in solving some of the problems that it is faced with. The mananagement of the company come up with the goals of the company. Carrying out an external macro environment analysis, defining the structures and the lines of authority are the basic reasons for undertaking the four framework analysis. Finance, marketing, administration, human resources and the research & development department are the main functional processes of the company. Finance department is concerned with all the financial transactions of the business, thus all the expenses and incomes of the company are recorded here. Measurement of the financial performance of the company is done in this department. The functions of controlling and monitoring of all the finances of the company are done in this department and also making sure that enough money is available for the recurrent expenditures of the company. Financial

See draft Essay Example | Topics and Well Written Essays - 750 words

See draft - Essay Example The author’s information in this selection is significant, she mentions accurate studies and data, and her argument and way of writing is very clear. On the basis of the book by Friedan this paper will prove that suburban housewives’ emotions with matters in the society and marriage, education and profession, and home duties cause unhappy womanhood. The word â€Å"femininity† is defined in many different meanings and according to the dictionary is â€Å"the quality of being female; womanliness†. The femininity that is discussed in the chapter is that what the majority of women dream about, which is marriage. In other words, how femininity and an old-fashion suburban housewife make us understand the word â€Å"woman†. In the 60’s, marriage takes major part of womanliness. Women are influenced to have early marriage. This idea leads women to ignore every position they could achieve. Friedan proves that early marriage is the main reason behind population increase while young women make career out of marriage duties. â€Å"The women’s magazines, deploring the unhappy statistics about these young marriages, urged that courses on marriage, and marriage counselors, be installed in the high schools† (Friedan 16). According to Friedan women career is limited in the twentieth century. Many women look forward an occupation inside the home. Bearing children and being supportive for their husband, women wanted to have profession. The concern to spend most time at home may harm the society. The author includes the fact of few women having professions. (Friedan 4). If women had the opportunity to work, they perhaps would be able to change the situation. Friedan adds the importance of education. Women’s role as housewives is what makes them unhappy with their education (Friedan 10). Women should gain education since it essential to solve problems people had. Education is important and it must be got to develop one’s profession. It is difficult for women not

Blue Jeans Essay Example for Free

Blue Jeans Essay The article â€Å"Blue jeans: Born to last† by Leslie C. Smith was published in Globe and Mail in 1992. Smith gives the brief details and the history of world popular blue jeans. The main idea of the essay is that how blue jeans came into life and what does it represent. In 1980’s, during the time of gold rush, French cotton called denim came into being which replaced canvas and people called it jeans. In 1853, Levis Strauss German manufacturer, though of curving into miners’ tents. Furthermore, Levis Strauss plans to cut canvas into pants for workers because routine trouser does not accomplish the necessity of them. Also, it can be worn by common man and celebrities. Although, The blue jean is the symbol of equality. In the essay Blue Jeans: Born to last, the author Leslie C. Smith says that â€Å"Jeans are functional and down-to-earth and unisexual† (Dasgupta, pg.107). The author expressed the qualities of the blue jeans. He explained the jeans are very suitable and can be worn by either male or female. It is very realistic and purposeful. Moreover, it is comfortable and trendy. The author Leslie C. Smith also talked about the cowboys that: The favoured grab of cowboys, by the 1930s they were an established icon-one that Easterners. Fresh from their vacations on popular dude ranches, were happy to appreciate.(1992, pg. 106). According to this, the jeans become favoured among cowboys in 1930s and it was the symbol of tough nature of American people to the rest of the world. Hence, jeans become a representation of cowboys. It provided cowboys a different identity. Blue jeans: Born to last, highlight the details of the blue jeans and explained that how jeans introduced to the world and what does it represent. It has slang expressions and informal language. As blue jeans is the most preferred dress in the world. The main purpose of this essay is that a blue pair of jeans is the one common thing between a common man and a superstar as it is the symbol of equality. The audience of the essay is the common people. The essay conveys a good message of equality and harmony.

Ethics Essay Example for Free

Ethics Essay In comparing the similarities and differences in ethical theories, the goals of each theory and the morals and values that can be observed in the process. While the following ethical theories appear similar on the surface virtue theory, utilitarianism, and deontological ethical will be discussed and their differences will be defined. Virtue Theory relates to the pursuit of excellence in everything you do. As one commercial put it, â€Å"Be all that you can be† (U. S. Army 1981). One must have the idea that if they want to maximize their greatest potential, they must work hard to produce it. To the Utilitarian this may appear selfish, but self-discipline and self-determination is key to achieving the goal. Oxford dictionary describes utilitarianism as one who practices the doctrine that produces the greatest happiness of the greatest number. For example, a busy mother gives great sacrifice of putting her needs aside to take care of her three children who are home sick with the flu. At this moment, the mother, who is also sick with a temperature of 102 F, is not practicing virtue theory because; the mother has currently put her needs aside. The mother is practicing patience and compassion to assure that her children get the care that they need. Boylan (page 171) describes Deontological ethics as a moral theory that emphasizes one’s duty to do a particular action just because it is right and not through any other sort of calculations. An example of this would include presenting an inventory sheet to authorities proving that fraudulent activity has occurred buy a company that has been charging customers extra for supplies. The distinct difference of these theories suggests that virtual theory focuses attention toward creating greatness within one’s self. Utilitarianism focuses attention by creating greatness toward the masses. Deontological ethics relates to doing what is right whether it be for one’s self or for the masses with the understanding that happiness is not the goal but a moral responsibility is. A personal experience explaining the relationship between virtue, values, and moral concepts includes a deontological experience that I had several years ago. One Friday afternoon I walked into a bank to cash a check in the amount of $527. 28. The teller cashed my check, but I did not bother to double check the money until I got home. After checking and double-checking the money that evening, I came to the realization that I had 627. 28 cash in my envelope. The teller accidently gave me an additional $100 dollar bill. I could not go back to the bank to address the problem because the bank had closed for the day. I could not with good conscious keep the money because my family has instilled strong morals and values of honesty, integrity, and dignity within me. The money must be returned for it is the morally right thing to do. Saturday morning I drove back to the bank and asked for the manager and explained what had happened. I handed over the entire envelope as it was presented to me and I explained that two very crisp one hundred dollar bills were so tightly stuck together that it appeared as one bill. The manager surprised at what had transpired the day before, thanked me for my honesty and determination to see that the money was returned. I told the manager that I appreciate her kind words but it was truly the right thing to do. Though comparing the similarities and differences with these moral standards, ethical theories along with morals and values can be observed in the process. While it is clear that these theories may appear similar in nature the following ethical theories, virtue theory, utilitarianism, and deontological ethical will be discussed and their differences will be defined.

The Manager Of Subway Supacenta On Improving Management

The Manager Of Subway Supacenta On Improving Management Subway SupaCenta Manukau wanted to explore and research about the possible factors that are influencing the customer service satisfaction. The research report included the current trends and circumstances that may or may not affect the performance of the Subway SupaCenta. The researcher did a pilot study to explore and examine the possible problems and factors that has adverse effects on the overall customer service satisfaction. After a preliminary study some general problems were found like communication among staff members and with the customers, unreliable suppliers, lack of motivation among staff members, cultural differences, wastage of food etc. All these problems lead to poor customer service and ends up with many customer complaints because the customers were not satisfied with the service provided by the staff members. After a thorough study, author identifies the main problem as lack of motivation in staff members. Author used quantitative as well as qualitative techniques to investigate more about these problems. The author used many methods to research about all the problems. The main techniques used by the author are document analysis, questionnaires, observations, interviews. Document analysis provides a lot more information about the working schedules, operations manual and sales. The author was able to work on these documents to analyze the current situation. Questionnaires were used to get the information from customers. Interviews were conducted with manager and assistant manager to get more information from top level. So the overall problem identification research was conducted with the use of various techniques and methods and various management theories were used in the whole process. In the end conclusions were drawn based on the findings and relevant recommendations were provided. Introduction The Setting Subway SupaCenta is a fast food restaurant located in SupaCenta in Manukau. Subway is very popular because of the healthy food products. It is growing rapidly in the country and whole world. It is famous for the fresh food products made in front of the customers with a quick and friendly customer service. Subway is in a high demand for health conscious people. At the time of this high demand among people, Subway is struggling because of various internal and external problems that trigger the poor customer service. The author selected this organization to examine the issues and factors that create the problems and affect the overall performance. This investigation examines the administration, management and staff level factors that cause adverse effects on the overall organization performance. The Business Problem The business problem is identified as lack of motivation among the staff members which cause the poor customer service. All the other problems like communication, wastage of food, cultural differences are interlinked with the motivation problem and organizational structure. This business problem involves the organization culture, routine work, management etc. Motivation Problem (Poor Customer Service) Communication Problem Wastage of Food Shortage of Staff Cultural Differences Miscellaneous Problems Figure 1. Factors affecting Customer Service This research is completed by answering the below given questions. These questions are suitable and relevant to the organization and identified problem. There is a huge opportunity to investigate and find out the possible solutions and recommendations: What are the organizational factors that influence the performance of the staff members? What are the process factors which contribute to the customer service? What are the motivation problems in the Subway SupaCenta? What people factors influence the customer service at Subway SupaCenta? The Value of Research The research is adequate and relevant for the organization to examine and improve the customer service satisfaction. This valuable investigation report presents the current organization procedure and policies, culture, trends and provides the possible recommendations for both internal and external factors. This research will provide the current scenario of the organization which will help the management to put extra efforts where needed. The researcher focused on all the aspects of lack of motivation which could lead to poor customer service. The author provided a clear picture of the aspects affecting the performance using various techniques and analysis. To achieve the organizational goals, management have to deal with these aspects to maximize the productivity and increase the performance. This will bring effectiveness and efficiency in the organization. The Aim and Purpose The aim of this research study is to provide the possible recommendations for the problems in Subway SupaCenta that are identified at earlier stage of this research project. The author provided the possible aspects that trigger the poor customer service which is generated by lack of motivation. Lack of motivation covers current culture, system, management, policies and procedures. The purpose of the study is to improve the customer service satisfaction by motivating the staff members. The purpose includes the possible policy implementations to achieve the desired overall performance. To improve the service, achieve the aim and fulfil the purpose, this research study tries to answer some questions: What are the possible factors affecting the customer service? Why staff members are unmotivated? When there is a need for extra efforts? Who should motivate the staff members? How the staff members will be motivated? Figure 2. Customer service in Action Methodology The Author used qualitative as well as quantitative research instruments to investigate thoroughly about the identified business problem. These instruments provide the logical and analytical information about the current situation. In this research report, author used the below given research instruments: 1. Document Analysis 2. Questionnaires 3. Observation 4. Interviews The methodology and research instruments used in this research report are quite relevant to find out the problem factors and other things that influence the customer service satisfaction. 1. Document Analysis The author was able to do document analysis of company documents. In document analysis, the author research and examine the company sales figures, company operations manual, rosters, company pamphlets etc. Document analysis is very useful resource to examine the company strengths, weaknesses, and also the opportunities with possible threats. Official documents like sales figures were used to check when the company is making huge sales or when its sales are going down. Rosters were also analyzed to check that who is doing the specific shifts and if there is any biasing in the rosters etc. Operations manual of the company was also analyzed to check if the company is doing good and in the proper way as they described or not. 2. Questionnaire Questionnaire was used in this research project. Author asked for permission from the store manager of Subway before using this method. After getting the approval from manager Mr. Shea Tipene author used the questionnaire to collect the qualitative data. Two different questionnaires were prepared for staff and customers. The questionnaire was given to 4 staff members and 8 customers. The researcher especially used this method to collect information from the operational environment. The author uses the technique in a very honest way and didnt try to alter the information in any form. The questionnaires are given as appendix at the end of the report. 3. Observation The researcher used this method to explore the natural scene without any biased assumptions. The permission was taken from the manager to perform this action and he approved it. Observation helps to bring the natural activity. It gives the opportunity to examine the whole process at the level of the subject. This method helped the author to achieve a personal experience with high understanding. Observation was very helpful to get information about staff-customer relationships and also the relationships among all the staff members which shows that how they are coordinating with each other to accomplish their duties. 4. Interview Author used the interview as a technique for this research project. It is very useful to collect qualitative information through formal interviews. The researcher interviewed the manager Mr. Shea Tipene and assistant manger Mr. Jasdeep Singh. In this process, the researcher was very honest and didnt use any emotive language or biased opinion to influence the interviewee. The unstructured interview is best to use when the researcher has general ideas about the topic. Author asked the permission from the manager and assistant manager to conduct the interview. After the final approval, the author prepared the questions for interview. The author was careful while preparing the interview questions so that there are no suggestive or aggressive questions that may offend some people. Author aims to be natural at the time of interview and not the person with some special role or powers. The interview questions are given as appendix at the end of the report. Strengths and Limitations of the Study There are many strengths and limitations to this study. These are given below: Strengths: This study helps to analyze the verbal and non-verbal behaviour of staff members and customers to understand the exact situation. It helps to portray perspectives and pass on the feelings and experiences. It helps to find out the existing problems with the factors that affect the working environment. It provides the useful recommendations for the management to improve the customer service in store. Limitations: Time frame for the study was limited. It took more time to research and analyze as compared to the schedule. Qualitative study is often criticised as being biased, time consuming and useless. Lack of precision is another limitation of this study because in some cases the author may try to use their own views or biasing which could lead to wrong results. Qualitative also lacks any statistical data values which look more promising and real. Management Theory Fish-Bone Analysis The author used the Fish-bone analysis to examine the problems that causes the customer dissatisfaction. This analysis provides a clear picture of what are the key problems that cause the main big problem. This is very suitable problem solving technique because it covers all the aspects of causes that contribute to the big problem. It is very important to explore all the possible causes before starting to solve the problem. A diagram for the Cause and Effect problem solving technique is given below: Figure 3. Fish-Bone Analysis Possible causes as given above in the starting of the report that contribute to the poor customer service are lack of communication, lack of knowledge, wastage of food, lack of power. All these problems arise due to the motivation problem. Employees are not motivated and they dont feel themselves as a part of the store. So if they are not motivated they will try to avoid their responsibilities and will not like to work effectively. The given management theory is relevant for the identified business problem of lack of motivation in customer service among staff members. It is reasonably feasible and relevant to the company because the aim of the company is to provide quality food products with great service. If the customer service in the company is not up to the standards, it will affect the productivity and company will loose the profits. Lack of motivation can led to various problems like wastage of food, misbehave with customers, negative work environment etc. So the fish-bone analysis provides a clearer picture of what is actually happening in store. So this method is quite relevant and feasible to the given problem and will provide relevant results to improve the service and productivity of the store. Results and Discussion 1. Document Analysis The author used the document analysis technique to find out the reasons of problems related to the poor customer service. Staff was not feeling motivated because there are too many problems in store that lead to poor customer satisfaction. The author used the documents like rosters and Subway operations manual to find out what is main reason behind their low motivation. The author checked the roster of 4 weeks to find out how the staff members are getting hours. The roster was mainly analyzed for 4 staff members on an average to find out the result. Figure 4. Staff hours for four Weeks So the above graph shows that there is a huge difference of shifts between staff members. So some staff members getting more hours that the others that affects their performance. Here in this case Aashish is getting more hours than other staff members whereas Wini is doing an average hours but other staff members are getting less hours. The above graph represents that there is a case of biasing in giving staff hours among staff members. The staff members that are getting more hours will be more motivated than other staff members. The employee that gets less hours will feel dissatisfied and will not like to work honestly, efficiently and up-to his best possible efforts. They will not feel valued and will try to avoid their responsibilities which could lead to poor communication, poor customer service and overall poor performance. The author also used the Subway operations manual which discusses about the motivation among staff members. It describes that management should motivate staff members as much as possible to get the best out of them. If the employees are motivated they will feel valued and will work honestly and effectively to get the best results which will increase their productivity and service performance. 2. Questionnaire The author used the questionnaires to collect the qualitative information from the customers and staff members to find out the possible reasons and factors that affect the performance of the employees. The author provided two different questionnaires for staff and customers. Staff Questionnaire Answer Figure 5. Questionnaire response from Staff The results of the questionnaire shows that the employees are not satisfied with their job. They dont like the management, the salary or fairness towards all the staff members. It shows that they are not motivated and feels unhappy when performing their jobs. This whole process affects their performance which in turn decreases the productivity and customer satisfaction. Customer Questionnaire Figure 6. Questionnaire Response from Customers The customer questionnaire shows that there is big percentage of customers that are not dissatisfied with the customer service of the store. They feel de-motivated and dont like to visit the store again. Store is doing well in terms of sales because of its location but the service performance level is going down which is a big problem for the business. 3. Observation The author used observation technique to collect the qualitative data. The results of observation provide a quite big picture which shows the problem factors. This technique provides enough information about the contributing factors and their percentage. To observe the current situation of the store, the author visited the store 4 times in 2 weeks to get the multiple results. For two days author visited the store in the lunch time and for other two days he visited the store in evening just before the dinner time. Figure 7. Observation Results. So the above graph represents that there are too many problems in store that contribute to the poor customer service. Employees lacks in communication. They try to avoid customers which bring the negative feedback from customer. Employees are not trained properly and they have less knowledge about the nutritional facts of the sandwiches which is another big problem. If some customer asked for some information, the staff members are unable to provide the up to date information to that related topic. So the above graph shows that communication is the biggest problem in this store. They need to improve the communication skills to improve the overall productivity of the staff. According to the Subway operations manual, the staff members should be aware of everything that they selling so proper training is needed to improve the service All the above given factors are a result of the lack of motivation. These factors are influenced by the motivation factor. If the staff members are not motivated then they will not show willingness to learn new things and get the training about the proper policy and procedures. 4. Interviews The author conducted two different interviews with store manager Mr. Shea Tipene and assistant manager Mr. Jasdeep Singh. Formal permission was taken from the manager before interview. The interview shows that the manager Shea Tipene has the full control over the store management and employees. He likes the authoritarian approach in store. The interview questions and answers are provided in the appendices. The results of the interview with Mr. Shea Tipene represent him as an autocratic leader which makes it difficult for other employees to talk to him if they need. The results are shown as a chart below: Figure 8. Interview Results from Manager. After conducting the interview with store manager author also conducted a second interview with assistant manager Mr. Jasdeep Singh. The interview statistics shows that Mr. Jasdeep Singh is very democratic person. He loves to talk to employees and get their comments to improve the service. But he got fewer powers than store manager so in some cases he feels helpless to do some specific activity. Figure 9. Interview results from Assistant Manager. So the above graph represents that he is a democratic leader which loves to talk to employees to solve problem, improve performance and improve the overall productivity and efficiency. A List of Possible Solutions and their Consequences There are a lot of possible solutions that are useful to solve the problems of this store. A list of possible solutions and consequences is given below in a table format. No. Solutions Consequences 1 More training to staff members. Management need to spend more money. 2. Delegation of Powers. Management need to divide authority powers should provide more responsibilities and power to assistant manager. 3. Benefits and Allowances. Management need to spend more money 4. Fairness. Management should set the standard to provide a fair opportunity for everyone. So everyone should be treated equally and should get equal opportunities. 5. Education Management should provide education about customer service and provide courses through Subway University. Table 1. A List of Possible Solutions and their Consequences McGregors XY Management Theory The author used the McGregors XY Theory of management to examine and analyze the problems in Subway SupaCenta store. McGregors XY theory helps to improve the organizational cultural and development. McGregor provide fundamental approach to manage the people and businesses. This theory provides two sub theories X and Y. Some managers use theory X which is mainly authoritarian management style and some manager use theory Y which is more democratic and participative kind of management style. Figure 10. McGregors Theory X Y The management theory used in this research project is very relevant to analyze the situations in Subway. This provides the information about current management style in store and the effects of the particular management style. This theory recommends that the people can perform better if they are motivated properly by the top management. Encouraging the participation brings the motivation in employees. This theory explains that the people are not lazy by nature but if they get a right amount of motivation then they can bring the best out of them. Theory Y encourages team work, removing obstacles, providing the guidance to increase the productivity and growth. These techniques will help the organization to match the goal of the employees with organizational goals. Theory X and Theory Y are quite different from each other. Theory X is more conservative, authoritarian, rigid and static but theory Y is more flexible, dynamic and progressive with a feeling of optimism. This theory encoura ges self-direction and integration of goals. The given management XY management theory is quite relevant to the business problem. Theory X is related to more autocratic style of leadership and Theory Y is more related to democratic style. So it is quite helpful for the above given problems. It will help to find the problems and provide the relevant solutions. Evidence of Original Research The whole research process was original and personally performed by the author. He conducted interviews, provide questionnaires and observe the situation in store personally. For the evidence, there are questionnaires, interview questions and answers are given in the appendices. Conclusions Recommendations Conclusions: In the conclusion author provides the results of the whole research report. The author found out various problems in the Subway SupaCenta and was discussed in the first assignment. Out of all the problems, the author chooses one big problem as lack of motivation. These problems have further small problems that affect the overall performance. The results helped the author to get the conclusion of this report. In the conclusion, the author explains that the problem lack of motivation was the biggest problem in store. The employees are not motivated to work in the store which is the biggest problem. If the employees are not motivated they are not in a mood to listen what the manager is saying or what the customer wants. There are too many problems that affect the staff performance and overall customer service. The author used the qualitative techniques such as observation, interviews to find out the personal views of managers and customers and to observe the staff performan ce in store at various times. So in the end author defined the big problem (Lack of Motivation) with various sub-problems. Motivation Problem Lack of Fairness Lack of Communication Lack of Knowledge Lack of Training Conclusions are based on the original research conducted by the author. For the evidence, the author provided interview questions and customer satisfaction survey forms in the appendices. The Henri Fayols Management Theory The author used the Henri Fayols management theory to discuss the results, conclusions. Fayols provide 14 management principles which help the author to draw the conclusions and recommendations. These principles are given below: Division of Work Staff should be divided into department to increase the output. Authority Managers should use their powers with responsibility. Discipline Discipline is very important in the organization. Unity of Command Employees should have only one direct supervisor. Unity of Direction Employees with the similar objective should be working under one manager. This will increase the coordination. Subordination of Individual Interests to the General Interest The personal interests should be second and companys interests should be first. Remuneration Employees should get a good remuneration for their performance. Centralization The employees should be close enough to the result-making authorities. Scalar Chain Staff members should be aware of their place in the company. Order Management should provide safe and clean working environment. Equity Managers should treat all the employees equally. Stability of Tenure of Personnel Managers needs to work on the employee turn over to increase the productivity at the same time increasing the performance. Initiative Employees should be able to perform some tasks by their own. This will increase their confidence. So managers should be using laissez-faire style for some level. Esprit de Corps Organizations should work hard to promote the team work and unity. Recommendations: In the end, the author provides some recommendations to the management so that they work on it to improve the staff performance to overall increase the productivity. Recommendations are relevant, feasible and practical. Some of the recommendations are given below: Training: Management should provide more training to the staff members to get the best out of them. Training will improve their knowledge. Fairness: Staff should be treated equally with fairness. This will help them to feel attached to the company. Improve Communication: The Communication problem was the biggest problem among employees. This will help them to be confident and they will be more friendly with the customers. Delegation: Delegation of powers is another main factor that will help to divide the powers among employees. This will help them to feel more motivated and valued for the company. Benefits to employees: Benefits are the biggest motivators for everyone. Management should set a standard that if the employees are working up to that standard then they will get some extra benefits and allowances. Bigger Store: The management should try to get a bigger place for the store because some customers had given the feedback about that. So that will help to increase the sales. References: http://www.vectorstudy.com/management_theories/theory_X_and_Y.htm http://www.mindtools.com/pages/article/henri-fayol.htm http://en.wikipedia.org/wiki/Ishikawa_diagram http://www.mindtools.com/pages/article/newTMC_03.htm http://www.learnmanagement2.com/fishboneanalysiscauseandeffect.htm http://www.nwlink.com/~donclark/leader/leadstl.html http://www.mindtools.com/pages/article/newLDR_84.htm

David Ricardo :: essays research papers

David Ricardo was born on April 19 1772 in London and was the third son of 17 children. His parents were very successful and his father was a wealthy merchant banker, making a fortune on the London Stock Exchange. When he was 14, Ricardo joined his father's business and showed a good grasp of economic affairs. However, he was disinherited by his parents when in 1793, he married a Quaker, so he set up on his own career as a stockbroker. He continued as a member of the stock exchange, where his ability won him the support of an eminent banking house. His success in this allowed him to retire at the age of 42. This enabled him to pursue his interests in literature and science, particularly in mathematics, chemistry, and geology. Along with Malthus, Ricardo was very concerned about the impact that rising populations would have on the economy. He argued that with more people, more land would have to be cultivated. However, the return from this land would not be constant as the amount of capital available would not grow at the same rate. In fact the land would suffer from diminishing returns. Extra land that was brought into cultivation would become more and more marginal in terms of profitability, and eventually returns would not be enough to attract any further capital. At this point the maximum level of economic rent would have been earned. The knowledge of comparative advantage enables countries to trade with other countries more efficiently and knowing the opportunity cost than are forgone and making the correct choices.It improves diplomatic relations between the trading countries.It also enables us to know which countries are relatively better at producing certain goods as compared to other countries.So,due to this theory,it allows trade between countries to improve their consumption of the goods in the market.

Life-Cycle Cost Analysis Essay -- Facility Ownership Finances Accounti

Life-Cycle Cost Analysis Life-cycle cost analysis (LCCA) is a method for assessing the total cost of facility ownership. It takes into account all costs of acquiring, owning, and disposing of a building or building system. LCCA is especially useful when project alternatives that fulfill the same performance requirements, but differ with respect to initial costs and operating costs, have to be compared in order to select the one that maximizes net savings. For example, LCCA will help determine whether the incorporation of a high-performance HVAC or glazing system, which may increase initial cost but result in dramatically reduced operating and maintenance costs, is cost-effective or not. LCCA is not useful for budget allocation. Lowest life-cycle cost (LCC) is the most straightforward and easy-to-interpret measure of economic evaluation. Some other commonly used measures are Net Savings (or Net Benefits), Savings-to-Investment Ratio (or Savings Benefit-to-Cost Ratio), Internal Rate of Return, and Payback Period. They are consistent with the Lowest LCC measure of evaluation if they use the same parameters and length of study period. Building economists, certified value specialists, cost engineers, architects, quantity surveyors, operations researchers, and others might use any or several of these techniques to evaluate a project. The approach to making cost-effective choices for building-related projects can be quite similar whether it is called cost estimating, value engineering, or economic analysis. DESCRIPTION A. Life-Cycle Cost Analysis (LCCA) Method The purpose of an LCCA is to estimate the overall costs of project alternatives and to select the design that ensures the facility will provide the lowest overall cost of ownership consistent with its quality and function. The LCCA should be performed early in the design process while there is still a chance to refine the design to ensure a reduction in life-cycle costs (LCC). The first and most challenging task of an LCCA, or any economic evaluation method, is to determine the economic effects of alternative designs of buildings and building systems and to quantify these effects and express them in dollar amounts.   Ã‚  Ã‚  Ã‚  Ã‚  Viewed over a 30 year period, initial building costs account for approximately just 2% of the total, while operations and maintenance costs equal 6%, and personnel costs equal ... ..., Design, and Development Process, Cost-Effective—Use Economic Analysis to Evaluate Facility Investment Decisions, Cost-Effective—Consider Non-Monetary Benefits such as Aesthetics, Historic Preservation, Security, and Safety, Sustainable, Productive, Functional Publications Building Economics: Theory and Practice by Rosalie T. Ruegg and Harold E. Marshall. New York: Van Nostrand Reinhold, 1990. Energy Price Indices and Discount Factors for Life-Cycle Cost Analysis, Annual Supplement to Handbook 135 by Sieglinde K. Fuller, Amy S. Rushing, and Laura I. Schultz. NISTIR 85-3273-19. Gaithersburg, MD: National Institute of Standards and Technology, April 2004. Also available from the DOE/FEMP Help Desk at 1-877-EERE-INF (1-877-337-3463). Engineering Economy by G. J. Thuesen and W. J. Fabrycky. Prentice Hall, 1993. ISBN 0-13-277491-7. GSA LEED ® Cost Study Life-Cycle Costing Manual for the Federal Energy Management Program by Sieglinde Fuller and S.R. Petersen. NIST Handbook 135. National Institute of Standards and Technology, 1995. Simplified Energy Design Economics by Harold E. Marshall and Rosalie T. Ruegg. NBS SP 544. Washington, DC: National Bureau of Standards, January 1980.

Cinematic techniques in Tim Burton’s Films Essay

Tim Burton uses many cinematic techniques in his movies such as lighting and camera angles throughout his movies in order to create effects and moods. He uses these two cinematic techniques numerous of times in the films Edward Scissorhands and in Charlie and the Chocolate Factory. He uses them very efficiently to portray different ideas such as showing strengths, weakness, or size in character or setting, or revealing a depressing or cheerful surrounding. Tim Burton is a successful film maker and has inspired many to get into the movie making business due to his cinematic techniques. In many of Burton’s films, Burton uses lighting to show happiness or sadness. In Edward Scissorhands, peg’s town is bright and full of color. Which makes it seems like the town is happy and full of joy, but the townsfolk are cruel and mean to one another. Edwards’s mansion is low key and dark, which makes it seems like Edward is the bad guy, but Edward is a kind, nice guy who loves to help everyone even though he has a disability. Burton also uses the same low key lighting in Charlie and the Chocolate Factory. When Charlie goes home at the beginning of the movie, Burton uses high angle to show Charlie’s house all dark, making it look small and haunted. The lighting would want you to think that the family that lives in that house is mean or sad all the time, but Charlie lives with his mom and dad and his grandparents on his mom and dad’s side. And they are all nice, kind, and respectful to one another. You see, this is Burton’s gothic style. Burton is mostly known for his dark, gothic, macabre, and quirky horror and fantasy films. So this cinematic technique has great importance for these films because he used it to make his idea or his opinion become clearer for the audience to understand the lesson from the movie. Burton’s lighting basically impacts the audience’s mood towards the movie or film. Burton wants to see the films in his eyes. Camera angles were very important in the films Edward Scissorhands and Charlie and the Chocolate Factory.

Communicative Language Teaching Essay

Communicative Language Teaching The aim of this unit †¢ To make you think about communicative approach to teaching languages †¢ To analyse the concept of communicative competence †¢ To reflect upon the communicative teaching techniques What do you have to do in this unit? †¢ Warming up discussions †¢ Input reading †¢ Self-assessment questions (SAQS) †¢ Exploratory tasks †¢ Integrated task Warming up discussion 0 Warm up the concept of a â€Å"communicative situation† (situation, in which it is necessary to communicate orally and/or through writing in order to achieve a certain goal). Produce a â€Å"mind map† of the concept listing most typical communicative situations in your own real world Communicative situations Input reading 1 The way towards communicative teaching Warming-up discussion 1.1 Rate in order of importance the items that the students need in order to master the language communicatively (more than one item can get one rank) |Items |Rating | |Vocabulary | | |Grammar | | |Pronunciation | | |Knowledge of typical situations | | |Target culture | | |Skills in speaking | | |Skills in writing | | |Skills in reading | | |Skills in listening | | |Non-verbal means of communication (gestures etc) | | |Knowledge of how to deal with people | | |Experience of making decisions in communicative situations | | |Experience in playing a role | | |Experience in problem-solving | | |Experience in playing communicative games | | Pre-communication methods The way towards communicative teaching has been a long and controversial one with advances and set backs. The focus of attention was gradually shifting from the language as a systematic code to the language as a means of communication with the search for an effective method of instruction and consideration of the learner’s personality. (The digest of teaching methods in this module is based on Richards, J., and Th. Rogers.1995. Approaches and Methods in language Teaching. CUP). Grammar translation (H.Olendorf) or Prussian method included detailed analysis of grammar rules, translating sentences and texts into and out of the target language, memorizing rules and manipulating morphology and syntax, reading and writing. Direct method (M.Berlitz) encouraged the use of foreign language in the classroom. Classroom teaching was conducted in the target language only. Learning process was mostly based on imitation and memorization. Oral approach or situational language teaching (Palmer, H. 1940. The Teaching of Oral English. Longman) was based on selection and organization of the â€Å"situations†. â€Å"Situations† were organized with the use of concrete things and pictures. They were used to introduce the new grammar structures. Audio-lingual method (Fries, Ch. 1945. Teaching and Learning English as a Foreign Language. University of Michigan Press) applied the principles of structural linguistics to language teaching. Pattern practice became a basic classroom technique. Audio-lingual method was the combination of structural linguistic theory and fundamentals of behaviorism (stimulus, response, reinforcement). The Natural Approach (Krashen, S.1981. Second language Acquisition and Second Language Learning. OUP) put emphasis on the exposure to language (comprehensible input) rather than formal exercises. The following hypotheses were put into the foundation of the Natural Approach: the acquisition/learning hypothesis (only natural-like acquisition can result in mastering the language while â€Å"learning† helps getting the knowledge about the language), the monitor hypothesis (explicit knowledge has only one function, that of monitoring correctness of the utterance), the natural order hypothesis (the acquisition of grammar structures proceeds in a predictable order), the input hypothesis (the relationship between the input and language acquisition shows that learners need comprehensible input), the affective filter hypothesis (learners with high motivation, self-confidence, low anxiety generally do better in language acquisition). SAQ 1.1 Match the following â€Å"methods† of instruction with their essential â€Å"features† |Method |Features | |Grammar-translation method |Imitation | |Direct method |Memorizing rules | |Oral approach |Motivating learners | |Audio-lingual method |Use of situations | |Natural approach |Memorizing patterns | Humanistic approach Warming-up discussion 1.1 Comment on the following revelation of a teacher: |†¦if a student really works hard, and yet there is a danger of this student failing a test, although he or she has studied | |intensively for it, then I cheat. I take a pen that has the same color ink as the student used to write the test and I correct| |some of the mistakes so that the student does not notice and I can give a positive mark. And then I follow this up with a lot | |of appraisal and support †¦ | (Puchta, H. 1999. Learners: belief, identity and success. IATEFL 1999. Edinburgh Conference Selections. P. 71-72) Humanistic approach emerged as a reaction to the behaviorist approach to teaching with the rigid teacher’s control over the learners behavior. The concern of humanistic tendencies was to enhance people’s self-actualization and their role in directing their own lives (Kelly, Maslow, Rogers cited in Roth. I. 1994. Introduction to Psychology. Volume 1. The Open University. P. 419). Humanistic approach to language teaching emphasized the value of developing whole learner’s personality, socialization of an individual in a group, creative activities with music, arts etc. It was further developed in community language teaching. The method was based on counseling techniques (Curran, C. 1976. Counseling-Learning: A Whole Person Model for Education. N.Y.) In lay terms, counseling is giving support to another person. This method was described as humanistic with self-actualization and secured self-esteem of the learners. The priorities of the method were to develop learners’ relationships in the group, to guarantee in learners the feeling of security and belonging to the group as well as asserting one’s personal identity. â€Å"Learner autonomy† became a new and much discussed concept. Affective learning and learner anxiety were taken seriously as an important factor of effectiveness. Instead of the formulaic knowledge (the product of behaviorism) teachers tried to develop in learners heuristic knowledge (After Fox, J. 1992. New Perspectives in Modern Language Learning. University of East Anglia. P. 87). Special attention was given to the issue of â€Å"debilitating anxiety†, which unlike â€Å"facilitating anxiety† could hinder and even block the process of language acquisition. As a result of the debilitating anxiety in the lesson the learners usually develop a â€Å"defense mechanism† against it. Some of them withdraw from the work of the class, make a game of a task, fidget and let their attention wander or plunge into the world of fantasy. They can challenge the teacher with the unacceptable behavior or passive aggression in the form of â€Å"silent protest†. Some learners accuse others of their own learning problems. As expression of protest the learners join subgroups of other failure-learners (See: Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications). An important issue, which is tackled by the humanistic approach to teaching is the rejection of the learners by their teachers. The rejection of this type can be hidden and show itself indirectly. These teachers prefer not to look at the learners, which they dislike (gaze of avoidance). The whole teacher’s body movement is in the direction opposite to the learners they dislike. The teachers keep a longer physical distance with these learners and give them less verbal contacts and addresses. These learners are denied teacher’s supportive intervention and detailed feed-back that other learners normally enjoy. They are given a reduced teacher’s waiting time. Humanistic approach advocated â€Å"non-conflict†, â€Å"non-judgement† and â€Å"empathy† in the relations of the teacher and learners. The importance of the humanistic approach lies not just in the effectiveness of language learning but also in the development of the personality. Humanistic approach facilitates self-actualization of learners. Self-actualized people have a healthier psyche and are more capable of a creative non-stereotyped behavior. This helps them to identify easily with the group. They demonstrate a more accurate perception of the reality and accept it without unnecessary conflicts. They focus more on the cognitive problems and less on themselves. These learners possess the capacity for peak experiences (through love, music, art, nature etc.) and a greater aptitude for empathy with other people. They are able to see things other than in black and white. Exploratory task 1.1 Study the following descriptions of the learners and reflect on the possible reasons that explain their learning difficulties. Suggest recommendations to improve the teaching situation. What individual features of the learners have to be respected by the teacher? |Descriptions |Reflections |Recommended | |Frank is shy, withdrawn and obtuse. When called upon for| | | |an answer in class, he hesitates a lot and sometimes | | | |does not respond at all. When pushed, his answers are | | | |usually incorrect. However he does well with written | | | |homework. | | | |Mark is a delightful student. Very active and | | | |enthusiastic in class. He never has enough time to | | | |complete the task in class and rarely finishes the test | | | |on time | | | |Mary is inattentive and never follows explanations in | | | |class. She does not seem to understand the grammar | | | |rules. However, the next day she knows the rule | | | |perfectly. | | | |Clara is very motivated to study English but finds it | | | |meaningless to take part in communicative activities. | | | |After communicative lessons she feels frustrated. | | | |Vera is clever and likes to take part in discussions. | | | |However while talking she often makes slips such as | | | |forgetting, blurring or mixing up word endings. | | | (Some examples are adapted from Leaver, B. 1993. Teaching the Whole Class. The AGSI Press. P. 4-8) Intensification tendency Total Physical Response (TPR) is the combination in the teaching method of speech and action (Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal. 53:3-17). The method combined verbal rehearsal with motor activities. The Silent Way (Gategno, C. 1972. Teaching Foreign Languages in Schools: The Silent Way. N.Y.) was based on the premise that the teacher should be silent as much as possible in the classroom, while the learners will produce more language. A typical feature of the Silent Way is the use of color charts and rods as memorable images and signals to help in verbal responses. The proposition underlying this method of instruction was that learning is facilitated if the learners discover or create even with the minimal language rather than rehearse and remember. Suggestopedy (Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y.) aimed at optimizing learning by music and rhythm, authoritative teacher’s behavior and â€Å"infantalisations† of learners, physical and psychological relaxation. The focus was on the memorization processes, which as claimed by the authors accelerated 25 times over conventional learning. Another example of exploiting resources of human psyche in teaching languages is neuro-linguistic programming (NLP). NLP is shaping one’s inner world through re-evaluating one’s experience and using the power of the word. It aims at opening up one’s inner resources as a way towards accelerated learning (Beaver. D. Lazy Language Learning). Exploratory task 1.2 Try to memorize the following groups of words using different techniques. Recall the words a minute after all the tasks have been done. Write the number of memorized words in the space provided and share the results in the group. Reflect on the reasons for diversity in the results (the meaning of the words should be made clear first) |Task 1 |Task 2 |Task 3 |Task 4 | |Memorize the words by marking |Memorize the words by |Memorizing the words in |Memorize the words by imagining| |rhythm with your hand |associating them with physical |complete relaxation |clearly and visualizing what | | |objects that you hold in your | |these words mean | | |hand | | | |Wary tortuous, dupe, hype, |Balk, upshot, slobber, freak, |Floss, tryst, mediocre, tassel,|Zap, trammel, largess, thud, | |lumber |virile |tacky |gullible | |Number of recalled words | | | | | | Communicative language teaching is based on a number of typical features of the communication process (Littlewood, W. 1981. Communicative language Teaching. CUP. Savignon,S. 1983. Communicative Competence: Theory and Classroom Practice. Mass. Widdowson, H. 1979. Teaching language as Communication. OUP). Language learning is understood as learning to communicate through communication. The emphasis is put on the meaningful and motivated use of language by the people who communicate in order to achieve a certain goal. Language for learning is derived from communicative experience in a variety of real world situations. Fluency is put over accuracy. Interactive learning is encouraged as the way towards acquiring communication skills. The learners are taught â€Å"negotiating the meaning† (working towards better understanding each other), and â€Å"using communication strategies† (e.g. circumlocution). Exploratory task 1.3 What features of communicative teaching can you detect in the following activities? |Activities |Features | |Find the differences between the pictures that you and your | | |partner has without looking at these pictures and only by asking | | |questions | | |Role play a job interview, in which you want the job as soon as | | |possible while the manager is taking time and is hoping to find a | | |better candidate | | |Agree or disagree with the given statements by marking them as | | |â€Å"true†, â€Å"false† or â€Å"debatable† and give reasons for every answer | | |Each of you have heard only a little bit of the announcement at | | |the airport. Put your bits of knowledge together to know what you | | |need. | | |Hold an opinion poll in the group by asking everybody questions | | |and report the results (every learner has a set of their own | | |questions) | | Communicative teaching is a way of teaching a language through communication. The way towards communicative teaching method can be traced in the chart below: |Method |Grammar-translation |Audio-lingual method |Natural approach |Communicative activities| |Subject |Language forms |Language patterns |Whole language |Human discourse | |Learning |Language analysis |Memorization |Exposure to the input |Communication experience| SAQ 1.2 Match the following tasks the methods |Tasks |Methods | |Listen to the tape and react to questions in the pauses |Grammar translation | |provided | | |Find the ways to translate the sentences in your native |Audio-lingual | |language | | |Prepare a group presentation and show it to the class |Natural | |Listen to the conversation and dramatize it |Communicative | Any method can be described as â€Å"result-oriented† or â€Å"process-oriented† with some teaching methods occupying an intermediate position. A result-oriented method advocates the idea of a final goal with the emphasis on its speediest achievement and the obligatory equal results achieved by all the learners. A process-oriented method focuses on the teaching/learning procedure with the individual pace of learning and the final results varying according to individual learner differences. Form-focused methods concentrate teachers’ and learners’ attention on the grammar forms of the target language. Form-defocused methods focus on speech patterns rather than on grammar structures. Exploratory task 1.4 Find the adequate place on the axes for the following method: grammar translation, oral approach, audio lingual and communicative (grammar-translation method has been done for you) Form-focused Y Grammar-translation method Result-oriented. x X Process-oriented y Form-defocused Communicative approach is used differently in different teaching cultures. â€Å"Teaching culture† is the collective teaching experience, beliefs and practices, which are typical of a certain community or society. Communicative approach is not universally relevant for different teaching cultures. The learners can question the effectiveness of the lesson during which they practice communication but do not learn anything concrete. â€Å"What have we learned during this lesson of incessant talk?†, is a typical question asked by the learners in Asian communities. In Japan languages are taught in the typically teacher-fronted and teacher-centered classrooms. A typical lesson consists of the teacher’s checking the learner’s sentence by sentence translations of a text. Chinese students can be unwilling to ask questions during a communicative lesson because students they do not want to interrupt other students or the teacher, it is better to ask after the lesson etc. (Coleman H. 1996.Society and the Language Classroom. CUP). A lesson of English in Russia often includes homework check up, presentation of the new material and reinforcement of the new material. The teacher, who signals when a particular learner is invited to speak, will regulate learners’ participation in the lesson (Millrood, R. 1999. How Native English Speakers Can be Better English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3. P. 213-218) Exploratory task 1.5 Given below are the features of the BANA (British, Australian and North-American) teaching culture. What is to be found in your local teaching culture? |BANA teaching culture |Local teaching culture | |Learner-centered | | |Learner-autonomy | | |Focus on the â€Å"whole language† | | |Critical thinking | | |Inductive teaching | | Input reading 2 Communicative competence Warming up discussion 2.1 Brain-storm the concept of â€Å"communicative competence† i.e. the knowledge and skills a learner needs for successful communication and draw a â€Å"tree diagram† of this concept Communicative competence The idea of communicative competence started to develop with the construct of â€Å"linguistic competence†. Linguistic competence is understood as innate knowledge of language (Chomsky, N. 1986. Knowledge of Language: It’s Nature, Origin and Use. N.Y. P. 24. Aitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y.P.180-182. Harley,T. 1997. The Psychology of Language. Psychology Press. P.141). Linguistic competence is only part of what is needed for communication. Communicative competence encompasses the knowledge of how to use the language in the real world, without which the rules of grammar would be useless. (Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press. Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P.87). Communicative competence can be described as including grammar competence (knowledge of grammar rules, lexis and phonetics), pragmatic competence (knowledge of how to express a message), strategic competence (knowledge of how to express a message in a variety of circumstances), social-cultural competence (knowledge of social etiquette, national mind-set and values etc.) (another description of communicative competence can be found in Canale, M., and M. Swain. 1980. â€Å"Theoretical bases of communicative approaches to second language teaching and testing†. Applied Linguistics 1: 1-47). Communicative competence breaks down into the two major components of the knowledge: knowledge of the language and knowledge of how to achieve the goal of communication |Communicative competence | | | |Knowledge of the language |Knowledge of how to use the language | Competence is not the same as ability. In order to be able to communicate, people need psycho-physiological mechanisms, i.e. communicative skills (After Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP. P. 84-85). Communication is the process of interpersonal interaction and requires the knowledge of social conventions i.e. the knowledge of rules about proper ways to communicate with people. In accordance with the social conventions, participants in communication perform communicative functions (to socialize, to inform, to persuade, to elicit information, to manipulate behavior and opinions, to perform rituals etc), communicative roles (leader, informer, witness, participant, catalyst, entertainer etc) (Ellis, R. 1994. The Study of Second Language Acquisition. OUP. P. 160). In order to perform these functions a speaker needs more than just the knowledge of the language. Exploratory task 2.1 Give examples of the knowledge you need for successful communication in a number of recent situations: |Knowledge for communication | |Rules of etiquette |Spoken language |Grammar and vocabulary | | | | | | | | | | | | | | | | | The process of communication is characterized with communicative strategies of achieving a goal through communication (Pollak A. Communicative strategies at work. NJ 1995). Success of communication depends very much on the knowledge of successful strategies chosen by the speakers. E.g. the Prince (in â€Å"The Prince and the Pauper† by M.Twain) was unable â€Å"to ask† because he was only competent in how to â€Å"give orders†. Successful strategies are known as the â€Å"four maxims† of good communication (Grice, H., 1975. Logic and conversation. Speech Acts. N.Y. Academic Press.) These maxims include quality (say only what is supported by evidence), quantity (say no more and no less than you think is needed), relevance (say what is relevant to the point of communication) and manner (present your ideas clearly an unambiguously) The four maxims of successful communication can be used in teaching how to communicate effectively (Brown, G. and G.Yule. 1983. Teaching the Spoken Language. CUP. P. 71) Exploratory task 2.2 Imagine that you want to borrow some money from the bank and have to explain to a bank clerk the reasons for taking the loan. Role-play your talk and let your group mates comment on what you say using the â€Å"four maxims†: |Maxims of communication |Comment | |Quality | | | | | |Quantity | | | | | |Relevance | | | | | |Manner | | | | | Communication strategies can be goal-oriented (having a particular goal in mind), partner-oriented (with the partner and his comprehension in mind, using negotiation of meaning, persuasion, self-correction, repetition, circumlocution etc) and circumstances-oriented (behaving according to the situation) (Wood B. Children and communication. NJ. 1981). In choosing a strategy the participants in communication can prefer either an achievement strategy (guessing, paraphrasing but achieving the goal) or a reduction strategy (co-operation, avoidance and sometimes giving up one’s goal partially or completely) (Bygate, M. 1987. Speaking. OUP). Exploratory task 2.3 Describe communicative strategies in the following conversation. One has been done for you |Conversation |Strategies | |Hello |Goal-oriented | |Can I have a return to London? |Partner-oriented | |Yeah. Are you coming back today? |Circumstances-oriented | |Erm †¦ I an not sure †¦ | | |A day’s return is 6.50. Otherwise it’s 8.80 | | |I’d better take a normal return | | |OK. That’s 8.80 then | | |Fine | | |Thanks. 1.20 change please | | |Thanks | | An integral part of communicative competence (the knowledge of how to communicate with people) is the non-verbal communication. It includes proxemics (physical distance and life space in the process of communication), kinesics (body language, gestures and postures), facial expression (smiles, eye-contact), haptics (the use of touch in communication), clothing and physical appearance in the process of communication (the concept of decency in clothing and physical appearance), oleactics (communication via smell), paralanguage (â€Å"um-m†, â€Å"uh-huh† etc). Many non-verbal expressions vary from culture to culture, and it is often the cause of cultural misinterpretation. E.g. a physical distance can be too close or somebody’s private space can be trespassed. Gestures and postures can be inappropriate, there can be a lack of smile and eye-contact. Touching somebody’s body during conversation can be taken as offensive. The dressing habit can be alien. Some smells (e.g. sweat or breath) can be found intolerable. Vocal confirmation of following the conversations (Aha! Etc.) can also be inappropriate. In some cultures humble bows are part of etiquette while others support a proud upright posture. Exploratory task 2.4 Describe non-verbal communication in your native culture |Features |Description | |Physical distance | | |Gestures | | |Use of touches | | |Decent clothing | | |Appropriate smell | | |Smiles | | |Eye contact | | Exploratory task 2.5 How would you say the following sentences without words, using the gestures only? |Communicative goal |Description of the gestures | |†It’s too hot.† | | |†I’m too cold!† | | |SSHHH! Be quiet.† | | |†Come here.† | | |†Come here quickly!† | | |†Stay back! It’s dangerous!† | | |†I’m impatient† | | |†I’m tired† | | |†What did you say?† | | Exploratory task 2.6 Mark as appropriate or inappropriate |Statements | Appropriate or not | |A/ A man not opening the door to the woman | | |B/ Man and woman walking together, woman carrying a heavy bag | | |C/ A man not helping a woman out of the bus | | |D/ A man not giving up the seat in the bus for a woman | | |E/ A person telling the police the truth about his friend’s involvement in the crime | | |F/ A married man living with his parents | | |G/ A young married couple paying more attention to themselves than to their newly born | | |child | | Exploratory task 2.7 Read the following description of the American character and draw comparisons with your home culture: |American culture |Learners’ home culture | |Physical appearance is a key to U.S. culture. Americans are obsessed with body hygiene. They | | |take many showers, wash their hair often and usually wear clothes only once. People who have body | | |odor, bad breath, oily hair, and do not wear fresh clothes every day may be rejected because of | | |their odor. Americans are likely to be extremely cautious when they meet a new person who seems to| | |want to get closely involved with them. â€Å"What does this person want?† they seem to be asking. | | |†How much of my time will it take? Will I be able to withdraw from the relationship if it gets too| | |demanding?† Americans are explicitly taught not to discuss religion or politics. Politics and | | |religion are thought to be â€Å"controversial†, and discussing a controversial topic can lead to an | | |argument. Americans are taught to avoid arguments, unlike other people who consider politics to | | |be an excellent topic for discussion and debate. | | Input reading 3 Communicative teaching Communicative teaching can be successful if the teaching techniques help to replicate authentic communication in the classroom Exploratory task 3.1 What makes real-world and classroom communication â€Å"authentic†, i.e. genuine and natural? List the features in the spaces below: |Authenticity of real-world communication |Authenticity of classroom communication | | | | | | | | | | Exploratory task 3.2 Do these activities help replicate authentic communication in the classroom? If, â€Å"yes, what makes the classroom communication â€Å"authentic† in each case? |Activity |Comment | |A bottle has been found in the sea with a letter in it. The text has been damaged | | |by water and is therefore blurred. In groups decide what the message says | | |You are to entertain guests before lunch. Role-play the conversation | | |You have always worn glasses but have now decided on switching to contact lenses. | | |Prove your decision | | |Each participant has a picture, which is part of the whole story. Without showing | | |your pictures talk to each other and make up the whole story | | |Write a letter of complaint to the hotel about their service and demand a | | |compensation for the spoiled holiday | | Communicative techniques A technique is a way for a teacher to organize a learner activity. The purpose of communicative techniques is to teach communication (After Littlewood, W. 1981. Communicative Language Teaching. CUP). Communicative techniques can develop in learners productive, receptive and interactive skills that are necessary for effective communication. Activities with listening and reading aim at developing in learners skills of receiving information. Activities with speaking and writing develop in learners skills of producing information. Both can be learner interactive and thus promote communication. Communicative techniques fall down into a number of groups: A. Language arts are oriented towards a communicative task but are not â€Å"communicative† in themselves. B. Language for a purpose is what the learners might need to learn how to request information, how to change somebody’s behavior or train of thought, how to co-ordinate efforts in a team, how to express one’s emotions etc. C. Communicative games can be alternative communicative techniques with a challenge, rules, procedure and winners. D. Personal language use develops in learners the skill of expressing one’s own attitudes and values. E. Theatre art develops communicative skills in simulations such as role-plays. F. Debating society teaches problem-solving skills. G. Beyond the classroom activities imply contacts with the native speakers and using the mass media available to the learners and relevant to their level of language studies (Adapted from Savignon, S. cited in Berns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y. P. 88-89) SAQ 3.1 Match the following techniques and their features |Techniques |Features | |Language arts |Exposure to the whole language | |Language for a purpose |Cause-and-consequence reasoning | |Communicative games |Attaining a communicative goal | |Personal language |Winning in a competing activity | |Theatre art |Presenting one’s case | |Debating society |Vocabulary and grammar build-up | |Beyond the classroom |Taking up a communicative role | Some activities are more associated with reading and listening (receptive skills), while others are more often used with speaking and writing (productive skills). Information gap is organized to promote speaking activities. Information gap is a situation when a participant or a group possess the information, which others do not have, while others command the information that the other party is missing. E.g. a student in a pair with the other student might have the train timetable for odd numbers, while her partner might have the train timetable for even numbers. Their task is to use communication for finding out complete information on how the train runs. Information gap can take the format of an opinion gap when the participants differ in their opinions. The gap is filled in the course of active communication. Any activity with an information gap can be turned into a communicative game if there are rules to name the winner. Information gap is a frequent technique used in order to organize a communicative game. E.g. you have new neighbors. They can tell you about themselves only what is given on their role cards. Try to guess their professions. Ask any questions. Direct questions about professions are excluded. A popular speaking activity is reading from cues. It is organized when the participants write information about themselves on sticky labels in the form of separate words, dates, names etc. Other students ask questions trying to find as much as possible about the person, To achieve this goal they have to think first what a date on the sticky label might mean and ask a question like â€Å"Were you married in 1991?†, â€Å"May be you got your first job in 1991?† etc. Reading and speaking processes can be boosted by a â€Å"matching† activity, in which the participants are to match pictures and texts, pictures and pictures, texts and texts (both oral and written) by using questions. Jig-saw reading activity is organized most often with the texts that are meant for reading or listening (â€Å"jig-saw† reading and â€Å"jig-saw† listening). A text is divided into several parts. Every participant has access to only one part of the oral or written text. They ask each other questions and provide information to pool the parts of the text together and to know the contents of the whole text. Another variant is a jig-saw listening when each participant or a small group listens to only some information as part of the whole. These pieces can be brought together only in the course of active communication efforts. Another activity for reading is sequencing (re-ordering). The task consists in asking the learners to restore the logical order between parts of the text. This can produce an â€Å"opinion gap† and boost communication. Productive skills of speaking and writing are developed in simulations. A simulation means that an episode of the real world is reproduced in the classroom environment in the form of the role-play, discussion (problem solving), piece of writing or a project work. SAQ 3.2 Give examples of communicative simulations that can be used to develop productive communicative skills in learners |Simulation of productive skills |Examples of activities | |Simulation of speaking | | | | | |Simulation of writing | | | | | An important aspect of communicative teaching is classroom interaction. This form of communication develops between the learners and the teacher. Learners’ interaction is organized in pairs, small groups, moving circles, parallel lines of pairs etc. Classroom interaction is a factor in creating a communicative classroom atmosphere and successful communicative teaching Exploratory task 3.2 Recall your own experience of classroom interaction and complete the evaluation form. What can be done to improve interaction in the classroom? |Classroom communication |Usually |Sometimes |Never | |1. The teacher asks the class questions. | | | | |2. Students volunteer to raise problems for discussion | | | | |3. Students say their opinions freely in class. | | | | |4. Teachers ask students to express their opinions. | | | | |5. Students speak only when the teacher calls on them. | | | | |6. Students tell the teacher in class when they don’t understand. | | | | |7. Students listen passively when the teacher talks. | | | | |8. Students listen passively when classmates talk. | | | | |9. Students speak loud enough for the whole class to hear and address| | | | |the classmates. | | | | |10. Students consult with classmates before answering teacher. | | | | |11. Students are afraid to make mistakes. | | | | |12. Teachers encourage students to risk making mistakes and to speak | | | | |freely | | | | |13. Students ask for the teacher’s opinions on the problem in class. | | | | |14. Teachers organize students’ interaction in pairs, small groups, | | | | |moving circles, parallel lines. | | | | |15. Students copy answers from others during tests. | | | | |16. Students coach each other for a test | | | | |17. Teachers are open to informal communication | | | | Communicative teaching is often organized in the three-phase framework. Three-phase framework means subdivision of the teaching process into three phases: pre-activity, while-activity and post activity. Pre-activity is organized to arouse interest in the learners towards the main task, to motivate performance, to activate in learners their prior knowledge and to prepare them for the language that can be necessary to perform the main task. While-activity is organized as oral or written communication and is based on engaging the learners in the communicative tasks. Post-activity is reflection on the ideas and language that was produced during the main activity. This phase also includes additional language drill and integration with other skills. The three phases of teaching are shown in the table: |Phases |Procedures | | |Teacher |Learners | |Pre-activity |Increasing motivation for the activity. Activation of prior knowledge in learners. Language | | |preparation. | | | | |While-activi ty |Oral or written communication. Information gap techniques. Simulation techniques. | | | | | |Reflection on the language and ideas produced during the â€Å"while-activity† phase. Focusing on | |3. Post-activity |the language. Integration with other skills. | (Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg) Exploratory task 3.3 Match the following communicative tasks with the pre- while- or post-activity phases |Tasks |Phases | |Write down all the reasons you can think of for getting married|Pre-activity | |A husband wants his wife to stay at home because he is earning |While-activity | |more than enough. The wife wants to be self-reliant. What |Post-activity | |should they do? | | |Agree or disagree with the following statements †¦ | | |Interview a working woman and a housewife (a pensioner). Report| | |on the findings | | |Look at these pictures of the families. Which family seems | | |happiest and why? | | |Write an essay, †Coral gardens of family life† | | |Think of positive and negative words when you think of family | | |life | | Integrated task †¢ Give a rationale for communicative language teaching †¢ Illustrate the tasks for teaching pronunciation, grammar and lexis (indicate the source) †¢ Describe the tasks for teaching speaking and writing, listening and reading †¢ Work out a three-phase framework for any one of the tasks †¢ Ask your peers to evaluate your â€Å"three-phase framework task† according to the evaluation form and attach it |Points of analysis |Comment | |The explanations to tasks are quite clear | | |The task motivates communication | | |The task provides information gap for the learners | | |The task simulates the real world | | |The task develops language knowledge in learners | | |The task develops world knowledge in learners | | |The task creates a reasonable challenge for the learners | | |The three phases of the task are quite logical | | |The tasks provide for a good communicative practice | | Answer keys SAQ 1.1 1B 2A 3D 4E 5C SAQ 1.2 1B 2A 3D 4C SAQ 3.1 1F 2C 3D 4E 5G 6B 7A SAQ 3.2 |Information gap |Simulation | |Matching, jig-saw, interviews, reading the cues, communicative |Role-play, problem-solving, socialization, project work etc. | |games etc | | Exploratory task 1.1 1 Frank is a learner who needs more time to think the task over. 2 Mark can’t stand the time limits because he is usually overactive. 3 Mary prefers working with examples and deriving a rule from them. 4 Clara is a â€Å"deductive learner† and prefers working with grammar rules. 5. Vera has problems with her phonological development and needs special attendance to her needs Exploratory task 1.4 Oral approach YX; audio-lingual xy; communicative yX Exploratory task 1.5 1 Teacher-centered, 2 learner-dependence, 3 focus on form and text, 4 memorization, 5 deductive teaching from rule to examples Exploratory task 2.3 A 2 3 5 7 9; B 1 8 10; C 3 4 6; Exploratory task 2.8 1 test-tube babies, 2 AIDS, 3 Nuclear power Exploratory task 3.3 1A 2B 3A 4C 5A 6C 7A Glossary Audio-lingual method is the way to teach a foreign language through intense repetitions of language patterns Communicative approach is a theory of teaching and learning foreign languages that recognizes the primacy of communication as the goal and the media of instruction Communicative competence is the knowledge that is necessary for successful communication Communicative method is a way to teach a foreign language through communication for the purpose of communication Communicative principles are guiding rules of instruction in the framework of communicative approach Communicative situation is a set of circumstances, in which it is necessary to use the language for communication in order to achieve the desired goal Communicative strategies are the means and maneuvers of communication to deal with the goal, partner and circumstances Communicative techniques are the devices to organize teaching in compliance with communicative principles Community language teaching is a teaching approach that emphasizes the importance of students’ co-operation, support and interaction Direct method is the way to teach a foreign language by switching over exclusively to the target language in the classroom and intense grammar structure practicing Grammar-translation method is a way to teach a foreign language with the help of contrastive native and target grammar analysis Humanistic approach is an education theory that recognizes the necessity to facilitate free and creative development of the personality Information gap is a technique to give the students complementary information, which they have to pool together in the process of communication in order to fulfil the task Interactive learning is instruction with the tasks that can’t be fulfilled by the isolated students but require co-operation Natural approach is a way to teach a foreign language through massive exposure to the comprehensible language input in the classroom Neuro-linguistic programming is a teaching way that combines mental imagery with the language Non-verbal communication uses physical distance between the participants, facial expressions, eye contact, gestures, appearance and clothes, smell and perfume etc. Oral approach is a way to teach a foreign language through oral introduction and practice of the language structures with the help of objects and pictures to create â€Å"situations† Process-oriented teaching focuses on the motivation and involvement in the activities with the expectation of different results in learners according to their aptitude Result-oriented teaching is the shortest way for all the learners in the classroom to achieve the same result Silent way is a method a teaching that attempts to combine creative thinking with the minimum of language resour ces available to the learners (using colored rods etc) Simulation is a technique to replicate in the classroom real world situations for the purposes of communicative language teaching Suggestopedy is a teaching way attempting to utilize the hidden cognitive resources in students through relaxation, music and elements of suggestive therapy Total physical response is a way of teaching that combines language rehearsals with physical activities References and further reading Aitchison, J. 1999. The Articulate Mammal. An Introduction to Psycholinguistics. L.,N.Y. Asher, J. 1969. The total physical response approach to second language learning. Modern Language Journal. 53:3-17 Bachman, L. 1990. Fundamental Considerations in Language Testing. OUP Beaver. D. Lazy Language Learning Berns, M. 1990. Contexts of Competence. Social and Cultural Considerations in Communicative Language Teaching. N.Y. Brown, G. and G. Yule. 1983. Discourse Analysis. CUP Bygate, M. 1987. Speaking. OUP Canale, M., and M. Swain. 1980. â€Å"Theoretical bases of communicative approaches to second language teaching and testing†. Applied Linguistics 1: 1-47 Chomsky, N. 1986. Knowledge of Language: It’s Nature, Origin and Use. N.Y. Coleman H. 1996.Society and the Language Classroom. CUP Cook, G. 1989. Discourse. OUP. Crystal, D. 1992. Introducing Linguistics. L. Penguin. Curran, C. 1976. Counseling-Learning: A Whole Person Model for Education. N.Y. Ellis, G. 1996. How culturally appropriate is the communicative approach? ELTJ. Volume 50/3 Ellis, R. 1994. The Study of Second Language Acquisition. CUP Fox, J. 1992. New Perspectives in Modern Language Learning. University of East Anglia Fries, Ch. 1945. Teaching and Learning English as a Foreign Language. University of Michigan Press Gategno, C. 1972. Teaching Foreign Languages in Schools: The Silent Way. N.Y. Haines, S. 1995. Projects for the EFL Classrooms. Longman Harley,T. 1997. The Psychology of Language. Psychology Press Hymes, D. 1971. On communicative Competence. University of Pennsylvania Press Krashen, S. 1981. Second language Acquisition and Second Language Learning. OUP Leaver, B. 1993. Teaching the Whole Class. The AGSI Press Littlewood, W. 1981. Communicative language Teaching. CUP Lozanov, G. 1978. Suggestology and Outlines of Suggestopedy. N.Y. Madeline, E. 1996. Understanding Second Language Learning Difficulties. Sage Publications Millrood, R. 1999. How Native English Speakers Can be Better English Teachers in Russia. The Internet TESL Journal. Vol..5 No 1 1999. Nunan, D. 1993. Discourse Analysis. Penguin Books. Palmer, H. 1940. The Teaching of Oral English. Longman Pollak A. Communicative strategies at work. NJ 1995 Richards, J., and Th. Rogers.1995. Approaches and Methods in language Teaching. CUP Roth. I. 1994. Introduction to Psychology. Volume 1. The Open University Savignon, S. 1983. Communicative Competence: Theory and Classroom Practice. Mass. Sheils, J. 1988. Communication in the Modern Language Classroom. Strasbourg Widdowson, H. 1979. Teaching Language as Communication. OUP Wood B. 1981. Children and communication. NJ.